The Department of Chicano Latino Studies derives its mission from stated objectives of the University of California system which read: “Diversity should be integral to the University’s achievement of excellence. Diversity can enhance the ability of the University to accomplish its academic mission.” The University of California system further commits itself to “remove barriers to recruitment, retention and advancement… of historically excluded populations who are currently underrepresented.”
In keeping with these University of California long-term goals, and as stated in our 2006-2016 Strategic Plan, the Chicano Latino Studies Department core mission is to apply an interdisciplinary scholarly approach to the study of issues and challenges facing the fastest growing minority group in the United States, and one historically understudied: Latinos. Evidence of our success in this role is amply available in faculty members’ scholarly contributions and the academic achievement of our undergraduate majors and affiliated graduate students.
Our curriculum seeks to provide knowledge, critical understanding and appreciation of the language, history, culture, literature, sociology, anthropology, politics, social ecology, health, medicine, and creative accomplishments (art, dance, drama, film, music) in Chicano/Latino communities. Our faculty concentrates in the areas of migration, the historical understanding of cultural experiences of Latino populations, and issues of inequality and access to opportunities within U.S. society—the three areas we situated under the rubric of Migration, Memory and Access in our 2006-2016 Strategic Plan. Last year the Department of Chicano Latino Studies: Dean’s Summary & Departmental Narrative-2011 provides ample evidence as to the excellence, high productivity and national recognition of our faculty members in those areas.
Beyond our areas of research and teaching concentration, the DCLS is strategically located as a social science research group focused on issues for which UCI has a regional advantage. Southern California is a living interactive laboratory of cultural exchanges. Latinos comprise over a third of the population of the state of California, and an even larger percentage in Southern California, making them a critical area of inquiry for the UC system. The DCLS focus on Latinos is consistent with UC Irvine’s commitment to interdisciplinary study and the education of students to function productively in a multi-cultural and multi-racial society and world.
The Chicano Latino Studies Department is also committed to increasing the number of Latino students that enter and graduate from UCI. We are actively involved in outreach to local communities, and co-curricular and mentoring support for current students. Chicano Latino Studies seeks to increase the matriculation, persistence and graduate rates of Latino students and prepare them for leadership roles in a global society.
The present role of the DCLS aligns with UC system diversity values and goals, supporting its academic mission. Through our interdisciplinary faculty and curriculum, the DCLS is integrated into the academic work of the School and the University. The excellence of our faculty is well-documented in publications, grants received, honors and awards. Evidence of the DCLS outstanding teaching can be found in the academic achievements of our undergraduate majors and affiliated graduate students. The DCLS is also integrated into outreach, recruitment and mentoring of under-represented students. The demographic trends of the region and rising cohorts of potential Chicano-Latino undergraduate students attest to the future prospects of our department.
The DCLS faculty is extremely distressed by the absence of any reference to diversity goals in the APG report’s evaluation. The report also lacks any discussion or assessment of student persistence and graduation rates.
The DCLS faculty believes that, at this time of financial stress, it is supremely important to take a long term look at the future of UC Irvine, beyond short-term challenges, and that broad rather than narrow gauges of productivity be utilized. In short, what kind of University do we want to have? This is something that must be addressed by the APG and the University. We believe that the terms of the discussion engaged by the APG need to be changed.
