About One-In-Four U.S. Hispanics Have Heard of Latinx, but Just 3% Use It

Total Page:16

File Type:pdf, Size:1020Kb

About One-In-Four U.S. Hispanics Have Heard of Latinx, but Just 3% Use It FOR RELEASE AUGUST 11, 2020 About One-in-Four U.S. Hispanics Have Heard of Latinx, but Just 3% Use It Young Hispanic women among the most likely to use the term BY Luis Noe-Bustamante, Lauren Mora and Mark Hugo Lopez FOR MEDIA OR OTHER INQUIRIES: Mark Hugo Lopez, Director, Global Migration and Demography Research Tanya Arditi, Communications Manager 202.419.4372 www.pewresearch.org RECOMMENDED CITATION Pew Research Center, August, 2020 “About One-in-Four U.S. Hispanics Have Heard of Latinx, but Just 3% Use It” 1 PEW RESEARCH CENTER About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping America and the world. It does not take policy positions. The Center conducts public opinion polling, demographic research, content analysis and other data-driven social science research. It studies U.S. politics and policy; journalism and media; internet, science and technology; religion and public life; Hispanic trends; global attitudes and trends; and U.S. social and demographic trends. All of the Center’s reports are available at www.pewresearch.org. Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. © Pew Research Center 2020 www.pewresearch.org 2 PEW RESEARCH CENTER How we did this For this analysis we surveyed 3,030 U.S. Hispanic adults in December 2019 as part of the 2019 National Survey of Latinos. We asked survey respondents about their awareness of the term Latinx and their views of the term. The sample includes 2,094 Hispanic adults who were members of Pew Research Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. It also includes an oversample of 936 respondents sampled from Ipsos’ KnowledgePanel, another online survey panel also recruited through national, random sampling of residential addresses. For the purposes of this report, references to foreign-born Hispanics include those born in Puerto Rico. Individuals born in Puerto Rico are U.S. citizens by birth. The survey was conducted in both English and Spanish. See the Methodology section of this report for more details. www.pewresearch.org 3 PEW RESEARCH CENTER Table of contents About Pew Research Center 1 How we did this 2 Table of contents 3 Terminology 4 About One-in-Four U.S. Hispanics Have Heard of Latinx but Just 3% Use It 5 Google searches for Latinx rising in U.S., but trail far behind Latina, Latino and Hispanic 8 Should Latinx be adopted as a pan-ethnic term for U.S. Hispanics? 10 In their own words: What does Latinx mean to Hispanics? 11 1. How widespread is awareness of Latinx? 12 2. Who uses Latinx? 15 3. Views on Latinx as a pan-ethnic term for U.S. Hispanics 17 Acknowledgments 19 www.pewresearch.org 4 PEW RESEARCH CENTER Terminology The terms Hispanic and Latino are used interchangeably in this report. Latinx is a term used to describe people who are of or relate to Latin American origin or descent. It is a gender-neutral or nonbinary alternative to Latino or Latina. U.S. born refers to persons born in the United States and those born in other countries to parents at least one of whom was a U.S. citizen. Foreign born refers to persons born outside of the United States to parents neither of whom was a U.S. citizen. The terms foreign born and immigrant are used interchangeably in this report. For the purposes of this report, foreign born also includes those born in Puerto Rico. Although individuals born in Puerto Rico are U.S. citizens by birth, they are included among the foreign born for this report because they are born into a Spanish-dominant culture and because on many points their attitudes, views and beliefs are much closer to Hispanics born abroad than to Hispanics born in the 50 states or the District of Columbia, even those who identify themselves as being of Puerto Rican origin. Second generation refers to people born in the 50 states or the District of Columbia with at least one first-generation, or immigrant, parent. Third and higher generation refers to people born in the 50 states or the District of Columbia with both parents born in the 50 states or the District of Columbia. Language dominance is a composite measure based on self-described assessments of speaking and reading abilities. Spanish-dominant people are more proficient in Spanish than in English (i.e., they speak and read Spanish “very well” or “pretty well” but rate their English-speaking and reading ability lower). Bilingual refers to people who are proficient in both English and Spanish. English-dominant people are more proficient in English than in Spanish. www.pewresearch.org 5 PEW RESEARCH CENTER About One-in-Four U.S. Hispanics Have Heard of Latinx, but Just 3% Use It Young Hispanic women among most likely to use the term Pan-ethnic labels describing the U.S. population of people tracing their roots to Latin Most Latino adults have not heard of America and Spain have been introduced over the term Latinx; few use it the decades, rising and falling in popularity. % who … Today, the two dominant labels in use are Have heard of Hispanic and Latino, with origins in the 1970s Use Latinx Latinx 3% and 1990s respectively. Do not More recently, a new, gender-neutral pan- use Latinx ethnic label, Latinx, has emerged as an 20% alternative that is used by some news and entertainment outlets, corporations, local governments and universities to describe the Have not heard of Latinx nation’s Hispanic population. 76% However, for the population it is meant to describe, only 23% of U.S. adults who self- Note: No answer responses not shown. identify as Hispanic or Latino have heard of the Source: Survey of U.S. Latino adults conducted Dec. 3-23, 2019. “About One-in-Four U.S. Hispanics Have Heard of Latinx, but Just 3% term Latinx, and just 3% say they use it to Use It” describe themselves, according to a nationally PEW RESEARCH CENTER representative, bilingual survey of U.S. Hispanic adults conducted in December 2019 by Pew Research Center. The emergence of Latinx coincides with a global movement to introduce gender-neutral nouns and pronouns into many languages whose grammar has traditionally used male or female constructions. In the United States, the first uses of Latinx appeared more than a decade ago. It was added to a widely used English dictionary in 2018, reflecting its greater use. www.pewresearch.org 6 PEW RESEARCH CENTER Yet the use of Latinx is not common practice, and the term’s emergence has generated debate about its appropriateness in a gendered language like Spanish. Some critics point to its origins among U.S. English speakers, saying it ignores the Spanish language and its gendered form.1 Still, there are examples of the term’s use in Spanish in the U.S. and abroad.2 Meanwhile, others see Latinx as a gender- and LGBTQ-inclusive term, reflecting a broader movement within the U.S. around gender identity. 1 Masculine and feminine nouns are traditionally used in gendered languages. For example, “friends” in Spanish is translated to the gendered “amigos” when referring to masculine friends and “amigas” when referring to feminine friends, and the masculine “amigos” has traditionally been used when referring to a mixed gender group of friends. 2 In Latin America, there are also examples of the use of “e” as a gender-neutral replacement in Spanish for “a” and “o” in the ending of words that refer to groups of people – for example, using the gender-neutral “todes” in place of the gendered “todos” and “todas.” www.pewresearch.org 7 PEW RESEARCH CENTER While only about a quarter of U.S. Hispanics Young adults, college graduates some say they have heard the term Latinx, awareness of most likely to have heard of Latinx and use vary across different subgroups. Young % who … Hispanics, ages 18 to 29, are among the most Heard of Latinx Use Latinx likely to have heard of the term – 42% say they All 23% have heard of it, compared with 7% of those 3 ages 65 or older. Hispanics with college 24 experience are more likely to be aware of Latinx Women 5 22 than those without college experience; about Men 1 four-in-ten Hispanic college graduates (38%) Ages 18-29 42 say they have heard of Latinx, as do 31% of 7 those with some college experience. By 19 30-49 2 comparison, just 14% of those with a high 50-64 15 2 school diploma or less are aware of the term. 65+ 7 <0.5 In addition, the U.S. born are more likely than Foreign born 16 the foreign born to have heard the term (32% 2 32 vs. 16%), and Hispanics who are predominantly U.S. born 4 English speakers or bilingual are more likely 14 than those who mainly speak Spanish to say the H.S. graduate or less 2 same (29% for both vs. 7%). 31 Some college 5 38 College graduate+ 5 Hispanics who identify with or lean toward the Democratic Party are more likely to have heard English dominant 29 of Latinx than those who identify with or lean 3 Bilingual 29 toward the Republican Party (29% vs. 16%). 4 7 Spanish dominant 2 Awareness of the term Latinx does not 16 necessarily translate into use. Across many Republican/Lean Rep 1 29 demographic subgroups, the share of Hispanics Democrat/Lean Dem 4 who say they use Latinx to describe their own identity is significantly lower than the share Note: “Some college” includes those with an associate degree and those who attended college but did not obtain a degree.
Recommended publications
  • Communicating with Hispanic/Latinos
    Building Our Understanding: Culture Insights Communicating with Hispanic/Latinos Culture is a learned system of knowledge, behaviors, attitudes, beliefs, values, and norms that is shared by a group of people (Smith, 1966). In the broadest sense, culture includes how people think, what they do, and how they use things to sustain their lives. Cultural diversity results from the unique nature of each culture. The elements, values, and context of each culture distinguish it from all others (Beebe, Beebe, & Redmond, 2005). Hispanics in the United States includes any person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. Latinos are people of “Latin-American” descent (Webster’s 3rd International Dictionary, 2002). Widespread usage of the term “Hispanic” dates back to the 1970s, when the Census asked individuals to self-identify as Mexican, Puerto Rican, Cuban, Central/South American or “other Hispanic.” While the terms Hispanic and Latino are used interchangeably, they do have different connotations. The Latino National Survey (2006) found that 35% of respondents preferred the term “Hispanic,” whereas 13.4% preferred the term “Latino.” More than 32% of respondents said either term was acceptable, and 18.1% indicated they did not care (Fraga et al., 2006). Origin can be viewed as the heritage, nationality group, lineage, or country of birth of the person or the person’s parents or ancestors before their arrival in the United States (U. S. Census Bureau, 2000). People who identify their origin as Spanish, Hispanic, or Latino may be of any race (Black/African-American, White/Caucasian, Asian, and Native American) or mixed race.
    [Show full text]
  • Hispanic/Latino American Older Adults
    Ethno MEd Health and Health Care of Hispanic/Latino American Older Adults http://geriatrics.stanford.edu/ethnomed/latino Course Director and Editor in Chief: VJ Periyakoil, Md Stanford University School of Medicine [email protected] 650-493-5000 x66209 http://geriatrics.stanford.edu Authors: Melissa talamantes, MS University of Texas Health Science Center, San Antonio Sandra Sanchez-Reilly, Md, AGSF GRECC South Texas Veterans Health Care System; University of Texas Health Science Center, San Antonio eCampus Geriatrics IN THE DIVISION OF GENERAL INTERNAL MEDICINE http://geriatrics.stanford.edu © 2010 eCampus Geriatrics eCampus Geriatrics hispanic/latino american older adults | pg 2 CONTENTS Description 3 Culturally Appropriate Geriatric Care: Learning Resources: Learning Objectives 4 Fund of Knowledge 28 Instructional Strategies 49 Topics— Topics— Introduction & Overview 5 Historical Background, Assignments 49 Topics— Mexican American 28 Case Studies— Terminology, Puerto Rican, Communication U.S. Census Definitions 5 Cuban American, & Language, Geographic Distribution 6 Cultural Traditions, Case of Mr. M 50 Population Size and Trends 7 Beliefs & Values 29 Depression, Gender, Marital Status & Acculturation 31 Case of Mrs. R 51 Living Arrangements 11 Culturally Appropriate Geriatric Care: Espiritismo, Language, Literacy Case of Mrs. J 52 & Education 13 Assessment 32 Topics— Ethical Issues, Employment, End-of-Life Communication 33 Case of Mr. B 53 Income & Retirement 16 Background Information, Hospice, Eliciting Patients’ Perception
    [Show full text]
  • The State of Latinos in Higher Education in California
    The StateLatinos of Higher Educationin in California The economic and social imperative for advancing Latino college achievement NOVEMBER 2013 The economic and social imperative for advancing Latino college achievement he Latino population in California is large, growing dynamics of California today. California needs to get to work. rapidly, and on its way to attaining majority status in It needs to develop a workforce that is prepared and that will Tless than 40 years.1 However, Latino college-degree strengthen our economy. attainment is low, despite a significant increase in college- going rates. But, as the Campaign for College Opportunity has found in this report, which is part of a new series on the State of Great promise, but far from being kept Higher Education in California, we are on track to produce a generation of young people less educated than our older In 2012, seven out of 10 Latino high school graduates in the population. The principal reason is that one of the largest and U.S. enrolled in college, a rate higher than that of their White fastest growing segments of our population—native-born and counterparts, according to a Pew Research Center study.2 immigrant Latinos—has unacceptably low rates of college Research also has consistently confirmed that despite low completion. educational attainment among Latinos, Latino parents have high The state of educational attainment for Latinos in California educational aspirations for their raises questions about equity and fairness in our society, but children and believe that a college on a practical dollars-and-cents level, it also raises concerns education is critical to their future about our collective future and the strength of our economy success.
    [Show full text]
  • STATE of HIGHER EDUCATION for LATINX in CALIFORNIA
    STATE OF HIGHER EDUCATION for LATINX IN CALIFORNIA NOVEMBER 2018 The contributions of countless Latinx have characterized the spirit of Cesar Chavez Dolores Huerta Carlos Santana Edward Roybal California. Labor organizer Labor organizer Musician Politician Cruz Reynoso Antonia Ellen Ochoa Mario J. Molina Luis Sanchez Helen Torres CA Supreme Hernandez Astronaut Chemist and Civil and voting Women’s rights Court Justice Civil rights leader Nobel Prize rights advocate advocate & philanthropist winner Patricia Gandara Maria Blanco Estela Bensimon Thomas A. Saenz Maria Angelica Salas Professor and Attorney and Professor and Civil rights Contreras-Sweet Immigrant rights civil rights immigrant rights higher education attorney Business woman advocate advocate advocate equity advocate Linda Griego Mike Krieger Monica Lozano Sal Castro Martha Arevalo Alberto Retana Business Instagram Business woman Teacher Immigrant rights Community woman2 | STATE OF HIGHERco-founder EDUCATION FORand LATINXphilanthropist IN CALIFORNIA | THE CAMPAIGNadvocate FOR COLLEGE OPPORTUNITYorganizer Introduction California has been known as a land of opportunity and a place that rewards audacity, ingenuity, and courageousness. The determination, innovations, and contributions of countless Latinxi have characterized the spirit of this great state. From California’s earliest Mexican-American Governors, the critical agricultural labor that helps feed our nation, the patriotism of hundreds of thousands of Latinx who serve in our armed forces and run small businesses, the influence
    [Show full text]
  • Chicanx (Re)-Claiming Identity and Representation Through Education
    California State University, Monterey Bay Digital Commons @ CSUMB Capstone Projects and Master's Theses Capstone Projects and Master's Theses 12-2016 Chicanx (Re)-Claiming Identity and Representation Through Education Katherin Razo-Gomez California State University, Monterey Bay Follow this and additional works at: https://digitalcommons.csumb.edu/caps_thes_all Recommended Citation Razo-Gomez, Katherin, "Chicanx (Re)-Claiming Identity and Representation Through Education" (2016). Capstone Projects and Master's Theses. 62. https://digitalcommons.csumb.edu/caps_thes_all/62 This Capstone Project (Open Access) is brought to you for free and open access by the Capstone Projects and Master's Theses at Digital Commons @ CSUMB. It has been accepted for inclusion in Capstone Projects and Master's Theses by an authorized administrator of Digital Commons @ CSUMB. For more information, please contact [email protected]. Chicanx (Re)-Claiming Identity and Representation Through Education Photo of Daniela Barajas and Katherin Razo-Gomez, CSUMB Commencement May 2016. Katherin Razo-Gomez Senior Capstone Chicano/a Studies Research Essay Dr. Wang Division of Humanities and Communication California State University, Monterey Bay Fall 2016 Dedication To my Mom and Dad, whose “American Dream” is seeing their children receive the education they were never able to acquire. To my siblings Jorge Luis, Viviana and Valeria, you are my strength and motivation. To all the immigrant families, this is for all of you. “Feet, why do I need them if I have wings to fly.” -Frida Kahlo Acknowledgements I’d like to thank the HCOM department and especially Dr. Villasenor for leading me and helping me achieve my goal. For always being so heartwarming, encouraging, and provided feedback necessary for me to grow as a student.
    [Show full text]
  • We the American...Hispanics
    WE-2R e the American... Hispanics Issued September 1993 U.S. Department of Commerce Economics and Statistics Administration BUREAU OF THE CENSUS Acknowledgments This report was prepared by staff of the Ethnic and Hispanic Statistics Branch under the supervisionJorge ofdel Pinal. General direction was providedSusan by J. Lapham, Population Division. The contents of the report were reviewed byJanice Valdisera andMichael Levin, Population Division, and Paula Coupe andDwight Johnson, Public Information Office. Marie Pees, Population Division, provided computer programming support. Debra Niner andMary Kennedy, Population Division, provided review assistance. Alfredo Navarro, Decennial Statistical Studies Division provided sampling review. The staff of Administrative and Publications Services Division, Walter C. Odom, Chief, performed publication planning, design, composition, editorial review, and printing planning and procurement.Cynthia G. Brooks provided publication coordination and editing.Theodora Forgione provided table design and composition services.Kim Blackwell provided design and graphics services.Diane Oliff–Michael coordinated printing services. e, the American Hispanics Introduction We, the American Hispanics traceWe have not always appeared in the our origin or descent to Spaincensus or to as a separate ethnic group. Mexico, Puerto Rico, Cuba, and In 1930, Mexicans" were counted many other SpanishĆspeaking counĆand in 1940, persons of Spanish tries of Latin America. Our ancesĆmother tongue" were reported. In tors were among the early explorers1950 and 1960, persons of Spanish and settlers of the New World.surname" In were reported. The 1970 1609, 11 years before the Pilgrimscensus asked persons about their landed at Plymouth Rock, our MestiĆorigin," and respondents could zo (Indian and Spanish) ancestorschoose among several Hispanic oriĆ settled in what is now Santa Fe,gins listed on the questionnaire.
    [Show full text]
  • Trans En Las Americas
    Trans en las Américas Journal Launch Francisco J. Galarte, Claudia Sofía Garriga-López, Cole Rizki and Juana María Rodríguez FRIDAY, APRIL 2 • 2:00 PM • Register to attend at: https://bit.ly/2ObbIuu Shifting the geopolitics of trans studies, travesti theory is a Latinx American body of work with an extensive transregional history. As a particular body politics, travesti identification is not only a sexed, gendered, classed, and racialized form of relation, but a critical mode and an epistemology. Throughout the Américas, trans and travesti studies take a multiplicity of forms: scholarly work that engages identitarian and anti-identitarian analytical frameworks as well as interventions into state practices, cultural production, and strategic activist actions. These multiple critical approaches—both travesti and trans—are regionally inflected by the flows of people, ideas, technologies, and resources that shape the hemisphere, opening up space to explore the productive tensions and expansive possibilities within this body of work. This special issue of TSQ: Transgender Studies Quarterly prompts a conversation between trans and travesti studies scholars working across the Américas to investigate how shifts in cultural practices, aesthetics, geographies, and languages enliven theories of politics, subjectivity, and embodiment. Contributors to this issue oer a hemispheric perspective on trans and travesti issues to the Anglophone academy, expand transgender studies to engage geopolitical connections, and bring interdisciplinary approaches to topics ranging from policy to cultural production. This issue is an unprecedented English-language collection by Latin American and Latinx scholars on trans and travesti issues. Francisco J. Galarte is an Assistant Professor of American Studies and Women, Gender and Sexuality Studies at the University of New Mexico where he teaches courses in Chicanx, Latinx and transgender studies.
    [Show full text]
  • The Queer Time of Spanglish, Family, and Latinx Futurity in Santa A
    UNIVERSITY OF CALIFORNIA Santa Barbara Latinx Temporalities: The Queer Time of Spanglish, Family, and Latinx Futurity in Santa Ana, California, 2014-2017 A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Chicana and Chicano Studies by Juan Sebastian Ferrada Committee in charge: Professor Dolores Inés Casillas, Chair Professor Ellie D. Hernández Professor Mary Bucholtz Professor Carlos U. Decena, Rutgers University March 2019 The dissertation of Juan Sebastian Ferrada is approved. _____________________________________________ Ellie D. Hernández _____________________________________________ Mary Bucholtz _____________________________________________ Carlos U. Decena _____________________________________________ Dolores Inés Casillas, Committee Chair December 2018 ii Latinx Temporalities: The Queer Time of Spanglish, Family, and Latinx Futurity in Santa Ana, California, 2014-2017 Copyright © 2018 by Juan Sebastian Ferrada iii DEDICATION Para mis abuelitas Veronica Ulloa, Camerina De la Torre, y para mi abuelito Jesús De la Torre, QEPD. iv ACKNOLWEDGEMENTS I am fortunate to have been trained and mentored by some of the boldest, most brilliant scholars and teachers who served as my committee. My committee chair and advisor—Inés Casillas, words are not enough to explain the gratitude I feel toward you. I hope to be such an integral part of my student’s intellectual (and personal) formation as you have been, and continue to be for me. Thank you for your patience with me running on queer—no, Latinx—time and for encouraging me to take this project as far as I could go. The rest of my committee members, Ellie Hernández, Mary Bucholtz, Carlos Decena—I learned so much from each of you and your work.
    [Show full text]
  • The Future of the Spanish Language in the United States. INSTITUTION Hispanic Policy Development Project, Inc., New York, NY
    DOCUMENT RESUME ED 295 485 FL 017 429 AUTHOR Veltman, Calvin TITLE The Future of the Spanish Language in the United States. INSTITUTION Hispanic Policy Development Project, Inc., New York, NY. PUB DATE 88 NOTE 156p. PUB TYPE Reports - Research/Technical (143) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Demography; Employment; *English (Second Language); Ethnic Groups; *Futures (of Society); Geographic Distribution; Hispanic Americans; Immigrants; Language Attitudes; Language Maintenance; *Language Planning; Language Proficiency; *Language Role; Language Usage; Population Growth; Public Policy; Research Methodology; *Spanish; *Spanish Speaking ABSTRACT A broad-bases study of the ways in which Hispanics in the United States are dealing with the English language is presented. The report analyzes the latest reliable language data collected by the U.S. census, including the 1980 national census, and finds a steady shift in language usage from Spanish to English among immigrants and native-born Hispanics. Chapters address these topics: (1) theory and method in the analysis of language shift; (2) the size of the Spanish origin group; (3) the structure of the Spanish origin group; (4) a nativity profile of the Spanish origin group; (5) language shift among immigrants; (6) language shift among the native-born; (7) regional aspects of language shift; (8) the urbanization of the Spanish language population; (9) ethnic origins of this population; (10) modeling population growth in this group; and (11) projections of its size and composition. Appencied materials include notes on interpreting the 1980 census data, technical data, and a comparison of the University of Quebec at Montreal and U.S. Census Bureau models. (MSE) ********.c**********f*************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document.
    [Show full text]
  • Course Catalog 2020-2021
    Harvard University ETHNICITY, MIGRATION, RIGHTS SPRING 2021 EDITION Cover Photos (Top to Bottom): Photo 1: EMR Director Eleanor Craig and EMR alumni Juhwan Seo and Kaipo Matsumoto at the 2020 annual meeting of the American Studies Association. Photo 2: An installation modeled on Yoko Ono's Wish Tree at the class showcase for Tina Shull's EMR 135: Climate Migration held at the Derek Bok Center for Teaching and Learning. Photo 3: Robert Diaz and R. Zamora Linmark reading from Linmark's young adult novel The Importance of Being Wilde at Heart (2019). Photo 4: Student presentations at the class showcase for EMR 135. About EMR The secondary field in Ethnicity, Migration, Rights (EMR) offers students an opportunity to pursue sustained, interdisciplinary study of ethnicity, migration, indigeneity, and human rights with particular attention to Asian American and Pacific Islander, Latinx, and Native American topics. Courses in EMR are taught by faculty from across the disciplines in FAS, as well as at other Harvard schools, and draw on materials from the humanities and social sciences. Study in EMR allows students to explore our core areas from a variety of disciplinary perspectives. Students who decide to pursue the secondary field can choose from a wide range of courses under the guidance of the Administrative and Program Director and members of the Faculty Advisory Committee. Given the relevance of EMR topics to both local and global issues, the secondary field both encourages and provides opportunities for interacting directly with local communities and working outside the traditional classroom. EMR offers two secondary field pathways in 1) Ethnicity, Migration, Rights, and 2) Latinx Studies.
    [Show full text]
  • Hispanic American Literature, Small, Independent Presses That Rely Upon U.S
    HISPANICHISPANIC AMERICANAMERICAN LITELITERRAATURE:TURE: DIVEDIVERRGENCEGENCE && C0MMONALITYC0MMONALITY BY VIRGIL SUAREZ n an autobiographical sketch written in 1986, the some of the best work is coming from such sources. respected Chicano American novelist Rudolfo Increasingly, though, with the recognition associated Anaya observed that “if I am to be a writer, it is with the nation’s most prestigious literary awards -- the ancestral voices of…[my]… people who will the Before Columbus Foundation Award, the National form a part of my quest, my search.” Book Award and the Pulitzer Prize -- Hispanic IAncestral voices are very much a part of Hispanic American authors are being courted by the publishing American literature today, a tradition harking back establishment. more than three centuries that has witnessed a Much of the attention of recent times, justifiably, is dramatic renascence in the past generation. As the owed to the groundbreaking work of the Chicano Arts Hispanic experience in the United States continues to movement of the late 1960s and early 1970s and the confront issues of identity, assimilation, cultural emergence of Hispanic American poets such as heritage and artistic expression, the works of Rodolfo Gonzales and Luis Alberto Urista (“Alurista,”) Hispanic American writers are read with a great deal and other writers who chronicled the social and of interest and passion. political history of the movement. The campaign was In a sense, the literature functions as a mirror, a propelled by grassroots activists such as Cesar reflection of the way Hispanic Americans are viewed Chavez and Dolores Huerta who played key roles in by the mainstream culture -- but not always the the unionization of migrant workers achieved through majority.
    [Show full text]
  • Chicana/O and Latina/O Studies (CHICLA) 1
    Chicana/o and Latina/o Studies (CHICLA) 1 CHICLA/HISTORY 152 — THE U.S. WEST SINCE 1850 CHICANA/O AND LATINA/O 3-4 credits. This course explores the history of places that have been called the STUDIES (CHICLA) American West since 1850. We start with incorporation, as the U.S. surveyed a West that had become American in name and tried to make it American in fact, a process that westerners resisted as often as they CHICLA/AFROAMER/AMER IND/ASIAN AM/FOLKLORE 102 — welcomed it. By the late 19th century, the West was an identifiable region INTRODUCTION TO COMPARATIVE US ETHNIC AND AMERICAN INDIAN with characteristic economic features, race relations, and federal ties, and STUDIES it held a unique place in collective memory. In the 20th century, western 3 credits. distinctiveness faded in some ways and persisted in others, and western Introduction to comparative ethnic studies, examining race, ethnicity, and variants unfolded of the world wars, Depression, Cold War, and Vietnam indigeneity within the United States. Includes perspectives from African War; civil rights; suburbanization and the New Right; environmentalism; American, American Indian, Asian American, and Chican@ and Latin@ immigration; and globalization. We employ economic, environmental, studies. Enroll Info: None political, cultural, and social analyses, and attend to the dreams of many Requisites: None westerners: people of North American, Latin American, European, African, Course Designation: Ethnic St - Counts toward Ethnic Studies and Asian descent, and of all genders, classes, and sexualities. Enroll requirement Info: None Breadth - Either Humanities or Social Science Requisites: Sophomore standing Level - Elementary Course Designation: Ethnic St - Counts toward Ethnic Studies L&S Credit - Counts as Liberal Arts and Science credit in L&S requirement Repeatable for Credit: No Breadth - Humanities Last Taught: Spring 2021 Level - Elementary L&S Credit - Counts as Liberal Arts and Science credit in L&S CHICLA/HISTORY 151 — THE NORTH AMERICAN WEST TO 1850 Repeatable for Credit: No 3-4 credits.
    [Show full text]