google80301ba4568e8d45.html google-site-verification: google80301ba4568e8d45.html Chancellor’s Latino Faculty Initiative at CUNY Arlene Torres, Ph.D. google80301ba4568e8d45.html google80301ba4568e8d45.html

Chancellor’s Latino Faculty Initiative at CUNY

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Program Description

Established in Fall 2006, the CUNY Latino FacultyInitiative seeks to link qualified Latino(a) candidates to faculty positions within CUNY. To this end, the Project engages in outreach, recruitment and retention to advance diversity.

Following the publication of Professor Felipe Pimentel’s policy brief entitled, The Decline of the Puerto Rican Fulltime Faculty at the City University of New York (CUNY) from 1981–2002 in the fall of 2005, Chancellor Goldstein established the CUNY Latino Faculty Initiative to redouble CUNY’s outreach, recruitment and retention efforts within the Latino community in higher education. Headed by Director Arlene Torres, the project has two primary objectives: (1) to undertake outreach and recruitment activities to attract outstanding candidates for faculty positions in all disciplines at CUNY, and (2) to work with CUNY colleges advance diversity and build capacity via recruitment and retention strategies.

The Project endeavors to strengthen CUNY’s efforts in the following areas:

  • Faculty Recruitment
  • Faculty Retention
  • Strengthen the CUNY Pipeline
  • Faculty Mentoring
  • Support for Leadership Development
  • Support for Puerto Rican, Latina/o, Caribbean, and Latin American Studies


Mr. Ricardo Gabriel serves as a graduate assistant for the Chancellor’s Latino Faculty Initiative at CUNY.  He is currently a doctoral student in the Department of Sociology at the CUNY Graduate Center. Interested in social movements and civic engagement he is exploring how Puerto Ricans gained access to higher education at CUNY and the impact of policy and practice on scores of individuals and families whose access to the academy promoted community well-being. 


The 2015 Annual Conference of the Comparative and International Education Society

UREAG's Global Village dialogue: equity, diversity, recruitment and retention in higher education: perspectives from Indigenous and Latino administrators. 

Dr. Torres will be discussing the kinds of initiatives underway at CUNY to enhance diversity and inclusion. March 8-13, 2015 Washington, D.C. See more 

Upcoming CUNY Faculty Diversity and Inclusion Conference 

March 2017


September 4, 2014 CUNY Matters, The University

Latino Faculty Initiative

"Promoting diversity at CUNY takes many forms. In addition to the Faculty Fellowship Publications Program, featured above – there is also the Chancellor’s Latino Faculty Initiative. Its goals are to recruit, increase and retain Latino/Latina candidates for University faculty positions. The initiative establishes relationships with universities nationwide, arranges for mentoring of junior faculty, works to develop a world-class group of scholars who specialize in Latino and Latin American studies and promotes collaborative programming with colleges throughout the University. Last spring, Hunter College associate professor Arlene Torres, an anthropologist, was honored by CUNY for her work as director of the initiative, which began in 2006. While reaching out to others, she also works to expand her own work on multiethnicity. In collaboration with the National Parks Service, Torres has a grant to study the ethnography of the Great Falls National Historic Park to document the experiences of the migrant and immigrant ethnic community in Paterson, N.J. Torres understands the isolation of ethnicity from a personal level as well. When honored, she spoke about a time “40 years ago when I was the first and only Puerto Rican girl to attend a Holy Child School in New Jersey.” Among CUNY faculty now, this type of isolation is fading. A three-year comparison of CUNY workforce statistics indicates that the number of Latino faculty increased by 40, from 615 to 655, from 2011 to 2013. The combined percentage of Latino faculty across CUNY is now 8.7 percent. Nationwide, in higher education, it’s about 4 percent, according to the National Education Association."