Books and Articles
Brown-Jeffy, Shelly and Jewell E. Cooper. “Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature.” Teacher Education Quarterly Winter 2011: 65-84. Online.
Bruner, Jerome. The Culture of Education. Cambridge, MA: Harvard Univ Press, 1996. Print.
Cabrera, Nolan L., Jeffrey F. Milem, Ozan Jaquette, Ronald W. Marx. “Missing the (Student Achievement) Forest for All the (Political) Trees: Empiricism and the Mexican American Studies Controversy in Tucson.” American Educational Research Journal 15 October 2014.
Did MAS in Tucson’s K-12 classes raise student achievement? These analyses use administrative data from TUSD (2008–2011), running logistic regression models to assess the relationship between taking MAS classes and passing AIMS (Arizona state standardized tests) and high school graduation. Results indicate that MAS participation was significantly related to an increased rate of student achievement.
Castillo, Juan. “Can Ethnic Studies Improve Student Achievement? Researcher Says Yes.” NBC News/Latino 28 November 2014.
Castillo reports on research that affirms increased achievement for K-12 students who participated in MAS in Tucson, AZ during 2008-2011.
Cepede, Esther J. “Essay: Latino Today, But What About Tomorrow?” NBC News/Latino, 28 April 2015.
Conrad, Clifton. “Learning From Minority-Serving Institutions” Diverse: Issues in Higher Education, 30 September 2014.
— and Marybeth Gasman. Educating a Diverse Nation: Lessons from Minority-Serving Institutions. MA: Harvard University Press, 2015. Print.
Delgado Gaitan, Concha. Creating a College Culture for Latino Students: Successful Programs, Practices, and Strategies. CA: Corwin, 2013. Print.
This book describes the sorts of curricular and co-curricular support that Latino students need in order to succeed. There are illustrative students’ stories, descriptions of cultural and socioeconomic impediments, arguments upholding that the work of facilitating Latinos’ success in college must begin in elementary school, and best practices such as maininting high expectations and crafting a college culture that socializes Latinos for college .
Diaz-Strong, Daysi, et al. “Undocumented Latino Youth: Strategies for Accessing Higher Education” in Invisible No More: Understanding the Disenfranchisement of Latino Men and Boys by Pedro Noguera et al. New York: Routledge, 2012. Print. 166-179.
This article explores the relationship between criminalization and access to citizenship and education.
Ferriss, Lucy. “Why I Don’t Use Track Changes on Students’ Papers.” The Chronicle of Higher Education/Lingua Franca, 10 Dec 2014.
This blog entry describes the reasons why getting students (not just Latin@s) to submit hard copies of their essays, and for getting professors not to use the Track Changes tool.
Fain, Paul. “Serving a Big Demographic.” Inside Higher Ed/News 24 March 2014.
This article reports on the demise of National Hispanic University’s degree programs. NHU, located in San Jose, CA, had been serving about 500 Latin@ undergraduates for over 30 years. NHU was the only university specializing in Hispanic students.
Flores, S. M. and T. J. Park. “Race, Ethnicity, and College Success: Examining the Continued Significance of Minority Serving Institutions” Educational Researcher 42(3):115-128.
Fox, Helen. Listening to the World: Cultural Issues in Academic Writing. Urbana, IL: National Council of Teachers of English, 1994. Print.
Gasman, Marybeth and Conrad Clifton. Minority Serving Institutions: Educating All Students. University of Pennsylvania GSE Center for Minority Serving Institutions, 2014.
Gay, Geneva. Culturally Responsive Teaching: Theory, Research, and Practice, 2nd edition. New York: Teachers College Press, 2010. Print.
Gonzales, Sandra M., Ethriam Cash Brammer, and Shlomo Sawilowsky. “Belonging in the Academy: Building a ‘Casa Away From Casa’ for Latino/a Undergraduate Students.” Journal of Hispanic Higher Education, 25 November 2014.
This article affirms that rates of retention are significantly increased by creating an intentional learning community that is culturally and linguistically responsive to Latin@s student needs.
Hawisher, Gail E., and Cynthia L. Selfe, with Yi-Huey Guo and Lu Liu. “Globalization and Agency: Designing and Redesigning the Literacies of Cyberspace.” College English 68:6 (July 2006): 619–36.
Kells, Michelle H., Valerie M. Balester, Victor Villanueva, eds. Latino/a Discourses: On Language, Identity, and Literacy Education. NY: Heinemann, 2004. Print.
Kets de Vries, Manfred F.R. “To Get Over Something, Write About It.” Harvard Business Review 26 November 2014.
This article is about the healing effects of focused expressive writing.
Kirklighter, Cristina, Diana Cárdenas, Susan Wolff Murphy, eds. Teaching Writing with Latino/a Students: Lessons Learned at Hispanic-Serving Institutions. Albany: SUNY Press, 2007. Print.
Krogstad, Jens Manuel. “5 Facts about Latinos and Education.” Pew Research Center, 26 May 2015.
Losey, K. M. Listen to the Silences: Mexican American Interaction in the Composition Classroom and Community. Norwood, NJ: Ablex, 1997.
Mangan, Katherine. “How Obama’s Action on Immigration will Affect Higher Education.” The Chronicle of Higher Education/News/Government 21 Nov 2014.
This article, published the day after President Obama used “executive action” and extended limited legal status to up to five million of the nation’s 11.4 undocumented immigrants comments on what this action means for colleges and universities.
Monroe, Barbara Jean. Crossing the Digital Divide: Race, Writing, and Technology in the Classroom. NY: Language and Literacy Series, Teachers College Press, 2004. Print.
Nevarez, Griselda. “Low Latino College Graduation Jeopardizes California Economy: Report.” 29 April 2015.
“New Du Bois Review Study Confirms the Obvious: U.S. Latinos Are Not ‘Becoming White’.” Latino Rebels, 28 May 1015. NBC News/Latino, 29 April 2015.
Núñez, Anne-Marie, P. Johnelle Sparks, and Eliza A. Hernández. “Latino Access to Community Colleges and Hispanic-Serving Institutions: A National Study.” Journal of Hispanic Higher Education 10:1 (January 2011): 18-40. Print.
This article examines the factors that affect students enrolled in HSIs as compared to non-HSIs. Students enrolled in HSIs tend to be older, first-generation college-going, male, at much greater risk of not completing college, have higher high school GPAs, and higher educational expectations.
Noguera, Pedro, Aída Hurtado, Edward Fergus. Invisible No More: Understanding the Disenfranchisement of Latino Men and Boys. New York: Routledge, 2012. Print.
Padrón, Yolanda N., Hersh C. Waxman, Héctor H. Rivera. “Educating Hispanic Students: Obstacles and Avenues to Improved Academic Achievement.” Educational Practice Report No. 8 by the Center for Research on Education, Diversity & Excellence, University of California Santa Cruz, 2002. Online.
Perez, William. We Are Americans: Undocumented Students Pursuing the American Dream. Sterling, Virginia: Stylus Publishing, 2009. Print.
Planas, Roque. “Banned Mexican-American Studies Curriculum Boosted Student Achievement: Study.” The Huffington Post, 1 December 2014.
This article reports on a new study that affirms that the MAS curricula banned by conservative-dominated Arizona legislature “helped boost student achievement and offers a promising approach to bridge the achievement gap between Hispanic and white” students.
Richards, Janet C. and Stephanie M. Bennett. “Increasing Multicultural Students’ Writing Confidence and Motivation through Relational Care and Culturally Responsive Teaching: An Exploratory Inquiry.” Journal of Multiculturalism in Education 8 (October 2012): 1-28. Online.
Roach, Ronald. “California Producing Too Few Latino College Grads.” Diverse Issues in Higher Education, 3 May 2015.
Sales Ciges, Auxiliadora. “Online Learning: New Educational Environments in order to Respect Cultural Diversity Through Cooperative Strategies.” Intercultural Education 12:2 (2001): 135-147. Print.
Smith, Daniel R. and David R. Ayers. “Culturally Responsive Pedagogy and Online Learning: Implications for the Globalized Community College.” Community College Journal of Research and Practice 2006 30: 401-415. Online.
Steele, Claude M. Whistling Vivaldi and Other Clues to How Stereotypes Affect Us. NY: W.W. Norton & Company, 2010. Print.
The aim of this book is “to show how, as an unrecognized factor in our lives,” stereotype threat is a powerful and persistent contributor “to some of our most vexing personal and societal problems.”
Susana Muñoz. “A Glimpse Into the Lives of Undocumented Students.” Diverse Education, 12 October 2014.
Zepke, Nick and Linda Leach. “Appropriate Pedagogy and Technology in a Cross-Cultural Distance Education Context.” Teaching in Higher Education 7.3 (2002): 309-321. Print.
Films and Documentaries
Harvest of Empire: The Untold Story of Latinos in America. Dir. Eduardo López and Peter Getzels. Onyx Films, 2012.
Based on the book by journalist Juan González, Harvest of Empire looks at the role that the US economic and military interests play in triggering unprecedented waves of migration from Mexico, Central America and the Caribbean. The 2010 Census revealed that Latinos in the US accounted for an astounding 56 percent of the total population growth in the United States since 2000.
Latinos Beyond Reel: Challenging a Media Stereotype. Dir. Miguel Picker and Chyng Sun, 2012.
The film uncovers a pattern of gross misrepresentation of Latinos by entertainment and other media, and documents the narrow range of images that deeply harm Latinos and all others in the United States and the world.
María in Nobody’s Land/María en Tierra de Nadie. Dir. Marcela Zamora Chamorro. Women Make Movies Release, 2010. Film.
The testimonies of three undocumented women from El Salvador who leave their homes in search of a better life in the United States and travel through dangerous Mexican territory. In one scene at a shelter, a Mexican activist explains the following to the women and other migrants: impoverished migrants are big business; they are merchandise that is traded in Mexico. And, they have no protection: in Mexico, every six months, more than 9,000 migrants experience violence. They endure beatings, robberies, assaults, prostitution, slave trade, kidnapping, rape, torture and death. In that same time, the Zetas/organized crime, make more than 25 million US dollars.
Stable Life. Dir. Sara MacPherson. Equipoise Films, 2013.
Dionicia, José Luis Martinez and their children are undocumented migrants living and working in the stables at Bay Meadows, a racetrack in San Mateo, California where they attempt to leave behind Mexico’s dire poverty and to reach the American dream. In August 2008 the racetrack is demolished, there is little work, their community is torn apart, and the family is separated yet again.
Which Way Home. Dir. Rebecca Cammisa. Documentress Films, 2009.
The film follows several unaccompanied child migrants as they journey through Mexico en route to the U.S. on a freight train they call “The Beast,” and tracks the stories of children like Olga and Freddy, nine-year-old Hondurans who are desperately trying to reach their families in Minnesota, and Jose, a ten-year-old El Salvadoran who has been abandoned by smugglers and ends up alone in a Mexican detention center, The film focuses on Kevin, a canny, streetwise 14-year-old Honduran, whose mother hopes that he will reach New York City and send money back to his family.