Latinization of U.S. Schools

Fueled largely by significant increases in the Latino population, the racial, ethnic, and linguistic texture of the United States is changing rapidly. Nowhere is this 'Latinisation' of America more evident than in schools. The dramatic population growth among Latinos in the United States has not been accompanied by gains in academic achievement. Estimates suggest that approximately half of Latino students fail to complete high school, and few enroll in and complete college. The Latinization of U.S. Schools centres on the voices of Latino youth. It examines how the students themselves make meaning of the policies and practices within schools. The student voices expose an inequitable opportunity structure that results in depressed academic performance for many Latino youth. Each chapter concludes with empirically based recommendations for educators seeking to improve their practice with Latino youth, stemming from a multiyear participatory action research project conducted by Irizarry and the student contributors to the text.

Jason G. Irizarry is Assistant Professor of Multicultural Education in the Department of Curriculum and Instruction and Faculty Associate in the Institute for Puerto Rican and Latino Studies at the University of Connecticut.

Introduction; Part 1 Con Un Dedo No Se Tapa El Sol; Chapter 1 The Latinization of U.S. Schools Challenges and Opportunities, Susana Ulloa; Part 2 Ojos Que No Ven, Corazon Que No Siente; Chapter 2 Don't Believe The Hype, Carmen Ortiz; Chapter 3 How Can You Teach Us If You Don't Really Know Us?, Jasmine Medina; Chapter 4 Who Counts as Latino/A? Perspectives from A Multiracial/Multiethnic Latina, Tamara Rodriguez; Part 3 Quien Siembra Vientos, Recoge Tempestades; Chapter 5 The "Language Police" Teachers' Responses to Diverse Language Practices, Kristina Nieves; Chapter 6 Making Dreams Reality for Undocumented Latino Students, Alberto Juarez; Chapter 7 My Home Language is Not "A Problem", Natasha Martinez; Chapter 8 Why Aren't More Latinos in College Prep Courses?, Taína Vargas; Chapter 9 The Color of Justice, Ramiro Montanez; Part 4 No Hay Bien Que De Mal No Venga; Chapter 10 From the "Exception" to the "Norm", Anthony Acosta; Chapter 11 Border Crossing, Aja E. LaDuke; epilogue Ypar As A Shared Journey and Destination;