DOCSLIB.ORG

PERSPECTIVAS Issues in Higher Education Policy and Practice

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
PERSPECTIVAS Issues in Higher Education Policy and Practice PERSPECTIVAS Issues in Higher Education Policy and Practice Spring 2016 A Policy Brief Series sponsored by the AAHHE, ETS & UTSA Issue No. 5 Mexican Americans’ Educational Barriers and Progress: Is the Magic Key Within Reach? progress and engage intersectional also proffer strategies of resistance Executive Summary analytic frameworks. We explore that Mexican Americans employ to This policy brief is based on the how historical events and consequent overcome pernicious stereotypes and edited book The Magic Key: The practices and policies depleted the prejudicial barriers to educational Educational Journey of Mexican accumulation of human capital and achievement. Reaffirming how little Americans from K–12 to College contributed to disinvestments in has changed, we engage in a process and Beyond (Zambrana & Hurtado, Mexican American communities. of recovering dynamic history to 2015a), which focuses on the This scholarship decenters cultural inform Mexican American scholarship experiences of Mexican Americans problem-oriented and ethnic- and future policy and practice. in education. As the largest of the focused deficit arguments and Latino subgroups with the longest provides substantial evidence of history in America, and the lowest structural, institutional and normative AUTHORS levels of educational attainment, racial processes of inequality. New Ruth Enid Zambrana, Ph.D. this community warrants particular findings are introduced that create University of Maryland, College Park attention. Drawing from an more dynamic views of — and Sylvia Hurtado, Ph.D. interdisciplinary corpus of work, the new thinking about — Mexican University of California, Los Angeles authors move beyond the rhetoric of American educational trajectories. We Eugene E. García, Ph.D. Loui Olivas, Ed.D. José A. Vicente, Ph.D. NATIONAL Professor Emeritus, School of Transborder President, American Association of Hispanics President, Wolfson Campus, Studies and Mary Lou Fulton Teachers College, in Higher Education, Professor Emeritus, Miami Dade College EDITORIAL BOARD Arizona State University Entrepreneurial Studies, W.P. Carey School Joel Gómez, Ed.D. of Business, Arizona State University Estela Mara Bensimon, Ed.D. Associate Professor of Educational Leadership, Noé Ortega EDITORS Professor and Co-Director, Center for Urban Graduate School of Education and Human Assistant Director and Senior Research Associate, Education, University of Southern California Development, Director, Institute for Education National Center for Institutional Diversity, Editor: Laura I. Rendón, Ph.D. Studies, The George Washington University University of Michigan Professor and Co-Director, Center for Yvette Donado Research and Policy in Education, Senior Vice President and Chief Administrative Kris D. Gutiérrez, Ph.D. Clara E. Rodríguez, Ph.D. The University of Texas at San Antonio Officer, Educational Testing Service Distinguished Professor, School of Education, Professor, Department of Sociology & University of Colorado at Boulder Anthropology, Fordham University Associate Editor: Vijay Kanagala, Ph.D. Richard P. Durán, Ph.D. Assistant Professor and Program Coordinator, Professor, Gevirtz Graduate School of Education, Sylvia Hurtado, Ph.D. Victor B. Sáenz, Ph.D. Department of Leadership and Developmental University of California, Santa Barbara Professor, Graduate School of Education Associate Professor, Department of Educational Sciences, The University of Vermont and Information Studies, Administration, Executive Director, Project Luis Ricardo Fraga, Ph.D. University of California, Los Angeles MALES and Texas Education Consortium Managing Editor: Demeturie Toso-Lafaele Gogue, Arthur Foundation Endowed Professor of for Male Students of Color, Graduate Research Assistant, Higher Education Transformative Latino Studies, Professor of Pedro A. Noguera, Ph.D. The University of Texas at Austin and Student Affairs Administration, Political Science, University of Notre Dame Distinguished Professor and Director, Center for The University of Vermont the Study of School Transformation, Graduate Gerardo E. de los Santos, Ph.D. School of Education and Information Studies, President and CEO, League for Innovation University of California, Los Angeles in the Community College 1 DESIGN PRINCIPLES FOR EQUITY AND EXCELLENCE AT HISPANIC-SERVING INSTITUTIONS & Patten, 2012; U.S. Department of educational challenges in the Introduction Education, 2010). United States. A first-generation, college-bound In the edited book The Magic Mexican American female was Key: The Educational Journey of Locks & Keys: interviewed and was asked about Mexican Americans from K–12 to her inspiration to persist in school College and Beyond (Zambrana The Educational Journey and meet challenges. She told the & Hurtado, 2015a), we highlight following story: how Mexican American families Mexican American educational progress My father took me to the fields and institutional agents in schools is difficult to assess where he worked and told me and colleges motivate students to because research and interpretations “that I would not have to work obtain an education as the pathway of their lived experiences are in the fields if I stayed in school beyond their current economic often presented as ahistorical and and studied hard. He said, circumstances. From this book we neglect the continuing forces of ‘You will have the Magic Key, offer a set of lessons learned, which structural inequality. which is your education’ … My are expressed in the form of “locks” (barriers) and “keys” (solutions) father’s story made me want to Understanding the unique patterns that summarize chapter findings. study more. and processes of educational Book chapters are written through trajectories demands an examination The story of the Magic“ Key reveals the collaborative efforts of senior of historical features and the ways a culture of resilience and resistance and early career scholars who focus that empirical data are collected and provides insights into how their attention on Mexican American and used to explain patterns of Mexican Americans1 manage to education. This scholarship brings educational underperformance. overcome barriers to success to light and resists suppression of Mexican Americans’ educational (Zambrana & Hurtado, 2015b). Not vital knowledge that helps provide a progress tells a harrowing story of foretold in this interaction are the realistic assessment of progress and the historical practices of exclusion continuing challenges that students affirms and supports the voices of and denial of basic rights to encounter in their journeys that Mexican American students in the education under the Spanish and require critical strategies of resistance challenges encountered along their American rule until the mid-20th on their part to contend with educational journey. century (MacDonald & Rivera, obstacles associated with incremental 2015). A history of exclusion progress and common practices Purpose yields a legacy of segregation, across changing sociohistorical stereotypic representations of This brief seeks to improve the contexts. Mexican Americans are the inferior intelligence, and resistance understanding of structural inequality largest (64.6%) Hispanic subgroup to learning that continue to shape in educational pathways for Mexican nationally, but the most starkly how Mexican American students are Americans; challenge the deficit underrepresented (Gonzalez-Barrera viewed and treated in many public model approach as an explanatory & Lopez, 2013). They are a much school systems. research paradigm; and call for neglected population group in terms ways to institutionalize effective While investigators offer a variety of of research and policy, with lower educational policies and practices. different paradigms and theoretical rates of retention in P–12 and in Most importantly, we encourage explanations that discuss why college than other populations. These more research using an intersectional, enrollment and retention in higher realities pose critical challenges historical and life-course lens on education remain low for Mexican for educational administrators and Mexican Americans, who not only American men and women, the personnel and, consequently, for the compose the largest Latino ethnic historical and social contexts reveal progress of their communities (Motel group, but also face the most the larger structural forces associated 1 Mexican American/Chicano/Chicana is used throughout this brief interchangeably. Chicano is a term that many speculate has multiple origins, but many agree the term was adopted by Mexican American activists that emerged with a political movement (el movimiento, in the 1960s–1970s) for social justice and self-determination. It is also important to note that identity is fluid and varies by geographic region. In the five states that were originally northern Mexico (California, Colorado, Texas, New Mexico, and Arizona), Mexican-origin people have extensive generational roots and perceive their identity as Hispanos, Americans of Mexican heritage or descent, Mexicanos, Americans, Tejanos, etc. The term Hispanic is used typically when referencing U.S. government data, since that is the category used in U.S. Census and National Center for Education Statistics data collection and reports. 2 PERSPECTIVAS: Issues in Higher Education Policy and Practice with these realities. All researchers perspective is warranted to formulate Mexican American economic, social conduct their studies within contexts a broader theorizing
Load more

Recommended publications
  • LATINO and LATIN AMERICAN STUDIES SPACE for ENRICHMENT and RESEARCH Laser.Osu.Edu
    LATINO AND LATIN AMERICAN STUDIES SPACE FOR ENRICHMENT AND RESEARCH laser.osu.edu AT A GLANCE The Ohio State University Latino and Latin American Space for Enrichment and Research (LASER) is a forum Latino Studies: for Ohio State faculty, undergraduate and graduate Minor Program—Lives in students, and faculty and visiting scholars from around the Spanish and Portuguese the world, to learn from one another about Latino and department; the Latino Studies curriculum has an “Americas” Latin American history, culture, economics, literature, (North, Central, and South geography, and other areas. America) focus. Graduate Scholar in Residence Program: Fosters an intellectual community among Chicano/Latino and Latin Americanist graduate students by creating mentoring opportunities between graduate and undergraduate students. Faculty: Drawn from 1000-2000 scholars doing work in Latino-American William Oxley Thompson studies LASER MENTOR PROGRAM LASER Mentors serve as role models as well as bridge builders between Latinos in high school and Ohio State as well as between undergraduates at Ohio State and graduate and professional school. The goal: to expand the presence of Latinos in higher education as well as to enrich the Ohio State undergraduate research experience and to prepare students for successful transition to advanced professional and graduate school programs. Research and exchange of Latino and Latin American studies. GOALS OF LASER OUR MISSION IS TO PROMOTE 1: ENHANCING RESEARCH, SERVICE, PEDAGOGY STATE-OF-THE-ART RESEARCH AND EXCHANGE IN THE FIELD OF LATINO LASER participants seek to pool their knowledge and interests to create new directions for Latino and Latin AND LATIN AMERICAN STUDIES. American research, teaching, and service.
    [Show full text]
  • Latino Heritage Month & Festival Latino
    Latino Heritage Month & Festival Latino Latino Heritage Month (Est. 1985): Latino students at Penn celebrate their cultures and the achievements of all Latinos with a month-long series of social, intellectual, cultural and artistic activities. Festival Latino: A Spring annual, weeklong celebration of the richness of Latino culture. Festival Latino Est. 1985 The Harnwell House Latin American Residential Program (LARP) was started with the goal of “exploring and celebrating Latin American cultures. LARP fosters an appreciation for Latin American languages, politics, forms of cultural expression, and most importantly a sense of community.” The Society of Hispanic Professional Engineers University of Pennsylvania Student Chapter The University of Pennsylvania Chapter of SHPE was founded in 1986 The purpose of the University of Pennsylvania Student Chapter is to: • Promote the advancement of Hispanic engineers and scientists in employment and education. • Develop and/or participate in programs with industry and the university which benefit students seeking technical degrees. • Improve the retention of Hispanic students enrolled in engineering, math, and science. • Provide a forum for the exchange of information pertinent for engineering, math, and science students. • Provide a forum, in cooperation with local organizations, to increase the number of Hispanic students attending college for an engineering, math, or science based career. • Take an active role to increase the number of minority students at the University of Pennsylvania. • Engage students in developing their leadership and professional skills. Latin American & Latino Studies Program The LALS program, Est. in1986, by Nancy Farriss, initially titled: The Latin American Cultures Program allows students to approach Latin American and Latino cultures in all their diversity of expression - not only "high culture" but also folk and other forms, from pre- Columbian times to the present, from Rio de Janeiro to New York and beyond.
    [Show full text]
  • Open Minds Open Campus Open Community Open City Open Pathways Open Access
    MINDS open minds open campus open community open city open pathways open access 02 Open minds At Northwestern, we believe that diversity—of background, identity, belief, interest, expertise—is essential to undergraduate learning and to a healthy society. We also believe in convening a community of open-minded individuals who are eager to benefit from and contribute to the world of perspectives represented on campus. Who’s in our Class of 2024?* 15.4% Hispanic or Latinx 1.6% American Indian or Alaska Native 25.5% Asian American 10% Black or African American 53.2% White 10% International students 20% Pell Grant recipients 12.6% First-generation college students * Our reporting method tracks students who identify as multiple races/ethnicities in each category, so the numbers will exceed 100%. Over 18% of our first-year Our students come into the classroom class indicated two or more races/ethnicities. ready to be challenged. I revel in the opportunity to engage with them about complicated subjects—and to see them grow.” Thomas Bradshaw, professor of radio/TV/film 04 OPEN MINDS Social policy major North by Northwestern opinion editor QuestBridge Scholar Critical theory minor Loves Evanston’s “insanely cute” cafés Gilman Scholar Lab research assistant Studied in India and France Jack Kent Cooke Foundation Scholar David Guirgis ’20 I was nervous about my ability to find a place within Northwestern. I had always struggled to find my people, even in a small school, and it surprised me just how willing everyone was to accept the loud inner-city kid with a billion crazy ideas and mannerisms.” David Guirgis ’20 undergraduate schools across engineering, journalism and media, arts and sciences, communications 176 and performance, education and majors, minors, and 6 social policy, and music certificates Over 4,600 undergraduate courses to choose from.
    [Show full text]
  • The State of Latino Chicago
    The State of Latino Chicago This Is Home Now Timothy Ready and Allert Brown-Gort The State of Latino Chicago This Is Home Now Timothy Ready and Allert Brown-Gort © 2005 University of Notre Dame Table of Contents Preface��������������������������������������������������������������������������������������������������������������������������������������������������������iii Acknowledgements�������������������������������������������������������������������������������������������������������������������������������� iv ProjectAdvisoryCommittee������������������������������������������������������������������������������������������������������������������v AbouttheAuthors����������������������������������������������������������������������������������������������������������������������������������� vi ExecutiveSummary�������������������������������������������������������������������������������������������������������������������������������� 1 Introduction����������������������������������������������������������������������������������������������������������������������������������������������� 4 DemographicOverview�������������������������������������������������������������������������������������������������������������������������� 6 LatinoPopulationGrowthinMetroChicago������������������������������������������������������������������������� 7 LatinoSuburbanization��������������������������������������������������������������������������������������������������������������� 8 SegregatedCommunitiesorEthnicEnclaves?���������������������������������������������������������������������
    [Show full text]
  • On out of Focus Nuyoricans, Noricuas, and Performance Identities
    Liminalities: A Journal of Performance Studies Vol. 10, No. 3/4 (2014) On Out of Focus Nuyoricans, Noricuas, and Performance Identities Urayoán Noel Nuyorican poetics have long been bound up in questions of visibility and invisibility. This is partly a sociological matter reflective of the reality of a New York Puerto Rican community that has historically struggled for (counter)institutional visibility even against the backdrop of a variety of hyper- visible and powerful yet stereotype-defining media representations, from the punchlines of West Side Story to the ethnographic solemnity of Oscar Lewis’s La Vida; A Puerto Rican Family in the Culture of Poverty—San Juan and New York (1966). In Miguel Algarín’s foundational formulation of the Nuyorican aesthetic, performed poetry (and the various other kinds of spoken word and performance that flourished at his Nuyorican Poets Cafe) emerges as an alternative to the impasses of communal visibility/invisibility; his essay “Nuyorican Literature” (1981) theorizes Nuyorican poetics in terms of communal performance, of reading aloud, of the public sharing of poetry as a means of collective healing.1 As a founding Nuyorican poet and author of the Nuyorican movement’s foundational epic “Puerto Rican Obituary” (1969), Pedro Pietri (1943-2004) shared Algarín’s community- and performance-centric conception of poetry, but Pietri’s own poetics also opened up towards conceptualist, experimental, and Urayoán Noel is Assistant Professor of English and Spanish at NYU. He is the author of In Visible Movement: Nuyorican Poetry from the Sixties to Slam (University of Iowa Press, 2014) and of several books of poetry.
    [Show full text]
  • Horizons Cover Photograph: Waiting to Cross: Cañón Zapata (Gelatin Silver Print) by Alan Pogue, 1986
    Horizons Cover photograph: Waiting to Cross: Cañón Zapata (gelatin silver print) by Alan Pogue, 1986 Right: The Economy of Class and Culture (serigraph) by Juan Sánchez, 2007, commissioned for the second IUPLR Siglo XXI conference, held in Austin, Texas Horizons is a news publication of the Institute for Latino Studies written by Evelyn Boria-Rivera, Andrew Deliyannides, and Caroline Domingo; art direction by Zoë Samora. Design by Jane A. Norton and José Jorge Silva, Creative Solutions. © 2007 University of Notre Dame elcome to the 2007 issue of The visual arts are a thriving and dynamic aspect of how Latinos Horizons in which we turn our and Latinas reflect and respond to their experience as they move attention to the aesthetic and to and throughout the United States. At the most basic level, W academic value of the visual the purpose of the Institute is to research and convey the Latino arts. This pursuit is close to my own heart but, experience to a broader audience, both locally and nationally. more importantly, central to the field of Latino We proceed under the conviction that the story of the American studies. people cannot be told without adding the voices of Latinos to the national discourse and adding the visions of Latinos to a One of the first things most people notice when broader mosaic. they visit the Institute’s offices in both South Bend and Washington DC is the prominent display of In this issue of Horizons you will see how we carry out this mission artwork—not only in the Galería América, the art in our local educational endeavors within the Notre Dame/Saint gallery leading to the main entrance of the home Mary’s community, our outreach to the general public, and our office, but paintings, photographs, lithographs, fruitful partnerships with the Snite Museum on Notre Dame’s drawings, sculptures, ethnographic objects, and campus and the Crossroads Gallery in downtown South Bend.
    [Show full text]
  • Ethnic Studies 145: the Spanish Language in the United States LTSP : El Español En Los Estados Unidos
    Ethnic Studies 145: The Spanish Language in the United States LTSP : El español en los Estados Unidos Fall 2007 Wed 5—7:50 pm Section ID 598929 CSB 005 Professor Ana Celia Zentella ([email protected]) Office hours (SSB 224): Monday 3-4:30 pm, Wed 1:30-3pm Office phone: 858 534-8128 [call or email for appt] This course provides an overview of Spanish as it is spoken in the Northeast, Southwest, California and New York, from an anthro-political linguistic perspective. We pay special attention to Mexican, Puerto Rican, Cuban, Dominican, and Central American communities. Topics include issues of maintenance and loss (and what Spanish attrition looks like), contact with English, gender patterns, language attitudes, and implications for identity and inter-ethnic relations. Requirements: Attendance, assignments, class participation [Please arrive on time and stay for the entire class] 15% Midterm exam (Nov 7) 25% Final exam (TBA Dec 10 or 12, 7-10 pm) 30% Paper (based on collaborative project) 30% (Outline due 10/31 [10% of grade], Paper due 12/7 [20%]) TWO Required Texts [ available in Groundworks]: Martinez, Glenn. 2006. Mexican Americans and Language: Del dicho al hecho. U of AZ Press. [MAL in assignments below] Mendoza, Louis G. and Toni Nelson Herrera, Eds. 2007. Telling Tongues: A Latin@ Anthology on Language Experience. San Diego: Calaca Press [TT] ESSENTIAL REFERENCE TEXTs on Library Reserve: 1- Canfield, D. L.1981. Spanish Pronunciation in the Americas. U Chicago Press 2- Lipski, J. 1994. Latin American Spanish, Longman. 3- A. Roca, ed. 2000. Research on Spanish in the U.S., Linguistic Issues and challenges.
    [Show full text]
  • University of Florida Thesis Or Dissertation
    THE CELLPHONE AS A TRANSNATIONAL SOURCE OF IDENTITY FOR VENEZUELAN AND GUATEMALAN MIGRANTS IN SOUTH FLORIDA By MATTHEW LEVIN A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS UNIVERSITY OF FLORIDA 2018 © 2018 Matthew Levin To the immigrant organizations and communities in South Florida that make this part of the world unique and a wonderful place to live. ACKNOWLEDGMENTS Foremost, I want to thank my chair Dr. Nicholas Vargas for all the attention, expertise and support I received during this two-year process. His enthusiasm for the thesis and the themes involved buoyed me whenever I felt daunted by the enormity of the project and how it would all come together. I appreciate him always making time to speak about the thesis even when there really was not any available and for answering my rambling questions about approaching the thesis and the accompanying literature. I would like to thank all my committee members for their patience during the course of this project, forgiving me for dropping in without notice and their trust that I would deliver a thesis that they found worthy of a Master’s thesis. I want to express my gratitude to Mindy McAdams for contemplating the communication and mass media aspects of the thesis and always finding relevant journal articles on this cutting-edge subject. I would like to thank Dr. Philip Williams for his tranquil presence and encouragement when I approached him with concepts and issues that appeared massive and unwieldy to me.
    [Show full text]
  • Lawrence M. La Fountain-Stokes
    Lawrence M. La Fountain-Stokes Associate Professor Department of American Culture, Department of Romance Languages and Literatures & Department of Women’s Studies Director, Latina/o Studies Program University of Michigan, Ann Arbor ADDRESS American Culture, 3700 Haven Hall Ann Arbor, MI 48109 (734) 647-0913 (office) (734) 936-1967 (fax) [email protected] http://larrylafountain.com https://umich.academia.edu/LarryLaFountain EDUCATION Columbia University Ph.D. Spanish & Portuguese, Feb. 1999. Dissertation: Culture, Representation, and the Puerto Rican Queer Diaspora. Advisor: Jean Franco. M.Phil. Spanish & Portuguese, Feb. 1996. M.A. Spanish & Portuguese, May 1992. Master’s Thesis: Representación de la mujer incaica en Los comentarios reales del Inca Garcilaso de la Vega. Advisor: Flor María Rodríguez Arenas. Harvard College A.B. cum laude in Hispanic Studies, June 1991. Senior Honors Thesis: Revolución y utopía en La noche oscura del niño Avilés de Edgardo Rodríguez Juliá. Advisor: Roberto Castillo Sandoval. Universidade de São Paulo Undergraduate courses in Brazilian Literature, June 1988 – Dec. 1989. AREAS OF INTEREST Puerto Rican, Hispanic Caribbean, and U.S. Latina/o Studies. Queer of Color Studies. Women’s, Gender and Sexuality Studies. Transnational and Women of Color Feminism. Theater, Performance, and Cultural Studies. Comparative Ethnic Studies. Migration Studies. XXth and XXIth Century Latin American Literature, including Brazil. PUBLICATIONS (ACADEMIC) Books 2009 Queer Ricans: Cultures and Sexualities in the Diaspora. Minneapolis: University of Minnesota Press, 2009. xxvii + 242 pages. La Fountain-Stokes CV November 2015 Page 1 La Fountain-Stokes CV November 2015 2 Reviews - Enmanuel Martínez in CENTRO: Journal of the Center for Puerto Rican Studies 24.1 (Fall 2012): 201-04.
    [Show full text]
  • Chicano Studies Research Center Annual Report 2018-2019 Submitted by Director Chon A. Noriega in Memory of Leobardo F. Estrada
    Chicano Studies Research Center Annual Report 2018-2019 Submitted by Director Chon A. Noriega In memory of Leobardo F. Estrada (1945-2018) 1 TABLE OF CONTENTS I. DIRECTOR’S MESSAGE 3 HIGHLIGHTS 5 II. DEVELOPMENT REPORT 8 III. ADMINISTRATION, STAFF, FACULTY, AND ASSOCIATES 11 ​ IV. ACADEMIC AND COMMUNITY RELATIONS 14 ​ V. LIBRARY AND ARCHIVE 26 ​ VI. PRESS 43 ​ VII. RESEARCH 58 ​ VIII. FACILITIES 75 ​ APPENDICES 77 ​ 2 I. DIRECTOR’S MESSAGE The UCLA Chicano Studies Research Center (CSRC) was founded in 1969 with a commitment to foster multi-disciplinary research as part of the overall mission of the university. It is one of four ethnic studies centers within the Institute of American Cultures (IAC), which reports to the UCLA Office of the Chancellor. The CSRC is also a co-founder and serves as the official archive of the Inter-University Program for Latino Research (IUPLR, est. 1983), a consortium of Latino research centers that now includes twenty-five institutions dedicated to increasing the number of scholars and intellectual leaders conducting Latino-focused research. The CSRC houses a library and special collections archive, an academic press, externally-funded research projects, community-based partnerships, competitive grant and fellowship programs, and several gift funds. It maintains a public programs calendar on campus and at local, national, and international venues. The CSRC also maintains strategic research partnerships with UCLA schools, departments, and research centers, as well as with major museums across the U.S. The CSRC holds six (6) positions for faculty that are appointed in academic departments. These appointments expand the CSRC’s research capacity as well as the curriculum in Chicana/o and Latina/o studies across UCLA.
    [Show full text]
  • Latino Studies and Information Literacy Competencies Susan A
    Reference and Instruction Conference Papers, Reference and Instruction Posters and Presentations 6-25-2005 Latino Studies and Information Literacy Competencies Susan A. Vega Garcia Iowa State University, [email protected] Follow this and additional works at: http://lib.dr.iastate.edu/refinst_conf Part of the Ethnic Studies Commons, and the Library and Information Science Commons The ompc lete bibliographic information for this item can be found at http://lib.dr.iastate.edu/ refinst_conf/17. For information on how to cite this item, please visit http://lib.dr.iastate.edu/ howtocite.html. This Presentation is brought to you for free and open access by the Reference and Instruction at Iowa State University Digital Repository. It has been accepted for inclusion in Reference and Instruction Conference Papers, Posters and Presentations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Latino Studies and Information Literacy Competencies Disciplines Ethnic Studies | Library and Information Science This presentation is available at Iowa State University Digital Repository: http://lib.dr.iastate.edu/refinst_conf/17 Latino Studies and Information Literacy Competencies Susan A. Vega García Instruction Coordinator / Racial & Ethnic Studies Bibliographer Iowa State University [email protected] ALA – Chicago - June 2005 Presentation Goals 1. What is Latino Studies? 2. Need for IL competencies 3. What do Latino Studies students know? 4. Future directions 1. What is Latino Studies? • Research and study of cultures, histories, experiences of people of Latin American descent living in the United States US Census Bureau report shows Latinos accounted for half of US population growth from 2003 to 2004, due to birthrate, not immigration.
    [Show full text]
  • Islanders Blame Nuyoricans
    DOCUMENT RESUME ED 456 178 UD 034 350 AUTHOR Verin-Shapiro, Penny TITLE Why "Nuyoricans" Are Given the Cold-Shoulder by Other Puerto Ricans. SPONS AGENCY National Inst. of Mental Health (DHHS), Rockville, MD. PUB DATE 2000-02-00 NOTE 32p.; In: National Association of African American Studies & National Association of Hispanic and Latino Studies: 2000 Literature Monograph Series. Proceedings (Social Studies Section)(Houston, TX, February 21-26, 2000). CONTRACT 1-F31-MH11465-01 PUB TYPE Reports Descriptive (141) Speeches/Meeting Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Cultural Differences; Cultural Images; Ethnic Stereotypes; *Ethnicity; Hispanic Americans; Immigrants; *Puerto Rican Culture; *Puerto Ricans; Social Discrimination IDENTIFIERS New York; *Nuyoricans ABSTRACT Based on ethnographic research on Puerto Ricans on the island and mainland, this paper examines why Nuyoricans' identities are disparaged by island and mainland Puerto Ricans. Nuyoricans are Puerto Ricans, especially in New York, who mix North American and Puerto Rican cultural traits. Many have grown up traveling between the island and mainland. One reason that Puerto Ricans tend to reject Nuyoricans is the negative stereotypes assigned to Nuyoricans from which other Puerto Ricans wish to distance themselves. Also, in many Puerto Ricans' eyes, the Nuyorican represents what is considered worst about the dominant North American culture and a betrayal of traditional Puerto Rican ways. Commentary on Nuyoricans is really commentary on Puerto Rico's relationship with the United States and its effect on the Puerto Rican culture. The Nuyorican brings the authenticity of today's Puerto Rican into question due to extensive interaction with the United States.
    [Show full text]