Third Annual Research Colloquium Featuring Dean Marcelo Suárez-Orozco
October 29, 2014
Rethinking Education in the Age of Vertigo: Further thoughts on Globalization, Immigration, and Inequality
ABSTRACT: "Mass migration is the human face of globalization. Where immigrant workers are summoned, families and children will follow. The great global migration wave of the past two generations has generated a powerful demographic echo. Nearly all the high-income countries of the world are experiencing substantial growth in their immigrant-origin student populations. Concurrently, globalization is placing new demands on education systems the world over. As a consequence, schooling systems are facing something they never faced before: educating large and growing numbers of of ever more diverse immigrant-origin youth to greater levels of competence and skill at a time of economic upheaval and cultural malaise. This lecture shall examine the challenges of immigration and education in an age of global vertigo with a focus on the transition to higher education. The lecture will introduce the most up to date data on immigration and education from the US -- a country where immigration is both history and destiny, which currently has three times more immigrants than the second largest country of immigration in the world. The lecture shall conclude examining best practices to prepare children and emerging adults for higher education, for the labor market, and for the practice of citizenship in an ever more interconnected, miniaturized, and fragile world."
Marcelo Suárez-Orozco, Dean & Distinguished Professor of Education, leads two academic departments, 15 nationally renowned research institutes, and two innovative demonstration schools at UCLA’s Graduate School of Education & Information Studies. Upon arriving at UCLA in 2012, he founded the Institute for Immigration, Globalization and Education, which he co-directs with Dr. Carola Suárez-Orozco, and Dr. Robert Teranishi.
Professor Suárez-Orozco’s research focuses on conceptual and empirical problems in the areas of cultural psychology and psychological anthropology with a focus on the study of mass migration, globalization and education. He is the author of numerous scholarly essays, award-winning books and edited volumes published by Harvard University Press, Stanford University Press, the University of California Press, Cambridge University Press, and New York University Press; and scholarly papers in a range of disciplines and languages in international journals including Harvard Educational Review, Revue Française de Pédagogie (Paris), Harvard Business Review, Cultuur en Migratie (Leuven), Harvard International Review, Temas: Cultura, Ideologia y Sociedad (Havana), Harvard Policy Review, Ethos, International Migration (Geneva), Anthropology and Education Quarterly, The Journal of the American Academy of Arts and Sciences, Annual Reviews of Anthropology, and others. His research has been funded by the National Science Foundation, W. T. Grant, Spencer, Ford, and Carnegie.
Dean Suárez-Orozco has been visiting professor of psychology at the University of Barcelona, visiting professor of social sciences at the Ecole des Hautes Etudes, Paris, visiting professor of anthropology at the Catholic University of Leuven (Belgium), and fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University, where he wrote with Carola Suárez-Orozco the award-winning Transformations: Migration, Family Life and Achievement Motivation among Latino Adolescents (Stanford University Press, 1995). He regularly contributes to national and international media outlets including The New York Times, The Economist, The Wall Street Journal, The Washington Post, The Los Angeles Times, Time, Newsweek, U.S News and World Report, The Huffington Post, NPR, CNN, CNN Espanol, and MSNBC.
In 2004, Dr. Suárez-Orozco was elected to the National Academy of Education, and in 2006, he was awarded the Mexican Order of the Aztec Eagle, Mexico's highest award to a non-Mexican citizen. He has served as special advisor for education, peace, and justice to the chief prosecutor of the International Criminal Court in The Hague. In 2009-10 he was the Fisher Membership Fellow at the Institute for Advanced Study, Princeton. In 2014 Professor Suárez-Orozco delivered the lectures on forced migration and human trafficking at the Pontifical Academy of Sciences, The Holy See and co-authored Pope Francis' Statement on forced migration. He also worked for the Holy Father on globalization and education and education and poverty. Dean Suárez-Orozco was elected to the American Academy of Arts and Sciences in 2014.
A native of Buenos Aires, Dean Suárez-Orozco earned his A.B. in psychology, M.A. in anthropology, and Ph.D. in anthropology at UC Berkeley. At Harvard University, he served as the Victor S. Thomas Professor of Education and Culture (2001-2004), and co-founded and co-directed the Harvard Immigration Projects in 1997. Prior to arriving at UCLA Dean Suárez-Orozco was the Courtney Sale Ross University Professor of Globalization and Education at NYU where he also served as co-founder and co-director of Immigration Studies at NYU.
Second Annual Research Colloquium Featuring Dr. James Gee
The Second Annual Research Colloquium was held on Tuesday October 8, 2013. We were honored to have renowned researcher and professor, Dr. James Paul Gee, speak about Digital Media and Learning in a Dangerous Age.
First Annual Research Colloquium, Oct. 17th, 2012
Dr. Halpern, who is a McElwee Family Professor of Psychology at Claremont McKenna College, and a 2013 James McKeen Cattell Award Recipient for her lifetime contributions to applied psychological research, spoke about her research on: SEX, GENDER, AND COGNITION: HOW THE DATA ARE BEING MISUSED TO SUPPORT THE PSEUDOSCIENCE ON SINGLE-SEX SCHOOLING
One of the most controversial topics in psychology is how, how much, and why females and males differ in some cognitive abilities. The topic is probably as old as humankind and as new as this morning's news. Yet, it continues to fascinate and confound us. The "truth" about cognitive sex differences is complicated, and although there are many similarities in the cognitive abilities of males and females, there are also differences that are very large, and have been replicated across time, cultures, and species. How can we make sense of the large and often contradictory data about cognitive sex differences, and even more importantly, how can we use these data appropriately and guard against their misuse in formulating public policies, including the pseudoscience behind single-sex schooling? Check out www.coedschools.org and join the growing list of professionals who support coeducational schooling.
Pictures from the 2012 Research Colloquium
Dr. Diane Halpern
Dean Michael Spagna, Dr. Diane Halpern, Dr. Adele Gottfried