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Descriptors:
United States History; War; Social History; Mexican Americans; Case Studies; Teaching Methods; Conflict; Social Problems; Military Personnel; Lesson Plans

Abstract:
The Zoot Suit Riots provide students with a case study of social unrest in American history. The influx of Latinos into the Los Angeles area prior to World War II created high levels of social unrest between Mexican Americans, military servicemen, and local residences. With large numbers of soldiers stationed in the area during the Second World War, conflicts broke out between the young Latinos and the soldiers. The following material provides a short historical review of the events related to the riots, a lesson plan, and resources to engage the students in exploring the events of this time period. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Activism; Ethnic Studies; Mexican Americans; Epistemology; Journalism; Hispanic American Literature; High Schools; Rhetoric; Student Participation; Student Role

Abstract:
This essay looks at Ethnic Studies activism in Arizona through a rhetorical lens in order to highlight epistemological aspects of activities such as a high school Chicano Literature class, Roberto "Dr. Cintli" Rodriguez's journalism, and student activism to defend the Mexican-American Studies Department. Taking rhetoric's premise that language is at the center of knowledge construction (epistemology), this essay turns to Chicano activism as a language that produces knowledge differently. The participation of students, particularly in the indigenous spiritual runs, is an important example of the traditionally central role of students to the field of Chicano Studies. Runs also work inwardly to strengthen participants and build group cohesion. These practices, like Chicano and Ethnic Studies in general, constitute a critical dialectical way of thinking, a disruptive opposition to traditional rationalities that tend to gloss over colonialist histories and justify status quo racial inequalities. Thinking about these activities rhetorically allows readers to understand how the participants communicate with a wider audience and how they generate knowledge uniquely around Chicano Studies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Activism; Students; Ethnic Studies; Mexican Americans; Reflection; Community Schools; Resistance (Psychology); Urban Education

Abstract:
In the wake of the Tucson Unified School District dismantling its highly successful Mexican American Studies (MAS) program, students staged walkouts across the district to demonstrate their opposition. Student-led walkouts were portrayed as merely "ditching," and students were described as not really understanding why they were protesting. After these events, a group of student activists called UNIDOS organized and led the School of Ethnic Studies. This was a community school dedicated to teaching the forbidden MAS curriculum. In this article we present counternarratives from organizers, presenters, and participants in the School of Ethnic Studies. These narratives demonstrate the transformative resistance of students who created their own form of liberatory education. Our analysis highlights how student organizers led the creation of an autonomous, community-based educational space to allowed young people to engage in political analysis, self-reflection, and strategic organizing. We conclude with the implications for Ethnic Studies, urban education, and counternarrative. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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High School Students; Hispanic American Students; Grade 11; Grade 12; Ethnic Studies; Hispanic Americans; Mexican Americans; Student Experience; State Legislation; Educational Policy; Social Change

Abstract:
Drawing from a nine-month critical teacher inquiry investigation, this article examines the experiences of eleventh and twelfth grade students who participated in a year-long Chicana/o-Latina/o Studies course in California shortly after the passing of Arizona House Bill 2281 (HB 2281). Through a borderlands analysis, I explore how these students describe their experiences participating in such a course, and in doing so, debunk some of the myths upon which HB 2281 was constructed. I find that these classroom experiences served as "sitios y lenguas" (decolonizing spaces and discourses; Perez in The decolonial imaginary: Writing Chicanas into history, Indiana University Press, Bloomington, 1998) in which high school students were able to reflect on the ongoing transformation of their social, political, and ethnic identities, and developed a relational ontological base. This article explores the physical and metaphorical borders (Anzaldua in "Borderlands/La frontera: The new mestiza," Jossey-Bass, San Francisco 1987) that Chicana/o and Latina/o youth navigate and challenge while simultaneously working for social change in their communities. Lastly, it conveys what we stand to lose if the decolonizing spaces and discourse constructed in Ethnic Studies courses become casualties of xenophobic policy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Acculturation; Immigrants; Physical Health; Mexican Americans; Mental Health; Criticism; Correlation; Measurement

Abstract:
The Mexican health paradox refers to initially favorable health and mental health outcomes among recent Mexican immigrants to the United States. The subsequent rapid decline in Mexican health outcomes has been attributed to the process of acculturation to U.S. culture. However, the construct of acculturation has come under significant criticism for oversimplifying complex relations between health, behavior, race and ethnic relations, and the environment. Moreover, measurement issues for the construct abound. This article reviews the current state of the acculturation debate, and argues for an integration of current theoretical perspectives and critiques of the construct in order to strengthen the explanatory power of acculturation with regard to the Mexican health paradox. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Mexicans; Migration Patterns; Semi Structured Interviews; Decision Making; Academic Aspiration; Economic Factors; Social Influences; Acculturation; Youth; Immigration; Mexican Americans; Family Influence; Family Characteristics

Abstract:
We explored migration decisions using in-depth, semistructured interviews with male and female youth ages 14 to 24 (n = 47) from two Mexican communities, one with high and one with low U.S. migration density. Half were return migrants and half were nonmigrants with relatives in the United States. Migrant and nonmigrant youth expressed different preferences, especially in terms of education and their ability to wait for financial gain. Reasons for migration were mostly similar across the two communities; however, the perceived risk of the migration journey was higher in the low-density migration community whereas perceived opportunities in Mexico were higher in the high-density migration community. Reasons for return were related to youths' initial social and economic motivations for migration. A greater understanding of factors influencing migration decisions may provide insight into the vulnerability of immigrant youth along the journey, their adaptation process in the United States, and their reintegration in Mexico. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Association Measures; Correlation; Mexican Americans; Racial Bias; Spanish; English; Family Relationship; Scores; Acculturation; Physical Characteristics; Validity; Social Bias

Abstract:
Implicit race/ethnic prejudice was assessed using Spanish- and English-language versions of an Implicit Association Test that used Hispanic/Anglo first names and pleasant/unpleasant words as stimuli. This test was administered to a consecutive sample of Mexican American adults residing in the Rio Grande Valley region of Texas of whom about two-thirds chose to be tested in English and one-third preferred Spanish. Participants were mostly female (73%) with a mean age of 32 years and mean education of 13 years. Among 83 participants, 43% demonstrated in-group implicit prejudice while 26% showed out-group implicit prejudice toward Anglos. There was a significant negative correlation between family values (familism and filial piety) and implicit race/ethnic prejudice scores but no significant association was found between implicit race/ethnic prejudice scores and acculturation or skin tone. Results contribute to the ongoing controversy regarding the validity of implicit race/ethnic prejudice, supporting the concept that societal not individual prejudices are being measured. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Immigrants; Values; Ethnography; Mexican Americans; Anthropology; Attachment Behavior; Personal Narratives; Family Relationship; Statistical Analysis; Cultural Traits; Qualitative Research

Abstract:
Research on core cultural values has been central to behavioral and clinical research in ethnic groups. "Familismo" is one such construct, theorized as the strong identification and attachment of Hispanic persons with their nuclear and extended families. Our anthropological research on this concept among Mexicans and Mexican immigrants in the United States elaborates the concept, and promotes greater complementarity between quantitative and qualitative data on the topic. Ethnographic work spanning 3 sites over four years reveal that "familismo" as expressed in narratives is a more contested and evocative concept than most quantitative and behavioral literatures tend to suggest. By suggesting that when "familismo" is used in generalizing ways, it neglects the broader significance of nostalgia or of a larger social (extra-familial) connectedness, we do not ignore the need for population-based research. Instead, we hope to forward and crystallize studies of culture change in migrants and to sustain a complementary and simultaneous conversation based on contextual and qualitative data. (Contains 2 tables and 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Educational Attainment; Counselors; Content Analysis; Psychology; Career Counseling; Mexican Americans; Case Studies; Interviews; Correlation; Self Determination; Personal Autonomy; Power Structure; Social Networks

Abstract:
Using Blustein's (2006) psychology of working and Hackman and Oldham's (1975) job characteristics theory, the authors investigated the job attribute preferences of Mexican American women with low educational attainment. They used content analysis to code and analyze the interview transcripts of 27 women. The most valued job attributes were not only those associated with survival and power but also those that incorporated aspects of social connection and self-determination, including autonomy, the opportunity to help others, the opportunity to use one's existing abilities, and the opportunity to learn. Understanding the preferences of this group of women can help career counselors and managers to be more effective in working with these women. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Foreign Countries; Language Acquisition; Ideology; Multilingualism; Language Planning; Participant Observation; Mexican Americans; American Indians; American Indian Languages; Immigration; Parent Attitudes; Language Attitudes; Language Maintenance; English (Second Language); Second Language Learning; Intervention; Spanish

Abstract:
San Lucas Quiavini is a community of Zapotec (Otomanguean) speakers in Oaxaca, Mexico. Since the 1970s, the community has seen large-scale migration to Los Angeles, California, where about half the community now resides. Participant observation and interviews conducted over nine years in both locales, with a focus on interactional patterns in the home domain, indicate that parental language ideologies concerning the relationship between language and place of birth, the nature of multilingual acquisition and impact belief--the belief that parents have as to the level of control they can exercise over their children's language choices (De Houwer in "Studies on language acquisition." Mouton de Gruyter, Berlin, 1999), taken together, disfavor the maintenance of the heritage language. In particular, a weak impact belief undermines parents' ability to engage in language interventions in support of San Lucas Quiavini Zapotec. As a result, family-external language intervention factors that promote language shift, such as the school and peer groups, exert great influence. With a substantial number of San Lucas families living in California and their impact on language choices in the home community (Perez Baez in press), family language policy is of great relevance to the survival prospects of San Lucas Quiavini Zapotec not only in diaspora but also in the home community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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