Title: TRENDS AND INNOVATIONS IN THE FIELD OF LATINOS AND EDUCATION
1"TRENDS AND INNOVATIONS IN THE FIELD OF LATINOS
AND EDUCATION"
- Dr. Enrique G. Murillo, Jr.
- California State University, San
BernardinoMarch 7, 2007 - Texas TechUniversity
- Sponsored by Helen DeVitt Jones
- Lecturer Series
2SOME KEY STARTING POINTS OF GENERAL AWARENESS
- 1. We inaugurated the new millennium, as the
largest minority group in the U.S. - 2. As of 1998, our children, numerically, had
already become the largest minority student
demographic in U.S. public schools - 3. Our students, in general are the most
under-educated major segment of the U.S.
population, and are more than twice as likely to
be undereducated than all groups combined - 4. Our students in particular, have the highest
dropout (pushout) rate, score among the lowest
on achievement tests, and have low college
enrollment rates
Context as Latinos
3SOME KEY STARTING POINTS OF GENERAL AWARENESS
SOME KEY STARTING POINTS OF GENERAL AWARENESS
Note The first number in each box represents
females the second, males. Source U.S. Bureau
of the Census (2000).
The U.S. Educational Pipeline, by Race/Ethnicity
and Gender, 2000.
4SOME KEY STARTING POINTS OF GENERAL AWARENESS
SOME KEY STARTING POINTS OF GENERAL AWARENESS
Note The first number in each box represents
females the second, males. Source U.S. Bureau
of the Census (2000).
The U.S. Educational Pipeline, by Subgroup and
Gender, 2000.
5SOME KEY STARTING POINTS OF GENERAL AWARENESS
- LATINO STUDENTS ATTEND SCHOOLS
- 1. With fewer resources, staffing and programs
- 2. With a high mobility rate of both students and
teachers - 3. That are located in communities with high
poverty rates - 4. That are racially segregated (with
academically segregated tracks) - 5. With less-qualified teachers
- 6. With more and harsher discipline
- 7. With lowered expectations for student
achievement, and - 8. With mismatches between school and home culture
Context as Educators
6SOME KEY STARTING POINTS OF GENERAL AWARENESS
- 1. A consistent theme is that many people,
including educators, policy-makers, advocates and
activists, are often not fully aware of the
educational research that currently exists or how
it applies. - 2. Increasingly, there has been an emphasis on
evidence-based practice in education. The most
recent incarnation of this focus is
"scientifically based research" (SBR), a phrase
often associated with the No Child Left Behind
(NCLB) Act of 2001.
Context as Researchers and Scholars
7What areas of childrens lives do we have any
direct influence over?
- Home Societal Economic
Moral/Ethical Motivational - Curricular / Instructional Cognitive
Affective Mind/Heart
HOW CAN WE TACKLE THE MISMATCHES BETWEEN SCHOOL
AND HOME???
8AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES
BETWEEN SCHOOL AND HOME, WE NEED TO
- Learn about the cultural histories, traits,
backgrounds and diversity of and among Latinos
9AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES
BETWEEN SCHOOL AND HOME, WE NEED TO
- Build teacher training programs that include a
strong student-home culture component so teachers
are not only sympathetic and sensitive to a
different culture but also appreciative of
students' backgrounds and willing to structure
the school experience to be compatible with
students
10AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES
BETWEEN SCHOOL AND HOME, WE NEED TO
- Create qualified teachers that have specialized
knowledge and skills in language acquisition,
biliteracy, and cross-cultural learning
11AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES
BETWEEN SCHOOL AND HOME, WE NEED TO
- Research the local community and its social
reception, and the impact of this on the
effectiveness of schools and the learning of
children in classrooms
12AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES
BETWEEN SCHOOL AND HOME, WE NEED TO
- Combat the deficit views of Latino students and
parents and understand that the incorporation of
students' language, culture, and experiential
knowledge should not conflict with teachers'
responsibility for providing students with
particular academic content knowledge and
learning skills and
13AMONG THE TASKS TO HELP US TACKLE THE MISMATCHES
BETWEEN SCHOOL AND HOME, WE NEED TO
- Create meaningful and trusting relationships with
Latino parents and extended family
14Q How can we make research more relevant to
practice?
- Latino educators and researchers (as many in the
general scholarly community) are involved in
rethinking our roles and identities, our methods,
texts and contexts. We grapple with ways to
Better communicate findings Engage in broader
discourse with multiple communities Insert
ourselves into the larger dialogue about
education Be proactive and responsive Write
alternative texts Use new methods - A key issue that relates to the question of
method is the question of values. We often
espouse a commitment to demonstrating the
viability of truly alternative educational
approaches.
15 Three Current ProjectsA BThe
Handbook of Latinos and Education Theory,
Research and PracticeC
16Vision
- JLE seeks to identify and stimulate more relevant
research, practice, communication, and theory by
providing a rich variety of information and
fostering an outlet for sharing. The various
manifestations of the diverse frameworks and
topical areas typically range anywhere from--but
aren't limited to--theoretical and empirical
analyses, policy discussions, research reports,
program recommendations, evaluation studies,
finding and improving practical applications,
carefully documenting the transition of theory
into real-world practice, linking theory and
research, new dissertation research, literature
reviews, reflective discussions, cultural
studies, and literary works.
17Vision
-
- JLE is open to varying research methodologies and
narrative models so as to encourage submissions
from varied disciplines, areas, and fields.
"Education" is defined in the broad cultural
sense and not limited to just formal schooling.
Particular attention is given to geographical
equity to assure representation of all regions
and "Latino" groups in the United States.
Policies and practices promoting equity and
social justice for linguistically and culturally
diverse groups are particularly encouraged and
welcomed for consideration. A range of formats
for articles is encouraged, including research
articles, essay reviews and interviews,
practitioner and community perspectives, book and
media reviews, and other forms of creative
critical writing.
18Editorial Scope
- The Journal of Latinos and Education (JLE)
provides a cross-, multi-, and interdisciplinary
forum for scholars and writers from diverse
disciplines who share a common interest in the
analysis, discussion, critique, and dissemination
of educational issues that impact Latinos. There
are four broad arenas which encompass most issues
of relevance (1) Policy, (2) Research, (3)
Practice, and (4) Creative Literary Works. - JLE encourages novel ways of thinking about the
ongoing and emerging questions around the
unifying thread of Latinos and education. The
journal supports dialogical exchange--for
researchers, practitioners, authors, and other
stakeholders who are working to advance
understanding at all levels and aspects--be it
theoretical, conceptual, empirical, clinical,
historical, methodological, and/or other in scope.
19Creation out of Collaboration
- The JLE was first conceived when a group of
scholar/activists from CSU San Bernardino
presented a symposium on the effects of
Californias Proposition 227 at the American
Educational Studies Association in 1999. During
this conference, we conversed about, and proposed
the collaborative creation of a new academic
journal to specifically address issues
surrounding the education, broadly defined, of
Latinos in the U.S. - Upon return, the group that now included members
of the Center for Equity in Education at CSUSB
(now the Executive Council), met regularly over
the course of a full year to design and create
the JLE. In conducting a comprehensive document
analysis and review of existing academic
journals, it became evident that articles on
Latinos and Education were being published
sporadically, appearing singly, apart, or in
isolated instances in highly specialized
journals, or were simply absent. This situation
is created by a combination of factors including
but not limited to a lack of interest in these
issues, high competition for public space, and
/or lack of opportunity to publish.
20Need and Niche
- What we learned from our Document Analysis
- At the moment, there are still too few major
publications on Latinos and Education. There are
research reports currently published all over the
place or in highly specialized books and
journals. Further, there is no one comprehensive
published review of theory, research and practice
on the topic. Despite some seminal publications,
Latino issues remain often seen as limited in
focus (academic colonialism). Mainstream
publications tend to consider Latino issues as
peripheral to broader issues in the discipline.
Mainstream publications also tend to focus on
nationally known "Latino" authors and look only
to the work of a few to publish.
21FEATURE ARTICLES THEORY, RESEARCH, POLICY AND
PRACTICEParental Motivation, Attitudes, Support
and Commitment in a Southern Californian Two-Way
Immersion Program Rosalie Giacchino-Baker and
Bonnie PillerSocial, Cultural and Political
Influences on the Development of an Educational
Partnership James R. ValadezNegotiating Our
Way through the Gates of Academe Michelle A.
Holling and Amardo RodriguezIncreasing the
College Preparedness of At-Risk Students Alberto
F. Cabrera, Regina Deil-Amen, Radhika Prabhu,
Patrick T. Terenzini, Chul Lee, and Robert E.
Franklin, Jr.Worlds Together . . . Words Apart
An Assessment of the Effectiveness of
Arts-BasedCurriculum for Second Language
Learners Stephanie Urso SpinaAgainst the
Grain Confronting Hispanic Service Organizations
in Times of Increasing Inequalities, 1930 and
2005 Linda HeidenreichMaestras, Mujeres y
Mas Creating Teacher Networks for Resistance
and Voice Theresa Montaño and Joyce
BursteinAccountability by Assumption
Implications of Reform Agendas for Teacher
Preparation Socorro G. Herrera and
Kevin G. MurryAssimilation vs.
Multiculturalism Bilingual Education and the
Latino Challenge Julia Burdick-Will
and Christina GómezA Tribute to Thomas P.
Carter (1927 2001) Activist Scholar and
Pioneer in Mexican American Education Richard R.
ValenciaPensando en Cynthia y su hermana
Educational Implications of U.S./Mexico
Transnationalism for Children Edmund T. Hamann,
Víctor Zúñiga and Juan Sánchez GarcíaIf the
student is good, let him fly Moral Support for
College among Latino Immigrant Parents
Susan Auerbach
Table of Contents VOLUME 5, 2006
22ESSAYS AND INTERVIEWSBeing Seen/Being Heard
moving beyond visibility in the academy Robert
J. TorresVOCES COMMUNITY, PARENTS, TEACHERS
AND STUDENTSComo si le Falta un Brazo Latino
Immigrant Parents and the Costs of Not Knowing
English Jo Worthy A Latina Teachers Journal
Reflections on Language, Culture, Literacy, and
Discourse Practices Mariana Souto-ManningBOOK
AND MEDIA REVIEWSBook Review Teaching Hispanic
Children by Toni Griego Jones and Mary Lou
Fuller Paul H. MatthewsGibson, M.A., Gándara,
P., Koyama, J.P. (Eds.) (2004). School
Connections U.S. Mexican Youth, Peers, and
School Achievement. New York Teachers College
Press. Mónica G. GarcíaRobert K. Ream. 2005.
Uprooting Children Mobility, Social Capital, and
Mexican American Underachievement. New York
LFB Scholarly Publishing LLC. Gilberto Q.
ConchasALTERNATIVE FORMATSLanguage
Lessons Melisa CahnmannA Teachers
Indispensable Qualities A Freirean
Perspective Douglas J. Simpson, Garrett H.
Boroda, Betsy L. Bucy, Alan Burke, Walter L.
Doue, Sharon L. Faber, Mary C. Fehr, Wesley A.
Fryer, Gregory D. Gonzales, Chasidy J.
Harp-Woods, Sarah McMahan, Suzanne M. Nesmith,
Sherri A. Reynolds, Sandra E. Riegle, Jacqueline
E. Romano, Ruby J. Willey, Saundra Wimberley,
and Mijin Won
Table of Contents VOLUME 5, 2006
23HLE shares the same vision and premise as JLE
However, the HLE will have the unique purpose
and function of profiling the scope and terrain
of this particular domain of academic inquiry. It
will represent the most significant and
potentially influential work in the field of
Latinos and Education, in terms of its
contributions to research, to professional
practice, and to the emergence of related
interdisciplinary studies and theory.
Handbook of Latinos and Education Theory,
Research Practice
24Need and Niche
- What we learned from our JLE experience
- Currently there is no one comprehensive published
review of research and practice on the topic of
Latinos and Education. -
- The Journal of Latinos and Education has helped
provide an important publication avenue for
writers who seek to address Latino Educational
issues. - However, the intent of the HLE is to provide
chapters that will be a comprehensive review of
research and practice on the topic, and not a
research report of a single study, as is
commonplace for a journal such as the JLE.
25The length of the Handbook will be 600-900
printed pages (900 - 1200 manuscript pages) The
volume will be divided into sections, each
addressing a major theme in the field. Each
section will have about 6-10 chapters. Each
chapter will focus on a specific aspect within
the section theme Section ITheoretical and
Methodological ApproachesSection
IIPolitics/PolicySection IIILanguage and
CultureSection IVTeaching and
LearningSection VAppendix of Resources
Handbook of Latinos and Education Theory,
Research Practice
26A multi-stakeholder collaborative
teamEditorial Board help us build a contents
map, review chapter drafts, and identify the most
pertinent resources for the appendix.
Consulting Editors work with specific authors
and chapters (to comprehensively review key
scholars, the array of conceptual, philosophical
and methodological approaches, and the main
programs of research and lines of thinking).
Associate Editors and Section Editors work with
the respective Section Teams, to hold the
sections together conceptually and address any
gaps in the knowledge base
Handbook of Latinos and Education Theory,
Research Practice
Advisory Board Chapter Authors Consulting
Editors Section Editors Associate
Editors Acquisitions, Production Manager and
CopyEditors Editor
27One of the goals of HLE is to actively mentor the
next generation of educational researchers,
Latino or otherwise, working with our
populations. Each Associate Editor (early
career) is paired with a Section Editor (veteran
scholar) whose reputation holds standing in the
field. Both will serve as a dyad, but the weight
of the management or oversight will rely mostly
with the junior scholar of early career, while
the veteran or mentor scholar will offer their
experience and knowledge to better charter the
terrain or mapping of the sections focus.
Additionally, a similar mentorship process is
integrated with the respective chapter
contributors to their section. That is, for as
many chapters as possible, contributors will be
asked to pair themselves in the similar early
career/veteran scholar dyads. Then, moreover,
they are in turn paired with one or two
additional Consulting Editors. This
collaboration among chapter contributors, working
together with the consulting editors, section
editors, associate editors and together with the
principal editor, serves to triangulate the
content, validity, reliability and quality of the
scholarship.
Handbook of Latinos and Education Theory,
Research Practice
28 HLE Contents Map
- SECTION I Theoretical and Methodological
Approaches - Historical Foundations of Latino Education
-
- Reflexivity and Epistemology in Latino
Educational Research -
- Activist Research in Latino Education
-
- Latino Identities
-
- Borderlands Theories and Latino/Chicano Cultural
Studies in Education -
- Gender and Latina/Chicana Feminisms in Education
-
- Latino Critical Race Theory in Education
-
- Funds of Knowledge
-
- Social Capital Theory
29 HLE Contents Map
- SECTION II Politics/Policy
-
- New Latino Diaspora
- Higher Education
-
- Accountability and High Stakes Testing
-
- Transnationalism/Globalization
-
- Language Ideologies and Language Policy
-
- Administration and Leadership
-
- Race and Ethnicity
-
- Faculty of Color in Academe
-
- Quest for Social Justice
30 HLE Contents Map
- SECTION III Language and Culture
- Language
- Language, Culture and Cognition
- Language, Culture and Identity
- Distributed Culture and Cognition
- Biculturalism and Education
- Bilingualism and Education
- Dual Language Learning
- Family and School Contexts
- Immigration
31 HLE Contents Map
- SECTION IV Teaching and
Learning - Frameworks for Understanding the Schooling
Experience of Latinos in K-12 Schools -
- Learning to Teach in Urban Schools Serving
Culturally and Linguistically Diverse (Latino)
Students -
- Teaching and Learning in an Era of
Standards-Based Reform -
- Understanding the Impact of High Poverty on the
Schooling Experiences of Latino Students -
- Language Policy and Implications for Classroom
Practice -
- Focus on Educational Attainment and Student
Achievement -
- Literacy and Biliteracy
-
- Inquiry into the Function of Private Schools in
the Education of Latino Students -
- Non-Formal Schooling
32 HLE Contents Map
- SECTION V
Appendix of Resources - Adult/Continuing Education (ESL/Civics
Instruction, GED, Vocational Training, Extended
Studies, Community Colleges, Career Training,
Literacy, Funding Opportunities, and more) -
- Commercial Products (Software, Audio/Video
Tapes, DVDs, Teaching Supplies/Aids, and more) -
- Demographics/Statistics (Census and Statistics
Agencies, and more) - Events (Conferences, Society Meetings,
Workshops/Seminars, Celebrations/Festivals, and
more) - Government (Legislation, Policy, Leadership,
Politics, and more) - Groups (Organizations, Agencies, Community
Projects, Associations, Professional Societies,
and more) -
- Higher Education (Colleges, Universities,
Institutes, Centers, Degrees, Programs,
Concentrations, Funding Opportunities, Academic
Competitions, Awards, Mentorship, Internships,
Training, and more) - Internet Tools/Technology (Sites,
Webliographies, Clearinghouses, Portals,
Digital/Virtual Libraries, Directories, and more) - Libraries/Galleries/Museums (Collections,
Archives, Permanent Exhibitions, and more)
33The Appendix of Resources will serve as a
directory or guide for all those sharing a common
interest in educational issues that impact
Latinos and will be linked as part of the
National Latino Education Network (NLEN). The
NLEN is a members-based electronic community
currently sponsored by the Journal of Latinos and
Education, made up of researchers, teaching
professionals and educators, academics, scholars,
administrators, independent writers and artists,
policy and program specialists, students,
parents, families, civic leaders, activists, and
advocates. The website (http//nlen.csusb.edu/)
will provide online features, one of which is a
Resource Guide/Clearinghouse that allows members
to search and browse for resources, opportunities
and activities in the Latino Educational
community. This online resource guide will be
made available in printed form in the Handbook of
Latinos and Education.
Handbook of Latinos and Education Theory,
Research Practice
NLEN Resource Guide
Index Category
Sub-Category
Title
URL
Description
34- Enroll Online http//nlen.csusb.edu
-
- Online Features and Benefits includeAn
Archive/Directory that allows members to search
and network with other registered members
(individuals, institutions, businesses, agencies
and groups).A Resource Guide/Clearinghouse that
allows members to search and browse for
resources, opportunities and activities in the
Latino Educational community.An online and
email Newsletter that allows members to access
the latest information, news, stories and
research on Latinos and Education.An online,
searchable Announcements Database that allows
members to post and search for all announcements
there, including fellowships, awards, employment
opportunities, calls for papers and other
collaborative opportunities.E-Mail Listserve
informing members of Breaking News that require
immediate attention and action.Programs and
News broadcasted via video and audio
broadband.Online Surveys, which can be publicly
displayed, about opinions and strategies in
dealing with the current educational crisis faced
by Latinos.
Join the NLEN
35Para Los Niños
El Fin - Gracias
36 Workshop on Publishing Academic
JournalsDr. Enrique G. Murillo, Jr.California
State University, San BernardinoMarch 8,
2007Texas TechUniversity- Sponsored by
Helen DeVitt JonesLecturer Series
37Q1 What kinds of things can we find out by
reading research publications?
- Other research out there (references), reviews of
available research - New terms
- New questions to ask about a phenomenon
- Methods for doing or replicating a study
- Recommendations for practice prescriptions for
action - How notions are defined or operationalized
38Q2 Are some forms of research better or more
trustworthy than others? What types of
preliminary questions might you ask?
- Where is the research presented?
- How much information do you have about the
methods? - Who put out/funded the research?
- How representative is the sample?
- Why did the researcher(s) do the study?
- Can the study be replicated?
- Given what you already know, do the findings seem
reasonable?
39Q3 What are the Foundations of Trust?
- The peer-review process. - Different for
presentations than for journals. - Blind - Journal selectivity. - Acceptance rate, editorial
board, are the reviewers active researchers,
judgement of others. - Reputation of the author. - Although sometimes it
is the reputation that gets them published in the
first place. - Source of Funding. - Government source, or major
philanthropic organization usually a trustworthy
sign. - Sponsorship. -Research or Professional
Organization usually a trustworthy sign.
40Q4 What are the Sources of Credibility?
Research is a public act - investigator must
relay a truthful account of whatever he or she
conducted
- Where is research published Journals
Conference Proceedings Monographs Books
Internet - Peer reviewed journals provide the most
reliable source of quality control.The process
of peer review is generally considered critical
to establishing a reliable body of research and
knowledge. Scholars can only be expert in a
limited area they rely upon peer-reviewed
journals to provide reliable and credible
research which they can build upon for subsequent
or related research. As a result, significant
scandal ensues when an author is found to have
falsified the research included in a published
article, as many other scholars, and more
generally the field of study itself, have relied
upon that research. - Less reliable Foundations (not peer reviewed)
- Businesses (lobby for legislation)
- Polling (often confuse with research)
41Q5 What is the typical Journal Submission
Process?
- In academia generally, submissions are
unsolicited. Scholars submit their manuscript to
any given journal on an open basis (unless a
special thematic issue is planned where there are
deadlines set for submission). - The Cover Letter is read/reviewed. This is to
make sure the author(s) have both identified the
section under which the submission applies, and
stated that the manuscript represents results of
original work, that the findings reported in the
manuscript have not been published previously,
and that the manuscript is not being
simultaneously submitted elsewhere. - The editor (and associates) then determine
whether or not to reject the submission outright.
Most often this is on the grounds of not being
appropriate to the subject or editorial scope of
the given journal, or not written in the
appropriate format/writing style or exhorberrant
page length .
42Q6 What is the typical Journal Review Process?
- If the editors choose to consider the manuscript
for possible publication, it is then subject to a
blind peer-review process (by other scholars of
the editors choosing). - There are typically at least two outside
reviewers a third reviewer may sometimes be
asked if the two disagree and there are
conflicting reviews. - The feedback and comments of these outside
reviewers are used by the editors in the final
determination of whether to accept or reject the
manuscript. This same feedback is returned to the
authors with either a letter of rejection, letter
to revise and resubmit, or letter of acceptance. - If accepted, articles are then subject to further
(and sometimes considerable) editing by the
journal editors before publication. Because this
can be a lengthy process, an accepted article
will generally not appear in print until several
months at the very least to a whole year or more,
after its initial submission.
43 Please return by
------ This
form is for your convenience. Conclusions can be
reported by check mark, but your comments are
particularly important. Feel free to add a sheet
if needed.Date ------
Manuscript -----
Manuscript Title ---------------------------
--------------------------------Manuscript
Submitted to Section (circle) Feature
Articles Essay Reviews Interviews Voce
s Book Media Reviews
Alternative FormatsReviewer
--------------------------------------------------
-----------------1. Recommend acceptance as is
(also please check a, b or c). a. Major
contribution. b. Warrants publication.
c. Acceptable to publish if space is
plentiful.2. Recommend acceptance with
reservation (please specify below). a.
Not exceptionally important and/or substantial
b. Other 3. May be publishable with extensive
revisions and further review.4. Recommend
rejection. With extensive revisions would
probably still be ofborderline quality (please
check one or more of the following). a.
Topic unsuitable (suggest another journal?). b.
Contributes nothing new. c. Technically
deficient (specify). d. Other References 1.
Adequate. 2. Inadequate (add any suggestions
below).Format (APA), Style, Order and Elements,
etc (if applicable, and acceptance
recommended) 1. Well written, routine
editing. 2. Needs considerable editing
(please specify below). Comments
(confidential) Comments (for author)
JLE SAMPLE MANUSCRIPT REVIEW FORM
44Para Los Niños
El Fin - Gracias
45 Workshop on Publishing Academic BooksDr.
Enrique G. Murillo, Jr.California State
University, San BernardinoMarch 8, 2007Texas
TechUniversity- Sponsored by Helen DeVitt
JonesLecturer Series
46Q1 What about Books?
- Some realities
- Academic publishers dream of really profitable
books. - One major reason why academic books get published
at all is that many major university and research
libraries will maintain standing orders to buy
all or the majority the books from certain major
publishers in particular fields. Since this
represents a guaranteed market, the publishing
companies can know exactly how big it is, and how
long a prospective book they can afford to
publish for that market, and make a profit. - Many such books will have a low reading
circulation, remain at deep discount, or are
tossed out by publishers. Many publishers don't
even print more copies than they are sure will be
taken by libraries and can potentially be out of
print almost as soon as they are in print.
47Q2 What are the Routes to a Marketable Book?
Generally, marketable books are by established
authors with major reputations.
- But there are other routes to a book contract,
and understanding that marketability greatly
influences the acceptance of your prospectus,
will increase this likelihood. - Publishers know that there are large markets in
education-related topics. - They also know that a book that can be used in
college courses, even advanced graduate levels. - The first intelligible book in a new field or
cross-disciplinary subfield. - One that has practical uses, like explaining
methodology or reviewing and comparing lesser
known but significant theories. - One that applies a new approach to some
well-known and widespread problem or issues. - One that has policy implications.
- Or, a book that applies and in part popularizes
the work of a well-known theorist in some new
area.
48Q3 Where do I start?
- Academic publishers are always looking for good
manuscripts. - It is not recommended to just send a manuscript
to a publisher without prior discussions and
negotiations. - In many cases, established reputable authors can
get a book contract on the basis of a chapter
outline and one or two sample chapters. - But new authors will likely not get a contract
like this. Rather, just a letter of encouragement
to submit the completed manuscript. - Acquisition editors hang out at professional
conferences in the exhibit areas and they
converse with scholars to keep current with
what's going on. - Get your mentor or an established author you
know, to introduce you to a publisher's
representative. - Make a very, very sketchy suggestion of a
possible topic you are writing about and drop in
a few key buzzwords. - If they show any interest, get their business
card, and follow up with a letter that contains a
more detailed idea. Ask if they would like to see
more before mailing your formal prospectus.
49Q4 What is the typical Prospectus Review
Process? A successful first book makes you
very welcome at that publisher for your second
book. It may also make your work of interest to
other publishers.
- Manuscripts are reviewed similarly to journal
articles, but often not as stringent and not
always necessarily blind peer-review. - It is harder to know what reviewers it will be
sent to, but their current authors are likely,
and major publishers also have favorite academic
advisors, often known as "series editors". - It may be easier to actually pitch a book with a
series editor than with the actual publisher. - Same thing pitch your ideas to a series editor
at a professional conference. New series are
usually looking for manuscripts.
50Q5 How Do I Choose a Publisher?
- Choose your publisher carefully.
- What matters to academic publishers is marketing.
- You want a publisher who will exhibit your book
at conferences, mail out announcements of it,
include it in widely distributed general
mailings, and even place it in bookstores. - The point is not to get rich, the royalties are
very small on these books. The point is to get
your book read and known by more people. - Some publishers are also easier to get along with
in the editorial offices than others, but this
changes with personnel and should not be a major
consideration except in extreme cases. - Some publishers also take a very long time to
produce a book you wait your turn in a long list
for publication. Marketability prospects move you
up the waiting list. Big publishers are generally
better for speed and marketing services than
small ones, but small ones may give you more help
and personal attention.
51Q6 How do I Prepare a Book Publishing Proposal?
- Publishers strive to understand the intent of,
and audience for each book - A detailed statement of purpose (1-3 pages).
Explain the objective and significance of the
work. - An annotated outline, including a short narrative
for each section that describes how each section
contributes to the book. If the project is an
edited volume, include the names and affiliations
of the contributors. Indicate if any of this
information is tentative. - Some representative material for the project such
as a sample chapter. Send along a sample of
previously published articles, book chapters,
books, etc. - A resume or curriculum vitae.
- An estimate of the length of the project in
double-spaced manuscript pages. - A timeline and schedule for delivery of the final
draft. - A brief description of special production issues
such as art work, binding, etc. - An indication of whether you are submitting your
proposal to a number of prospective publishers. - A sentence or two explaining why you are
submitting your proposal to this particular
publisher.
52Q7 How do I Identify a Market?
- Describe the intended audience for your work?
- Is this audience mainly in the U.S. or is there a
significant audience or professional interest
outside the U.S.? - Where does this work fit in with what is already
available (in terms of the competition)? - Who will the likely readers of this material be?
- How will they use the material?
- Does the approach taken in the book represent a
departure from, or extension of, conventional
wisdom? How will this contribute to the
discipline? - Will the book be edited or authored? By whom? Is
a table of contents available? Sample chapters?
Abstracts of chapters? - What academic societies or sections of major
societies will be most interested in this work? - What professional groups will be most interested
in this work? - For what course or courses would your book most
likely be adopted?
53Para Los Niños
El Fin - Gracias
54Extra Slides for Reference
55EDITOREnrique G. Murillo, Jr. California
State University-San BernardinoASSOCIATE
EDITORSCorinne Martínez California State
University-San BernardinoJuan Sánchez Muñoz
Texas Tech University-LubbockRuth Trinidad
Galván University of New Mexico-AlbuquerqueSo
fia A. Villenas Cornell University-Ithaca
ADMINISTRATIVE
MANAGEMENTDepartment of Language, Literacy
Culture, College of EducationCalifornia State
University-San BernardinoCathe Stevenson
Fiscal Coordinator and Events PlannerMark
Leal Office ManagerMario Valenzuela
Assistant to the EditorErika Bugarín
Information and Resource ManagerEXECUTIVE
COUNCILCenter for Equity in Education,
California State University-San BernardinoMaría
V. BalderramaEsteban Díaz Barbara Flores Juan
Gutiérrez José Salvador HernándezElsa Valdez
JLE Masthead
56EDITORIAL ADVISORY BOARD (Volume 5, 2006
through present) Alma Flor Ada University
of San Francisco René Antrop-González
University of Wisconsin-MilwaukeeGilberto
Arriaza San Jose State University Marta P.
Baltodano Loyola Marymount University
Patricia Baquedano-López University of
California-BerkeleyLilia Bartolomé
University of Massachusetts-BostonScott A.L.
Beck Georgia Southern University Antonia
Darder University of Illinois-Urbana
Champaign Concha Delgado Gaitan Independent
WriterLourdes Díaz Soto Pennsylvania State
University Rubén Donato University of
Colorado-BoulderRichard P. Durán University
of California-Santa BarbaraBernardo Gallegos
Washington State University-PullmanEugene
Garcia Arizona State University-TempeFrancisc
o Guajardo University of Texas-Pan
AmericanPablo Jasis Art, Research and
Curriculum AssociatesDonaldo Macedo
University of Massachusetts-BostonLiliana
Minaya-Rowe University of Connecticut-StorrsL
uis Mirón University of Illinois-Urbana
Champaign Luis Moll University of
Arizona-TucsonMartha Montero-Sieburth
University of Massachusetts-BostonSonia
Nieto University of Massachusetts-AmherstGeor
ge W. Noblit University of North
Carolina-Chapel HillPedro A. Noguera New
York University Raymund A. Paredes Texas
Higher Education Coordinating Board Pedro
Pedraza City University of New YorkHunter
CollegeMaria de la Luz Reyes University of
Colorado-BoulderGuadalupe San Miguel, Jr.
University of Houston Martha Soto Los
Angeles Mission College Ricardo D.
Stanton-Salazar University of Southern
California Marcelo M. Suárez-Orozco New York
University Josefina V. Tinajero University
of Texas-El PasoLuis Urrieta, Jr. University
of California-DavisStephanie Urso Spina
State University New York-Cortland Richard
Valencia University of Texas-AustinAngela
Valenzuela University of Texas-Austin
JLE Masthead
57FEATURE ARTICLES THEORY, RESEARCH, POLICY AND
PRACTICEParental Motivation, Attitudes, Support
and Commitment in a Southern Californian Two-Way
Immersion Program Rosalie Giacchino-Baker and
Bonnie PillerSocial, Cultural and Political
Influences on the Development of an Educational
Partnership James R. ValadezNegotiating Our
Way through the Gates of Academe Michelle A.
Holling and Amardo RodriguezIncreasing the
College Preparedness of At-Risk Students Alberto
F. Cabrera, Regina Deil-Amen, Radhika Prabhu,
Patrick T. Terenzini, Chul Lee, and Robert E.
Franklin, Jr.Worlds Together . . . Words Apart
An Assessment of the Effectiveness of
Arts-BasedCurriculum for Second Language
Learners Stephanie Urso SpinaAgainst the
Grain Confronting Hispanic Service Organizations
in Times of Increasing Inequalities, 1930 and
2005 Linda HeidenreichMaestras, Mujeres y
Mas Creating Teacher Networks for Resistance
and Voice Theresa Montaño and Joyce
BursteinAccountability by Assumption
Implications of Reform Agendas for Teacher
Preparation Socorro G. Herrera and
Kevin G. MurryAssimilation vs.
Multiculturalism Bilingual Education and the
Latino Challenge Julia Burdick-Will
and Christina GómezA Tribute to Thomas P.
Carter (1927 2001) Activist Scholar and
Pioneer in Mexican American Education Richard R.
ValenciaPensando en Cynthia y su hermana
Educational Implications of U.S./Mexico
Transnationalism for Children Edmund T. Hamann,
Víctor Zúñiga and Juan Sánchez GarcíaIf the
student is good, let him fly Moral Support for
College among Latino Immigrant Parents
Susan Auerbach
Table of Contents VOLUME 5, 2006
58ESSAYS AND INTERVIEWSBeing Seen/Being Heard
moving beyond visibility in the academy Robert
J. TorresVOCES COMMUNITY, PARENTS, TEACHERS
AND STUDENTSComo si le Falta un Brazo Latino
Immigrant Parents and the Costs of Not Knowing
English Jo Worthy A Latina Teachers Journal
Reflections on Language, Culture, Literacy, and
Discourse Practices Mariana Souto-ManningBOOK
AND MEDIA REVIEWSBook Review Teaching Hispanic
Children by Toni Griego Jones and Mary Lou
Fuller Paul H. MatthewsGibson, M.A., Gándara,
P., Koyama, J.P. (Eds.) (2004). School
Connections U.S. Mexican Youth, Peers, and
School Achievement. New York Teachers College
Press. Mónica G. GarcíaRobert K. Ream. 2005.
Uprooting Children Mobility, Social Capital, and
Mexican American Underachievement. New York
LFB Scholarly Publishing LLC. Gilberto Q.
ConchasALTERNATIVE FORMATSLanguage
Lessons Melisa CahnmannA Teachers
Indispensable Qualities A Freirean
Perspective Douglas J. Simpson, Garrett H.
Boroda, Betsy L. Bucy, Alan Burke, Walter L.
Doue, Sharon L. Faber, Mary C. Fehr, Wesley A.
Fryer, Gregory D. Gonzales, Chasidy J.
Harp-Woods, Sarah McMahan, Suzanne M. Nesmith,
Sherri A. Reynolds, Sandra E. Riegle, Jacqueline
E. Romano, Ruby J. Willey, Saundra Wimberley,
and Mijin Won
Table of Contents VOLUME 5, 2006
59FEATURE ARTICLES THEORY, RESEARCH, POLICY AND
PRACTICEThe Impact of Brown on Mexican American
Desegregation Litigation, 1950s to
1980s Guadalupe San Miguel, Jr.Lessons From
La Maestra Miriam Developing Literate Identities
through Critical Literacy Teaching Leila
Flores DueñasEnglish Only The Creation and
Maintenance of an Academic Underclass Candace
MitchellAccountability data and decision making
in Texas bilingual education programs Gordon S.
Gates and Kristi LichtenbergAn Introduction to
This Special Thematic Issue Zulmara Cline, María
de la Luz Reyes and Juan NecocheaTeachers on
the Border In their own words María de la Luz
Reyes and Elizabeth GarzaQueer Coyotes
Transforming education to be more accepting
affirming, and supportive of queer
individuals Gilbert Valadez and Anne René
ElsbreeBorder Pedagogy from the Inside Out An
autoethnographic study Jaime RomoEducating the
Burrito King John J. HalcónDónde están los
estudiantes puertorriqueños/os exitosos Where
are the academically successful Puerto Rican
students? Success Factors of High Achieving
Puerto Rican High School Students René
Antrop-González, William Vélez, and Tomás
GarrettEthnic Identity and Academic Achievement
among Latino and Latina Adolescents Maria Estela
Zarate, Fazila Bhimji, and Leslie
ReeseStudents Ratings of Professors The
Teaching Style Contingency for Latino
Professors Gabriel Smith and Kristin J.
AndersonTransnational Communities En La Lucha
Campesinas and Grassroots Organizations
Globalizing from Below Ruth Trinidad
GalvánLatinos in a College Outreach Program
Application, Selection, and Participation Jill
Denner, Catherine R. Cooper, Nora Dunbar and
Edward M. Lopez Educational Barriers for New
Latinos in Georgia Stephanie A. Bohon, Heather
Macpherson and Jorge H. Atiles
Table of Contents VOLUME 4, 2005
60ESSAYS AND INTERVIEWSPionera in the Linguistic
Borderlands Conversations with Emily Palacio,
Calexico, California María V.
BalderramaVOCES COMMUNITY, PARENTS, TEACHERS
AND STUDENTSEntre la Espalda y la Pared
Critical Educators, Bilingual Education, and
Education Reform Edward M. Olivos and Carmen
E. Quintana de ValladolidCírculo de Lectura
Colegio Monseñor Francisco Beckmann, una
experiencia diferente. Wilfredo Juárez
EstradaBOOK AND MEDIA REVIEWSBook Review Poor
Latino families and school preparation Are they
doing the right things? by W.A.
Sampson Deirdre MartinezBook Review Las hijas
de Juan Daughters betrayed by Josie
Méndez-Negrete Norma L. CárdenasExcavating
Education Policy in the New South Book Review
of The Educational Welcome of Latinos in the New
South by Edmund T. Hamann Sheryl Greenwood
GowenALTERNATIVE FORMATSThe Pain of
Injustice Myriam N. Torres
Table of Contents VOLUME 4, 2005
61FEATURE ARTICLES THEORY, RESEARCH, POLICY AND
PRACTICEBridging a Continuum Normalista
Professionals and Mexican American
Paraprofessionals Speak About Culture Josephine
Méndez-Negrete and Lilliana P. SaldañaNewspaper
Editorial Response to Californias
Post-Proposition 227 Test Scores René
GalindoWelcome to the Front Seat Racial
Identity and Mesoamerican Immigrants Gilberto
ArriazaSearching for Curanderas A Quest to
Revive Chicana/o Studies Marcos
PizarroHispanic/Latino Fathers and Childrens
Literacy Development Examining Involvement
Practices from a Sociocultural Context Robert W.
OrtizThe Tyranny of Democracy Deconstructing
the Passage of Racist Propositions Zulmara
Cline, Juan Necochea and Francisco Rios Si Se
Puede! Academic Excellence and Bilingual
Competency in a K-8 Two-Way Dual Immersion
Program Rosalinda Quintanar-SarellanaLearning
from Cross-University Collaboration and Research
A Greek Tragedy in Three Acts Carmen I.
MercadoTraining Teachers of English Language
Learners Using Their Students First
Language Liliana Minaya-RoweFirst Steps in the
Development of the Inventario de Comportamiento
de Estudio The Spanish Version of the Study
Behavior Inventory Leonard B. Bliss and Diana
Maria Alejandra VinayCooperative Learning in
Higher Education Hispanic and Non-Hispanic
Undergraduates Reflections on Group
Grades Bobbette M. Morgan
Table of Contents VOLUME 3, 2004
62ESSAYS AND INTERVIEWSTO THE MARGINS AND BACK
THE HIGH COST OF BEING LATINA IN
'AMERICA' Myriam N. TorresVOCES COMMUNITY,
PARENTS, TEACHERS AND STUDENTSIEP Meetings and
Mexican American Parents Lets talk about
it Loretta Salas Reaching Beyond Borders
Through Service Learning Terri M. CarneyRising
with De Colores Tapping into the Resources of la
Comunidad to Assist Under- Performing
Chicano/Latino Students Rosario Ordoñez-Jasis
and Pablo JasisBOOK AND MEDIA REVIEWSLas
Tejanas 300 Years of History by Teresa Palomo
Acosta and Ruthe Winegarten Nancy Porras Hein
Book Review Chicano School Failure and Success
Past Present and Future (2nd edition) by
Richard R. Valencia Iliana AlanísALTERNATIVE
FORMATSThe Backstage(s) of Mentorship Marie
Sarita Gaytán
Table of Contents VOLUME 3, 2004
63FEATURE ARTICLES THEORY, RESEARCH, POLICY AND
PRACTICEImaging Teachers In Fact and In the
Mass Media Xaé Alicia Reyes and Diana I. Rios.
Missing in Action Reconstructing Hope and
Possibility among Latino Students Placed at Risk
Maria D. MartinezSurviving the "Perfect
Storm" Bilingual Education Policy-Making in
New York City Luis O. ReyesTeachers'
(Re)Constructions of knowledge The other Side of
Fieldwork Xaé Alicia ReyesWhen Education,
Media and Technology Converge What do Latina/o
Students Gain? Dolores Valencia TannoThe
Latin Grammys and the Almas Awards Programs,
Cultural Epideictic and the Intercultural
Pedagogy Alberto González and Amy N.
HeumanU.S. Latino Audiences of Telenovelas
Diana I. RíosSugar Beets, Segregation,
and Schools Mexican Americans in a Northern
Colorado Community, 1920-1960 Rubén
DonatoLatina Educators and School Discourse
Dealing with Tension on the Path to Success
Jill A. Aguilar, Laurie MacGillivray, and Nancy
T. WalkerWhen Helping Someone Else Is the
Right Answer Bridging Cultures in
Assessment Carrie Rothstein-Fisch, Elise
Trumbull, Adrienne Isaac, Catherine Daley, and
Amada Irma PérezMesocentrism and Students of
Mexican Background A Community Intervention for
Culturally Relevant Instruction Heriberto
Godina Acquiring and participating in the use
of academic Spanish Four novice Latina
bilingual education teachers stories Michael
D. GuerreroEstudia para que no te pase lo que
a mi narrativas culturales sobre el valor de la
escuela en familias mexicanas Claudia Saucedo
RamosDo Hispanic-Serving Institutions have what
it takes to foster information literacy? One
case Anne C. Moore and Gary Ivory
Table of Contents VOLUME 2, 2003
64ESSAYS AND INTERVIEWSA Visionary Latin American
Preschool Educator A Conversation with Franklin
Martínez Dean CristolTestimonios de
Inmigrantes Students Educating Future
Teachers M. Saray González, Oscar Plata, Erika
García, Mario Torres, and Luis Urrieta,
Jr.VOCES COMMUNITY, PARENTS, TEACHERS AND
STUDENTSMexican American Parent Participation
and Administrative Leadership Nancy Porras Hein
BOOK AND MEDIA REVIEWSBook Review Hispanic
Education in the United States Raíces y Alas by
Eugene E. García Juan Sánchez MuñozBook
Review The Latino Student's Guide to College
Success by Leonard A. Valverde.(editor) Louie F.
RodríguezManufacturing Hope and Despair The
School and Kin Support Networks of U.S.-Mexican
Youth by Ricardo Stanton-Salazar Melissa
MorenoWhy Dont They Learn English?
Separating Fact from Fallacy in the U.S. Language
Debate by Lucy Tse Grace Cho and Debra
DeCastro-AmbrosettiContextualizing Literature
by Mexican-American Women Writers A Review of
Caramelo Patricia BenjumeaALTERNATIVE
FORMATSEl carácter esencial del conocimiento de
acuerdo a un neófito Angela López
PedranaUntitled Poem Sandra Valles-Metzger
Table of Contents VOLUME 2, 2003
65FEATURE ARTICLES THEORY, RESEARCH, POLICY AND
PRACTICEMultiple Ethnic, Racial and Cultural
Identities in Action from Marginality to a New
Cultural Capital in Modern Society Henry T.
TruebaCaught in a Policy Web The Impact of
Education Reform on Latino Education Jill Kerper
Mora"Mexican Americans Don't Value Education!"
On the Basis of the Myth, Mythmaking, and
Debunking Richard R. Valencia and Mary S.
BlackYou're just a kid that's there Chicano
Perception of Disciplinary Events Rosa Hernández
SheetsDropout Prevention How Migrant
Education Supports Mexican Youth Margaret A.
Gibson and Livier F. BejínezFamily Matters
Related to the Reading Engagement of Latino
Children Angela Arzubiaga, Robert Rueda and
Lilia MonzóA Critical Race Analysis of Advance
Placement Classes A Case of Educational
Inequality Daniel G. Solórzano and Armida
OrnelasESSAYS AND INTERVIEWSParticipatory
Action Research in Education The National
Latino/a Education Research Agenda
Project Pedro PedrazaLearning to Forget
Reflections on Identity and Language Benjamin
BaezWhose Lady of Guadalupe? Indigenous
Performances, Latina/o Identities and the
Postcolonial Project Bernardo P. GallegosThe
Cultural Legacy of Self-consciousness an
Interview with Lourdes Portillo Juan
VelascoVOCES COMMUNITY, PARENTS, TEACHERS AND
STUDENTSIn Search of Bedrock Organizing For
Success with Diverse Needs Children in the
Classroom Priscilla Shannon GutiérrezStrugglin
g toward Culturally Relevant Pedagogy in the
Latino Diaspora Stanton Wortham and Margaret
ContrerasLessons From the First Grade Sharon
Adelman ReyesMiddle School Mathematics
Classrooms A Place for Latina Parents
Involvement Cynthia Oropesa Anhalt , Martha
Allexsaht-Snider, and Marta Civil
Table of Contents VOLUME 1, 2002
66BOOK AND MEDIA REVIEWSEffective Programs For
Latino Students, by Slavin, Robert E. Calderón,
Margarita (eds.) Marilyn AntonucciLa Otra
Conquista, by Carrasco and Domingo Film
Productions Luis Urrieta Jr. and Oliva
MartínezChildren of Immigration by
Suarez-Orozco, C. Suarez-Orozco, M. Adela de
la TorreDemocracy, Education and
Multiculturalism Dilemmas of Citizenship in a
Global World by Carlos Alberto Torres (Spanish
edition Democracia, Educación y
Multiculturalismo Dilemas de la Ciudadanía en
un Mundo Global) Armando Alcantara Illegal
Alphabets and Adult Biliteracy Latino Migrants
Crossing the Linguistic Border By Tomás Mario
Kalmar Peter LowndsThe Power of Community
Mobilizing for Family and Schooling by Concha
Delgado-Gaitán Lilia MonzóALTERNATIVE
FORMATSIn-Just-Us (Injustice) Celestina
Castrejón de RasmussenEducadores / Educators,
Sangre Hugo MorenoTracks Rolando J.
DiazMister Rogers Neighborhood Claudia Rosa
Silva
Table of Contents VOLUME 1, 2002
67HLEMasthead
- EDITOR
- Enrique G. Murillo, Jr. California State
University-San Bernardino - ASSOCIATE EDITORS
- Sofia A. Villenas Cornell University-
IthacaRuth Trinidad Galván University of
New Mexico-AlbuquerqueJuan Sánchez
Muñoz Texas Tech University-LubbockCorinne
Martínez California State University-San
BernardinoMargarita Machado-Casas University
of North Carolina-Chapel Hill - SECTION EDITORS
- Douglas E. Foley University of
Texas-AustinNorma E. González University of
Utah-Salt Lake City Eugene García Arizona
State University-TempeEsteban Díaz
California State University-San Bernardino - ADMINISTRATIVE MANAGEMENT
- Department of Language, Literacy Culture,
College of Education - California State University-San Bernardino
- Cathe Stevenson Fiscal Coordinator and Events
Planner - Mark Leal Office Manager
- Mario Valenzuela Assistant to the Editor
- Erika Bugarín Information and Resource Manager
- ACQUISITIONS / PRODUCTION MANAGEMENT
- Lawrence Erlbaum Associates, Inc.
68HLEMasthead
-
ADVISORY BOARD - Alma Flor Ada University of San Francisco
- René Antrop-González University of
Wisconsin-Milwaukee - Gilberto Arriaza San Jose State University
- Alfredo Artiles Arizona State University
- María V. Balderrama California State
University-San Bernardino - Marta P. Baltodano Loyola Marymount University
- Patricia Baquedano-López University of
California-Berkeley - Lilia Bartolomé University of
Massachusetts-Boston - Scott A.L. Beck Georgia Southern University
- Ruth Behar University of MichiganAnn Arbor
- Ursula Casanova Arizona State University
- Rudolfo Chávez Chávez New Mexico State
University - Antonia Darder University of Illinois-Urbana
Champaign - Dolores Delgado Bernal University of Utah
- Rubén Donato University of Colorado-Boulder
- Richard P. Durán University of
California-Santa Barbara - Barbara Flores California State
University-San Bernardino
69HLEMasthead
-
ADVISORY BOARD (cont.) - Luis Mirón University of Illinois-Urbana
Champaign - Luis Moll University of Arizona-Tucson
- Martha Montero-Sieburth University of
Massachusetts-Boston - Sonia Nieto University of Massachusetts-Amhers
t - Pedro A. Noguera New York University
- Carlos Ovando Arizona State University
- Raymond V. Padilla University of Texas - San
Antonio - Raymund A. Paredes Texas Higher Education
Coordinating Board - Pedro Pedraza City University of New
YorkHunter College - Laura Rendón Iowa State University
- Maria de la Luz Reyes University of
Colorado-Boulder - Robert Rueda University of Southern
California - Guadalupe San Miguel, Jr. University of
Houston - Armando Sanchez Latino Scholastic Achievement
Corporation - Sheryl Santos Texas Tech-Lubbock
- Daniel Solorzano University of California at
Los Angeles - Martha Soto Los Angeles Mission College
70 SECTION I Theoretical and Methodological
Approaches Sofia A. Villenas, Associate
Editor Douglas E. Foley, Section
Editor Introductory Chapter to Section I Will
offer a synthesis of the various individual
chapters, their collective and coordinated
contribution to the field of Latinos and
Education, and a general framework within which
the chapters function to contribute to an overall
understanding. Comments This chapter will begin
by situating and naming the most pressing,
persistent and pervasive issues in Latino
Education today. It will then offer a synthesis
of the various section chapters and a general
framework within which the chapters function to
explore how contemporary educational issues are
addressed, and have been addressed historically
through research grounded in unique theoretical
and methodological approaches. Further While
the other sections of this handbook target very
specific issues/ research, we felt that the
purpose of this section is to tell an overall
story about Latino education. Specifically this
section details the story of a people, a history
of educational inequality and educational
persistence and attainment it tells the story of
how we have developed our diverse conceptual
lens, how we have created new and hybrid
theories it tells the story of the methodologies
we have employed to produce a wealth of knowledge
for educational practice and policy. So this new
version of the section does not privilege certain
theories (e.g., a chapter on LatCrit in
education, a chapter on social capital theory,
etc.) and the particular authors who might work
in those domains. Rather, this section is about
stepping back and seeing how all the pieces of
the puzzle fit together, including how the
contradictions and tensions work against/with one
another. Latinas/os in the United States An
Overview