The views and opinions expressed on this site and blog posts (excluding comments on blog posts left by others) are entirely my own and do not represent those of any employer or organization with whom I am currently or previously have been associated.
Academic Version: Applying my personal experiences and academic research as a professor of Sociology and Asian American Studies to provide a more complete understanding of political, economic, and cultural issues and current events related to American race relations, and Asia/Asian America in particular.
Plain English: Trying to put my Ph.D. to good use.
The following are announcements about jobs for those interested in racial/ethnic/diversity issues. As always, the announcements and links are provided for informational purposes only and do not necessarily imply an endorsement of the organization or college involved.
The Intercollegiate Department of Asian American Studies at the Claremont Colleges and the Asian American Studies field group at Pitzer College invite applications for a tenure-track Assistant Professor position in Asian American Studies, to begin 1 July 2011.
The successful candidate should, by the beginning of the Fall 2011 semester, have a Ph.D. in ethnic studies, American Studies, or other disciplines or interdisciplinary studies appropriate to this subject. Candidates should have the ability to teach a community-based learning course and Asian American History. The department has identified a need for research and teaching expertise in Filipino, Muslim, Pacific Islander, South Asian, or Southeast Asian communities. We especially encourage candidates whose work takes place within frameworks of transnationalism and globalization.
Pitzer College, a member of the Claremont Colleges, has a strong institutional commitment to the principles of diversity in all areas and strongly encourages candidates from underrepresented social groups. We favor candidates who can contribute to the College’s distinctive educational objectives, which promote interdisciplinary perspectives, intercultural understanding, and concern with social responsibility and the ethical implications of knowledge and action. Pitzer College is an Affirmative Action/Equal Opportunity Employer. For the successful applicant with the relevant interests, affiliations are possible with the intercollegiate departments of Africana Studies, Chicano/Latino Studies, and/or Women’s Studies.
To apply, send letter of application, curriculum vitae, selected evidence of excellence in teaching and research, statement of teaching philosophy, statement on social responsibility, a statement of research, and three letters of recommendation (at least one (1) of which addresses your teaching effectiveness) via email to “idaas_search@pitzer.edu.†Electronic documents should be sent in PDF format. Applications will be considered beginning September 17, 2010, until the position is filled.
This position is responsible for teaching sociology courses in the Bachelor of Arts in Social Sciences program. The teaching assignment is three courses per semester, including day, evening, and distance education courses. Responsibilities include, but are not limited to teaching a variety of sociology courses in areas consistent with personal interests and program needs. The successful candidate is also expected to engage in scholarly research and publication, committee service, student academic advising, and to participate in faculty governance.
Minimum qualifications: PhD from an accredited college or university in Sociology. (ABD candidates are eligible to apply, but must complete all degree requirements prior to the appointment.) Candidates must have a broad knowledge of sociology and a commitment to teaching excellence.
Desirable qualifications: Areas of specialization are open, but preference will be given to applicants prepared to teach at least two of the following: introductory sociology, social stratification, sociology of aging, medical sociology, sociological theory, writing-intensive courses, and demonstrated ability to teach using distance education technology.
To apply: Send a letter of application, curriculum vita, copies of transcripts (originals required at time of hire) and the names, addresses, phone numbers, and e-mail addresses of at least three professional references. All items become the property of the University of Hawai’i – West O’ahu. Application materials may also be e-mailed as an MS Word file attachment to delucchi@hawaii.edu. Closing date: Continuous – application review begins October 15, 2010.
Address:
University of Hawaii – West Oahu
Sociology Search Committee
96-129 Ala Ike
Pearl City, HI 96782
Inquiries: Dr. Michael Delucchi (phone: 808-454-4718, email: delucchi@hawaii.edu)
The Department of Asian American Studies at the University of California Irvine invites applications for a part-time Non Senate Faculty position with primary responsibility in teaching an upper division interdisciplinary course in Asian American Studies for 2010-11. Minimum base salary per course is $5579. The appointment dates would be as follows: Winter Quarter 2011 1/01/11-03/31/11 or Spring Quarter 2011 4/1/11 to 6/30/11.
We are looking for applicants who can teach the “Vietnamese American Experience” course.
Applicants with a Ph.D. preferred. Applicants who are ABD or have a M.A.; M.F.A. or equivalent will be considered. UC graduate students must have filed their dissertation or have a degree in hand by mid- December 2011 to be eligible to teach in Winter Quarter 2011 and by mid-March 2011 to be eligible to teach in Spring Quarter 2011.
Send materials via e-mail attachment to Jim Lee at jkl@uci.edu, followed by a hard copy of your application materials:
Cover letter
Curriculum vitae
Teaching evaluation summaries (no raw data needed)
Two letters of recommendations sent directly from the recommender
Complete sample syllabus of the course you are proposing
Indicate quarters available (Winter/Spring)
Applications will be accepted until positions are filled. However, to ensure fullest consideration, all applications materials should be submitted by August 31, 2010 to:
Jim Lee, Chair
Department of Asian American Studies
3000 Humanities Gateway
University of California Irvine
Irvine, CA 92697-6900
The Duke Center for Multicultural Affairs has launched a search for two Program Coordinator positions for our office. Each Program Coordinator will be expected to be knowledgeable of the histories, cultural and developmental issues of Native American, African American, Latino-American, South Asian American, East Asian American and South East Asian American ethnic communities.
In addition the Program Coordinator will be expected to provide a comprehensive program of services in the areas of community engagement, multicultural education and leadership development to empower students and their organizations to create an inclusive multicultural student community. This individual will also offer student club/organization advising, design experiential training in diversity education and multicultural competency to prepare students to participate in a complex global community.
Interested applicants should apply online through the Duke Human Resources website and find job requisition # 400413331. Please also find the position description below.
Specific Duties: Program Development
Develop and implement programs that support academic persistence
Create and implement programs that promote skill development in diversity education and multicultural competency
Design programs that enhance knowledge and understanding of principles of social justice, activism and advocacy
Deliver educational presentations and other co-curricular programming such as informal and formal discussions in and outside of the classroom, house courses, film series, etc. on the issues pertaining to multicultural competency and social justice education
Evaluate and assess programmatic effectiveness through regular qualitative and quantitative data collection and analysis such as focus groups, pre- and post-surveys, benchmark tracking, or other performance or outcome data
Student and Student Organization Advising
Hire, train and supervise undergraduate, graduate and professional student staff, interns and volunteers who work in the CMA
Advise multicultural student clubs and organizations
Develop a leadership curriculum that prepares students to lead their multicultural student organizations
Promote student group cross-cultural communication, inter/intra-group interaction and program collaboration
Administration
Complete all administrative duties including but not limited to financial paperwork in accordance with University policy and reports as assigned by the Assistant Director
Participate on the Campus Life Program Coordinator Group
Develop and maintain relationships with campus, community and alumni organizations that support the mission of the Center for Multicultural Affairs
Attend appropriate department, Division, and University meetings that support the goals of the Center for Multicultural Affairs
Participate in the design and implementation of short and long-term strategic planning and annual budgeting for the Center for Multicultural Affairs
General Qualifications:
Minimum educational requirement: Master’s Degree in relevant field. Strongly prefer 2-3 years experience as multicultural educator in a higher education setting.
Specific Skills and Competencies:
Position requires knowledge and understanding of American ethnic student communities in higher educational settings and ability to work with a diverse group of faculty, staff, students, alumni, and community members. Candidate must have excellent written, verbal and interpersonal skills, with a proven ability to work in a team environment. Outstanding organizational skills with ability to handle multiple projects/priorities and meet deadlines are required.
Position: Policy Analyst (Research & Evaluation Division)
Department: Department Of Homeland Security
Agency: Citizenship and Immigration Services
Job Announcement Number: CIS-PJN-359063-OPP
Salary Range: $89,033.00 – $136,771.00 /year
Open Period: Wednesday, July 07, 2010 to Wednesday, July 28, 2010
Series & Grade: GS-0301-13/14
Position Information: Full Time Career/Career Conditional
Promotion Potential: 14
Duty Location: Washington DC
Who May Be Considered: United States Citizens
Job Summary: U.S. Citizenship and Immigration Services secures America’s promise as a nation of immigrants by providing accurate and useful information to our customers, granting immigration and citizenship benefits, promoting an awareness and understanding of citizenship, and ensuring the integrity of our immigration.
General Responsibilities of Policy Analysts:
Analyze, develop and review a variety of technical reports
Draft and review proposed legislation
Ensure effective coordination and integration of recommended policy
You will provide expert advice, analysis, and services on complex and sensitive issues related to the agency’s immigration policies and programs. Your duties will include the following:
Developing and managing quantitative and qualitative studies related to various immigration programs, policies, and petition types.
Analyzing, developing and reviewing a variety of technical reports and assessment instruments for use within the Agency.
Conducting and leading comprehensive studies on new and proposed policy initiatives, providing balanced information and analyses of the issues.
Preparing written analyses based on quantitative or qualitative findings of immigration program/policy studies.
Isolating and defining Agency conditions; developing study approaches, methods, techniques and hypotheses. Conducting and managing projects that may impact existing Agency processes, practices, or policy.
Identifying and evaluating the advantages and disadvantages, risks and benefits, or strengths and weaknesses of particular policy proposals.
Assessing the political and institutional environment in which decisions are made and implemented.
Ensuring effective coordination and integration of study findings in support of recommended policy changes or agency strategic plans.
Reviewing proposed legislation and drafting research reports and policy papers on research needs and study findings.
Representing the agency in dealings with interested groups and organizations regarding sponsored research and evaluations.
Participating with top agency officials and stakeholders in meetings, conferences, and symposia.
The College of William & Mary invites applicants for a tenure-eligible position to begin August 2011. Ph.D. in sociology or related field required. We seek a candidate with research and teaching expertise in the fields of race, ethnicity, or immigration studies. The successful candidate will assist in strengthening the department’s links with other programs in the College such as Africana Studies (including Black Studies) or Latin American/Latino Studies. Candidates with a comparative or international focus are encouraged to apply.
Application materials must be submitted electronically at the College’s online site at https://jobs.wm.edu. The following items are required, preferably in a PDF format: a curriculum vitae, a cover letter describing the candidate’s scholarship, teaching, and how these would enhance campus diversity, and three letters of reference (Applicants should submit the email addresses of recommenders via the online system). Review will begin October 1, 2010 and will continue until the position is filled.
Here are some more announcements and links out that have come my way relating to Asians, Asian Americans, or racial/ethnic minorities in general. As always, links to other sites are provided for informational purposes and do not necessarily imply an endorsement of their contents.
The Intercollegiate Department of Asian American Studies at the Claremont Colleges and the Asian American Studies field group at Pitzer College invite applications for a tenure-track Assistant Professor position in Asian American Studies, to begin 1 July 2011.
The successful candidate should, by the beginning of the Fall 2011 semester, have a Ph.D. in ethnic studies, American Studies, or other disciplines or interdisciplinary studies appropriate to this subject. Candidates should have the ability to teach a community-based learning course and Asian American History. The department has identified a need for research and teaching expertise in Filipino, Muslim, Pacific Islander, South Asian, or Southeast Asian communities. We especially encourage candidates whose work takes place within frameworks of transnationalism and globalization.
Pitzer College, a member of the Claremont Colleges, has a strong institutional commitment to the principles of diversity in all areas and strongly encourages candidates from underrepresented social groups. We favor candidates who can contribute to the College’s distinctive educational objectives, which promote interdisciplinary perspectives, intercultural understanding, and concern with social responsibility and the ethical implications of knowledge and action. Pitzer College is an Affirmative Action/Equal Opportunity Employer. For the successful applicant with the relevant interests, affiliations are possible with the intercollegiate departments of Africana Studies, Chicano/Latino Studies, and/or Women’s Studies.
To apply, send letter of application, curriculum vitae, selected evidence of excellence in teaching and research, statement of teaching philosophy, statement on social responsibility, a statement of research, and three letters of recommendation (at least one (1) of which addresses your teaching effectiveness) VIA EMAIL to “idaas_search@pitzer.edu.†Electronic documents should be sent in PDF format. Applications will be considered beginning September 17, 2010, until the position is filled.
Recruitment No. 50320, Classification Title: Student Services Professional III
The Office of Student Life and Cultural Centers exist to support student development, cultural enhancement, social justice and academic excellence. Basic services provided by the department include: campus scheduling, student activities, cultural programming, leadership and diversity training, club and organization advising, campus policy, crisis intervention, and a variety of other services related to campus life at Cal Poly Pomona.
Under the general direction of the Director of the Office of Student Life & Cultural Centers, the Coordinator will be responsible for implementing student support programs for the Asian & Pacific Islander (API) community; developing and implementing outreach and retention programs; coordinating campus-wide academic and educational programs for the student community at Cal Poly Pomona; assisting in leadership programs offered by the department; selecting and training student assistants and volunteers; overseeing the day to day operations of the facility; and reaching out to the local community.
Duties will include: oversee program advising to API student organizations; offer leadership development programs; maintain knowledge of university policies/procedures as they relate to campus organizations and the use of facilities; interpret regulations to student groups and assist students in their program design, planning and implementation; maintain knowledge of Associated Students Incorporated (ASI) policies/procedures as they related to programs co-sponsored by ASI and student organizations registered with the API Student Center; act as liaison to student groups; oversee the annual programming budget; develop and implement various programs/services designed to address the needs of the API campus community and the mission of the API Student Center; advise and assist student committees with the coordination of programs such as Asia & The Pacific Islands Heritage Month and various end of year programs; provide direction in program advising regarding publicity, funding proposals, budget preparation, room reservations and program evaluations; develop and implement a Pan-Asian graduation celebration and other workshops/seminars; and perform other duties as assigned.
Three years of progressively responsible professional student services work experience AND equivalent to graduation from a four-year college in a related field plus upper division or graduate course work in counseling techniques, interviewing and conflict resolution. (A Master’s degree in Counseling, Clinical Psychology, Social Work or a job-related field may be substituted for one year of professional experience; a doctorate degree and the appropriate internship or clinical training in counseling, guidance or a job-related field may be substituted for three years of the required professional experience); the ability to plan, develop, coordinate, supervise and organize programs and activities; ability to interact with a diverse student population, faculty, staff and the public; excellent verbal and written communication skills.
Masters degree preferred. Experience in the program area and/or active work with API communities is desirable and the collaborative, demonstrated commitment to all issues of diversity.
“Consuming Asian America”: 2011 Association for Asian American Studies Conference in New Orleans, May 18-21, 2011. Submissions due by Monday, November 1, 2010 [go to http://www.aaastudies.org/ to submit on-line]
The theme for the 2011 AAAS conference “Consuming Asian America†is inspired, in part, by the site of the conference itself—New Orleans, the city that measures the success of its Mardi Gras celebration by weighing the garbage collected the morning after and whose shopping and nightclub district for locals is called “Fat City.†We invite proposals to engage with all aspects of consumption, such as excess (after all, New Orlean’s tradition of Mardi Gras suggests an excess of consumption), labor material culture, technology, marketing, identity, assimilation, gender, popular culture, religion, music, or tourism.
The title “Consuming Asian America†has a double sense, referring both to the consumption performed by Asian Americans and the consumption of objects, people, and practices that are marked as Asian American. We are interested in the material practices, actions, and cultures of different versions of the consumer, such as eating, buying, viewing, as well as the larger metaphor of consumption.
For example, proposals might examine the material reality of food and its cultivation, production, labor, and marketing: agribusiness, the restaurant industry, our current fascination with television food shows or “authentic†ethnic eating. Others might examine consumption, purchasing, and power by examining chains of production, from the unseen labor of overseas and domestic Asian workers to how the advertising of various products specifically employs or ignores Asian and Asian American bodies.
This topic also encompasses the widespread consumption of goods and services identified as Asian or Asian American. These might include religious iconography, such as Mehndi and the Buddha, artistic traditions such as haiku, martial arts, or manga), or language and writing, such as Chinese writing in keychains, home decor, and body art. Consumption also can be thought of as a means of absorbing, reformulating, or challenging culture through various technologies: how images of Asians, from the yellow peril to the model minority have been circulated and consumed by a multi-racial America, and how one might control or resist the consumption of Asian America.
This is the first time AAAS will meet in New Orleans. Accordingly, we are interested in the ways in which New Orleans (and the Gulf Coast more broadly) has been the object of consumption post-Katrina, as well as the relative invisibility of Asian Americans in the public attention following the aftermath of Hurricanes Katrina and Rita. How might this conference steer us away from being unthinking consumers of New Orleans culture and instead engage us with the possibilities of critical activism?
I would like to introduce to you artasiamerica.org, an online archive of Asian American art. Here is a far-reaching tool for research as well as an invaluable educational resource for educators and students.
ArtAsiAmerica.org is the result of over twenty-five years of art exhibition programming by Asian American Arts Centre (AAAC) in the Asian community of Lower Manhattan. Working on behalf of this community’s cultural history, gradually gathering images and documents, a physical archive of over 1,500 artist entries has been preserved. Many of these artists are well known today.
Throughout the 60s and 70s, artists were found and exhibited at AAAC. Also, we have conducted very projects to reach back to the end of WWII; to learn more, check out artspiral.org/education, under Stories of Chinatown. Fascinating examples of the lives and art of modern artists can demonstrate to young people like no other, how ethnicity evolves and entwines itself into the American landscape.
This recently launched online archive, encapsulates and asserts a little known cultural presence in the United States. The history, meaning and content of the subject “Asian American Art†begins to take shape here with each artist contextualizing the other.
We hope that you will spread the word about AAAC’s digital archive! We need your support and the support of scholars, educators, researchers, and Asian American studies specialists to continue to grow the Archive, and make the story of a contemporary Asian creative presence widely known. Use this Archive and you will come to appreciate its originality and innovative character, where the artworks themselves are featured, vivid in all their detail. See why this visual resource is worthy of your time and interest. Please help us spread the word, and grow this aspect of American history.
Best regards,
Emily Matsuda
On behalf of Bob Lee, Eleanor Yung and the Staff of AAAC
Asian American Arts Centre
111 Norfolk St.
New York, NY 10002
o: 212.233.2154 f: 360.283.2154
The Department of Sociology invites applications for a tenure-track position at the rank of Assistant Professor beginning August 2011. We seek candidates with combined teaching and research interests in Sociology who do comparative work on racialized groups (particularly Native American, Latino/a, and/or Asian American) with expertise in environmental sociology, sociology of education, or public/social policy.
Teaching responsibilities include five courses annually. The candidate will support the Sociology Department’s core curriculum and the general education program, as well as offer some core courses in her/his areas of specialization that contribute to both Sociology and the American Ethnic Studies program. Promise of teaching excellence required. PhD preferably completed by August 2011.
The following materials should be submitted electronically to Honey Wilson (hwilson@willamette.edu), Administrative Assistant, and addressed to Kelley Strawn, Chair, Department of Sociology, by Friday, September 10†: letter of application, Curriculum Vitae, graduate transcripts, separate statements on teaching and research, a writing sample, and three letters of reference. Also include a statement that explains how you will engage multiple perspectives in your teaching and contribute to our institutional and departmental commitments to social responsibility.
Believing that diversity contributes to academic excellence and to rich and rewarding communities, Willamette University is committed to recruiting and retaining a diverse faculty, staff and student body. We seek candidates, particularly those from historically under-represented groups, whose work furthers diversity and who bring to campus varied experiences, perspectives and backgrounds. The University is near the Portland metropolitan area, the Pacific Ocean, and the Cascade Mountains. For more information, visit Willamette’s web site.
One or more of my colleagues (including myself) will be at a number of professional meetings over the next several months and we would welcome opportunities to meet potential candidates in advance of the application process. These include the Eastern Sociological Society meetings (March 18-21 in Boston, MA), the Pacific Sociological Association meetings (April 8-11 in Oakland, CA), and the National Association of Ethnic Studies meetings (April 8-11 in Washington, D.C.) We will also be at the American Sociological Association meetings in Atlanta in August, and will be conducting initial interviews there through the ASA Job Service. Anyone interested can contact me via email (kstrawn@willamette.edu) or telephone (503-370-6196).
Regards,
Kelley Strawn
Search Committee Chair
Assistant Professor of Sociology
Willamette University
GENERAL INFORMATION
Hunter College, City University of New York (CUNY) invites applications for the position of Director of the Asian American Studies Program (AASP). We seek a dynamic scholar working in Asian American Studies, discipline open, who will provide intellectual and programmatic vision and leadership for the AASP, and who is committed to building and sustaining cross-disciplinary connections to other programs and organizations at Hunter, as well as throughout CUNY and New York City. This is a full-time, Distinguished Lecturer line, subject to annual reappointment, renewable for up to seven years.
Established in 1993, the AASP offers a multidisciplinary range of courses to the entire Hunter College community, a minor in Asian American Studies, and extracurricular programs and events. The AASP benefits from its location in a global city with unmatched cultural and intellectual resources and a diverse and vibrant Asian American population. Hunter College is the largest college of the City University of New York. It is comprised of five schools: Arts and Sciences, Education, Nursing, Public Health, and Social Work, and has nearly 600 full-time faculty members. Hunter enrolls over 20,000 students, and has one of the most diverse student bodies in the United States.
The Distinguished Lecturer’s primary responsibility is directing the AASP, which includes: program and curriculum development, student advisement and engagement, and development/grant writing. S/he works closely with student groups, local and regional Asian American community organizations, and within the field of Asian American Studies as a whole to elevate the profile of the AASP both within and outside Hunter. Teaching load will be determined in consultation with the Provost based on the scope of programmatic activities and curricular needs.
MINIMUM & PREFERRED QUALIFICATIONS
Bachelor’s degree and a record of achievement in a profession or field of expertise related to anticipated teaching assignments. Also required is the ability to cooperate with others for the good of the institution. Ph.D. or equivalent terminal degree preferred. Demonstrated leadership, teaching, and administrative experience in Asian American Studies preferred. Record of publications and active scholarly agenda desired.
COMPENSATION & BENEFITS
Salary commensurate with experience and qualifications. CUNY offers a comprehensive benefits package to employees and eligible dependents based on job title and classification. Employees are also offered pension and Tax-Deferred Savings Plans. Part-time employees must meet a weekly or semester work hour criteria to be eligible for health benefits. Health benefits are also extended to retirees who meet the eligibility criteria.
HOW TO APPLY
All applications must be received be mail or email. Do not apply online at this job board. Please submit a cover letter, a curriculum vitae, and three letters of reference to:
Asian American Studies Search Committee
Office of the Provost
Room E1701
695 Park Avenue
New York , NY 10065
OR
via email to: iavargas@hunter.cuny.edu
Open until filled with review of applications to begin March 3, 2010.
The Asian American Studies Program at Hunter College CUNY, seeks Adjunct Faculty for June 10 – July 12, 2010 to teach “Asians in the U.S.,” our interdisciplinary introduction to Asian American Studies. Applicants must have an M.A. or ABD in a relevant field, as well as a record of successful undergraduate teaching.
The Asian American Studies Program (AASP) at Hunter College was founded in 1993 on the initiative of students and faculty. Today, we are a small but dynamic program with a growing number of minors, and we offer approximately 12 courses per semester, ranging from our interdisciplinary survey courses to more advanced courses in Literature, Cultural Studies, and Diasporic community formations — West Asian American, Chinese American, and Korean American in particular.
Applicants should be prepared to teach “Asians in the U.S.” to a cross-section of undergraduate students from all majors. The majority of our courses are taught by adjunct faculty, and as a result, the work you will do in our program is crucial to the process of introducing undergraduates to concepts concerning Asian American history and experience; we hope to work with dedicated, effective, and intelligent educators, and we seek to provide a welcoming and supportive work environment for our faculty.
For more information concerning our course offerings, faculty, or student activities, please visit the AASP site. Please send CV, letter of intent, and contact information for at least 3 references to:
Jennifer Hayashida, Acting Director
Asian American Studies Program
Hunter College, CUNY
695 Park Avenue, Room 1037HE
New York, NY 10065
The Claremont Graduate University Transdisciplinary Group on Asian American Studies is proud to announce an upcoming conference for graduate students pursuing Asian American Studies-related fields. So you’re studying Asian American Studies in graduate school. Has anyone ever asked, “what are you going to do with THAT?” Learn how to answer this question at a FREE upcoming one-day graduate student conference “What Can I Do With Asian American Studies?”
Our conference, “What Can I Do With Asian American Studies?” will take place on Saturday, April 17th in Claremont, California. Registration (Deadline April 1, 2010) is now open via our website, where you can also get more information on our scheduled events and speakers.
We will be featuring career and real world-centered workshops by some of today’s leaders in Asian America, who were in similar shoes as yourself in the not-so-distant past. Also, all participants will be placed into breakout groups with peers from different universities. Everyone is encouraged to bring something that you’re currently working on in order to give/receive constructive feedback from new sets of eyes. This will be a great opportunity to network! If you have any questions, comments, suggestions, or concerns, please contact Dean at dean.adachi@cgu.edu.
Here are some more announcements and links out that have come my way relating to Asians or Asian Americans. As always, links to other sites are provided for informational purposes and do not necessarily imply an endorsement of their contents.
The Eva Lowe Fellowship for Social Justice at the Chinese Progressive Association. Applications due Monday March 8 , 2010.
Eva Lowe is a longtime progressive community activist who has committed her life to serving the community, she turns 101 this year. Born in Fort Bragg, California in 1909, she and her family went back and forth to China for education and to support the anti-imperialist movement. She was inspired by China’s movement and the women’s rights movement and got involved in many progressive issues. . . . Eva has dedicated her life to social and economic justice and believes that people should actively work to end imperialism and ‘fight for the underdog,’ the poor and working class community.
The Eva Lowe Fellowship for Social Justice provides a unique opportunity to a new generation of activists and organizers who want to build the power of and improve the lives of the working class Chinese immigrant community. During eight weeks of intensive training, ground work and reflection, Eva Lowe Fellows will learn about and support Chinese immigrant struggles in San Francisco, work to connect the larger API Movement across the country and build lasting relationships with peers, mentors and community members.
All placements for the program will be in San Francisco, California. Scholarships ranging from $500 – $2000 are available but students are also encouraged to seek additional and alternative funding sources (include campus work-study programs, scholarships and stipends). All other costs will the responsibility of each Fellow though some assistance may be offered to locate and secure housing. A maximum of four Fellows will be chosen for the 2010 year. Applications are due by Monday, March 8, 2010 at 5:00 pm. Applications can be filled out online at www.evalowe.org. We will announce the Fellowship recipients by March 20, 2010.
About the Chinese Progressive Association: Founded in 1972, the Chinese Progressive Association educates, organizes and empowers the low income and working class immigrant Chinese community in San Francisco to build collective power with other oppressed communities to demand better living and working conditions and justice for all people.
The Organization of Chinese Americans (OCA), a national organization dedicated to advancing the social, economic, and political well-being of Asian Pacific Americans, is accepting applications from current undergraduate students for the OCA-Verizon College scholarship for fall semester 2010. This is a reminder that applications are due April 1, 2010.
Accounting, Business Administration, Computer Electronics, Computer Programming, Computer Information Systems, Computer Engineering, Computer Science, Economics, Electrical Engineering, Finance, HR Management, Industrial Engineering, Information Technology, International Business, Management Information Systems, Marketing, Mechanical Engineering, or Network Administration.
The application deadline is April 1, 2010, and must be completed online. If your school has a policy that prevents you from uploading your letter of recommendation, please contact me individually at iho@ocanational.org. For more information about the OCA-Verizon College scholarship or to access the application, please visit www.ocanational.org and click “Verizon College Scholarships†under “Programs.â€
Sincerely,
IIMAY HO |Program Manager
OCA National Center
1322 18th Street NW
Washington, DC 20036
202-223-5500 tel
202-296-0540 fax
iho@ocanational.org
www.ocanational.org
White House Initiative on Asian Americans and Pacific Islanders Internship
The White House Initiative on Asian Americans and Pacific Islanders (WHIAAPI) is responsible for the Department’s implementation of the Executive Order of October 14, 2009 which is designed to improve Federal efforts to develop, monitor, and coordinate executive branch efforts to improve the quality of life of AAPIs through increased participation in Federal programs. The Initiative is housed at the Department of Education, but represents a collaboration among many Federal agencies.
Intern Duties:
Perform research on and outreach to national and local AAPI organizations, elected officials, and ethnic media outlets
Conduct research on WHIAAPI issue areas, including education, commerce, health, housing, labor and employment, community and economic development as they relate to AAPIs
Intern Qualifications:
Currently enrolled undergraduate student (it is a requirement that interns be enrolled in school at least half time)
Great research skills
Experience working with AAPI community or familiarity with the issues
Detail-oriented
Team player
Compensation: interns are eligible for Transit Benefits, which cover the cost of commuting to and from work on public transportation. Interested applicants should send a resume and cover letter to Hallie Montoya Tansey at hallie.montoyatansey@ed.gov.
The Asian American Studies Program at the University of Maryland (AAST) is hiring an Administrative Assistant. We are looking for someone with good communication and people skills. All are welcome to apply. Starting salary range is $30k to $36k. For more information, visit the University Human Resources website. Deadline is March 12, 2010.
We all know that immigration — legal and unauthorized — has been a hot-button topic for a while now. This is the case even before President Obama has even seriously tackled the question of immigration reform. One of the key points of contention has been whether immigrants contribute more to American society than they receive in social services.
In recent weeks, a few new studies try to shed some more light on this question and in the process, inject a little objectivity and data into an otherwise emotionally-charged debate. The first report comes from the non-partisan Fiscal Policy Institute and as described at the Immigration Impacts blog at the Immigration Policy Center, the economic contributions of immigrants constitute a net benefit for their communities:
The report studies the 25 largest metro areas (by population) which produce nearly one half of the total gross domestic product of the country. It shows that in the country’s main metropolises, the share of the immigrant population stacks up neatly against their share of economic output. For example, immigrants are responsible for 20% of economic output and make up 20% of the population in these 25 metropolitan areas. In other words, immigrants pull their own weight.
From the report: . . . “From the Pittsburgh metro area, where immigrants make up 3 percent of the population and 4 percent of economic output, to the Miami metro area, where immigrants represent 37 percent of all residents and 38 percent of economic out¬put, immigrants are playing a consistently proportionate role in local economies.”
The overall impact of illegal immigration on the U.S. economy is small. According to [Economics Professor Gordon Hanson, the report’s author], “Illegal immigration produces a tiny net gain to the U.S. economy after subtracting U.S.-born workers’ losses from U.S. employers’ gains. And if we account for the small fiscal burden that unauthorized immigrants impose, the overall economic benefit is close enough to zero to be essentially a wash.”
Enforcement against illegal immigration is expensive. The U.S. spends approximately $15 billion annually enforcing immigration laws. A simple cost-benefit analysis indicates that the high level of spending on enforcement is not justified. . . .
MPI policy analyst Marc Rosenblum and Jeanne Butterfield of the National Immigration Forum largely agreed with Hanson, but took the argument a step further, making a strong case for legalization . . . Rosenblum pointed out that the net fiscal impact of illegal immigrants improves over time—immigrants are not only workers, but consumers, entrepreneurs, and investors, and their contributions improve over time.
This particular report basically confirms earlier research that show that legal immigrants constitute a notable net gain for American society and its economy and that taken together, unauthorized immigrants also contribute more both in the short term (through paying sales taxes, income taxes, overall purchasing power, and entrepreneurial activities) and long term (by becoming productive citizens and not having to rely on public assistance).
Finally, at New America Media, a third article on the contributions of immigrants points out that as the laws currently exist, legal immigrants are prohibited from using Medicaid (the federal healthcare program for low-income Americans), even though they pay federal taxes that help to fund such programs and that in essence, recent legal immigrants are subsidizing healthcare for everyone else:
Currently, legal immigrants, who work and pay taxes that contribute to our health care system will continue to be ineligible to receive federally-funded Medicaid services for five years. In this case, we are not talking about those who make at least 133 percent of federal poverty level and could access affordability credits like everyone else for purchasing insurance in the exchange. We are talking about immigrants with the lowest incomes. It is unreasonable and saddening that under the current health reform proposals, the people who really need it will not get it.
I am under no delusions that these reports and data will change the mind of hard-core or extremist opponents of immigration (legal and unauthorized) anytime soon. Rather, for those who are willing to consider valid, reliable, and nonpartisan research, these studies are useful in wading through some of the political ideology and seeing what the actual numbers say.
With that in mind, the time for comprehensive immigration reform has come. By comprehensive, it means that we need to focus on more than just reinforcing our border with Mexico. Instead, it also means overhauling our immigration detention system, which, a new bipartisan report finds, has a long and documented history of bureaucratic lapses, with the detainees routinely denied basic rights such as being told why they are being held.
It also means providing unauthorized citizens already in country with a path toward eventual citizenship and access to opportunities to achieve social and economic mobility, such as the DREAM (Development, Relief and Education for Alien Minors) Act (currently being debated in Congress) that would allow young immigrants without legal status who demonstrate “good moral character” to apply for citizenship.
Both a revelation and a call-to-action, Immigrant, Inc. explores the uncommon skill and drive of America’s new immigrants and their knack for innovation and entrepreneurship. From the techies who created icons of the new economy — Intel, Google, eBay and Sun Microsystems — to the young engineers tinkering with solar power and next-generation car batteries, immigrants have proven themselves to be America’s competitive advantage . . . [and] will create the American jobs of the future — if we let them.
That last part seems to be the key — immigrants have much to contribute to American society and our economy, if only we let them do so, rather than trying to get rid of them.
In these tough economic times, Americans from all kinds of backgrounds are hurting financially. There seems to be depression reports in the news almost every day. Reports in the media have also focused a lot of attention on layoffs at large corporations, many of whom are shedding employees by the thousands. With that in mind, it may lead many of us to presume that middle class Whites are getting hit the hardest in this recession.
Certainly, many middle class Whites and their families are feeling the brunt of the recession and many find themselves struggling to make ends meet for the first time in their lives. However, as MSNBC reports, the data shows that on the aggregate level, it’s actually Blacks and Latinos that are being hit the hardest by the current recession:
Last hired, first fired: This generations-old cliche rings bitterly true for millions of Latinos and blacks who are losing jobs at a faster rate than the general population during this punishing recession. Much of the disparity is due to a concentration of Latinos and blacks in construction, blue-collar or service-industry jobs that have been decimated by the economic meltdown. . . .
Since the recession began in December 2007, Latino unemployment has risen 4.7 percentage points, to 10.9%, according to the Bureau of Labor Statistics. Black unemployment has risen 4.5 points, to 13.4%. White unemployment has risen 2.9 points, to 7.3%. . . .
William Darity, a Duke University professor, said that “blacks and Latinos are relative latecomers to the professional world … so they are necessarily the most vulnerable.” . . .
“Not saying that it’s racism,” [an executive search consultant] said, “but if a manager or a senior executive is looking at a slate of individuals and has to let one of them go, chances are he or she will not let the person go that they spend a lot of time with at the country club or similar places.”
My point is not to play the “Oppression Olympics” and to argue that this group is much better off than another group, or one group is more oppressed than another. Instead, I would like to place these findings in a larger sociological context.
Many Americans feel that our society, while still not a perfect meritocracy, offers Americans from all backgrounds the best opportunities for success and achieving the American dream than at any time in our history — that the playing field is more level and equal now than it’s ever been.
I would agree that the opportunities for socioeconomic success are the most equal that they’ve ever been in American history. But that does not mean that everybody is on an equal playing field. Instead, what this MSNBC article and other sociological studies have shown is that Blacks and Latinos continue to experience particular institutional disadvantages in their efforts to achieve economic equality with Whites.
Specifically, as the article points out, Blacks and Latinos tend to be disproportionately located in service and manual labor industries. Beyond the fact that these industries tend to pay lower wages in general, they are also highly vulnerable in times of economic recession and we’re seeing this play out right now. As such, Blacks and Latinos experience their first disadvantage.
Their second disadvantage is that even for Blacks and Latinos who have professional occupations that normally are well-paying, again as the article points out, they are relative newcomers to such occupations and as such, when layoffs come, they are more likely to lose their jobs due to the “last hired, first fired” principle.
The third point of disadvantage is that due to the legacy of systematic discrimination in the past, Blacks and Latinos have been unable to accumulate the same level of family wealth compared to Whites. This is even despite the fact that while the income gap between Whites and Blacks and Latinos has declined, the wealth gap has actually increased in the past several decades.
This wealth gap is important because it provides a cushion or barrier to soften loss of employment and other financial difficulties. Therefore, because Blacks and Latinos have less accumulated wealth than Whites, they have a much smaller cushion to fall back on and therefore, are more susceptible to financial catastrophes.
Ultimately, these institutional disadvantages play a large part in why Blacks and Latinos seem to struggle more than Whites or Asian Americans when it comes to achieving economic success. They may be well-educated, motivated, and hard-working, but they also have to overcome more structural inequalities and barriers that make them more financially vulnerable in times of recession.
