DOCSLIB.ORG

CHICANO and LATINO STUDIES College of Liberal Arts

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
CHICANO and LATINO STUDIES College of Liberal Arts CHICANO AND LATINO STUDIES College of Liberal Arts Department Chair: Jose F. Moreno CHLS 498 Senior Colloquium (3) Department Office: Faculty Offices F03‑300 Prerequisite: Consent of the instructor. Telephone: (562) 985‑4644 Take 15 units of electives from the following: Website: http://www.cla.csulb.edu/departments/chls/ Cultural Studies: CHLS 315, CHLS 330, CHLS 341, CHLS 360, CHLS Faculty: Luis Arroyo, Juan Benitez, Antonia Garcia‑Orozco, Jose F. Moreno, Rigoberto Rodriguez, Victor Rodriguez, Anna Sandoval, 370, CHLS 375, CHLS 380, CHLS 390, CHLS 420, Maythee Rojas CHLS 450, CHLS 450A, CHLS 490, CHLS 499 Department Administrative Support Coordinator: Michelle Social Inquiry: Seales CHLS 303, CHLS 319, CHLS 320, CHLS 335, CHLS Students desiring information should contact the department office 340, CHLS 345, CHLS 352, CHLS 362, CHLS 400, for referral to the academic advisor. CHLS 415, CHLS 421, CHLS 430, CHLS 470, CHLS ATLAS 490, CHLS 499 Telephone: (562) 985‑7531 Departmental Language Requirement: Take one of the following options: Career Possibilities 1. Two years of college Spanish; Social Scientist • Archivist • Social Worker • Journalist • 2. Successful completion of the following course: Counselor • Teacher • Public Relations Consultant • Law SPAN 250 Spanish for Bilinguals (6) Prerequisite: Near native speaker oral skills and GE • Community Organizer • School Administrator • Linguist • Foundation requirements (or concurrent enrollment in at Parole Officer • Probation Officer • Editor • Writer • Urban/ least one Foundation course). Regional Planner • Public Policy Administrator • Foreign 3. A score of 4 or above on the high school advanced Policy Officer • Researcher (Some of these, and other placement exam in Spanish language or literature; careers, require additional education or experience. For 4. Successful completion of a CHLS department more information, see www.careers.csulb.edu.) proficiency exam. Special Track Undergraduate Programs In addition to the general major in Chicano and Latino Studies, the department also offers a program for students who wish to complete a Special Track major in Chicano Bachelor of Arts in Chicano and Latino and Latino Studies. Within the Special Track, students Studies (120 units) may receive up to a maximum of 6 units of credit for upper Requirements division Chicano and Latino Studies related course work taken from other disciplines. Students wishing to pursue the A minimum of 33 units is required for the major in Chicano Special Track major must develop an approved program of and Latino Studies; 6 lower division and 27 upper‑division study in consultation with the Chicano and Latino Studies units. Department chair and/or academic advisor. The Special Track consists of 33 units total, 27 of which Lower Division (6 units): must be upper division, including the following: Take two of the following: Lower Division (6 units): CHLS 100 Introduction to Chicano & Latino Studies (3) Take two of the following: Prerequisite/Corequisite: One course from GE category A2. CHLS 100 Introduction to Chicano & Latino Studies (3) CHLS 101 Introduction to Chicano/a & Latino/a Life (3) Prerequisite/Corequisite: One course from GE category A2. Prerequisite: None CHLS 101 Introduction to Chicano/a & Latino/a Life (3) CHLS 105 Latina/o Cultural Identity (3) Prerequisite: None Prerequisite/Corequisite: One course from GE category A2. CHLS 105 Latina/o Cultural Identity (3) CHLS 150 Introduction to Chicano Literary Studies (3) Prerequisite/Corequisite: One course from GE category A2. Prerequisite/Corequisite: One course from GE category A1 CHLS 150 Introduction to Chicano Literary Studies (3) Upper Division (27 units) Prerequisite/corequisite: One course from GE category A1 Take the following core: Upper Division (27 units) CHLS 300 Chicano History (3) Take the following core (12 units required): Prerequisites: GE Foundation requirements. CHLS 300 Chicano History (3) CHLS 310 Chicana/o and Latina/o Thought and Action Prerequisites: GE Foundation requirements. (3) CHLS 310 Chicana/o and Latina/o Thought and Action Prerequisites: None (3) CHLS 350 The Latino Population in the U.S. (3) Prerequisites: None Prerequisite: GE Foundation requirements. 2016-2017 CSULB Catalog • Chicano and Latino Studies • 265 CHLS 350 The Latino Population in the U.S. (3) CHLS 319, CHLS 320, CHLS 335, CHLS 340, CHLS Prerequisite: GE Foundation requirements. 352, CHLS 362, CHLS 400, CHLS 415, CHLS 421, CHLS 498 Senior Colloquium (3) CHLS 430, CHLS 470, CHLS 490, CHLS 499 Prerequisite: Consent of the instructor. Special Track (15 units): A maximum of 6 units of course work from other Chicano and Latino Studies Courses (CHLS) disciplines, selected with the approval of the Chicano and Latino Studies Department advisor. Students must also complete CHLS Upper Division electives (9 units) LOWER DIVISION from the following: 100. Introduction to Chicano and Latino Studies (3) Cultural Studies: Prerequisite/Corequisite: One course from GE category A2. CHLS 315, CHLS 330, CHLS 341, CHLS 370 ,CHLS This is an introductory‑level course designed to acquaint students with 380, CHLS 390, CHLS 395, CHLS 420, CHLS 450, the most important social, political, economic and historic aspects of CHLS 450A, CHLS 490, CHLS 499 the Chicano/Latino experience in the United States. Chicano/Latino Social Inquiry: experiences will be examined within historic and contemporary policy‑ CHLS 319, CHLS 320, CHLS 335, CHLS 340, CHLS based frameworks. 352, CHLS 362, CHLS 400, CHLS 415, CHLS 421, Letter grade only (A‑F). CHLS 430, CHLS 470, CHLS 490, CHLS 499 101. Introduction to Chicano/a and Latino/a Life (3) Language Requirement: The language requirement may Examination of four themes: 1) the cultural formation and be met by one of the following options: transformation of Chicano/Latino communities; 2) the role of women in 1. Two years of college Spanish; shaping Chicano/Latino culture; 3) Chicano/Latino music and visual art; 4) Mexican and Latino immigrants in American culture. 2. Successful completion of the following: 104. Composition II (3) SPAN 250 Spanish for Bilinguals (6) Prerequisite: Near native speaker oral skills and GE Foundation Prerequisites: Score of 147 or higher on the English Placement Test; requirements (or concurrent enrollment in at least one Foundation “C” or better in CHLS 104S, AFRS 100S, ASAM 100S, ENGL 100S, ALI course).; 150; or consent of instructor. 3. A score of 4 or above on the high school advanced Expository writing course designed for first‑year students. Satisfies placement exam in Spanish language or literature; one of the writing requirements for general education at CSULB. Emphasizes academic writing, focusing primarily on analytical reading 4. Successful completion of a CHLS department and thesis‑driven writing. proficiency exam. Multiple Offerings: ENGL 100, AFRS 100, ASAM 100. Not open for Minor in Chicano and Latino Studies credit to students with credit in: ENGL 100, AFRS 100, ASAM 100. 104S. Composition I (3) Prerequisite Prerequisites: Students who score 146 or below on the English Proficiency in Spanish which may be met by one of the Placement Test and who have not taken equivalent courses in another following options: department are eligible for enrollment in this course. 1. Two years of college Spanish; Composition I does not count toward meeting the major requirements. It does count toward graduation and will be included in the overall GPA. 2. Successful completion of the following course: Must have a "C" or better to earn credit in GE. SPAN 250 Spanish for Bilinguals (6) Basic course in writing, offering intensive practice in every stage of Prerequisite: Near native speaker oral skills and GE writing process from generating ideas to final proofreading, as well as Foundation requirements (or concurrent enrollment in at to the developing stronger reading comprehension for specific writing least one Foundation course). tasks. 3. A score of 4 or above on the high school advanced Same course as ASAM 100S, AFRS 100S, ENGL 100S. Not open for placement exam in Spanish language or literature; credit to students with credit in: CHLS 1, AFRS 1, ASAM 1, ENGL 1, 4. Successful completion of a proficiency exam. AFRS 100S, ASAM 100S, ENGL 100S, ESW 100S. Requirements 105. Latina/o Cultural Identity (3) Prerequisite/Corequisite: One course from GE category A2. Upper Division: (18 units) Explores, comparatively, the development of Chicano‑Latino identities Take the following core (12 units): through a survey of social scientific, historical and literary sources CHLS 300 Chicano History (3) from Mexican American and Latino regional cultures, tracing the Prerequisites: GE Foundation requirements. development of societal divisions based on gender, race, ethnicity and CHLS 310 Chicana/o and Latina/o Thought and Action class categories. (3) 150. Introduction to Chicano Literary Studies (3) Prerequisites: None Prerequisite/Corequisite: One course from GE category A1. CHLS 350 The Latino Population in the U.S. (3) Introductory survey course in Chicano and Latino literature covering Prerequisite: GE Foundation requirements. traditional and contemporary literary styles and forms from selected CHLS 498 Senior Colloquium (3) translated Chicano and Latino readings. Prerequisite: Consent of the instructor. Letter grade only (A‑F). Not open for credit to students with credit in Take 6 units selected from the following courses: CHLS 205. Cultural Studies: CHLS 315, CHLS 330, CHLS 390, CHLS 341, CHLS 380, CHLS 420, CHLS 490, CHLS 499 Social Inquiry:
Load more

Recommended publications
  • Global Latin(O) Americanos: Transoceanic Diasporas And
    DEBATES: GLOBAL LATIN(O) AMERICANOS Global Latin(o) Americanos: Transoceanic Diasporas and Regional Migrations by MARK OVERMYER-VELÁZQUEZ | University of Connecticut | [email protected] and ENRIQUE SEPÚLVEDA | University of Saint Joseph, Connecticut | [email protected] Human mobility is a defining characteristic By the end of the first decade of the Our use of the term “Global Latin(o) of our world today. Migrants make up one twenty-first century the contribution of Americanos” places people of Latin billion of the globe’s seven billion people— Latin America and the Caribbean to American and Caribbean origin in with approximately 214 million international migration amounted to over comparative, transnational, and global international migrants and 740 million 32 million people, or 15 percent of the perspectives with particular emphasis on internal migrants. Historic flows from the world’s international migrants. Although migrants moving to and living in non-U.S. Global South to the North have been met most have headed north of the Rio Grande destinations.5 Like its stem words, Global in equal volume by South-to-South or Rio Bravo and Miami, in the past Latin(o) Americanos is an ambiguous term movement.1 Migration directly impacts and decade Latin American and Caribbean with no specific national, ethnic, or racial shapes the lives of individuals, migrants have traveled to new signification. Yet by combining the terms communities, businesses, and local and destinations—both within the hemisphere Latina/o (traditionally, people of Latin national economies, creating systems of and to countries in Europe and Asia—at American and Caribbean origin in the socioeconomic interdependence.
    [Show full text]
  • Latino Unemployment Rate Remains the Highest at 17.6% Latina Women Are Struggling the Most from the Economic Fallout
    LATINO JOBS REPORT JUNE 2020 Latino Unemployment Rate Remains the Highest at 17.6% Latina women are struggling the most from the economic fallout LEISURE AND HOSPITALITY EMPLOYMENT LEADS GAINS, ADDING 1.2 MILLION JOBS In April, the industry lost 7.5 million jobs. Twenty-four percent of workers in the leisure and hospitality industry are Latino. INDICATORS National Latinos Employed • Working people over the age of 16, including 137.2 million 23.2 million those temporarily absent from their jobs Unemployed • Those who are available to work, trying to 21 million 5 million find a job, or expect to be called back from a layoff but are not working Civilian Labor Force 158.2 million 28.2 million • The sum of employed and unemployed people Unemployment Rate 13.3% 17.6 % • Share of the labor force that is unemployed Labor Force Participation Rate • Share of the population over the age of 16 60.8% 64.1% that is in the labor force Employment-Population Ratio • Share of the population over the age of 16 52.8% 52.8% that is working Source: U.S. Bureau of Labor Statistics, “Employment Status of the Hispanic or Latino Population by Sex and Age,” Current Population Survey, https://www.bls.gov/news.release/pdf/empsit.pdf (accessed June 5, 2020), Table A and A-3. www.unidosus.org PAGE 1 LATINO JOBS REPORT Employment of Latinos in May 2020 The U.S. Department of Labor (DOL) reported that employers added 2.5 million jobs in May, compared to 20.5 million jobs lost in April.
    [Show full text]
  • Puerto Ricans at the Dawn of the New Millennium
    puerto Ricans at the Dawn of New Millennium The Stories I Read to the Children Selected, Edited and Biographical Introduction by Lisa Sánchez González The Stories I Read to the Children documents, for the very first time, Pura Belpré’s contributions to North Puerto Ricans at American, Caribbean, and Latin American literary and library history. Thoroughly researched but clearly written, this study is scholarship that is also accessible to general readers, students, and teachers. Pura Belpré (1899-1982) is one of the most important public intellectuals in the history of the Puerto Rican diaspora. A children’s librarian, author, folklorist, translator, storyteller, and puppeteer who began her career the Dawn of the during the Harlem Renaissance and the formative decades of The New York Public Library, Belpré is also the earliest known Afro-Caribeña contributor to American literature. Soy Gilberto Gerena Valentín: New Millennium memorias de un puertorriqueño en Nueva York Edición de Carlos Rodríguez Fraticelli Gilberto Gerena Valentín es uno de los personajes claves en el desarrollo de la comunidad puertorriqueña Edwin Meléndez and Carlos Vargas-Ramos, Editors en Nueva York. Gerena Valentín participó activamente en la fundación y desarrollo de las principales organizaciones puertorriqueñas de la postguerra, incluyendo el Congreso de Pueblos, el Desfile Puertorriqueño, la Asociación Nacional Puertorriqueña de Derechos Civiles, la Fiesta Folclórica Puertorriqueña y el Proyecto Puertorriqueño de Desarrollo Comunitario. Durante este periodo también fue líder sindical y comunitario, Comisionado de Derechos Humanos y concejal de la Ciudad de Nueva York. En sus memorias, Gilberto Gerena Valentín nos lleva al centro de las continuas luchas sindicales, políticas, sociales y culturales que los puertorriqueños fraguaron en Nueva York durante el periodo de a Gran Migracíón hasta los años setenta.
    [Show full text]
  • Los Veteranos—Latinos in WWII
    Los Veteranos—Latinos in WWII Over 500,000 Latinos (including 350,000 Mexican Americans and 53,000 Puerto Ricans) served in WWII. Exact numbers are difficult because, with the exception of the 65th Infantry Regiment from Puerto Rico, Latinos were not segregated into separate units, as African Americans were. When war was declared on December 8, 1941, thousands of Latinos were among those that rushed to enlist. Latinos served with distinction throughout Europe, in the Pacific Theater, North Africa, the Aleutians and the Mediterranean. Among other honors earned, thirteen Medals of Honor were awarded to Latinos for service during WWII. In the Pacific Theater, the 158th Regimental Combat Team, of which a large percentage was Latino and Native American, fought in New Guinea and the Philippines. They so impressed General MacArthur that he called them “the greatest fighting combat team ever deployed in battle.” Latino soldiers were of particular aid in the defense of the Philippines. Their fluency in Spanish was invaluable when serving with Spanish speaking Filipinos. These same soldiers were part of the infamous “Bataan Death March.” On Saipan, Marine PFC Guy Gabaldon, a Mexican-American from East Los Angeles who had learned Japanese in his ethnically diverse neighborhood, captured 1,500 Japanese soldiers, earning him the nickname, the “Pied Piper of Saipan.” In the European Theater, Latino soldiers from the 36th Infantry Division from Texas were among the first soldiers to land on Italian soil and suffered heavy casualties crossing the Rapido River at Cassino. The 88th Infantry Division (with draftees from Southwestern states) was ranked in the top 10 for combat effectiveness.
    [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]
  • 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]
  • Understanding Systemic Racism and Resulting Inequity in Latino Communities
    EXECUTIVE SUMMARY APRIL 2021 Toward a More Perfect Union: Understanding Systemic Racism and Resulting Inequity in Latino Communities Introduction The COVID-19 pandemic and Black Lives Matter protests across the country have fueled an unprecedented national conversation on racial justice. However, this national discourse often ignores how historical and institutional dynamics produce cumulative and persistent disparities for Latino* communities in this country. This exclusion reflects a long history and set of experiences regarding Latinos in the United States that is often hidden and difficult to quantify. History and research show that one thing is clear: past policymakers’ actions—sometimes intentional and other times not—to exclude, suppress, and “otherize” people of color have shaped the Latino experience in this country, as they have shaped the experiences of other communities of color. Even though the United States has abolished the most egregious, formal examples of systemic racism, their legacy, as well as more subtle forms of exclusion, persist. Toward a More Perfect Union: Understanding Systemic Racism and Resulting Inequity in Latino Communities offers a “primer” for understanding the ways that systemic racism has impacted Latino communities. In particular, this paper outlines the role that systemic racism plays in perpetuating injustices and inequity in the areas of employment, income and poverty, education, homeownership, wealth, health coverage, and criminal justice. On the whole, systemic racism is a key factor explaining the unequal social, political, and economic opportunities for the nation’s 60 million Latinos. On each of these measures—from housing to education to criminal justice to immigration and others—Latino socioeconomic outcomes are significantly lower than those of their White counterparts.
    [Show full text]
  • Latino Louisiana Laź Aro Lima University of Richmond, [email protected]
    University of Richmond UR Scholarship Repository Latin American, Latino and Iberian Studies Faculty Latin American, Latino and Iberian Studies Publications 2008 Latino Louisiana Laź aro Lima University of Richmond, [email protected] Follow this and additional works at: http://scholarship.richmond.edu/lalis-faculty-publications Part of the Cultural History Commons, and the Latin American Languages and Societies Commons Recommended Citation Lima, Lazá ro. "Latino Louisiana." In Latino America: A State-by-State Encyclopedia, Volume 1: Alabama-Missouri, edited by Mark Overmyer-Velázquez, 347-61. Santa Barbara, CA: ABC-CLIO, LLC., 2008. This Article is brought to you for free and open access by the Latin American, Latino and Iberian Studies at UR Scholarship Repository. It has been accepted for inclusion in Latin American, Latino and Iberian Studies Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. 19 LOUISIANA Lazaro Lima CHRONOLOGY 1814 After the British invade Louisiana, residents of the state from the Canary Islands, called Islenos, organize and establish three regiments. The Is/enos had very few weapons, and some served unarmed as the state provided no firearms. By the time the British were defeated, the Islenos had sustained the brunt of life and property loss resulting from the British invasion of Louisiana. 1838 The first. Mardi Gras parade takes place in New Orleans on Shrove Tuesday with the help and participation of native-born Latin Americans and Islenos. 1840s The Spanish-language press in New Orleans supersedes the state's French-language press in reach and distribution. 1846-1848 Louisiana-born Eusebio Juan Gomez, editor of the eminent Spanish­ language press newspaper La Patria, is nominated as General Winfield Scott's field interpreter during the Mexican-American War.
    [Show full text]
  • Puerto Ricans in Orlando and Central Florida
    Centro de Estudios Puertorriqueños Hunter College (CUNY) Policy rePort | VOLUMe 1 | No. 1 |sPriNg 2006 Puerto Ricans in Orlando and Central Florida Jorge Duany Félix V. Matos-roDríguez Puerto Ricans in Orlando and Central Florida Jorge Duany Department of sociology and Anthropology University of Puerto rico, río Piedras This report was sponsored by the Orlando Regional Chamber of Commerce and Orange County Government. Félix V. Matos-roDríguez centro de estudios Puertorriqueños Hunter college, city University of New york Contents Summary of Main Findings . 2 Acknowledgments . 5 Introduction . 5 Changing Settlement Patterns . 8 Historical Background . 12 Centro de Estudios Puertorriqueños A Contemporary Socioeconomic Portrait . 15 Hunter College (CUNY) Political Incorporation . 22 695 Park Avenue, Room E-1429 New York, New York 10021 Cultural Identities . 24 212.772.5686 Toward a New Research Agenda . 26 www.centropr.org Conclusion . 29 Notes . 30 References . 33 Biographical Sketches . 39 ...2... ...1... SUMMARY OF MAIN FINDINGS • Between 1990 and 2000, the city of orlando experienced the largest increase (142 percent) in the number of Puerto ricans • During the 1990s, Florida displaced New Jersey as the second largest stateside. today, orlando is the fourth-largest metropolitan concentration of Puerto ricans in the U.s. mainland (after New york). area for Puerto ricans in the United states, after New york city, Florida’s Puerto rican population grew from slightly more than 2 percent Philadelphia, and chicago. of all stateside Puerto ricans in 1960 to more than 14 percent in the year • Puerto rican migration to central Florida is not highly selective by sex. 2000. Furthermore, the number of Puerto rican residents in Florida island-born and mainland-born residents have very similar proportions rose from 482,027 in 2000 to 571,755 persons in 2003.
    [Show full text]
  • De-Conflating Latinos/As' Race and Ethnicity
    UCLA Chicana/o Latina/o Law Review Title Los Confundidos: De-Conflating Latinos/As' Race and Ethnicity Permalink https://escholarship.org/uc/item/9nx2r4pj Journal Chicana/o Latina/o Law Review, 19(1) ISSN 1061-8899 Author Sandrino-Glasser, Gloria Publication Date 1998 DOI 10.5070/C7191021085 Peer reviewed eScholarship.org Powered by the California Digital Library University of California LOS CONFUNDIDOS: DE-CONFLATING LATINOS/AS' RACE AND ETHNICITY GLORIA SANDRmNO-GLASSERt INTRODUCTION ......................................................................................71 I. LATINOS: A DEMOGRAPHIC PORTRAIT ..............................................75 A. Latinos: Dispelling the Legacy of Homogenization ....................75 B. Los Confundidos: Who are We? (Qui6n Somos?) ...................77 1. Mexican-Americans: The Native Sons and D aughters .......................................................................77 2. Mainland Puerto Ricans: The Undecided ..............................81 3. Cuban-Americans: Last to Come, Most to Gain .....................85 II. THE CONFLATION: AN OVERVIEW ..................................................90 A. The Conflation in Context ........................................................95 1. The Conflation: Parts of the W hole ..........................................102 2. The Conflation Institutionalized: The Sums of All Parts ...........103 B. The Conflation: Concepts and Definitions ...................................104 1. N ationality ..............................................................................104
    [Show full text]
  • The Chicano Movement and the Latino/Native American Connection Bradford Smith April 10, 2016
    The Chicano Movement and the Latino/Native American Connection Bradford Smith April 10, 2016 Description This piece takes a brief look at the historical and current intersections of Latino and Native American identityin the United States. Keywords Chicano NAFTA Aztlan Reconquista Mexican Cession Key Points “Latino” is an ethnic group overlapping with many racial identities, including Native American The 20th century Chicano Movement popularized Latino celebration of indigenous heritage Since the mid-1990s, the number of Latinos in the US identifying as Native American has tripled Reconquista has caused some level of controversy between Chicano activists and Native American tribes The Latino ethnic group is a convergence of people of many races and ethnicities, including the descendants of white European settlers, enslaved black Africans, Asian laborers of various ethnicities, and native peoples of Central and South America. Given this fact, it is perhaps not surprising that there should be rather strong connections between Native Americans, broadly defined as native peoples of North and South America, and Latinos, despite the fact that they are often considered separate from each other in everyday discourse. As this shared history has been more widely recognized and accepted by the Latino population, there has been an increasing push to openly identify with one's indigenous roots. Perhaps the first widespread acceptance of this ideology came from the Chicano Movement that began to take hold after World War II. This was a movement primarily centered around the relationship between Mexican Americans and the white American majority, “addressing issues such as farm workers’ rights, land tenure, educational reform, political representation, the war in Vietnam, and ‘police brutality’” (Escobar).
    [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]