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This critical case study exposes the educational realities of Latinos in K-12 public schools in the Western United States from the students' own perspectives. Issues that are often over simplified and commonly misunderstood are brought to life. Their accounts are then compared with the viewpoints of a range of K-12 teachers on matters of community, learning, race, culture, and school politics.
Mariella Espinoza-Herold is Associate Professor of Multicultural/Bilingual Education, Northern Arizona University, USA. Ricardo González-Carriedo is Assistant Professor of Bilingual and ESL Education, University of North Texas, USA.
FOREWORD Jim Cummins PREFACE CHAPTER 1. INTRODUCTION CHAPTER 2. CONCEPTUAL UNDERPINNINGS OF LATINO SCHOOL SUCCESS AND FAILURE CHAPTER 3. -QUÉ PASA? LATINOS: FROM THE MOST NUMEROUS TO THE MOST NEGLECTED CHAPTER 4. ROLE OF THE MEDIA IN THE TRANSMISSION OF IDEOLOGIES RELATED TO LATINO STUDENTS CHAPTER 5. INTRODUCING MANNY: "THERE'S MORE THAN WHITES OUT THERE" CHAPTER 6. INTRODUCING CARLA: "THIS IS AMERICA AND HERE YOU SPEAK ENGLISH" CHAPTER 7. INTRODUCING THE EDUCATORS CHAPTER 8. TOWARD A SELF-DEFINITION OF SUCCESS Chapter 9. CONCLUSION: STUDENTS' CONCERNS AND RECOMMENDATIONS FOR EDUCATIONAL REFORM EPILOGUE POSTSCRIPT: WHAT DOES THE 2016 ELECTION MEAN FOR LATINOS IN THE U.S? APPENDIX GLOSSARY ABOUT THE AUTHORS INDEX
