Briggs, Vernon M., Jr. (1975). Mexican Migration and the U.S. Labor Market: A Mounting Issue for the Seventies. Studies in Human Resource Development No. 3. From 1939 to 1973, nine million persons immigrated to the United States from "all of the countries of the world". During that same period more than seven million illegal Mexican aliens were apprehended and deported to Mexico. Most of these illegal aliens enter the U.S. economy as workers, whereas almost half of the legal Mexican immigrants are dependents. The movement of Mexicans to the U.S. has been the combined result of both "pull" and "push" forces. The "pull" forces are the obvious difference between the economies of the U.S. and Mexico, the cultural affinity existing between many Mexicans and Mexican Americans, the migration policy of the U.S. toward Mexico, the anomaly of the current state of the law in the U.S. with respect to the employment of illegal aliens, and the lure of what is perceived to be a "promised land". "Push" forces include the incidence of poverty throughout Mexico, the strong trend throughout…

Steele, Joe M. (1973). Me and My Environment Formative Evaluation Report 1. Arranging Field Tests: Characteristics of Sites and Students. The first in a series of evaluation reports gives characteristics of sites and approximately 500 students in field tests of Me and My Environment, a 3-year life science curriculum for 13- to 16-year-old educable mentally handicapped (EMH) adolescents. Described are the field test design, which involves 14 data gathering approaches, and the timetable (1971 through 1975) for development, revision, and commercial publication of the six units. The purposes of the initial field trials are given to be (1) testing to ascertain student success on each activity, (2) observing implementation problems and/or teacher approaches that enhance program effectiveness, (3) obtaining data on students' abilities and progress, and (4) serving as a laboratory for later curriculum development. Major questions examined are whether students can perform the cognitive tasks, how the activities work, how materials are used by teachers and students, and what student changes occur in areas such as task… [PDF]

Phair, Tom S. (1972). Staffing Patterns in California Community Colleges. A 1972 Overview. The Sixth Annual Report on the characteristics of newly appointed full-time faculty in California Community Colleges for the academic year 1972-73 provides relevant data from 94 public and 10 private community colleges. The size of the faculties in these institutions vary from 3 to 557 full-time faculty, both new and continuing, for a total of 14,343. Adding the part-time faculties, the total is around 20,000 faculty members for 876,000 students. During the academic year, 827 new full-time faculty were hired, 440 of these being replacements. Comparisons with figures of the previous three years shows a steady drop in full-time faculty. Reasons for this drop are given: (1) a high retention rate of old faculty, (2) the larger number of part-time faculty and staff, (3) an increase in class size from 25-28 to 33-35, and (4) an increase in teaching, counseling, and housekeeping activities for full-time instructors. The characteristics of the newly hired full-time faculty are reported as… [PDF]

DeAnda, Natividad (1975). Helping Children Develop Healthy Self-Concepts (Preschool – Third Grade). This unit of the Flexible Learning System (FLS) is designed to help teachers analyzing the effects of classroom situations on the self-concepts of children in preschool through third grade. Among the questions addressed are: What is a healthy self-concept; How do teaching practices affect children's self-concepts; and When are situations demeaning, restricting, overrating, or enhancing to the self-concept? It is proposed that self-concepts develop as children take credit for what they do and what they are, and as they integrate the results of new experiences. The first 60 pages contain guidelines for conducting an 8-session class or workshop. Workshop sessions involve a variety of activities including assigning positive/negative ratings to a set of standard situations, using an analysis instrument for more detailed ratings of classroom situations, rating personally observed situations, and producing and discussing ways to improve situations. It is suggested that individual ratings… [PDF]

Compton, Donald L., Ed.; Dickinson, David K., Ed.; Hundley, Melanie K., Ed.; Jimenez, Robert T., Ed.; Kim, Youb, Ed.; Leander, Kevin M., Ed.; Risko, Victoria J., Ed.; Rowe, Deborah Wells, Ed. (2008). 57th Yearbook of the National Reading Conference (Austin, Texas, November 28-December 1, 2007). National Reading Conference This publication offers the 57th Yearbook of the National Reading Conference (NRC). This Yearbook begins with a preface and presents profiles of two awardees, John E. McEneaney and Scott G. Paris. Included in this Yearbook are the following papers: (1) The Education of African-American Students: Voicing the Debates, Controversies, and Solutions (Patricia A. Edwards); (2) How to Get Recreational Reading to Increase Reading Ability (Michael L. Kamil); (3) Edmund Burke Huey: The Formative Years of a Scholar and Field (Douglas K. Hartman and David H. Davis); (4) Teachers, Literacy, and Technology: Tensions, Complexities, Conceptualizations, and Practice (Elizabeth Petroelje Stolle); (5) Using Popular Culture to Promote Critical Literacy Practices (Peggy Albers, Jerome C. Harste, Sarah Vander Zanden, and Carol Felderman); (6) "And the Worth of Our Work Shall be Judged": Literacy and Literacy Research Definitions of NRC Members (Gwynne Ellen Ash and Lori Czop Assaf); (7) Reading… [Direct]

Olivero, James L.; And Others (1968). The Chicano Is Coming Out of Tortilla Flats…One Way or the Other. Proceedings of the Conference on Adult Basic Education Sponsored by the Southwestern Cooperative Educational Laboratory, Inc. (Albuquerque, July 29-30, 1968). The purposes of the Conference on Adult Basic Education were to determine the most pressing problems facing American Spanish-speaking adults, and to establish collaborative and coordinated efforts to attack these problems. Problems discussed included acculturation processes, unemployment, political implications for Mexican Americans, establishment of equal educational opportunities for Mexican Americans, and availability of diverse media for the teaching of English as a second language. Extensive information exchange among the participants led to the recommendation that an adult basic education clearinghouse be established at the Southwestern Cooperative Educational Laboratory to further and continue this exchange. (DK)… [PDF]

Geller, Jack M.; Werner, Marnie (2006). Latino Students in Our Public Schools: A Closer Look. Center for Rural Policy and Development This report was designed to examine the influence of a growing Latino enrollment in Minnesota's public schools. Using data from the Minnesota Department of Education, the authors observed that while overall enrollment numbers in Minnesota have declined approximately 3% since 2001, Latino enrollment actually grew by more than 38% during this same time period. Accordingly, Latino students, who comprised 3.7% of Minnesota students 5 years ago, now comprise 5.3% of all public students. Unfortunately, the data also suggests that this cohort of Latino students that is growing so rapidly is the same cohort finding the least amount of academic success. The achievement gap in standardized test scores is easily discernable in grade 3 and does not appear to narrow as one examines test scores in grades 5, 8, 10, or graduation rates. In fact, the Minnesota Minority Education Partnership reports that Hispanic students are least likely to enroll in a post-secondary institution in Minnesota… [PDF]

Woodruff, Barbara Bilson, Ed.; And Others (1991). Inside English: Journal of the English Council of the California Two Year Colleges. Volume 19, Numbers 1-4, September 1991, December 1991, March 1992, May 1992. Inside English, v19 n1-4 Sep-May 1991-1992. With each issue focusing on a different theme, volume 19 of \Inside English\ looks at the cultural diversity in the community college curriculum, teaching literature at all levels, teaching writing at all levels, and the challenge of teaching English in the 1990's. In addition to regular columns on the English Council of California Two-Year Colleges (ECCTYC) and legislative concerns, the issues include the following feature articles: (1) \Cultural Diversity: A Feminist Perspective. Whose Politics? Whose Canon?\ by Nancy Gray; (2) \A Primer on Chicano Literature,\ by Jesus J. Gonzales; (3) \'La Bamba': Film as Text,\ by Janet Madden and Sara Blake; (4) \Redefining the American Novel: Isabel Allende and Other Latin American Writers,\ by Jack Jackson; (5) \Multicultural Freshman Comp: Strategies for Infusing Cultural Diversity,\ by Millie M. Kidd; (6) \Rethinking the Canon: The Commonplace Book of Our Shared Culture,\ by Mark Nicoll-Johnson; (7) \Reader-Response Theory as a First Step…

Ackermann, Susan P. (1989). A Longitudinal Look at the 1988 Cohort of Transfer Summer Program Participants' Academic Progress and Social and Cultural Adjustment to the University of California, Los Angeles. The University of California at Los Angeles's (UCLA's) Transfer Summer Program (TSP) is designed to increase the academic achievement, retention, and graduation rates of underrepresented and low-income students and to ease their transition from community college to UCLA. In 1989, a study was conducted to assess the extent to which TSP students felt that the program had fulfilled its goals and objectives. All 75 students who attended TSP in summer 1988 were surveyed regarding the effectiveness of the program in light of their experiences at UCLA, the quality and availability of campus services, and their use of these services. In addition, the study examined the students' academic progress through winter 1988-89. Study findings, based on a 36% response rate, included the following: (1) the TSP students were 52% female and 48% male, with an ethnic breakdown of 36% Chicano, 36% Black, 20% Latino, and 8% Filipino; (2) in fall 1988, 56% of the students worked part time on campus, 41%…

Rossi, Robert J., Ed. (1994). Schools and Students At Risk. Context and Framework for Positive Change. This book presents essays from educational reformers who examine efforts aimed at students at risk for failure in U.S. schools. It is divided into four parts. Part 1 considers the factors that place children at risk for educational failure. Part 2 describes the dangers for students of a system that fails to recognize and appreciate their distinctive abilities to learn. Part 3 provides a review of the latest reform efforts at the school, district, and state levels. Part 4 offers new models and analyzes the most current information about the role of schools and how they may best serve students who are at risk. Essays and their authors are as follows: "Becoming at Risk of Failure in America's Schools" (Alesia F. Montgomery and Robert J. Rossi); "Rising to the Challenge: Emerging Strategies for Educating Youth at Risk" (Nettie Legters and Edward L. McDill); "Cultural Dissonance as a Risk Factor in the Development of Students" (Edmund W. Gordon and Constance…

Danks, Carol, Ed.; Rabinsky, Leatrice B., Ed. (1999). Teaching for a Tolerant World, Grades 9-12. Essays and Resources. The essays and resources in this book are designed to help high school English teachers adapt their own classroom lessons for teaching about genocide and intolerance. Beginning with guidelines developed by the National Council of teachers of English's Committee on Teaching about Genocide and Intolerance, the 16 essays present approaches to teaching various works as literature. Essays include: (1) "Struggling with the Meaning of Tolerance" (Caroline E. Heller and Joseph A. Hawkins Jr.); (2) "After Freedom: Jim Crow in Life and Literature" (Milton Kleg and Celia Bard); (3) "Noticing 'The Color Purple': Personalizing the Invisible" (Mari M. McLean and Christine M. Gibson); (4) "The Foreigner at Home: Faces of Asian Diaspora in Tan and Nunez" (Toming Jun Liu); (5) "Teaching Chinua Achebe's 'Things Fall Apart'" (Carol Danks); (6) "The Salem Witch Trials: History Repeats Itself" (Bonnie R. Albertson); (7) "Teaching… [PDF]

Gutstein, Eric, Ed.; Peterson, Bob, Ed. (2005). Rethinking Mathematics: Teaching Social Justice by the Numbers. Rethinking Schools, Ltd This unique collection of more than 30 articles shows teachers how to weave social-justice principles throughout the math curriculum, and how to integrate social-justice math into other curricular areas as well. \Rethinking Mathematics\ presents teaching ideas, lesson plans and reflections by practicing classroom teachers and distinguished mathematics educators. This is real-world math–math that helps students analyze problems as they gain essential academic skills. \Rethinking Mathematics\ will help teachers develop students' understanding of society and prepare them to be critical, active participants in a democracy. This book is divided into four parts. Part I, Viewing Math Broadly, contains the following: (1) Teaching Math Across the Curriculum (Bob Peterson); (2) Reading the World with Math (Marilyn Frankenstein); (3) Race, Retrenchment, and the Reform of School Mathematics (William F. Tate); and (4) Historical, Cultural, and Social Implications of Mathematics (S. E. Anderson)…. [Direct]

Gilroy, Marilyn, Ed.; Hixson, Adalyn, Ed. (1997). The Hispanic Outlook in Higher Education, 1996-97. Hispanic Outlook in Higher Education, v7 Aug 30 1996-Aug 22. This document consists of all of Volume 7 (26 issues) of the journal, "The Hispanic Outlook in Higher Education," a biweekly journal that addresses issues in higher education for Hispanic Americans. Each issue presents several feature articles, a policy update called "Outlook on Washington," and a sample student success story. Major articles address the following topics: public relations, the Mexican American cultural mosaic, summer internships at the J. Paul Getty Trust, the high school drop-out rate for Hispanics, diversity as a key to college growth, research and Latinos, how culture affects behavior, student recruitment, internships and scholarships offered by Hispanic business organizations, Hispanics in the military academies, Latino voting power, Hispanics in science, the Mexican folk healing of curanderismo, Latino underrepresentation in government, community colleges, Latina women and American culture, summer institutes, recruiting Latinos into the field… [PDF]

Deyhle, Donna, Ed.; Parker, Laurence, Ed.; Villenas, Sofia, Ed. (1999). Race Is…Race Isn't: Critical Race Theory and Qualitative Studies in Education. Critical race theory offers a way to understand how ostensibly race-neutral structures in education–knowledge, merit, objectivity, and "good education"–in fact help form and police the boundaries of white supremacy and racism. Critical race theory can be used to deconstruct the meaning of "educational achievement," to recognize that the classroom is a central site for the construction of social and racial power. It can also be used to provide the theoretical justification for oppositional "counterstories" that challenge educational assumptions from an outsider's perspective. The educational studies in this book integrate counter-storytelling with qualitative research to open new areas of inquiry. Following "Introduction to Critical Race Theory in Educational Research and Praxis" (Daria Roithmayr), the chapters are: (1) "Just What Is Critical Race Theory and What's It Doing in a 'Nice' Field Like Education?" (Gloria…

Ackermann, Susan P. (1989). An Analysis of Two UCLA Transfer and Retention Programs: the Transfer Alliance Program and the Supergraduate Program. This report provides an analysis of the Transfer Alliance Program (TAP) and the Supergraduate Program, two transfer/ retention efforts operating between the University of California at Los Angeles (UCLA) and local community colleges. The first and longer section of the report concerns TAP, a program in 1985 to promote the community college as a viable option for students seeking a baccalaureate degree, and to encourage stronger student academic preparation and curriculum planning in community colleges. In this section, a demographic and performance profile is provided of students who transferred to UCLA as juniors from California community colleges, indicating the following: (1) in fall 1988, 84 TAP students and 395 non-TAP students transferred from Southern California community colleges; (2) 67% of the TAP participants were female; (3) over 98% of TAP students and 87% of the non-TAP students had an entering grade point average (GPA) of 2.8 or above; (4) 69% of those TAP students…

Halcon, John J., Ed.; Reyes, Maria de la Luz, Ed. (2001). The Best for Our Children: Critical Perspectives on Literacy for Latino Students. Language and Literacy Series. This collection of papers brings together the foremost leading authorities and scholars on the issue of literacy for Latino students. After an "Introduction" (Maria da la Luz Reyes and John J. Halcon), there are 14 chapters in three parts. Part 1, "Sociocultural, Sociohistorical, and Sociopolitical Context of Literacy" includes: (1) "The Diversity of Schooling: A Cultural-Historical Approach" (Luis C. Moll); (2) "Teacher as Sociocultural, Sociohistorical Mediator: Teaching to the Potential" (Esteban Diaz and Barbara Flores); (3) "The Need for Educators with Political and Ideological Clarity: Providing Our Children with 'The Best'" (Lilia I. Bartolome and Maria V. Balderrama); and (4) "Mainstream Ideology and Literacy Instruction for Spanish-Speaking Children" (John J. Halcon). Part 2, "Biliteracy, Hybridity, and Other Literacies," includes: (5) "Starting Off Right: Planting the Seeds for Biliteracy"…

Padilla, Amado M., Ed. (1995). Hispanic Psychology: Critical Issues in Theory and Research. This book provides students, researchers, and practitioners with access to major theoretical and empirical issues in the field of Hispanic psychology. The book is divided into six parts: acculturation and adaptation, ethnic identity and behavior, clinical research and services, health and AIDS research, gender studies research, and education and academic achievement. The educational section focuses on two-way bilingual immersion programs, educational resilience among Mexican American 10th-graders, and effects of educational reforms on Latino students. The 20 chapters are: \Environmental Influences and Personal Choice: A Humanistic Perspective on Acculturation\ (Raymond T. Garza, Placida I. Gallegos); \Mexican American Family Functioning and Acculturation: A Family Systems Perspective\ (Erich J. Rueschenberg, Raymond Buriel); \A Multidimensional Measure of Cultural Identity for Latino and Latina Adolescents\ (Maria Felix-Ortiz de la Garza, Michael D. Newcomb, Hector F. Myers);…

Maitino, John R., Ed.; Peck, David R., Ed. (1996). Teaching American Ethnic Literatures: Nineteen Essays. This book features scholarly criticism on works by 19 famous authors, such as N. Scott Momaday, James Welch, Toni Morrison, Alice Walker, Rudolfo Anaya, Sandra Cisneros, Amy Tan, and more. These authors' works are widely taught, but little critical comment is yet available about them. Written specifically for instructors in literature courses, these essays focus on longer works of prose in each of the four major ethnic literatures of the United States: Native American, Mexican American, Asian American, and African American. The Native American section includes: (1) \Indian Preservation: Teaching \Black Elk Speaks\ (G. Thomas Couser); (2) \Beauty Before Me: Notes on House Made of Dawn'\ by N. Scott Momaday (Helen Jaskoski); (3) \Crying for Vision in James Welch's Winter in the Blood'\ (William W. Thackeray); (4) \Leslie Marmon Silko's Ceremony: From Alienation to Reciprocity'\ (Norma C. Wilson); and (5) \Building Bridges: Crossing the Waters to a Love Medicine'\ by Louise Erdrich…

McAdoo, Harriette Pipes, Ed. (1993). Family Ethnicity: Strength in Diversity. Sage Focus Editions, Volume 41. Extensive information is provided about the various cultural elements, including attitudes toward education and work, that different family groups have drawn on in order to exist in the United States today. The family ethnicities of five distinct cultures (Native American, African American, Mexican American and Spanish origin, Muslim American, and Asian American) are considered. Each chapter provides information about such topics as the process of socialization, family values and histories, and family practices of these groups. The following chapters are included: (1) "Ethnic Families: Strengths that Are Found in Diversity" (Harriette Pipes McAdoo); (2) "Family Ethnicity in America" (Doris Wilkinson); (3) "Race, Mortality, and Families" (Edward L. Kain); (4) "Female-Headed African American Households: Some Neglected Dimensions" (Niara Sudarkasa); (5) "African American Extended Kin Systems: An Assessment" (Shirley J. Hatchett and…

Darder, Antonia, Ed.; And Others (1997). Latinos and Education: A Critical Reader. Latinos are among the nation's most educationally disadvantaged and economically disenfranchised groups. Addressing this reality within the context of a rapidly changing economy and society, this book links educational practice and the structural dimensions that shape institutional life. Sections focus on the political economy of schooling, historical views of Latino schooling, construction of Latino(a) identities, politics of language, cultural democracy and schooling, and Latinos and higher education. The 25 chapters are: "A Theory of Racial Inequality" (Mario Barrera); "Economic, Labor Force, and Social Implications of Latino Educational and Population Trends" (Sonia M. Perez, Denise de la Rosa Salazar); "The Structure of Inequality and the Status of Puerto Rican Youth in the United States" (Hector R. Cordero Guzman); "Latinos, Class, and the U.S. Political Economy: Income Inequality and Policy Alternatives" (Rodolfo D. Torres, Adela de la…

Huber, Lindsay P√©rez; Sol√≥rzano, Daniel G. (2015). Racial Microaggressions: What They Are, What They Are Not, and Why They Matter. Latino Policy & Issues Brief. Number 30. UCLA Chicano Studies Research Center Racial microaggressions are a significant obstacle in the educational, professional, and life trajectories of Latinas/os. The authors present models for understanding racial microaggressions and recommendations for disrupting them…. [PDF]

Huber, Lindsay P√©rez; Sol√≥rzano, Daniel G.; V√©lez, Ver√≥nica N. (2014). The Growing Educational Equity Gap for California's Latina/o Students. Latino Policy & Issues Brief. Number 29. UCLA Chicano Studies Research Center Although recent studies suggest that educational attainment for Latina/os has been improving, in this brief report the authors show that when demographic change is taken into consideration, it is clear that Latina/o students in California are not making gains but falling further behind. In California, approximately 60 percent of Latina/o students graduated from high school in 2012. In contrast, just over half of Latina/o high school students were graduating nationally in 2000, suggesting that educational attainment for Latina/os has been improving. The outlook changes, however, when educational attainment data are considered in terms of population growth. Snapshots that do not account for shifting demographics cannot present an accurate portrayal of educational attainment. When the data for California graduates are contextualized, an equity gap appears, indicating that in reality, the picture for Latina/o students is alarming…. [PDF]

Castellanos, Jeanett, Ed.; Gloria, Alberta M., Ed.; Kamimura, Mark, Ed. (2005). The Latina/o Pathway to the Ph.D.: Abriendo Caminos. Stylus Publishing, LLC This is the first book specifically to engage with the absence of Latinas/os in doctoral studies. It proposes educational and administrative strategies to open up the pipeline, and institutional practices to ensure access, support, models and training for Latinas/os aspiring to the Ph.D. The under-education of Latina/o youth begins early. Given that by twelfth grade half will drop out or be pushed out of high school, and only seven percent will complete a college degree, it is not surprising so few enter graduate studies. When Latina/o students do enter higher education, few attend those colleges or universities that are gateways to graduate degrees. Regardless of the type of higher education institution they attend, Latinas/os often encounter social and academic isolation, unaffordable costs, and lack of support. This historic under-representation has created a vicious cycle of limited social and economic mobility. There is a paucity of the Latina/o faculty and leaders whom research… [Direct]

Goodchild, Lester F., Ed.; Wechsler, Harold S., Ed. (1997). The History of Higher Education. Second Edition. ASHE Reader Series. This reader introduces students to the history of U.S. higher education. It is designed for courses in educational history or in United States history dealing with intellectual history. The selections are: (1) \History of Universities\ (Harold Perkin); (2) \College\ (Lawrence A. Cremin); (3) \From Religion to Politics; Debates and Confrontations over American College Governance in Mid-Eighteenth Century America\ (Jurgen Herbst); (4) \'For the Children of the Infidels?' American Indian Education in the Colonial Colleges\ (Bobby Wright); (5) \From Tutor to Specialized Scholar: Academic Professionalization in Eighteenth Century and Nineteenth Century America\ (Martin Finkelstein); (6) \The Scottish Enlightenment and the American College Ideal\ (Douglas Sloan); (7) \Freedom and Constraint in Eighteenth Century Harvard\ (Kathryn M. Moore); (8) \The Social Function of Eighteenth Century Higher Education\ (Phyllis Vine); (9) \Statutes of Harvard, 1646\; (10) \The Harvard Charter, 1650\;…

Garcia, Mildred, Ed.; Nora, Amaury, Ed.; Rendon, Laura I., Ed.; Turner, Caroline Sotello Viernes, Ed. (1996). Racial & Ethnic Diversity in Higher Education. ASHE Reader Series. This text is a resource on racial and ethnic diversity for faculty and students in higher education. It is organized in sections related to the history of racial and ethnic diversity in higher education, curriculum and teaching, students, faculty, administration, leadership and governance, and research issues. The chapters are: (1) \History of American Indian Community Colleges\ (W. Larry Belgarde); (2) \Bricks without Straw: Missionary-Sponsored Black Higher Education in the Post-Emancipation Era\ (Johnetta Cross Brazzell); (3) \Ethnicity in American Life: The Historical Perspective\ (John Hope Franklin); (4) \Indian, Chicano, and Puerto Rican colleges: Status and Issues\ (Michael A. Olivas); (5) \The Ignominious Origin of Ethnic Pluralism in America\ (Stephen Steinberg); (6)\The Minority Student in College: A Historical Analysis\ (Michael Washington); (7) \The 'Untameable Savage Spirit': American Indians in Colonial Colleges\ (Bobby Wright); (8) \Multicultural Literacy and…

Noriega, Chon A. (2012). Voyvengo. Aztlan: A Journal of Chicano Studies, v37 n2 p1-7 Fall. Born in 1933, Rafael Ferrer has encountered, engaged, and challenged art movements that define the twentieth century, including European surrealism, American post-minimalism, and Latino neo-expressionism. He has worked in sculpture, drawing, and painting, and also with assemblage, collage, actions, and installation. His prolific and wide-ranging body of work embraces contradictory aesthetic tendencies, from conceptualism to figurativism, using the seemingly simple materials at hand–everyday objects, scenes, music, and language–toward divergent ends. Ferrer's diverse career makes him difficult to \map\ according to the prevailing narratives for art history. Simply put, he has been in too many places! Now in his seventh decade as an artist, Ferrer is more active than ever before. Two recent installations, \Pizarras\ (2005) and \Contraband\ (2011), are composed of wood-framed slate tablets (ninety-seven and sixty, respectively), the kind once used by schoolchildren. Each of these… [Direct]

Serna, Laura Isabel (2012). "La venganza de Pancho Villa": Resistance and Repetition. Aztlan: A Journal of Chicano Studies, v37 n2 p11-42 Fall. The compilation film "La venganza de Pancho Villa" (ca. 1930), created by itinerant exhibitor Felix Padilla, combines footage from two national cinematic traditions–those of the United States and Mexico–to construct a biographical film about the regional hero and revolutionary general Francisco "Pancho" Villa. The film's use of found footage offers a retort to American films rife with stereotypical images of Mexican masculinity. However, a close reading of the film in the context of local practices of film distribution and exhibition finds that the film expresses an oppositional consciousness shaped by the structures and ideologies of the dominant film industries it draws from, including a masculinist nationalism that reinscribes racial and gender hierarchies. (Contains 10 figures and 17 notes.)… [Direct]

Kim, Joon K. (2012). California's Agribusiness and the Farm Labor Question: The Transition from Asian to Mexican Labor, 1919-1939. Aztlan: A Journal of Chicano Studies, v37 n2 p43-72 Fall. During the interwar period, California's labor-intensive agriculture transitioned from reliance on diverse immigrants to preference for Mexicans. Political movements to restrict immigration, the Great Depression, and labor unrest compelled farm employers to search for labor that could be used flexibly and deported easily. To achieve this objective, the growers needed a central organization that could foster unity and articulate their collective interest. The formation of the California Farm Bureau Federation and the American Farm Bureau Federation in 1919 and 1920 provided such a political platform. When lawmakers sought to apply the quota provision of the Immigration Act of 1924 to Mexico, the growers' strong presence at congressional hearings demonstrated their rising influence in policy making. Moreover, the clear difference between Filipinos and Mexicans with respect to deportability during the Depression affirmed the flexibility of Mexican labor. Finally, at the height of labor… [Direct]

Alvarado, Emmanuel; Nehring, Daniel (2012). Narratives of Assimilation, Divergence, and Hybridity: The Reproduction Decisions of College-Educated Mexican American Women. Aztlan: A Journal of Chicano Studies, v37 n2 p73-94 Fall. Our study explored cultural understandings surrounding the reproductive decisions of US-born, college-educated Mexican American women through a series of semi-structured in-depth interviews. In considering the results, this article advances debates on Latina women's reproductive choices beyond the theoretical paradigms of \assimilation\ and \divergence\ prevalent in the academic literature. Analysis of emergent themes in the interviews identified cultural tension between a desire for family formation and expansion, motivated by a deep-seated attachment to family, and the socioeconomic constraints imposed by professional careers. We suggest that family size choices among educated Mexican American women result from the dynamic interaction between the history and cultural traditions of Mexican Americans, on the one hand, and the pressures of socioeconomic and cultural assimilation, on the other. We conclude that the cultural understandings surrounding the fertility choices of… [Direct]

Barraclough, Laura R. (2012). Contested Cowboys: Ethnic Mexican Charros and the Struggle for Suburban Public Space in 1970s Los Angeles. Aztlan: A Journal of Chicano Studies, v37 n2 p95-124 Fall. While most studies of Mexican American suburbanization since the 1970s focus on the transformation of residential (private) space, it is in suburban public space that some of the most important struggles over belonging and rights have occurred. This article builds a theoretical framework to analyze the relationships between public space, democracy, and cultural citizenship for historically marginalized groups in suburbia. It applies the framework to the efforts by two groups of charros (ethnic Mexican cowboys) who tried to hold charreadas (events similar to rodeos) on land leased from municipal governments in suburban Los Angeles during the 1970s. These cases demonstrate that localized histories of racialization intersect with distinct political geographies to shape unequal possibilities for the effective exercise of Latino cultural citizenship in suburbia. Where ethnic Mexican suburbanites resided in isolated neighborhoods, were disconnected from the urban barrio, and struggled for… [Direct]