From “Americanization” to “Latinization”

2017 ◽  
Author(s):  
Glenda M. Flores
Keyword(s):  
Latino Youth ◽  
Language Minority ◽  
Mexican Origin ◽  
Minority Children ◽  
Latina Teachers ◽  
Subtractive Schooling ◽  
History Of ◽  
California Schools ◽  
Racial Ethnic ◽  
The U.S

While Mexican-origin children and other racial/ethnic and language-minority children were once forced to undergo Americanization programs that urged them to assimilate into a white mainstream, the remnants of these policies still influence the workplace culture that Latina teachers encounter daily, but “majority–minority” schools allow for a different scenario. This chapter situates the study in the literature from various disciplines, drawing from theories about workplace inequities and educational disenfranchisement. It relies on classical and contemporary educational theories to detail the history of segregation Latino youth faced in the U.S. educational system and in southern California schools. It connects cultural deficit and subtractive schooling theories to argue that these perspectives linger, influencing the measures Latina teachers take once in their jobs. It explains how Latino ethnic culture is a powerful asset that Latina teachers bring to their workplaces to promote educational attainment.

Data System-Embedded Analysis Support's Implications for Latino Students and Diverse Classrooms

2017 ◽  
pp. 444-464
Author(s):  
Jenny Grant Rankin
Keyword(s):  
Broad Spectrum ◽  
Urban Areas ◽  
Latino Students ◽  
Minority Group ◽  
Data Use ◽  
Student Needs ◽  
Diverse Classrooms ◽  
History Of ◽  
Racial Ethnic ◽  
The U.S

Urban school populations are particularly diverse, requiring teachers to see to a broad spectrum of student needs. Latinos are the largest and fastest growing racial/ethnic minority group of students in the U.S., and the majority of Latino students live in urban areas. Data can be a powerful tool when used by teachers to target specific student needs, especially those of subgroups with a history of academic struggle. Latino students are commonly featured in not just one, but three large subgroups that typically struggle academically when compared to peers outside these subgroups: the Hispanic, Socio-economically Disadvantaged, and English Learner subgroups. It is vital teachers use data to better understand and meet these students' needs. However, such data use can only benefit students if teachers understand its meaning and implications. This chapter highlights study findings that can significantly improve teachers' ability to use data to help Latinos and other students in diverse classrooms.

Data System-Embedded Analysis Support's Implications for Latino Students and Diverse Classrooms

2020 ◽  
pp. 843-863
Author(s):  
Jenny Grant Rankin
Keyword(s):  
Broad Spectrum ◽  
Urban Areas ◽  
Latino Students ◽  
Minority Group ◽  
Data Use ◽  
Student Needs ◽  
Diverse Classrooms ◽  
History Of ◽  
Racial Ethnic ◽  
The U.S

Urban school populations are particularly diverse, requiring teachers to see to a broad spectrum of student needs. Latinos are the largest and fastest growing racial/ethnic minority group of students in the U.S., and the majority of Latino students live in urban areas. Data can be a powerful tool when used by teachers to target specific student needs, especially those of subgroups with a history of academic struggle. Latino students are commonly featured in not just one, but three large subgroups that typically struggle academically when compared to peers outside these subgroups: the Hispanic, Socio-economically Disadvantaged, and English Learner subgroups. It is vital teachers use data to better understand and meet these students' needs. However, such data use can only benefit students if teachers understand its meaning and implications. This chapter highlights study findings that can significantly improve teachers' ability to use data to help Latinos and other students in diverse classrooms.

scholarly journals Redefining Kurdishness in the U.S. Diaspora: The experiences of Kurdish Students and Their Parents in Nashville Schools

2019 ◽  
Vol 6 (2) ◽  
pp. 44
Author(s):  
Demet Arpacık
Keyword(s):  
Middle Eastern ◽  
Identity Transformation ◽  
Educational Institutions ◽  
Diaspora Studies ◽  
Politics Of Identity ◽  
Complex Process ◽  
History Of ◽  
And Gender ◽  
Racial Ethnic ◽  
The U.S

As a result of a cumulative history of genocide, discrimination, and assimilation, Kurds have found refuge in many countries around the world, including the U.S., with the hope of practicing their culture and speaking their language without the fear of imprisonment or death. Unlike their fellow Kurds in the homeland, Kurdish people in the U.S. largely have the freedom to talk in Kurdish, dance, and sing in Kurdish, and dress Kurdish clothing. Kurdish people enjoy certain political and cultural freedoms in the U.S., which is largely absent in their homeland (Hassanpour, Skutnab-Kangas, & Cyhet, 1996) but the on-going war on terror brings about new constraints and limits to these freedoms (Thangaraj, 2015b). This research aims to understand the dynamics of the Kurdish identity transformation and negotiations in the context of the U.S. diaspora and the role of educational institutions, as one of the primary spaces of encounter with the mainstream U.S. society, in this transformation. It seeks answers to how Kurdish students and their parents, as an inherently heterogeneous group, go through the complex process of negotiation of their identities in and through Nashville, Tennessee school system. It aims to understand the new struggles and possibilities that the Kurdish diaspora experience as they look for a place in the new society that has its own politics of identity. What does the information about Kurdish students and their parents’ experiences tell us about the sociopolitical context of the new country and its racial, ethnic and gender relations and more specifically about the educational system as one of its institutions in reproducing these relations and placing Kurds somewhere in the spectrum of these relations? How does the case of Kurdish students and parents speak to the larger Middle Eastern diaspora studies?

An American Language

2018 ◽  
Author(s):  
Rosina Lozano
Keyword(s):  
United States ◽  
National Policy ◽  
The United States ◽  
Spanish Language ◽  
Spanish Speakers ◽  
Language Recognition ◽  
Political Language ◽  
Political Issue ◽  
History Of ◽  
The U.S

An American Language is a political history of the Spanish language in the United States. The nation has always been multilingual and the Spanish language in particular has remained as an important political issue into the present. After the U.S.-Mexican War, the Spanish language became a language of politics as Spanish speakers in the U.S. Southwest used it to build territorial and state governments. In the twentieth century, Spanish became a political language where speakers and those opposed to its use clashed over what Spanish's presence in the United States meant. This book recovers this story by using evidence that includes Spanish language newspapers, letters, state and territorial session laws, and federal archives to profile the struggle and resilience of Spanish speakers who advocated for their language rights as U.S. citizens. Comparing Spanish as a language of politics and as a political language across the Southwest and noncontiguous territories provides an opportunity to measure shifts in allegiance to the nation and exposes differing forms of nationalism. Language concessions and continued use of Spanish is a measure of power. Official language recognition by federal or state officials validates Spanish speakers' claims to US citizenship. The long history of policies relating to language in the United States provides a way to measure how U.S. visions of itself have shifted due to continuous migration from Latin America. Spanish-speaking U.S. citizens are crucial arbiters of Spanish language politics and their successes have broader implications on national policy and our understanding of Americans.

Asian Americans and Pacific Islanders Excel in Business but Not without Risks

2016 ◽  
Vol 14 (2) ◽  
pp. 77-90
Author(s):  
Bill Imada
Keyword(s):  
Asian Americans ◽  
Asian American ◽  
Immigration Policy ◽  
Pacific Islanders ◽  
Significant Growth ◽  
Current Trends ◽  
History Of ◽  
Mainstream Society ◽  
American Society ◽  
The U.S

In recent years, data has shown that there has been significant growth in Asian American Pacific Islander-owned (AAPI) enterprises. Driven by demographic changes, related in large part to the history of immigration policy, the AAPI population has been growing, and this has been accompanied by AAPI innovators and entrepreneurs leaving greater marks on American society and the U.S. economy. This growth, however, is not without risks and threats. The legacy of being “othered” by mainstream society means that AAPI success in business and in the corporate landscape can be met with resentment and criticism. This article explores the history of AAPI entrepreneurship and current trends. It also examines the challenges that the community may continue to face and offers recommendations on how to ensure continued growth and expanded opportunities for AAPIs in business.

A Concise History of the U.S. Army Signal Corps

1988 ◽  
Author(s):  
Kathy Roe Coker ◽  
Carol E. Rios
Keyword(s):  
Signal Corps ◽  
History Of ◽  
The U.S
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