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Did we forget the sunscreen (again)?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>9 a.m\u003c/strong>. I'm finally in my office, a glorious hour of uninterrupted work time ahead. My glorious hour is quickly lost to email. Questions from students, questions from colleagues, questions from strangers, forms that need signatures and additions and approvals. The letter of reference is \u003cem>not\u003c/em> due today\u003cem>. But what about that grant report?\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>10 a.m\u003c/strong>. I'm in a committee meeting. We're doing something terribly important, but I've forgotten what it is. \u003cem>I should review my lecture slides. \u003c/em>We make a little progress. \u003cem>Did I RSVP for the birthday party on Saturday? \u003c/em>I agree to write up part of a report.\u003cem> I need to buy a good present for a 6-year-old.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>11 a.m\u003c/strong>. I'm meeting with a Ph.D. student. And then another. I eat a hasty lunch while we talk. We review ongoing projects, we rejoice over beautiful data, we puzzle over surprises. \u003cem>This is fun\u003c/em>. We analyze data and design new experiments. \u003cem>Did I print out that paper I need to review? Did I reschedule the pediatric dentist? \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>12 p.m\u003c/strong>. I'm teaching, lecturing, guiding, discussing. From the front of the class I can pretend rapt attention, a sea of engaged learners. (From the back I would see the screens on social media, the barely concealed smartphones.)\u003c/p>\n\u003cp>\u003cstrong>1 p.m\u003c/strong>. Still teaching. I finish my lecture. I finish discussion. The class is dismissed. My phone vibrates. \u003cem>Panic\u003c/em>. Not one of the kids' schools. \u003cem>Relief\u003c/em>. I let it go to voicemail.\u003c/p>\n\u003cp>\u003cstrong>2 p.m\u003c/strong>. Office hours for my undergraduate lecture course. I settle into some writing. 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We discuss the peer reviews we've just received for a paper we submitted to an academic journal. Reviewer 1 is lovely; Reviewer 2 is sensible; Reviewer 3 is insane. (It's usually Reviewer 2 who is insane.) We devise a strategy to revise the paper, we check in on the other 2,000 projects we're trying to complete, we run out of time. \u003cem>I need to check the kids again for lice. Do we have a plan for dinner?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>4 p.m\u003c/strong>. I ignore my escalating email and return to the paper I'm writing. Forty-five splendid minutes speed by; it's time to pick up the kids. I didn't write the fellowship application. It's due tomorrow. \u003cem>Did we figure out a plan for dinner?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>5 p.m\u003c/strong>. I retrieve two bouncy kids, joyful until they start bickering in the back seat of the car. \u003cem>I forgot to respond to that email.\u003c/em> They can't agree on a song to sing. \u003cem>I didn't post next week's readings to the course website.\u003c/em> Now they're best friends, enchanted by the wild turkeys we just spotted. We all sing \"Old MacDonald Had a Farm,\" the kids take turns choosing farm animals. \u003cem>I've figured out the right way to run that experiment — I should email my student tonight. \u003c/em>We arrive home. \u003cem>Is tonight a bath night?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>6 p.m\u003c/strong>. My husband has cooked Mexican food. I eat bites between filling water cups, asking questions, advocating beans and broccoli. \u003cem>I should book my flight for that conference.\u003c/em> We talk about our days. \u003cem>Is it a bath night? \u003c/em>We negotiate dessert. \u003cem>Where's bunny?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>7 p.m\u003c/strong>. It is a bath night. \u003cem>I'm ready to go to sleep. \u003c/em>We dry wet kids, find pajamas, brush, cuddle, read, sing, coax into bed. \u003cem>Where's bunny?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>8 p.m\u003c/strong>. The kids are wakeful in bed. We find bunny; the little one is in raptures. We find teddy; the older one is appeased. I keep my ears to the ground as we collect laundry, clear dishes, prep lunches, clean floors, find the little one's favorite book to take to school tomorrow. \u003cem>Can I sleep yet? \u003c/em>The little one needs to pee; her sister wants more water.\u003c/p>\n\u003cp>\u003cstrong>9 p.m\u003c/strong>. The kids are finally asleep. I email my student the experiment idea. I book my conference travel. I open the document with the paper I'm working on. \u003cem>Can I sleep yet\u003c/em>? I close it again. \u003cem>We didn't check the kids for lice. \u003c/em>I update my to-do list. \u003cem>I need to write that committee report. \u003c/em>I get ready for bed.\u003c/p>\n\u003cp>\u003cstrong>10 p.m\u003c/strong>. In bed, I read fiction to clear my mind. \u003cem>Can I sleep yet? \u003c/em>I turn out the lights. \u003cem>I need to RSVP for that party. \u003c/em>I try to go to sleep. \u003cem>I need to write that report\u003c/em>. I sleep.\u003c/p>\n\u003cp>\u003cstrong>2 a.m\u003c/strong>. The little one is yelling. \u003cem>Do I have to get out of bed? \u003c/em>She's wriggled out of her blankets. I cover her and rub her back. \u003cem>Can I sleep yet? \u003c/em>She goes back to sleep.\u003c/p>\n\u003cp>\u003cstrong>5 a.m\u003c/strong>. That periodic thumping noise is the 6-year-old practicing handstands against the wall of her room. \u003cem>Really? \u003c/em>I send her back to bed.\u003c/p>\n\u003cp>\u003cstrong>6 a.m\u003c/strong>. I'm yanked from sleep by the little one calling from her room. \"Mommy! Is it time to wake up yet?\" \u003cem>We need to remember that book for school\u003c/em>. I struggle out of bed.\u003cem> Is the fellowship application due today? \u003c/em>A new day begins.\u003c/p>\n\u003chr>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Tania Lombrozo is a psychology professor at UC Berkeley. She writes about psychology, cognitive science and philosophy, with occasional forays into parenting and veganism. You can keep up with more of what she is thinking on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tanialombrozo\" target=\"_blank\">@TaniaLombrozo\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Day+In+The+Life+Of+An+Academic+Mom&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>10 a.m\u003c/strong>. I'm in a committee meeting. We're doing something terribly important, but I've forgotten what it is. \u003cem>I should review my lecture slides. \u003c/em>We make a little progress. \u003cem>Did I RSVP for the birthday party on Saturday? \u003c/em>I agree to write up part of a report.\u003cem> I need to buy a good present for a 6-year-old.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>11 a.m\u003c/strong>. I'm meeting with a Ph.D. student. And then another. I eat a hasty lunch while we talk. We review ongoing projects, we rejoice over beautiful data, we puzzle over surprises. \u003cem>This is fun\u003c/em>. We analyze data and design new experiments. \u003cem>Did I print out that paper I need to review? Did I reschedule the pediatric dentist? \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>12 p.m\u003c/strong>. I'm teaching, lecturing, guiding, discussing. From the front of the class I can pretend rapt attention, a sea of engaged learners. (From the back I would see the screens on social media, the barely concealed smartphones.)\u003c/p>\n\u003cp>\u003cstrong>1 p.m\u003c/strong>. Still teaching. I finish my lecture. I finish discussion. The class is dismissed. My phone vibrates. \u003cem>Panic\u003c/em>. Not one of the kids' schools. \u003cem>Relief\u003c/em>. I let it go to voicemail.\u003c/p>\n\u003cp>\u003cstrong>2 p.m\u003c/strong>. Office hours for my undergraduate lecture course. I settle into some writing. I'm interrupted by an earnest student with a page full of questions. I remember why the relevant experiment is so cool, I explain with poetic mastery, with passion, with unmatched clarity. My eloquence is breathtaking, the scribbles on the whiteboard are a thing of beauty. The student is unmoved, remains confused. \u003cem>I like this student\u003c/em>. The second student is grumpy and indignant -- upset about a grade. The grade is appropriate. \u003cem>I do not like this student.\u003c/em> There is no third student. The grant report is \u003cem>not\u003c/em> due today. \u003cem>But what about the fellowship application? \u003c/em>I answer some emails.\u003cem> Was the little one supposed to take a favorite book to school today, or is that tomorrow? \u003c/em>I add the committee report to my to-do list.\u003c/p>\n\u003cp>\u003cstrong>3 p.m\u003c/strong>. I'm meeting with a postdoctoral researcher in my lab. We discuss the peer reviews we've just received for a paper we submitted to an academic journal. Reviewer 1 is lovely; Reviewer 2 is sensible; Reviewer 3 is insane. (It's usually Reviewer 2 who is insane.) We devise a strategy to revise the paper, we check in on the other 2,000 projects we're trying to complete, we run out of time. \u003cem>I need to check the kids again for lice. Do we have a plan for dinner?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>4 p.m\u003c/strong>. I ignore my escalating email and return to the paper I'm writing. Forty-five splendid minutes speed by; it's time to pick up the kids. I didn't write the fellowship application. It's due tomorrow. \u003cem>Did we figure out a plan for dinner?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>5 p.m\u003c/strong>. I retrieve two bouncy kids, joyful until they start bickering in the back seat of the car. \u003cem>I forgot to respond to that email.\u003c/em> They can't agree on a song to sing. \u003cem>I didn't post next week's readings to the course website.\u003c/em> Now they're best friends, enchanted by the wild turkeys we just spotted. We all sing \"Old MacDonald Had a Farm,\" the kids take turns choosing farm animals. \u003cem>I've figured out the right way to run that experiment — I should email my student tonight. \u003c/em>We arrive home. \u003cem>Is tonight a bath night?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>6 p.m\u003c/strong>. My husband has cooked Mexican food. I eat bites between filling water cups, asking questions, advocating beans and broccoli. \u003cem>I should book my flight for that conference.\u003c/em> We talk about our days. \u003cem>Is it a bath night? \u003c/em>We negotiate dessert. \u003cem>Where's bunny?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>7 p.m\u003c/strong>. It is a bath night. \u003cem>I'm ready to go to sleep. \u003c/em>We dry wet kids, find pajamas, brush, cuddle, read, sing, coax into bed. \u003cem>Where's bunny?\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>8 p.m\u003c/strong>. The kids are wakeful in bed. We find bunny; the little one is in raptures. We find teddy; the older one is appeased. I keep my ears to the ground as we collect laundry, clear dishes, prep lunches, clean floors, find the little one's favorite book to take to school tomorrow. \u003cem>Can I sleep yet? \u003c/em>The little one needs to pee; her sister wants more water.\u003c/p>\n\u003cp>\u003cstrong>9 p.m\u003c/strong>. The kids are finally asleep. I email my student the experiment idea. I book my conference travel. I open the document with the paper I'm working on. \u003cem>Can I sleep yet\u003c/em>? I close it again. \u003cem>We didn't check the kids for lice. \u003c/em>I update my to-do list. \u003cem>I need to write that committee report. \u003c/em>I get ready for bed.\u003c/p>\n\u003cp>\u003cstrong>10 p.m\u003c/strong>. In bed, I read fiction to clear my mind. \u003cem>Can I sleep yet? \u003c/em>I turn out the lights. \u003cem>I need to RSVP for that party. \u003c/em>I try to go to sleep. \u003cem>I need to write that report\u003c/em>. I sleep.\u003c/p>\n\u003cp>\u003cstrong>2 a.m\u003c/strong>. The little one is yelling. \u003cem>Do I have to get out of bed? \u003c/em>She's wriggled out of her blankets. I cover her and rub her back. \u003cem>Can I sleep yet? \u003c/em>She goes back to sleep.\u003c/p>\n\u003cp>\u003cstrong>5 a.m\u003c/strong>. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Tania Lombrozo is a psychology professor at UC Berkeley. She writes about psychology, cognitive science and philosophy, with occasional forays into parenting and veganism. You can keep up with more of what she is thinking on Twitter: \u003c/em>\u003ca href=\"https://twitter.com/tanialombrozo\" target=\"_blank\">@TaniaLombrozo\u003c/a>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Day+In+The+Life+Of+An+Academic+Mom&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Two Immigrant Stories, Two Vastly Different Views on Immigration",
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"content": "\u003cp>\u003cem>For a new series we’re calling \u003cem>\u003ca href=\"https://ww2.kqed.org/news/series/start-the-conversation/\" target=\"_blank\">Start the Conversation\u003c/a>\u003c/em>, we listen in on pairs of Californians who have very different opinions on issues, but who also want to find common ground.\u003c/em>\u003c/p>\n\u003cp>\u003cem>They’re civil dialogues, not debates — and we hope they’re a way to try to bridge some of the big divides between us in this politically charged time.\u003c/em>\u003c/p>\n\u003cp>Iliana Perez and Mario Herrera both have firsthand experience with the U.S. immigration system.\u003c/p>\n\u003cp>Perez was born in Hidalgo, Mexico, about 50 miles north of Mexico City. She came to the United States with her parents and younger brother in 1995 when she was eight years old.\u003c/p>\n\u003cp>[contextly_sidebar id=\"9YEUGLkYrg43CGPSW444M4hmGeoTsSpG\"]\u003c/p>\n\u003cp>They came on tourist visas, but when the visa expired, Perez and her family stayed, joining the ranks of undocumented immigrants.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since then she has become a Dreamer -- one of the hundreds of thousands of people who were brought to this country illegally as children and are now protected under Deferred Action for Childhood Arrivals (DACA).\u003c/p>\n\u003cp>She's used that protection to its fullest -- she has a master's in economics, is working on a PhD in education policy and does immigration and advocacy work.\u003c/p>\n\u003cp>\"My entire life has been all about finding ways to earn a living and to get access to higher education within the confinements of being undocumented,\" Perez says.\u003c/p>\n\u003cp>[audio src=\"http://www.kqed.org/.stream/anon/radio/tcrmag/2017/03/2017-03-31c-tcrmag.mp3\" Image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/Mario-and-Iliana-STC-800x600.jpg\" Title=\"Two Immigrant Stories, Two Views on Immigration\" program=\"The California Report\"]\u003c/p>\n\u003cp>Herrera was born in Corona, California, not long after his mother immigrated legally from Mexico. He says she spent 15 years trying to become a citizen.\u003c/p>\n\u003cp>\"I got to see my mom spend thousands of dollars on immigration lawyers that don't really do anything other than set out the paperwork and take your money,\" Herrera says. \"It's a broken system.\"\u003c/p>\n\u003cp>He spent six years in the Marine Corps before going to school in Riverside. He then found his way into local Republican politics as an elected member of the Republican Party Central Committee and consulting with various Republican legislators.\u003c/p>\n\u003cp>After initially backing Marco Rubio for the Republican presidential nomination, he became a staunch Trump supporter, serving as delegate to the Republican National Convention and attending the inauguration.\u003c/p>\n\u003cp>Herrera and Perez have very different views on U.S. immigration policy, but they agreed to sit down and talk with each other about their thoughts as part of our \"Start the Conversation\" series.\u003c/p>\n\u003cp>Here are some highlights from that conversation:\u003c/p>\n\u003cp>\u003cstrong>On how to solve the immigration issue:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Herrera: I would like to see more border security implemented, I would like to see a vetting process take place, and I would like to see somewhat of a merit system be put in place -- a system that expedites the current immigration system because the reason that people are coming in the shadows is because we have such a messed up immigration process where people would rather come in the shadows rather than fill out the paperwork. So I do think that we need to reform our entire immigration system to make it easier to become a citizen.\u003c/p>\n\u003cp>Perez: I try to think of a more global perspective in terms of immigration where we need to be able to work with different countries in terms of also helping with economic development. ... Even a vetting process or anything like that will not work because immigration will just continue to occur whether it's undocumented or documented individuals. It's a global perspective that we all need to be thinking about\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>On the perception of undocumented immigrants:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Perez: I think it's this idea that we're stealing a job. I've heard this even from my own family members. My brother and I are the only undocumented individuals in the family, and we're the only ones that ended up going to college where all my other cousins who were born here and who had the financial resources to go to college didn't. They always thought that I took a space from them.\u003c/p>\n\u003cp>Herrera: I have members of my family that are undocumented. In my opinion, just because I'm related to them doesn't make their situation any better. I still think they should have gone through a specific process. ... I really do think Iliana is by far the biggest exception I've ever seen. You're very articulate, you're very intelligent. You are definitely an exception. I'm confident that if anybody had a perception of illegal immigrants if they were to meet you that you would not be the person they would think [of].\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>On President Trump:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Herrera: I don't think it's a secret here that I'm a staunch Trump supporter. I went to the inauguration. I was a delegate for the RNC. I guess you could say I drank the Kool-Aid. ... In his speeches, he talks about the criminal aspect of illegal immigration, but then afterwards he starts going onto 'We need to make it easier to become a citizen so people don't come into the shadows.' You never hear that in the media, and I think that's kind of what's helped create this polarizing climate that we have.\u003c/p>\n\u003cp>Perez: One of the most infuriating things regardless of political parties is the fact that Trump continues to create this idea of illegal immigrants just being these horrible individuals. I think that the media also contributes to disseminating the stereotypes about individuals, and it divides societies. That's how we get to a point where human rights just are not considered.\u003c/p>\u003c/blockquote>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>For a new series we’re calling \u003cem>\u003ca href=\"https://ww2.kqed.org/news/series/start-the-conversation/\" target=\"_blank\">Start the Conversation\u003c/a>\u003c/em>, we listen in on pairs of Californians who have very different opinions on issues, but who also want to find common ground.\u003c/em>\u003c/p>\n\u003cp>\u003cem>They’re civil dialogues, not debates — and we hope they’re a way to try to bridge some of the big divides between us in this politically charged time.\u003c/em>\u003c/p>\n\u003cp>Iliana Perez and Mario Herrera both have firsthand experience with the U.S. immigration system.\u003c/p>\n\u003cp>Perez was born in Hidalgo, Mexico, about 50 miles north of Mexico City. She came to the United States with her parents and younger brother in 1995 when she was eight years old.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>They came on tourist visas, but when the visa expired, Perez and her family stayed, joining the ranks of undocumented immigrants.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since then she has become a Dreamer -- one of the hundreds of thousands of people who were brought to this country illegally as children and are now protected under Deferred Action for Childhood Arrivals (DACA).\u003c/p>\n\u003cp>She's used that protection to its fullest -- she has a master's in economics, is working on a PhD in education policy and does immigration and advocacy work.\u003c/p>\n\u003cp>\"My entire life has been all about finding ways to earn a living and to get access to higher education within the confinements of being undocumented,\" Perez says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Herrera was born in Corona, California, not long after his mother immigrated legally from Mexico. He says she spent 15 years trying to become a citizen.\u003c/p>\n\u003cp>\"I got to see my mom spend thousands of dollars on immigration lawyers that don't really do anything other than set out the paperwork and take your money,\" Herrera says. \"It's a broken system.\"\u003c/p>\n\u003cp>He spent six years in the Marine Corps before going to school in Riverside. He then found his way into local Republican politics as an elected member of the Republican Party Central Committee and consulting with various Republican legislators.\u003c/p>\n\u003cp>After initially backing Marco Rubio for the Republican presidential nomination, he became a staunch Trump supporter, serving as delegate to the Republican National Convention and attending the inauguration.\u003c/p>\n\u003cp>Herrera and Perez have very different views on U.S. immigration policy, but they agreed to sit down and talk with each other about their thoughts as part of our \"Start the Conversation\" series.\u003c/p>\n\u003cp>Here are some highlights from that conversation:\u003c/p>\n\u003cp>\u003cstrong>On how to solve the immigration issue:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Herrera: I would like to see more border security implemented, I would like to see a vetting process take place, and I would like to see somewhat of a merit system be put in place -- a system that expedites the current immigration system because the reason that people are coming in the shadows is because we have such a messed up immigration process where people would rather come in the shadows rather than fill out the paperwork. So I do think that we need to reform our entire immigration system to make it easier to become a citizen.\u003c/p>\n\u003cp>Perez: I try to think of a more global perspective in terms of immigration where we need to be able to work with different countries in terms of also helping with economic development. ... Even a vetting process or anything like that will not work because immigration will just continue to occur whether it's undocumented or documented individuals. It's a global perspective that we all need to be thinking about\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>On the perception of undocumented immigrants:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Perez: I think it's this idea that we're stealing a job. I've heard this even from my own family members. My brother and I are the only undocumented individuals in the family, and we're the only ones that ended up going to college where all my other cousins who were born here and who had the financial resources to go to college didn't. They always thought that I took a space from them.\u003c/p>\n\u003cp>Herrera: I have members of my family that are undocumented. In my opinion, just because I'm related to them doesn't make their situation any better. I still think they should have gone through a specific process. ... I really do think Iliana is by far the biggest exception I've ever seen. You're very articulate, you're very intelligent. You are definitely an exception. I'm confident that if anybody had a perception of illegal immigrants if they were to meet you that you would not be the person they would think [of].\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>On President Trump:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Herrera: I don't think it's a secret here that I'm a staunch Trump supporter. I went to the inauguration. I was a delegate for the RNC. I guess you could say I drank the Kool-Aid. ... In his speeches, he talks about the criminal aspect of illegal immigration, but then afterwards he starts going onto 'We need to make it easier to become a citizen so people don't come into the shadows.' You never hear that in the media, and I think that's kind of what's helped create this polarizing climate that we have.\u003c/p>\n\u003cp>Perez: One of the most infuriating things regardless of political parties is the fact that Trump continues to create this idea of illegal immigrants just being these horrible individuals. I think that the media also contributes to disseminating the stereotypes about individuals, and it divides societies. That's how we get to a point where human rights just are not considered.\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Long Road to College From the 'At-Risk' List in High School",
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"content": "\u003cp>Floyd Maxey stares at the computer screen currently flickering with all the evidence of his high school career's rocky start: a B in one class, D's in three others -- and an F.\u003c/p>\n\u003cp>Sitting next to him in the computer lab, his mentor clicks into the page detailing the high school freshman's current D in algebra. \"How's Ms. Ruiz's class been going?\" asks the mentor, 23-year-old Eleanor Kim.\u003c/p>\n\u003cp>\"Ms. Eleanor, I don't like that class,\" Floyd groans. \"It's hard up in there.\" \u003c/p>\n\u003cp>\"You should be asking for help,\" replies Kim, an AmeriCorps member for an education-focused service organization called City Year. This school year, Kim has worked as a mentor and tutor to Floyd and 10 other freshman at the South L.A. charter high school he attends, Locke College Preparatory Academy.\u003c/p>\n\u003cp>\"I don't get it the way [my math teacher] explains it,\" Floyd replies. Kim offers a few suggestions, including simply asking Ms. Ruiz for help after school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"She needs to know,\" Kim advises Floyd, \"that you want to improve.\"\u003c/p>\n\u003cp>[audio src=\"http://www.kqed.org/.stream/anon/radio/tcrmag/2017/03/2017-03-31b-tcrmag.mp3\" Image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/FloydMaxey-800x555.jpg\" Title=\"The Long Road to College From the 'At-Risk' List in High School\" program=\"The California Report\"]\u003c/p>\n\u003cp>In recent weeks, Floyd has taken huge steps to improve from what was a disastrous first semester of high school, when Floyd would skip school for days or even weeks at a time. His grades last semester were even worse.\u003c/p>\n\u003cp>Still, Floyd -- who says he's hoped to attend college since he was 8 years old -- knows his current grades aren't guaranteed to get him there. At University of California or California State University campuses, students need at least C's to qualify for admission.\u003c/p>\n\u003cp>And University of Oregon education professor David Conley, who has studied the transition from high school to college since the 1990s, says decent grades and regular attendance are only preliminary steps toward higher education. It's the next steps that are often the hardest for ninth graders, especially for low-income students or students of color. (Most students at Floyd's school receive free or reduced lunch; practically all are Asian or Latino.)\u003c/p>\n\u003cp>Conley says, in surveys, between 80 and 90 percent of entering ninth graders report hoping to achieve at least a bachelors degree.\u003c/p>\n\u003cp>By the time they graduate, students from middle- and upper-middle-class backgrounds tend to report even higher aspirations: \"In other words, by the end of high school they don’t just want to go to college, they want to go to grad school,\" Conley says.\u003c/p>\n\u003cp>Low-income students and students from underrepresented minority groups report the opposite trend.\u003c/p>\n\u003cp>\"Over the four years of high school, their aspirations go down. By the end of high school, they’re talking about maybe community college or just going to work or going into the military. So you’ve got this divergence of aspirations occurring over a four-year period.\"\u003c/p>\n\u003cp>The difference has to do with all the next steps Floyd will have to complete in order to get to college: figuring out why he wants to attend college and what he wants to study, finding the right school to attend, arranging financial aid and perhaps taking an entrance exam like the SAT or ACT.\u003c/p>\n\u003cp>But economically privileged students tend to have adult help and life experience necessary to tackle those challenges. Less-privileged students, Conley says, tend to get less help, leaving some discouraged or unsure of how to pay for college.\u003c/p>\n\u003cp>But Floyd says he's ready to do \"what he's gotta do,\" as he puts it, to get his grades up and get to college.\u003c/p>\n\u003cp>\"I've been tired of being in trouble -- getting bad grades and stuff like that,\" says Floyd. \"It's like God just talked to me, touched me, or something -- just told me to go to school.\"\u003c/p>\n\u003ch2>Football Helps With Focus\u003c/h2>\n\u003cp>Floyd's college aspirations are rooted in one desire: to play professional football.\u003c/p>\n\u003cp>\"Football's my life,\" he says. \"It’s something I want to do for the rest of my life.\"\u003c/p>\n\u003cp>\"He’s wanted to play football ever since he was a kid in elementary school,\" says John Maxey, Floyd's father.\u003c/p>\n\u003cp>Back in his early years, Floyd dreamed of donning pads for the University of Southern California. Now he dreams of playing for other schools with storied football programs: the University of Oregon or Clemson University, in South Carolina.\u003c/p>\n\u003cp>Floyd played on Locke's junior varsity football team last year, and hopes to make the varsity squad next year. \"I think it focuses him,\" his father says.\u003c/p>\n\u003cp>On some level, Floyd has always known playing college football would require actually getting into college. But when he entered high school, daunted by harder classes, he decided to start \"ditching\" school.\u003c/p>\n\u003cp>\"Right there, I was, like, forget school,\" Floyd says, explaining his thinking. \"Forget college and stuff. Like, I can’t do this no more. I can’t be nobody that I’m not. I’m not that type of person. School’s just not for me.\"\u003c/p>\n\u003cp>Floyd says it wasn't just the difficulty of the courses that prompted him to miss so much school. People in his neighborhood, just west of the 110 Freeway from Watts, would cajole him into skipping school.\u003c/p>\n\u003cp>Meanwhile, John Maxey, who's 79 years old and retired, began to notice the absences piling up. Floyd offered his excuses, but John would get on his son's case about hanging out with people he felt would lead Floyd astray.\u003c/p>\n\u003cp>Finally, on a day Floyd was skipping class, his father saw Floyd walking down the street going to get something to eat.\u003c/p>\n\u003cp>\"My dad saw me in his car,\" Floyd says, \"and I was like, like, 'Dang, I really got caught.'\"\u003c/p>\n\u003cp>\"I told him to get his butt out of there and get to school,\" his father remembers.\u003c/p>\n\u003cp>Floyd says, in that moment, something clicked.\u003c/p>\n\u003cp>\"I want my dad to be proud of me,\" he says. \"I want to be like my sister and go to college.\"\u003c/p>\n\u003ch2>From 'Focus List' to Turnaround\u003c/h2>\n\u003cp>City Year's assessments had identified Floyd as a candidate for extra help months before he was ready to accept it.\u003c/p>\n\u003cp>Floyd's sporadic attendance, tendency to goof off in class and his academic performance in core subjects like reading and math landed him on what's known as the \"focus list.\" That designation means that, while Floyd wasn't severely off-track during his first semester, he was still far enough behind in school that he required extra attention. (City Year believes students with high levels of need require the instruction of credentialed educators.)\u003c/p>\n\u003cp>Eleanor Kim is one of 288 AmeriCorps members working in 28 L.A. schools through City Year. In the fall, mentors like Kim selected between eight and 12 \"focus list\" students with whom they'd work closely throughout the year. Across L.A. this year, City Year volunteers are helping more than 2,800 \"focus list\" students and interacting with more than 12,000 students in classrooms or after school programs.\u003c/p>\n\u003cp>Kim says Floyd's math teacher initially suggested she take him on as a mentee -- but like his teachers, Kim didn't see much of him during his first semester. Like Floyd's father, she too found him once on the sidewalks near the school at a time he should've been in class.\u003c/p>\n\u003cp>But Kim says she sees Floyd much more often -- not only in the literacy class where she works with him daily, but in City Year's after school tutoring program.\u003c/p>\n\u003cp>At their report card conference, Kim asks why Floyd is having such a hard time focusing in math.\u003c/p>\n\u003cp>\"I always talk\" with friends in the class, Floyd says -- an unhelpful distraction, he admits. \"And then the work be hard, so I don’t got nothing to do but talk.\"\u003c/p>\n\u003cp>This was a main reason why Floyd began skipping school in the first place -- he folded when classes got hard. Eleanor pushes him to tough it out.\u003c/p>\n\u003cp>\"You’re going to make a commitment to improve,\" Kim tells him.\u003c/p>\n\u003cp>But before she concludes, she adds some good news. Floyd may still have D's, but in several classes, his grade is so close to a C that he could likely improve by asking teachers about making up missing assignments or retaking tests he'd flunked.\u003c/p>\n\u003cp>\"Those are so close to a C,\" Kim says, surveying his report card.\u003c/p>\n\u003cp>John Maxey says he still feels Floyd has a long way to go. If he had to grade his son's current effort to improve his performance in school, Maxey says he'd give Floyd a D. He's still concerned about the company Floyd keeps outside of school.\u003c/p>\n\u003cp>\"If he doesn't change, he's not going to make it\" to college, Maxey says.\u003c/p>\n\u003cp>Overall, Kim, a UCLA graduate who hopes to attend medical school next year, says she's impressed by Floyd's turnaround so far -- and has high hopes.\u003c/p>\n\u003cp>“In my mind, I’m convinced he’s going to graduate from high school,\" Kim says. \"I want him to have that same kind of mentality and mindset.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"When we’re talking,\" she added, \"it’s ‘We will get you to college, so what are the steps that we can take to get you there?’”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Floyd Maxey stares at the computer screen currently flickering with all the evidence of his high school career's rocky start: a B in one class, D's in three others -- and an F.\u003c/p>\n\u003cp>Sitting next to him in the computer lab, his mentor clicks into the page detailing the high school freshman's current D in algebra. \"How's Ms. Ruiz's class been going?\" asks the mentor, 23-year-old Eleanor Kim.\u003c/p>\n\u003cp>\"Ms. Eleanor, I don't like that class,\" Floyd groans. \"It's hard up in there.\" \u003c/p>\n\u003cp>\"You should be asking for help,\" replies Kim, an AmeriCorps member for an education-focused service organization called City Year. This school year, Kim has worked as a mentor and tutor to Floyd and 10 other freshman at the South L.A. charter high school he attends, Locke College Preparatory Academy.\u003c/p>\n\u003cp>\"I don't get it the way [my math teacher] explains it,\" Floyd replies. Kim offers a few suggestions, including simply asking Ms. Ruiz for help after school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"She needs to know,\" Kim advises Floyd, \"that you want to improve.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In recent weeks, Floyd has taken huge steps to improve from what was a disastrous first semester of high school, when Floyd would skip school for days or even weeks at a time. His grades last semester were even worse.\u003c/p>\n\u003cp>Still, Floyd -- who says he's hoped to attend college since he was 8 years old -- knows his current grades aren't guaranteed to get him there. At University of California or California State University campuses, students need at least C's to qualify for admission.\u003c/p>\n\u003cp>And University of Oregon education professor David Conley, who has studied the transition from high school to college since the 1990s, says decent grades and regular attendance are only preliminary steps toward higher education. It's the next steps that are often the hardest for ninth graders, especially for low-income students or students of color. (Most students at Floyd's school receive free or reduced lunch; practically all are Asian or Latino.)\u003c/p>\n\u003cp>Conley says, in surveys, between 80 and 90 percent of entering ninth graders report hoping to achieve at least a bachelors degree.\u003c/p>\n\u003cp>By the time they graduate, students from middle- and upper-middle-class backgrounds tend to report even higher aspirations: \"In other words, by the end of high school they don’t just want to go to college, they want to go to grad school,\" Conley says.\u003c/p>\n\u003cp>Low-income students and students from underrepresented minority groups report the opposite trend.\u003c/p>\n\u003cp>\"Over the four years of high school, their aspirations go down. By the end of high school, they’re talking about maybe community college or just going to work or going into the military. So you’ve got this divergence of aspirations occurring over a four-year period.\"\u003c/p>\n\u003cp>The difference has to do with all the next steps Floyd will have to complete in order to get to college: figuring out why he wants to attend college and what he wants to study, finding the right school to attend, arranging financial aid and perhaps taking an entrance exam like the SAT or ACT.\u003c/p>\n\u003cp>But economically privileged students tend to have adult help and life experience necessary to tackle those challenges. Less-privileged students, Conley says, tend to get less help, leaving some discouraged or unsure of how to pay for college.\u003c/p>\n\u003cp>But Floyd says he's ready to do \"what he's gotta do,\" as he puts it, to get his grades up and get to college.\u003c/p>\n\u003cp>\"I've been tired of being in trouble -- getting bad grades and stuff like that,\" says Floyd. \"It's like God just talked to me, touched me, or something -- just told me to go to school.\"\u003c/p>\n\u003ch2>Football Helps With Focus\u003c/h2>\n\u003cp>Floyd's college aspirations are rooted in one desire: to play professional football.\u003c/p>\n\u003cp>\"Football's my life,\" he says. \"It’s something I want to do for the rest of my life.\"\u003c/p>\n\u003cp>\"He’s wanted to play football ever since he was a kid in elementary school,\" says John Maxey, Floyd's father.\u003c/p>\n\u003cp>Back in his early years, Floyd dreamed of donning pads for the University of Southern California. Now he dreams of playing for other schools with storied football programs: the University of Oregon or Clemson University, in South Carolina.\u003c/p>\n\u003cp>Floyd played on Locke's junior varsity football team last year, and hopes to make the varsity squad next year. \"I think it focuses him,\" his father says.\u003c/p>\n\u003cp>On some level, Floyd has always known playing college football would require actually getting into college. But when he entered high school, daunted by harder classes, he decided to start \"ditching\" school.\u003c/p>\n\u003cp>\"Right there, I was, like, forget school,\" Floyd says, explaining his thinking. \"Forget college and stuff. Like, I can’t do this no more. I can’t be nobody that I’m not. I’m not that type of person. School’s just not for me.\"\u003c/p>\n\u003cp>Floyd says it wasn't just the difficulty of the courses that prompted him to miss so much school. People in his neighborhood, just west of the 110 Freeway from Watts, would cajole him into skipping school.\u003c/p>\n\u003cp>Meanwhile, John Maxey, who's 79 years old and retired, began to notice the absences piling up. Floyd offered his excuses, but John would get on his son's case about hanging out with people he felt would lead Floyd astray.\u003c/p>\n\u003cp>Finally, on a day Floyd was skipping class, his father saw Floyd walking down the street going to get something to eat.\u003c/p>\n\u003cp>\"My dad saw me in his car,\" Floyd says, \"and I was like, like, 'Dang, I really got caught.'\"\u003c/p>\n\u003cp>\"I told him to get his butt out of there and get to school,\" his father remembers.\u003c/p>\n\u003cp>Floyd says, in that moment, something clicked.\u003c/p>\n\u003cp>\"I want my dad to be proud of me,\" he says. \"I want to be like my sister and go to college.\"\u003c/p>\n\u003ch2>From 'Focus List' to Turnaround\u003c/h2>\n\u003cp>City Year's assessments had identified Floyd as a candidate for extra help months before he was ready to accept it.\u003c/p>\n\u003cp>Floyd's sporadic attendance, tendency to goof off in class and his academic performance in core subjects like reading and math landed him on what's known as the \"focus list.\" That designation means that, while Floyd wasn't severely off-track during his first semester, he was still far enough behind in school that he required extra attention. (City Year believes students with high levels of need require the instruction of credentialed educators.)\u003c/p>\n\u003cp>Eleanor Kim is one of 288 AmeriCorps members working in 28 L.A. schools through City Year. In the fall, mentors like Kim selected between eight and 12 \"focus list\" students with whom they'd work closely throughout the year. Across L.A. this year, City Year volunteers are helping more than 2,800 \"focus list\" students and interacting with more than 12,000 students in classrooms or after school programs.\u003c/p>\n\u003cp>Kim says Floyd's math teacher initially suggested she take him on as a mentee -- but like his teachers, Kim didn't see much of him during his first semester. Like Floyd's father, she too found him once on the sidewalks near the school at a time he should've been in class.\u003c/p>\n\u003cp>But Kim says she sees Floyd much more often -- not only in the literacy class where she works with him daily, but in City Year's after school tutoring program.\u003c/p>\n\u003cp>At their report card conference, Kim asks why Floyd is having such a hard time focusing in math.\u003c/p>\n\u003cp>\"I always talk\" with friends in the class, Floyd says -- an unhelpful distraction, he admits. \"And then the work be hard, so I don’t got nothing to do but talk.\"\u003c/p>\n\u003cp>This was a main reason why Floyd began skipping school in the first place -- he folded when classes got hard. Eleanor pushes him to tough it out.\u003c/p>\n\u003cp>\"You’re going to make a commitment to improve,\" Kim tells him.\u003c/p>\n\u003cp>But before she concludes, she adds some good news. Floyd may still have D's, but in several classes, his grade is so close to a C that he could likely improve by asking teachers about making up missing assignments or retaking tests he'd flunked.\u003c/p>\n\u003cp>\"Those are so close to a C,\" Kim says, surveying his report card.\u003c/p>\n\u003cp>John Maxey says he still feels Floyd has a long way to go. If he had to grade his son's current effort to improve his performance in school, Maxey says he'd give Floyd a D. He's still concerned about the company Floyd keeps outside of school.\u003c/p>\n\u003cp>\"If he doesn't change, he's not going to make it\" to college, Maxey says.\u003c/p>\n\u003cp>Overall, Kim, a UCLA graduate who hopes to attend medical school next year, says she's impressed by Floyd's turnaround so far -- and has high hopes.\u003c/p>\n\u003cp>“In my mind, I’m convinced he’s going to graduate from high school,\" Kim says. \"I want him to have that same kind of mentality and mindset.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"When we’re talking,\" she added, \"it’s ‘We will get you to college, so what are the steps that we can take to get you there?’”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Howard University is opening Howard West at Google, an effort to pave the way to tech careers for more African-American computer science students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, 25 students from the \u003ca href=\"https://www2.howard.edu/\">historically black university\u003c/a>, which is based in Washington, D.C., will train at the tech giant’s headquarters in Mountain View. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Google, like the tech industry overall, is making slow progress toward hiring black engineers. Last fall, Google released its latest employee \u003ca href=\"https://www.google.com/diversity/\">diversity report\u003c/a>, detailing the gender and ethnicity of everyone it hired in 2015. While the number of black employees went up, they still represent only 2 percent of Google’s workforce.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, Google said it fell short of its diversity goal. With Howard West, Google believes it can meet that goal faster, said \u003ca href=\"https://www.linkedin.com/in/bonitacstewart\">Bonita Stewart\u003c/a>, the company’s vice president of global partnerships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have the opportunity to be able to build a qualified pipeline of talent across the black community,” she said. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pipeline, or the pipeline problem, is an idea commonly held in Silicon Valley that there just aren’t enough blacks, Latinos and women with computer programming skills to fill jobs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To build that pipeline, Howard West will bring 25 of its students to Google’s headquarters this summer. They’ll be mentored by Google engineers and get regular classroom instruction from Howard professors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Howard and Google plan to train 750 students over five years and will open the program to students from all historically black colleges and universities, or HBCUs. \u003ca href=\"https://www2.howard.edu/about/president\">Wayne Frederick\u003c/a>, Howard’s president, said the instruction is important.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“But I think just as important will be exposure to the culture here,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Frederick heard from alums working in the industry, who said they felt Howard prepared them technically but not culturally to work in Silicon Valley. There’s the management style, which values collaboration over hierarchy, the importance of networking and how to dress.\u003c/span>\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">So, for instance, I’m dressed in a suit and tie, and I haven’t seen anybody else in a suit and a tie,” he joked. “So that’s one example to just being exposed to that culture.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11371496\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11371496 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-800x1316.jpg\" alt=\"Bonita Stewart (L) is the Vice President of Global partnerships at Google. Wayne Frederick (R) is the president of Howard University.\" width=\"800\" height=\"1316\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-800x1316.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-160x263.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-1020x1678.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-1180x1942.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-960x1580.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-240x395.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-375x617.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-520x856.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita.jpg 1199w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Bonita Stewart (L) is the vice president of global partnerships at Google. Wayne Frederick (R) is the president of Howard University. \u003ccite>(Google)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.code2040.org/christian-simamora/\">Christian Simamora\u003c/a>, of \u003ca href=\"http://www.code2040.org/\">Code2040\u003c/a>, a nonprofit dedicated to increasing the number of blacks and Latinos in the tech sector, applauds the opening of Howard West, but he’s concerned that the narrative will become “there’s a pipeline problem.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We would hire more black engineers if we could find them,” Simamora said, mimicking a common refrain from tech companies. “The fact of the matter is \u003ca href=\"https://www.nytimes.com/2016/02/26/upshot/dont-blame-recruiting-pipeline-for-lack-of-diversity-in-tech.html\">the talent is there\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simamora said about 18 percent of computer science majors in the U.S. identify as black or Latino, but they represent only 5 percent of the technology workforce. He said the problem is with recruitment.\u003c/span>\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Many of the top tech companies aren’t even recruiting at the HBCUs — Howard, \u003ca href=\"http://www.spelman.edu/\">Spelman\u003c/a>. All these schools have CS programs,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So why aren’t big tech companies recruiting at HBCUs?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I can’t speak for those companies,” he said. “But what I find interesting is that tech disrupts; tech hiring does not disrupt. It does not question what came before it.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simamora said many tech companies continue to focus their recruitment efforts at a few schools, like Stanford, Harvard and MIT. Considering that, Simamora said the opening of Howard West at Google is disruptive and might force \u003c/span>\u003cspan style=\"font-weight: 400\">the\u003c/span>\u003cspan style=\"font-weight: 400\"> tech industry to start acting differently.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Howard University is opening Howard West at Google, an effort to pave the way to tech careers for more African-American computer science students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This summer, 25 students from the \u003ca href=\"https://www2.howard.edu/\">historically black university\u003c/a>, which is based in Washington, D.C., will train at the tech giant’s headquarters in Mountain View. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Google, like the tech industry overall, is making slow progress toward hiring black engineers. Last fall, Google released its latest employee \u003ca href=\"https://www.google.com/diversity/\">diversity report\u003c/a>, detailing the gender and ethnicity of everyone it hired in 2015. While the number of black employees went up, they still represent only 2 percent of Google’s workforce.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, Google said it fell short of its diversity goal. With Howard West, Google believes it can meet that goal faster, said \u003ca href=\"https://www.linkedin.com/in/bonitacstewart\">Bonita Stewart\u003c/a>, the company’s vice president of global partnerships.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have the opportunity to be able to build a qualified pipeline of talent across the black community,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pipeline, or the pipeline problem, is an idea commonly held in Silicon Valley that there just aren’t enough blacks, Latinos and women with computer programming skills to fill jobs. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To build that pipeline, Howard West will bring 25 of its students to Google’s headquarters this summer. They’ll be mentored by Google engineers and get regular classroom instruction from Howard professors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Howard and Google plan to train 750 students over five years and will open the program to students from all historically black colleges and universities, or HBCUs. \u003ca href=\"https://www2.howard.edu/about/president\">Wayne Frederick\u003c/a>, Howard’s president, said the instruction is important.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“But I think just as important will be exposure to the culture here,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Frederick heard from alums working in the industry, who said they felt Howard prepared them technically but not culturally to work in Silicon Valley. There’s the management style, which values collaboration over hierarchy, the importance of networking and how to dress.\u003c/span>\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">So, for instance, I’m dressed in a suit and tie, and I haven’t seen anybody else in a suit and a tie,” he joked. “So that’s one example to just being exposed to that culture.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11371496\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11371496 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-800x1316.jpg\" alt=\"Bonita Stewart (L) is the Vice President of Global partnerships at Google. Wayne Frederick (R) is the president of Howard University.\" width=\"800\" height=\"1316\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-800x1316.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-160x263.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-1020x1678.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-1180x1942.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-960x1580.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-240x395.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-375x617.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita-520x856.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/03/drfrederick_bonita.jpg 1199w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Bonita Stewart (L) is the vice president of global partnerships at Google. Wayne Frederick (R) is the president of Howard University. \u003ccite>(Google)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.code2040.org/christian-simamora/\">Christian Simamora\u003c/a>, of \u003ca href=\"http://www.code2040.org/\">Code2040\u003c/a>, a nonprofit dedicated to increasing the number of blacks and Latinos in the tech sector, applauds the opening of Howard West, but he’s concerned that the narrative will become “there’s a pipeline problem.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We would hire more black engineers if we could find them,” Simamora said, mimicking a common refrain from tech companies. “The fact of the matter is \u003ca href=\"https://www.nytimes.com/2016/02/26/upshot/dont-blame-recruiting-pipeline-for-lack-of-diversity-in-tech.html\">the talent is there\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simamora said about 18 percent of computer science majors in the U.S. identify as black or Latino, but they represent only 5 percent of the technology workforce. He said the problem is with recruitment.\u003c/span>\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Many of the top tech companies aren’t even recruiting at the HBCUs — Howard, \u003ca href=\"http://www.spelman.edu/\">Spelman\u003c/a>. All these schools have CS programs,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So why aren’t big tech companies recruiting at HBCUs?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I can’t speak for those companies,” he said. “But what I find interesting is that tech disrupts; tech hiring does not disrupt. It does not question what came before it.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Simamora said many tech companies continue to focus their recruitment efforts at a few schools, like Stanford, Harvard and MIT. Considering that, Simamora said the opening of Howard West at Google is disruptive and might force \u003c/span>\u003cspan style=\"font-weight: 400\">the\u003c/span>\u003cspan style=\"font-weight: 400\"> tech industry to start acting differently.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>California State University's governing board Wednesday approved the first tuition increase in six years for the system's 23 campuses, drawing chants of opposition from students who said they're already struggling to afford the cost of education.\u003c/p>\n\u003cp>The board of trustees voted 11-8, approving a proposal that will increase undergraduate tuition by $270 for the 2017-18 school year.\u003c/p>\n\u003cp>Current tuition is $5,472 a year.\u003c/p>\n\u003cp>Chancellor Timothy White had urged the trustees to approve the increase, saying the nation's largest public university system needs to hire more faculty and add more classes to accommodate growing enrollment and insufficient state funding.\u003c/p>\n\u003cp>\"I don't bring this forward with an ounce of joy, I bring it out of necessity,\" White told the board, which held its meeting at his office in Long Beach.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The increase will generate $77.5 million in net revenue and go toward hiring 400 new faculty, add 3,000 course sections and expand academic and student support services, said CSU spokeswoman Toni Molle.\u003c/p>\n\u003cp>[contextly_sidebar id=\"vn1v0ZjVUvIRWhh69P99Ya8EK2lSwTHk\"]\u003c/p>\n\u003cp>Several students spoke emotionally against the increase before the vote, saying that $270 might not seem like much but it was significant to students struggling as they worked to support themselves and paid additional costs for housing, food and books.\u003c/p>\n\u003cp>\"Many of my peers have to work two or three jobs to get by,\" Alejandro Alfaro, a student at CSU Chico, told the trustees during a public comment session. \"Students like myself cannot afford another tuition increase.\"\u003c/p>\n\u003cp>The university system says nearly 63 percent of undergraduate students have their tuition fully covered by financial aid and would not be affected by the increase.\u003c/p>\n\u003cp>Wednesday's vote comes before CSU receives its final budget from the state in July. The provisional budget indicates CSU will receive $157.2 million in additional revenue, but that would still leave a shortfall of $168 million, Molle said.\u003c/p>\n\u003cp>Several trustees opposed the increase, urging the board to maintain pressure on the state Legislature to increase funding rather than placing the burden on students.\u003c/p>\n\u003cp>\"It's a public university and we have to say enough is enough,\" said Lt. Gov. Gavin Newsom, who is also a trustee and voted against the increase. \"We're letting the Legislature off the hook.\"\u003c/p>\n\u003cp>As trustees spoke out in favor of the increase, students repeatedly interrupted with chants of: \"The more we pay, the longer we stay!\"\u003c/p>\n\u003cp>Trustee Peter Taylor said the decrease in state funding over the years has caused the quality of the Cal State system to slip and its facilities to become embarrassingly rundown.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We are in the position now of having to make this painful choice,\" said Taylor, who voted to approve the increase. \"We're here because the state has consistently, persistently underfunded this institution.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California State University's governing board Wednesday approved the first tuition increase in six years for the system's 23 campuses, drawing chants of opposition from students who said they're already struggling to afford the cost of education.\u003c/p>\n\u003cp>The board of trustees voted 11-8, approving a proposal that will increase undergraduate tuition by $270 for the 2017-18 school year.\u003c/p>\n\u003cp>Current tuition is $5,472 a year.\u003c/p>\n\u003cp>Chancellor Timothy White had urged the trustees to approve the increase, saying the nation's largest public university system needs to hire more faculty and add more classes to accommodate growing enrollment and insufficient state funding.\u003c/p>\n\u003cp>\"I don't bring this forward with an ounce of joy, I bring it out of necessity,\" White told the board, which held its meeting at his office in Long Beach.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The increase will generate $77.5 million in net revenue and go toward hiring 400 new faculty, add 3,000 course sections and expand academic and student support services, said CSU spokeswoman Toni Molle.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Several students spoke emotionally against the increase before the vote, saying that $270 might not seem like much but it was significant to students struggling as they worked to support themselves and paid additional costs for housing, food and books.\u003c/p>\n\u003cp>\"Many of my peers have to work two or three jobs to get by,\" Alejandro Alfaro, a student at CSU Chico, told the trustees during a public comment session. \"Students like myself cannot afford another tuition increase.\"\u003c/p>\n\u003cp>The university system says nearly 63 percent of undergraduate students have their tuition fully covered by financial aid and would not be affected by the increase.\u003c/p>\n\u003cp>Wednesday's vote comes before CSU receives its final budget from the state in July. The provisional budget indicates CSU will receive $157.2 million in additional revenue, but that would still leave a shortfall of $168 million, Molle said.\u003c/p>\n\u003cp>Several trustees opposed the increase, urging the board to maintain pressure on the state Legislature to increase funding rather than placing the burden on students.\u003c/p>\n\u003cp>\"It's a public university and we have to say enough is enough,\" said Lt. Gov. Gavin Newsom, who is also a trustee and voted against the increase. \"We're letting the Legislature off the hook.\"\u003c/p>\n\u003cp>As trustees spoke out in favor of the increase, students repeatedly interrupted with chants of: \"The more we pay, the longer we stay!\"\u003c/p>\n\u003cp>Trustee Peter Taylor said the decrease in state funding over the years has caused the quality of the Cal State system to slip and its facilities to become embarrassingly rundown.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"We are in the position now of having to make this painful choice,\" said Taylor, who voted to approve the increase. \"We're here because the state has consistently, persistently underfunded this institution.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>California rolled out a new online tool this week called a dashboard that parents can use to access detailed information about how well their child’s individual school or district is doing in educating students.\u003c/p>\n\u003cp>For years, schools and districts were ranked under the state’s Academic Performance Index.\u003c/p>\n\u003cp>Each campus was rated -- \u003ca href=\"http://www.cde.ca.gov/ta/ac/ap/highestapiscore14.asp\" target=\"_blank\">on a scale of 200 to 1,000\u003c/a> -- based on how well students performed on standardized tests.\u003c/p>\n\u003cp>The higher the score, the better.\u003c/p>\n\u003cp>But an API number didn't offer parents much of an understanding of the overall performance and quality of a school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The new school dashboard system offers a more complete report, using \u003ca href=\"https://www.caschooldashboard.org/Content/fast-start-guide.pdf\" target=\"_blank\">color-coded pie graphs and charts\u003c/a>.\u003c/p>\n\u003cp>“I think a parent will ultimately be able to get their head around it,” says Samantha Tran, senior managing director for education policy at \u003ca href=\"https://www.childrennow.org/\">Children Now\u003c/a>. “[The reports] offer an ability to look at a number of different things that we value and care about in public education, and then providing that information in a way that people can understand and use.”\u003c/p>\n\u003cp>The dashboard is part of a massive three-year overhaul of the\u003ca href=\"http://www.cde.ca.gov/ta/ac/cm/\" target=\"_blank\"> state’s school accountability system\u003c/a>.\u003c/p>\n\u003cp>Test scores and a number of other factors will now determine school success -- including graduation rates, parent engagement, school climate and whether students are prepared for college or the workforce.\u003c/p>\n\u003cp>Blue and green marks on the dashboard show a campus is doing well. Those falling behind will show orange and red.\u003c/p>\n\u003cp>[contextly_sidebar id=\"AACoG4vrkZervaFRZObcWAhqm20iedhB\"]\u003c/p>\n\u003cp>Many educators in the state favor using more than just test scores to measure school improvement, but worry that some low-income families won't be able to access the information because they don’t own a laptop or have Wi-Fi at home.\u003c/p>\n\u003cp>“One of the challenges we will have to face is making this tool available to those families,” says Elliot Lopez, chief information officer for the \u003ca href=\"http://www.scusd.edu/\" target=\"_blank\">Sacramento Unified School District\u003c/a>. “Given that this is purely web-driven and it’s difficult to transfer to a printed layout, that is something we’re figuring out how to address.”\u003c/p>\n\u003cp>One of the limitations of the dashboard is you can’t compare schools.\u003c/p>\n\u003cp>State education officials say that’s by design.\u003c/p>\n\u003cp>Under California’s new accountability system, the state is moving away from ranking schools and instead emphasizing that all schools should improve every year.\u003c/p>\n\u003cp>The California State PTA supports that new approach and has been testing the dashboard with parent focus groups.\u003c/p>\n\u003cp>“The purpose is to improve schools,” says Celia Jaffe, vice president for education with the\u003ca href=\"http://capta.org/\" target=\"_blank\"> California State PTA\u003c/a>. “The purpose is not for ranking. It’s not for punishing. Showing how schools and districts are progressing in areas they’re working on is really an important aspect of this.”\u003c/p>\n\u003cp>But Tran and other education advocacy groups say the state still needs to figure out how it will identify the lowest-performing schools and what kind of corrective action to take. That's because new federal education regulations under the \u003ca href=\"https://www.ed.gov/essa?src=rn\" target=\"_blank\">Every Student Succeeds Act\u003c/a> -- which replaced the No Child Left Behind Act -- require that information.\u003c/p>\n\u003cp>“Federal law says that we need to focus on closing gaps in achievement,” Tran says. “While this dashboard will highlight if certain group's kids are behind, the way [California] sets the standards, it basically says any improvement is good.”\u003c/p>\n\u003cp>State education officials admit the new dashboard tool is a work in progress, and they are open to tweaking how the information is presented so the public can compare how different schools stack up.\u003c/p>\n\u003cp>The \u003ca href=\"http://ccee-ca.org/\" target=\"_blank\">California Collaborative for Educational Excellence\u003c/a>, one of the public agencies overseeing the state’s accountability system, is holding a series of workshops across the state to get more public feedback.\u003c/p>\n\u003cp>In the meantime, local school district officials are planning to host their own workshops and distributing information at campuses explaining how to navigate the new web-based system.\u003c/p>\n\u003cp>Here's our pick of the best resources provided by the California Department of Education:\u003c/p>\n\u003cp>\u003ca href=\"https://www.caschooldashboard.org/Content/fast-start-guide.pdf\" target=\"_blank\">California School Dashboard Fast Start Guide [PDF]\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.caschooldashboard.org/Content/california-school-dashboard_English.pdf\" target=\"_blank\">Getting to Know the California School Dashboard [PDF]\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.caschooldashboard.org/#/faq\" target=\"_blank\">Frequently Asked Questions\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The new school dashboard system offers a more complete report, using \u003ca href=\"https://www.caschooldashboard.org/Content/fast-start-guide.pdf\" target=\"_blank\">color-coded pie graphs and charts\u003c/a>.\u003c/p>\n\u003cp>“I think a parent will ultimately be able to get their head around it,” says Samantha Tran, senior managing director for education policy at \u003ca href=\"https://www.childrennow.org/\">Children Now\u003c/a>. “[The reports] offer an ability to look at a number of different things that we value and care about in public education, and then providing that information in a way that people can understand and use.”\u003c/p>\n\u003cp>The dashboard is part of a massive three-year overhaul of the\u003ca href=\"http://www.cde.ca.gov/ta/ac/cm/\" target=\"_blank\"> state’s school accountability system\u003c/a>.\u003c/p>\n\u003cp>Test scores and a number of other factors will now determine school success -- including graduation rates, parent engagement, school climate and whether students are prepared for college or the workforce.\u003c/p>\n\u003cp>Blue and green marks on the dashboard show a campus is doing well. Those falling behind will show orange and red.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Many educators in the state favor using more than just test scores to measure school improvement, but worry that some low-income families won't be able to access the information because they don’t own a laptop or have Wi-Fi at home.\u003c/p>\n\u003cp>“One of the challenges we will have to face is making this tool available to those families,” says Elliot Lopez, chief information officer for the \u003ca href=\"http://www.scusd.edu/\" target=\"_blank\">Sacramento Unified School District\u003c/a>. “Given that this is purely web-driven and it’s difficult to transfer to a printed layout, that is something we’re figuring out how to address.”\u003c/p>\n\u003cp>One of the limitations of the dashboard is you can’t compare schools.\u003c/p>\n\u003cp>State education officials say that’s by design.\u003c/p>\n\u003cp>Under California’s new accountability system, the state is moving away from ranking schools and instead emphasizing that all schools should improve every year.\u003c/p>\n\u003cp>The California State PTA supports that new approach and has been testing the dashboard with parent focus groups.\u003c/p>\n\u003cp>“The purpose is to improve schools,” says Celia Jaffe, vice president for education with the\u003ca href=\"http://capta.org/\" target=\"_blank\"> California State PTA\u003c/a>. “The purpose is not for ranking. It’s not for punishing. Showing how schools and districts are progressing in areas they’re working on is really an important aspect of this.”\u003c/p>\n\u003cp>But Tran and other education advocacy groups say the state still needs to figure out how it will identify the lowest-performing schools and what kind of corrective action to take. That's because new federal education regulations under the \u003ca href=\"https://www.ed.gov/essa?src=rn\" target=\"_blank\">Every Student Succeeds Act\u003c/a> -- which replaced the No Child Left Behind Act -- require that information.\u003c/p>\n\u003cp>“Federal law says that we need to focus on closing gaps in achievement,” Tran says. “While this dashboard will highlight if certain group's kids are behind, the way [California] sets the standards, it basically says any improvement is good.”\u003c/p>\n\u003cp>State education officials admit the new dashboard tool is a work in progress, and they are open to tweaking how the information is presented so the public can compare how different schools stack up.\u003c/p>\n\u003cp>The \u003ca href=\"http://ccee-ca.org/\" target=\"_blank\">California Collaborative for Educational Excellence\u003c/a>, one of the public agencies overseeing the state’s accountability system, is holding a series of workshops across the state to get more public feedback.\u003c/p>\n\u003cp>In the meantime, local school district officials are planning to host their own workshops and distributing information at campuses explaining how to navigate the new web-based system.\u003c/p>\n\u003cp>Here's our pick of the best resources provided by the California Department of Education:\u003c/p>\n\u003cp>\u003ca href=\"https://www.caschooldashboard.org/Content/fast-start-guide.pdf\" target=\"_blank\">California School Dashboard Fast Start Guide [PDF]\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.caschooldashboard.org/Content/california-school-dashboard_English.pdf\" target=\"_blank\">Getting to Know the California School Dashboard [PDF]\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.caschooldashboard.org/#/faq\" target=\"_blank\">Frequently Asked Questions\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>University of California President Janet Napolitano has selected Carol T. Christ to become the next chancellor of UC Berkeley and the first woman to serve in that position.\u003c/p>\n\u003cp>In a statement Monday, Napolitano's office says that the UC governing board will vote on the nomination Thursday.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/312252380\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>Christ, a Victorian literature scholar, spent more than 30 years at Berkeley in a variety of positions ranging from professor and chair of the English Department to dean. She served as the president of Smith College from 2002-2013 before returning to Berkeley, where she is currently provost and interim executive vice chancellor.\u003c/p>\n\u003cp>The 72-year-old Christ will replace Nicholas Dirks, who resigned last August after critics alleged he was too lenient when handling sexual harassment cases involving several faculty members.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>LOS ANGELES — University of California officials have proposed limiting nonresident enrollment to 20 percent of all undergraduate students in an effort to prioritize in-state applicants.\u003c/p>\n\u003cp>The proposal introduced Monday would be the first cap of its kind for the 10-campus public university system and will be considered by the UC Board of Regents starting next week.\u003c/p>\n\u003cp>Last year, lawmakers threatened to hold back $18.5 million if the UC system did not limit students from outside California. UC officials hope the restriction would be enough to get state officials to release the funds.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Given the economic climate and competition, California parents have to start being selfish.'\u003ccite>Shelly Tan, parent\u003c/cite>\u003c/aside>\n\u003cp>A state audit found that UC was hurting California students by admitting too many out-of-state applicants. Nonresident students numbered 34,673 in fall 2016 -- 16.5 percent of the system's 210,170 undergraduates.\u003c/p>\n\u003cp>UC spokeswoman Dianne Klein said the proposed policy balanced the needs of California residents with the benefits those outside students bring -- diverse perspectives as well as millions in additional tuition revenue, which added up to nearly $550 million in 2016-17.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The policy is very clear: Nonresident students will be in addition to and not in place of California residents,\" Klein told the Los Angeles Times.\u003c/p>\n\u003cp>Shelly Tan, a Los Angeles-area parent, said qualified California students should have the advantage. Her own daughter was turned down by her top three UC choices two years ago -- despite SAT scores and a grade-point average above the 90th percentile -- and ended up at a fourth UC campus.\u003c/p>\n\u003cp>\"Given the economic climate and competition, California parents have to start being selfish,\" Tan told the newspaper.\u003c/p>\n\u003cfigure id=\"attachment_11348738\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11348738\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/CalCampus-800x563.jpg\" alt=\"Under the proposal, UC's three most popular campuses would be allowed to keep but not increase their proportions of nonresident undergraduates. For UC Berkeley, that's 24.4 percent.\" width=\"800\" height=\"563\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-800x563.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-160x113.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-1020x717.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-1180x830.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-960x675.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-240x169.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-375x264.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-520x366.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Under the proposal, UC's three most popular campuses would be allowed to keep but not increase their proportions of nonresident undergraduates. For UC Berkeley, that's 24.4 percent. \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>UC Academic Senate Chairman James Chalfant said faculty members oppose an \"arbitrary quota\" that could force UC to turn away the best and the brightest and forgo additional needed dollars.\u003c/p>\n\u003cp>The group has presented an alternative that would impose enrollment limits only on campuses at which the expansion of nonresident students hurts Californians and only after UC is given enough funding to maintain its quality.\u003c/p>\n\u003cp>Under the proposal, the system's three most popular campuses would be allowed to keep but not increase their proportions of nonresident undergraduates -- 24.4 percent at UC Berkeley, 22.9 percent at UC San Diego and 22.8 percent at UCLA, Klein said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The proportion of nonresident students at the other campuses ranges from 18.9 percent at UC Irvine to less than 1 percent at UC Merced.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The policy is very clear: Nonresident students will be in addition to and not in place of California residents,\" Klein told the Los Angeles Times.\u003c/p>\n\u003cp>Shelly Tan, a Los Angeles-area parent, said qualified California students should have the advantage. Her own daughter was turned down by her top three UC choices two years ago -- despite SAT scores and a grade-point average above the 90th percentile -- and ended up at a fourth UC campus.\u003c/p>\n\u003cp>\"Given the economic climate and competition, California parents have to start being selfish,\" Tan told the newspaper.\u003c/p>\n\u003cfigure id=\"attachment_11348738\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11348738\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/CalCampus-800x563.jpg\" alt=\"Under the proposal, UC's three most popular campuses would be allowed to keep but not increase their proportions of nonresident undergraduates. For UC Berkeley, that's 24.4 percent.\" width=\"800\" height=\"563\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-800x563.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-160x113.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-1020x717.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-1180x830.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-960x675.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-240x169.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-375x264.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/CalCampus-520x366.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Under the proposal, UC's three most popular campuses would be allowed to keep but not increase their proportions of nonresident undergraduates. For UC Berkeley, that's 24.4 percent. \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>UC Academic Senate Chairman James Chalfant said faculty members oppose an \"arbitrary quota\" that could force UC to turn away the best and the brightest and forgo additional needed dollars.\u003c/p>\n\u003cp>The group has presented an alternative that would impose enrollment limits only on campuses at which the expansion of nonresident students hurts Californians and only after UC is given enough funding to maintain its quality.\u003c/p>\n\u003cp>Under the proposal, the system's three most popular campuses would be allowed to keep but not increase their proportions of nonresident undergraduates -- 24.4 percent at UC Berkeley, 22.9 percent at UC San Diego and 22.8 percent at UCLA, Klein said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The proportion of nonresident students at the other campuses ranges from 18.9 percent at UC Irvine to less than 1 percent at UC Merced.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Sexual Harassment, Misconduct Also Plague UC Medical Centers",
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"content": "\u003cp>The\u003ca href=\"https://www.universityofcalifornia.edu/\"> University of California\u003c/a> operates five nationally recognized\u003ca href=\"http://health.universityofcalifornia.edu/medical-centers/\"> medical centers\u003c/a> known for their breakthrough research, medical specialties and doctor-training programs.\u003c/p>\n\u003cp>But \u003ca href=\"https://ww2.kqed.org/news/2017/02/28/more-than-100-uc-sex-harassment-violence-cases-released/\">documents released last week \u003c/a>show sexual harassment and misconduct are not only plaguing UC campuses, but also the system’s medical centers and hospitals.\u003c/p>\n\u003cp>One of these is \u003ca href=\"http://www.ucdmc.ucdavis.edu/medicalcenter/index.html\">UC Davis Medical Center\u003c/a>.\u003c/p>\n\u003cp>Of the 113 records UC released under a public records request filed by KQED and other media outlets, nine out of 13 sexual misconduct and harassment cases at \u003ca href=\"https://www.ucdavis.edu/\">UC Davis\u003c/a> took place at its medical center located off campus in Sacramento.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/311541157\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>According to the records, the harassers were mostly co-workers, but some were supervisors -- including doctors and nurses.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The allegations -- none of which were made by students -- range from inappropriate comments to unwanted touching.\u003c/p>\n\u003cfigure id=\"attachment_11343204\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-11343204 size-large\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/UC-Davis-1020x680.jpg\" alt=\"UC Davis\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-520x347.jpg 520w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis.jpg 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">UC Davis \u003ccite>(Christian Ostrosky/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>UC Davis has policies barring employees from engaging in behavior that constitutes sexual harassment or violence, and even has mandatory sexual harassment training for all employees.\u003c/p>\n\u003cp>“Lives are being severely impacted and in some cases even ruined by this behavior,” said \u003ca href=\"https://law.stanford.edu/directory/michele-landis-dauber/\">Michele Landis Dauber\u003c/a>, a Stanford University law professor who helped to overhaul that university’s sexual assault prevention polices. “Colleges and universities have had every opportunity to voluntarily do better, and they’re not doing it.”\u003c/p>\n\u003cp>Roughly 40 of the 113 records UC released detailing investigations and findings related to allegations of sex-based discrimination or misconduct involved UC medical centers and hospitals. The records spanned a nearly 3½-year period between January 2013 and April 2016.\u003c/p>\n\u003cp>The situation is raising questions about whether officials are doing enough to prevent abuse at the medical facilities, which are often detached from the main campuses, have their own CEOs and a different work culture.\u003c/p>\n\u003cp>[contextly_sidebar id=\"2AjUCm9aUstjmbW8Dm0O3kR1o1snn9rs\"]\u003c/p>\n\u003cp>\u003ca href=\"http://strategiccommunications.ucdavis.edu/about/news/hale.html\">UC Davis spokeswoman Kim Hale\u003c/a> says the university is taking action under a new a systemwide office in charge of prevention efforts.\u003c/p>\n\u003cp>“We are continuously working toward an environment that is free of any form of harassment or discrimination,” Hale said. “When there is one case, it’s too many. We’re working to make that zero.”\u003c/p>\n\u003cp>Even so, advocates working to prevent sexual harassment say the only way to ensure real transparency is if the state requires colleges and universities to provide public reports every year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A bill that would have made that happen was vetoed by Gov. Jerry Brown last year.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The\u003ca href=\"https://www.universityofcalifornia.edu/\"> University of California\u003c/a> operates five nationally recognized\u003ca href=\"http://health.universityofcalifornia.edu/medical-centers/\"> medical centers\u003c/a> known for their breakthrough research, medical specialties and doctor-training programs.\u003c/p>\n\u003cp>But \u003ca href=\"https://ww2.kqed.org/news/2017/02/28/more-than-100-uc-sex-harassment-violence-cases-released/\">documents released last week \u003c/a>show sexual harassment and misconduct are not only plaguing UC campuses, but also the system’s medical centers and hospitals.\u003c/p>\n\u003cp>One of these is \u003ca href=\"http://www.ucdmc.ucdavis.edu/medicalcenter/index.html\">UC Davis Medical Center\u003c/a>.\u003c/p>\n\u003cp>Of the 113 records UC released under a public records request filed by KQED and other media outlets, nine out of 13 sexual misconduct and harassment cases at \u003ca href=\"https://www.ucdavis.edu/\">UC Davis\u003c/a> took place at its medical center located off campus in Sacramento.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/311541157&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/311541157'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>According to the records, the harassers were mostly co-workers, but some were supervisors -- including doctors and nurses.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The allegations -- none of which were made by students -- range from inappropriate comments to unwanted touching.\u003c/p>\n\u003cfigure id=\"attachment_11343204\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-11343204 size-large\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/03/UC-Davis-1020x680.jpg\" alt=\"UC Davis\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis-520x347.jpg 520w, https://ww2.kqed.org/app/uploads/sites/10/2017/03/UC-Davis.jpg 1500w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">UC Davis \u003ccite>(Christian Ostrosky/Flickr)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>UC Davis has policies barring employees from engaging in behavior that constitutes sexual harassment or violence, and even has mandatory sexual harassment training for all employees.\u003c/p>\n\u003cp>“Lives are being severely impacted and in some cases even ruined by this behavior,” said \u003ca href=\"https://law.stanford.edu/directory/michele-landis-dauber/\">Michele Landis Dauber\u003c/a>, a Stanford University law professor who helped to overhaul that university’s sexual assault prevention polices. “Colleges and universities have had every opportunity to voluntarily do better, and they’re not doing it.”\u003c/p>\n\u003cp>Roughly 40 of the 113 records UC released detailing investigations and findings related to allegations of sex-based discrimination or misconduct involved UC medical centers and hospitals. The records spanned a nearly 3½-year period between January 2013 and April 2016.\u003c/p>\n\u003cp>The situation is raising questions about whether officials are doing enough to prevent abuse at the medical facilities, which are often detached from the main campuses, have their own CEOs and a different work culture.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://strategiccommunications.ucdavis.edu/about/news/hale.html\">UC Davis spokeswoman Kim Hale\u003c/a> says the university is taking action under a new a systemwide office in charge of prevention efforts.\u003c/p>\n\u003cp>“We are continuously working toward an environment that is free of any form of harassment or discrimination,” Hale said. “When there is one case, it’s too many. We’re working to make that zero.”\u003c/p>\n\u003cp>Even so, advocates working to prevent sexual harassment say the only way to ensure real transparency is if the state requires colleges and universities to provide public reports every year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A bill that would have made that happen was vetoed by Gov. Jerry Brown last year.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "3 Analyses: The Best Places for STEM Professionals",
"title": "3 Analyses: The Best Places for STEM Professionals",
"headTitle": "KQED Future of You | KQED Science",
"content": "\u003cp>Last week the personal finance website SmartAsset released an \u003ca href=\"https://smartasset.com/mortgage/best-places-stem-jobs-pay-2017\" target=\"_blank\">analysis\u003c/a> on the best-paying geographical areas for STEM jobs. STEM, in case you haven't been paying attention, stands for Science, Technology, Engineering and \u003cdel>Martial Arts\u003c/del>.\u003c/p>\n\u003cp>Ha, just kidding, man. Math!\u003c/p>\n\u003cp>Using the latest Bureau of Labor Statistics data, from 2014, SmartAsset crunched the numbers for 53 U.S. metro areas that have at least 30,000 workers in the sciences, computers, mathematics, architecture and engineering. Comparing each area's average pay and increase in average pay to the corresponding national average, they came up with their list.\u003c/p>\n\u003cp>\"In short, our analysis looks at the metro areas that are the furthest above the national median for both STEM pay and income growth,\" SmartAsset wrote. As you can see, and as you may have suspected, paywise it's California-here-we-come for STEM workers, with three of the top five regions, including Silicon Valley, located in and around the San Francisco Bay Area.\u003c/p>\n\u003cfigure id=\"attachment_347185\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003ca href=\"https://dr5dymrsxhdzh.cloudfront.net/blog/images/a14008/2017/02/stem_1_table.png\">\u003cimg class=\"wp-image-347185 size-full\" src=\"https://ww2.kqed.org/futureofyou/wp-content/uploads/sites/13/2017/03/stem_1_table.png\" alt=\"stem_1_table\" width=\"600\" height=\"1076\" srcset=\"https://ww2.kqed.org/app/uploads/sites/13/2017/03/stem_1_table.png 600w, https://ww2.kqed.org/app/uploads/sites/13/2017/03/stem_1_table-160x287.png 160w, https://ww2.kqed.org/app/uploads/sites/13/2017/03/stem_1_table-240x430.png 240w, https://ww2.kqed.org/app/uploads/sites/13/2017/03/stem_1_table-375x673.png 375w, https://ww2.kqed.org/app/uploads/sites/13/2017/03/stem_1_table-520x933.png 520w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From SmartAsset. \u003ca href=\"https://smartasset.com/mortgage/best-places-stem-jobs-pay-2017\">See full post here\u003c/a>. \u003ccite>(SmartAsset)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But wait, there's more. This \u003ca href=\"https://wallethub.com/edu/best-worst-metro-areas-for-stem-professionals/9200/\" target=\"_blank\">post\u003c/a> by WalletHub in January ranked the best and worst areas for STEM professionals inclusive of not just pay, but quality of life and professional factors like job openings, R&D budgets, and transit and housing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The results? Sorry Silicon Valley/San Francisco--the Seattle area edges you out for the top spot. Rounding out the top five: Boston-Cambridge-Newton and Springfield, in Massachusetts. See the \u003ca href=\"https://wallethub.com/edu/best-worst-metro-areas-for-stem-professionals/9200/#main-findings\" target=\"_blank\">full list here\u003c/a>. Or click on the circles to see the rankings of the different areas:\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"600\" height=\"338\" src=\"//d2e70e9yced57e.cloudfront.net/wallethub/embed/9200/geochart-stem.html\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>But wait, there's more of the more. Finally, we have \u003ca href=\"https://www.nerdwallet.com/blog/studies/best-places-stem-grads-2016/\" target=\"_blank\">Best Places for STEM Graduates\u003c/a>, posted last year by NerdWallet. While NerdWallet may or may not have the most incisive equation for tabulating STEMie heaven, they at least sport the best name for this type of website. In ranking 330 metro areas, the Nerds took into account the number of STEM employees per 1,000 jobs, annual average wage, median monthly rent and unemployment rate. That formula produced a sleeper of a No. 1 -- Huntsville, Alabama.\u003c/p>\n\u003cp>\"A STEM worker in Huntsville, Alabama will pay about 9% of his or her income on rent, compared with a peer in [No. 2] San Jose, California, who can expect housing to claim at least 17% of his or her salary,\" NerdWallet wrote.\u003c/p>\n\u003cp>Here are \u003ca href=\"http://www.bls.gov/oes/stem_list.xlsx\" target=\"_blank\">all the jobs\u003c/a> that BLS categorizes as STEM. While medical scientists are on the list, doctors and other health care professionals are not.\u003c/p>\n\u003cp>But something to take note of: While it's true that we are living in the digital age, the biggest job growth in terms of sheer numbers from 2014-24 will not occur among computer programmers or big data analysts, according to BLS, but rather \u003ca href=\"https://www.bls.gov/oes/current/oes399021.htm\" target=\"_blank\">personal care\u003c/a> and \u003ca href=\"https://www.bls.gov/ooh/healthcare/home-health-aides.htm\" target=\"_blank\">home health aides\u003c/a>. So welcome to the aging baby boomer economy. You can check out median salaries for dozens of other \u003ca href=\"https://www.bls.gov/ooh/healthcare/home.htm\" target=\"_blank\">health care occupations here--\u003c/a>click on the individual links to find job growth projections for each.\u003c/p>\n\u003cp>One of the interesting things WalletHub did was to ask a \u003ca href=\"https://wallethub.com/edu/best-worst-metro-areas-for-stem-professionals/9200/#\" target=\"_blank\">panel of academics\u003c/a> in STEM education questions related to the STEM job market. One query: Why do so many STEM graduates \u003ca href=\"https://www.usnews.com/news/stem-solutions/articles/2015/09/02/not-everyone-with-a-stem-degree-chooses-a-stem-job\" target=\"_blank\">end up not working in STEM\u003c/a> occupations, as \u003ca href=\"https://www.census.gov/newsroom/press-releases/2014/cb14-130.html\" target=\"_blank\">reported\u003c/a> by the U.S. Census Bureau in 2014.\u003c/p>\n\u003cp>That appears to be due at least in part to the exclusion of many otherwise related professions from the government's list of STEM jobs. Peter R. Turner, director of the Institute for STEM Education at Clarkson University, told WalletHub \"most STEM graduates do work in STEM fields but often in areas where they are using those skills for other applications.\"\u003c/p>\n\u003cp>That was echoed by several of the other experts. But not Carolyn Parker, assistant professor of STEM education at Johns Hopkins University. She said: \"We have an unwelcoming STEM culture, which supports a lack of interest in STEM courses and careers, particularly among females, people of color, and people with disabilities, because of entrenched cultural attitudes and beliefs about innate abilities.\"\u003c/p>\n\u003cp>The Census Bureau wrote back in 2014 that \"men continue to be overrepresented in STEM, especially in computer and engineering occupations. About 86 percent of engineers and 74 percent of computer professionals are men.\"\u003c/p>\n\u003cp>Click on the link for the government's \u003ca href=\"https://www.bls.gov/careeroutlook/subject/stem.htm\" target=\"_blank\">career outlooks\u003c/a> for STEM jobs, from \u003ca href=\"https://www.bls.gov/careeroutlook/2016/youre-a-what/quantum-computer-research-scientist.htm\" target=\"_blank\">quantum computer research scientist\u003c/a> to \u003ca href=\"https://www.bls.gov/careeroutlook/2015/interview/sports-statistical-analyst.htm\" target=\"_blank\">sports statistical analyst\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And next week, maybe we'll do Best Areas for Journalists, where every region comes in \u003ca href=\"https://www.bls.gov/ooh/media-and-communication/reporters-correspondents-and-broadcast-news-analysts.htm\" target=\"_blank\">last\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Last week the personal finance website SmartAsset released an \u003ca href=\"https://smartasset.com/mortgage/best-places-stem-jobs-pay-2017\" target=\"_blank\">analysis\u003c/a> on the best-paying geographical areas for STEM jobs. STEM, in case you haven't been paying attention, stands for Science, Technology, Engineering and \u003cdel>Martial Arts\u003c/del>.\u003c/p>\n\u003cp>Ha, just kidding, man. Math!\u003c/p>\n\u003cp>Using the latest Bureau of Labor Statistics data, from 2014, SmartAsset crunched the numbers for 53 U.S. metro areas that have at least 30,000 workers in the sciences, computers, mathematics, architecture and engineering. Comparing each area's average pay and increase in average pay to the corresponding national average, they came up with their list.\u003c/p>\n\u003cp>\"In short, our analysis looks at the metro areas that are the furthest above the national median for both STEM pay and income growth,\" SmartAsset wrote. As you can see, and as you may have suspected, paywise it's California-here-we-come for STEM workers, with three of the top five regions, including Silicon Valley, located in and around the San Francisco Bay Area.\u003c/p>\n\u003cfigure id=\"attachment_347185\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003ca href=\"https://dr5dymrsxhdzh.cloudfront.net/blog/images/a14008/2017/02/stem_1_table.png\">\u003cimg class=\"wp-image-347185 size-full\" src=\"https://ww2.kqed.org/futureofyou/wp-content/uploads/sites/13/2017/03/stem_1_table.png\" alt=\"stem_1_table\" width=\"600\" height=\"1076\" srcset=\"https://ww2.kqed.org/app/uploads/sites/13/2017/03/stem_1_table.png 600w, https://ww2.kqed.org/app/uploads/sites/13/2017/03/stem_1_table-160x287.png 160w, https://ww2.kqed.org/app/uploads/sites/13/2017/03/stem_1_table-240x430.png 240w, https://ww2.kqed.org/app/uploads/sites/13/2017/03/stem_1_table-375x673.png 375w, https://ww2.kqed.org/app/uploads/sites/13/2017/03/stem_1_table-520x933.png 520w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From SmartAsset. \u003ca href=\"https://smartasset.com/mortgage/best-places-stem-jobs-pay-2017\">See full post here\u003c/a>. \u003ccite>(SmartAsset)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But wait, there's more. This \u003ca href=\"https://wallethub.com/edu/best-worst-metro-areas-for-stem-professionals/9200/\" target=\"_blank\">post\u003c/a> by WalletHub in January ranked the best and worst areas for STEM professionals inclusive of not just pay, but quality of life and professional factors like job openings, R&D budgets, and transit and housing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The results? Sorry Silicon Valley/San Francisco--the Seattle area edges you out for the top spot. Rounding out the top five: Boston-Cambridge-Newton and Springfield, in Massachusetts. See the \u003ca href=\"https://wallethub.com/edu/best-worst-metro-areas-for-stem-professionals/9200/#main-findings\" target=\"_blank\">full list here\u003c/a>. Or click on the circles to see the rankings of the different areas:\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"600\" height=\"338\" src=\"//d2e70e9yced57e.cloudfront.net/wallethub/embed/9200/geochart-stem.html\" frameborder=\"0\" scrolling=\"no\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>But wait, there's more of the more. Finally, we have \u003ca href=\"https://www.nerdwallet.com/blog/studies/best-places-stem-grads-2016/\" target=\"_blank\">Best Places for STEM Graduates\u003c/a>, posted last year by NerdWallet. While NerdWallet may or may not have the most incisive equation for tabulating STEMie heaven, they at least sport the best name for this type of website. In ranking 330 metro areas, the Nerds took into account the number of STEM employees per 1,000 jobs, annual average wage, median monthly rent and unemployment rate. That formula produced a sleeper of a No. 1 -- Huntsville, Alabama.\u003c/p>\n\u003cp>\"A STEM worker in Huntsville, Alabama will pay about 9% of his or her income on rent, compared with a peer in [No. 2] San Jose, California, who can expect housing to claim at least 17% of his or her salary,\" NerdWallet wrote.\u003c/p>\n\u003cp>Here are \u003ca href=\"http://www.bls.gov/oes/stem_list.xlsx\" target=\"_blank\">all the jobs\u003c/a> that BLS categorizes as STEM. While medical scientists are on the list, doctors and other health care professionals are not.\u003c/p>\n\u003cp>But something to take note of: While it's true that we are living in the digital age, the biggest job growth in terms of sheer numbers from 2014-24 will not occur among computer programmers or big data analysts, according to BLS, but rather \u003ca href=\"https://www.bls.gov/oes/current/oes399021.htm\" target=\"_blank\">personal care\u003c/a> and \u003ca href=\"https://www.bls.gov/ooh/healthcare/home-health-aides.htm\" target=\"_blank\">home health aides\u003c/a>. So welcome to the aging baby boomer economy. You can check out median salaries for dozens of other \u003ca href=\"https://www.bls.gov/ooh/healthcare/home.htm\" target=\"_blank\">health care occupations here--\u003c/a>click on the individual links to find job growth projections for each.\u003c/p>\n\u003cp>One of the interesting things WalletHub did was to ask a \u003ca href=\"https://wallethub.com/edu/best-worst-metro-areas-for-stem-professionals/9200/#\" target=\"_blank\">panel of academics\u003c/a> in STEM education questions related to the STEM job market. One query: Why do so many STEM graduates \u003ca href=\"https://www.usnews.com/news/stem-solutions/articles/2015/09/02/not-everyone-with-a-stem-degree-chooses-a-stem-job\" target=\"_blank\">end up not working in STEM\u003c/a> occupations, as \u003ca href=\"https://www.census.gov/newsroom/press-releases/2014/cb14-130.html\" target=\"_blank\">reported\u003c/a> by the U.S. Census Bureau in 2014.\u003c/p>\n\u003cp>That appears to be due at least in part to the exclusion of many otherwise related professions from the government's list of STEM jobs. Peter R. Turner, director of the Institute for STEM Education at Clarkson University, told WalletHub \"most STEM graduates do work in STEM fields but often in areas where they are using those skills for other applications.\"\u003c/p>\n\u003cp>That was echoed by several of the other experts. But not Carolyn Parker, assistant professor of STEM education at Johns Hopkins University. She said: \"We have an unwelcoming STEM culture, which supports a lack of interest in STEM courses and careers, particularly among females, people of color, and people with disabilities, because of entrenched cultural attitudes and beliefs about innate abilities.\"\u003c/p>\n\u003cp>The Census Bureau wrote back in 2014 that \"men continue to be overrepresented in STEM, especially in computer and engineering occupations. About 86 percent of engineers and 74 percent of computer professionals are men.\"\u003c/p>\n\u003cp>Click on the link for the government's \u003ca href=\"https://www.bls.gov/careeroutlook/subject/stem.htm\" target=\"_blank\">career outlooks\u003c/a> for STEM jobs, from \u003ca href=\"https://www.bls.gov/careeroutlook/2016/youre-a-what/quantum-computer-research-scientist.htm\" target=\"_blank\">quantum computer research scientist\u003c/a> to \u003ca href=\"https://www.bls.gov/careeroutlook/2015/interview/sports-statistical-analyst.htm\" target=\"_blank\">sports statistical analyst\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>And next week, maybe we'll do Best Areas for Journalists, where every region comes in \u003ca href=\"https://www.bls.gov/ooh/media-and-communication/reporters-correspondents-and-broadcast-news-analysts.htm\" target=\"_blank\">last\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It was in 2012 that Barry Eggers, a venture capitalist, noticed that his two high school-age children were getting obsessed with a curious new app called Snapchat. After a little investigation, Eggers \u003ca href=\"https://medium.com/lightspeed-venture-partners/lightspeeds-snap-story-5d3723e97667#.3mpxe256q\">persuaded his company\u003c/a>, Lightspeed Venture Partners, to become one of the first to invest hundreds of thousands of dollars in the fledgling app.\u003c/p>\n\u003cp>Then in a stroke of fortune, he also persuaded his children's school, where he was chairman of its financial growth fund, to put up a little seed money, too -- $15,000, in fact.\u003c/p>\n\u003cp>By Thursday, when the app's parent company Snap went public, that investment had \"matured and given us a significant boost,\" Simon Chiu, president of Saint Francis High School in Mountain View, wrote to parents with remarkable understatement.\u003c/p>\n\u003cp>The school got \u003ca href=\"https://qz.com/923281/saint-francis-high-school-in-mountain-view-california-turned-a-15000-snap-investment-into-a-multi-million-dollar-payday/\">a little more specific\u003c/a> with Quartz Media about that \"boost,\" saying the school sold two-thirds of its shares in the company to raise about $24 million.\u003c/p>\n\u003cp>\"The remaining third of its holding, roughly 700,000 shares, could be even more lucrative. Snap's stock ended its first day of trading on Thursday at $24.51 per share, up 44 percent,\" Quartz reports.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"This incredible boon will not, by itself, completely fund the goals of \u003ca href=\"http://www.sfhshopeandzeal.com/#Strategic\">the strategic plan\u003c/a>,\" the president of the private Catholic school wrote Thursday, \"but it will help lay the necessary foundation and give us a remarkable head start.\"\u003c/p>\n\u003cp>Chiu added: \"Barry Eggers now joins the illustrious list of individuals and families whose foresight and generosity have enriched Saint Francis High School over the years.\"\u003c/p>\n\u003cp>The Silicon Valley school, which charges tuition of roughly \u003ca href=\"http://www.sfhs.com/page.cfm?p=818\">$17,000 a year\u003c/a>, also offers financial aid based on need. As of the 2014-2015 school year, it enrolled about \u003ca href=\"http://www.sfhs.com/page.cfm?p=516\">1,700 students\u003c/a>.\u003c/p>\n\u003cp>Chiu said the school's administration will deliberate with its board of directors \"to determine how the money can be leveraged to make the largest impact on our students and continue the tradition started here by the Brothers of Holy Cross over 60 years ago.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copyright 2017 NPR. To see more, visit \u003ca href=\"http://www.npr.org/\" target=\"_blank\">NPR.org\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It was in 2012 that Barry Eggers, a venture capitalist, noticed that his two high school-age children were getting obsessed with a curious new app called Snapchat. After a little investigation, Eggers \u003ca href=\"https://medium.com/lightspeed-venture-partners/lightspeeds-snap-story-5d3723e97667#.3mpxe256q\">persuaded his company\u003c/a>, Lightspeed Venture Partners, to become one of the first to invest hundreds of thousands of dollars in the fledgling app.\u003c/p>\n\u003cp>Then in a stroke of fortune, he also persuaded his children's school, where he was chairman of its financial growth fund, to put up a little seed money, too -- $15,000, in fact.\u003c/p>\n\u003cp>By Thursday, when the app's parent company Snap went public, that investment had \"matured and given us a significant boost,\" Simon Chiu, president of Saint Francis High School in Mountain View, wrote to parents with remarkable understatement.\u003c/p>\n\u003cp>The school got \u003ca href=\"https://qz.com/923281/saint-francis-high-school-in-mountain-view-california-turned-a-15000-snap-investment-into-a-multi-million-dollar-payday/\">a little more specific\u003c/a> with Quartz Media about that \"boost,\" saying the school sold two-thirds of its shares in the company to raise about $24 million.\u003c/p>\n\u003cp>\"The remaining third of its holding, roughly 700,000 shares, could be even more lucrative. Snap's stock ended its first day of trading on Thursday at $24.51 per share, up 44 percent,\" Quartz reports.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"This incredible boon will not, by itself, completely fund the goals of \u003ca href=\"http://www.sfhshopeandzeal.com/#Strategic\">the strategic plan\u003c/a>,\" the president of the private Catholic school wrote Thursday, \"but it will help lay the necessary foundation and give us a remarkable head start.\"\u003c/p>\n\u003cp>Chiu added: \"Barry Eggers now joins the illustrious list of individuals and families whose foresight and generosity have enriched Saint Francis High School over the years.\"\u003c/p>\n\u003cp>The Silicon Valley school, which charges tuition of roughly \u003ca href=\"http://www.sfhs.com/page.cfm?p=818\">$17,000 a year\u003c/a>, also offers financial aid based on need. As of the 2014-2015 school year, it enrolled about \u003ca href=\"http://www.sfhs.com/page.cfm?p=516\">1,700 students\u003c/a>.\u003c/p>\n\u003cp>Chiu said the school's administration will deliberate with its board of directors \"to determine how the money can be leveraged to make the largest impact on our students and continue the tradition started here by the Brothers of Holy Cross over 60 years ago.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copyright 2017 NPR. To see more, visit \u003ca href=\"http://www.npr.org/\" target=\"_blank\">NPR.org\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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}
},
"baycurious": {
"id": "baycurious",
"title": "Bay Curious",
"tagline": "Exploring the Bay Area, one question at a time",
"info": "KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.",
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"order": 3
},
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},
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"info": "The day's top stories from BBC News compiled twice daily in the week, once at weekends.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg",
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"meta": {
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},
"link": "/radio/program/bbc-world-service",
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"apple": "https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2",
"tuneIn": "https://tunein.com/radio/BBC-World-Service-p455581/",
"rss": "https://podcasts.files.bbci.co.uk/p02nq0gn.rss"
}
},
"californiareport": {
"id": "californiareport",
"title": "The California Report",
"tagline": "California, day by day",
"info": "KQED’s statewide radio news program providing daily coverage of issues, trends and public policy decisions.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-California-Report-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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"amazon": "https://music.amazon.com/podcasts/26099305-72af-4542-9dde-ac1807fe36d5/kqed-s-the-california-report",
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}
},
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"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
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"id": "city-arts",
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"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
"link": "/podcasts/closealltabs",
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"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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},
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
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},
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"id": "fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
"site": "news",
"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
"site": "radio",
"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
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