Emergent Ethnic Literatures: Native American, Hispanic, Asian American

Author(s):  
Cyrus R. K. Patell

Over 1,500 entries For nearly half a century, James D. Hart's Oxford Companion to American Literature has offered a matchless guided tour through American literary culture, both past and present, with brief biographies of important authors, descriptions of important literary movements, and a wealth of information on other aspects of American literary life and history from the Colonial period to the present day. In this second edition of the Concise version, Wendy Martin and Danielle Hinrichs bring the work up to date to more fully reflect the diversity of the subject. Their priorities have been, foremost, to fully represent the impact of writers of color and women writers on the field of American literature and to increase the usefulness of the work to students of literary theory. To this end, over 230 new entries have been added, including many that cover women authors; Native American, African American, Asian American, Latino/a, and other contemporary ethnic literatures; LGBT, trans, and queer studies; and recent literary movements and evolving areas of contemporary relevance such as eco-criticism, disability studies, whiteness studies, male/masculinity studies, and diaspora studies.


2000 ◽  
Vol 86 (3) ◽  
pp. 1003-1010 ◽  
Author(s):  
Keith B. Williams

This study examined the perceptions of social support reported by 70 African-American, 44 Hispanic, 20 Native-American, and 69 Asian-American doctoral students ( N = 203) concerning their experiences in graduate school. The Doctoral Student Survey was used to measure the levels and types of social support provided. One-way analysis of variance of mean scores indicated that a majority of doctoral students perceived the academic environment on campus and faculty advisers to be strong sources of social support, while perceiving the social environment on campus as unsupportive of their progress. The African-American and Native-American doctoral students perceived the social environment on campus to be less supportive than did the Hispanic and Asian-American doctoral students, and Native-American doctoral students perceived their departments to be less supportive than did the African-American, Hispanic, and Asian-American doctoral students.


2020 ◽  
Vol 14 (3) ◽  
pp. 104-119
Author(s):  
Cynthia Maribel Alcantar ◽  
Blanca E. Rincón ◽  
Kristine Jan Espinoza

This study examines the ways campus artifacts communicate Asian American and Pacific Islander (AAPI)- and Latinx-servingness at dually designated Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) and Hispanic-Serving Institutions (HSIs). Using critical ethnographic methods, the researchers collected data at three AANAPISI- HSIs regionally concentrated in a western state. Findings from this study reveal that the campus environments of the three institutions were in a state of flux and are captured through two interconnected themes that emerged from the data: striving to become and undermining progress towards becoming. This study has implications for understanding how AANAPISI-HSIs communicate AAPI- and Latinx-servingness through campus artifacts.


2021 ◽  
Vol 2021 (171) ◽  
pp. 101-111
Author(s):  
Demeturie Toso‐Lafaele Gogue ◽  
Rikka J. Venturanza ◽  
Aida Cuenza‐Uvas ◽  
Mike Hoa Nguyen

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