"TRENDS AND INNOVATIONS IN THE FIELD OF LATINOS AND EDUCATION" Dr. Enrique G. Murillo, Jr. California State University, San Bernardino March 7, 2007 Texas

"TRENDS AND INNOVATIONS IN THE FIELD OF LATINOS

AND EDUCATION"

Dr. Enrique G. Murillo, Jr.

California State University, San Bernardino

March 7, 2007

Texas TechUniversity

Sponsored by Helen DeVitt Jones

Lecturer Series

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

SOME KEY STARTING POINTS OF GENERAL AWARENESS:

Context as Latinos

SOME KEY STARTING POINTS OF GENERAL AWARENESS:SOME KEY STARTING POINTS OF GENERAL AWARENESS:

The U.S. Educational The U.S. Educational Pipeline, by Pipeline, by Race/Ethnicity and Race/Ethnicity and Gender, 2000.Gender, 2000.

Note: The first number in each box represents females; the second, Note: The first number in each box represents females; the second, males. Source: U.S. Bureau of the Census (2000).males. Source: U.S. Bureau of the Census (2000).

Latinos/as Native Americans

African Americans

Whites Asian Americans

100/100 Elementary

School Students

100/100 Elementary

School Students

100/100 Elementary

School Students

100/100 Elementary

School Students

100/100 Elementary

School Students 54/51

Graduate From High School

72/70 Graduate From

High School

73/71 Graduate From

High School

84/83 Graduate From

High School

78/83 Graduate From

High School 11/10

Graduate From College

12/11 Graduate From

College

15/13 Graduate From

College

24/28 Graduate From

College

40/48 Graduate From

College 4/4

Graduates From Graduate School

4/4 Graduates From

Graduate School

5/4 Graduates From

Graduate School

8/11 Graduates From

Graduate School

13/22 Graduates From

Graduate School

0.3/0.4 Graduate With

Doctorate


Doctorate


Doctorate


Doctorate


Doctorate

SOME KEY STARTING POINTS OF GENERAL AWARENESS:SOME KEY STARTING POINTS OF GENERAL AWARENESS:

The U.S. The U.S. Educational Educational Pipeline, by Pipeline, by Subgroup and Subgroup and Gender, 2000.Gender, 2000.

Note: The first number in each box represents females; the second, Note: The first number in each box represents females; the second, males. Source: U.S. Bureau of the Census (2000).males. Source: U.S. Bureau of the Census (2000).

Chicana/os Puerto Ricans Cubans Dominicans Salvadorans 100/100

Elementary School Students

100/100 Elementary

School Students

100/100 Elementary

School Students

100/100 Elementary

School Students

100/100 Elementary

School Students 47/44

Graduate From High School

65/62 Graduate From

High School

63/63 Graduate From

High School

51/51 Graduate From

High School

36/36 Graduate From

High School 8/7

Graduate From College

13/12 Graduate From

College

21/22 Graduate From

College

11/11 Graduate From

College

6/6 Graduate From

College 2/2

Graduates From Graduate School

4/4 Graduates From

Graduate School

9/10 Graduates From

Graduate School

4/4 Graduates From

Graduate School

2/2 Graduates From

Graduate School


Doctorate


Doctorate


Doctorate


Doctorate


Doctorate

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

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

What areas of children’s 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???

AMONG 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


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


Create qualified teachers that have specialized knowledge and skills in language acquisition, biliteracy, and cross-cultural learning


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


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


Create meaningful and trusting relationships with Latino parents and extended family

Q: 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.

Three Current Projects:Three Current Projects:

A:A:

B:B:The Handbook of Latinos and Education: The Handbook of Latinos and Education:

Theory, Research and PracticeTheory, Research and Practice

C:C:

Vision

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.

Vision

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.

Editorial 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.

Creation 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 California’s 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.

Need 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.

FEATURE ARTICLES: THEORY, RESEARCH, POLICY AND PRACTICE

Parental Motivation, Attitudes, Support and Commitment in a Southern Californian Two-Way Immersion Program

Rosalie Giacchino-Baker and Bonnie Piller

Social, Cultural and Political Influences on the Development of an Educational Partnership

James R. Valadez

Negotiating Our Way through the Gates of AcademeMichelle A. Holling and Amardo Rodriguez

Increasing the College Preparedness of At-Risk StudentsAlberto 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 Spina

“Against the Grain: Confronting Hispanic Service Organizations in Times of Increasing Inequalities, 1930 and 2005”

Linda Heidenreich

Maestras, Mujeres y Mas: Creating Teacher Networks for Resistance and Voice Theresa Montaño and Joyce Burstein

Accountability by Assumption: Implications of Reform Agendas for Teacher Preparation Socorro G. Herrera and Kevin G. Murry

Assimilation vs. Multiculturalism: Bilingual Education and the Latino Challenge Julia Burdick-Will and Christina Gómez

A Tribute to Thomas P. Carter (1927 – 2001): Activist Scholar and Pioneer in Mexican American Education

Richard R. Valencia

Pensando en Cynthia y su hermana: Educational Implications of U.S./Mexico Transnationalism for Children

Edmund T. Hamann, Víctor Zúñiga and Juan Sánchez García

“If the student is good, let him fly”: Moral Support for College among Latino Immigrant Parents Susan Auerbach

Table of ContentsVOLUME 5, 2006

ESSAYS AND INTERVIEWSBeing Seen/Being Heard: moving beyond visibility in the academy

Robert J. Torres

VOCES: COMMUNITY, PARENTS, TEACHERS AND STUDENTS“Como si le Falta un Brazo”: Latino Immigrant Parents and the Costs of Not Knowing English

Jo Worthy

A Latina Teacher’s Journal: Reflections on Language, Culture, Literacy, and Discourse Practices

Mariana Souto-Manning

BOOK AND MEDIA REVIEWSBook Review: Teaching Hispanic Children by Toni Griego Jones and Mary Lou Fuller

Paul H. Matthews

Gibson, 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. García

Robert K. Ream. 2005. Uprooting Children: Mobility, Social Capital, and Mexican American Underachievement. New York: LFB Scholarly Publishing LLC.

Gilberto Q. Conchas

ALTERNATIVE FORMATSLanguage Lessons

Melisa Cahnmann

A Teacher’s Indispensable Qualities: A Freirean PerspectiveDouglas 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 WonTable of Contents

VOLUME 5, 2006

HLE 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

Need 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.

The 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 I:Theoretical and

Methodological Approaches

Section II:Politics/Policy

Section III:Language and Culture

Section IV:Teaching and Learning

Section V:Appendix of Resources


A multi-stakeholder collaborative team:

Editorial 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


Advisory Board

Chapter Authors

Consulting Editors

Section Editors

Associate Editors

Acquisitions, Production Manager and CopyEditors

Editor

One 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 section’s 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.


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 Transnational and Comparative Perspectives

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

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

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 Best Practices

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) Non-Print Media: (Television Programming, Recordings, Motion Pictures, Radio Programming,

and more) Parents and Teachers: (Pre-K/Early Childhood, K-12, Funding Opportunities, and more) Periodicals: (Journals, Magazines, Newsletters, Newspapers, and more) Publications: (Articles, Special Journal Issues, Book/Media Reviews, Conference

Proceedings/Presentations, Reference Works, Encyclopedias, Bibliographies, Dictionaries, Books, Book Chapters, Literature, Monographs, Technical Papers/Research Reports, Dissertations/Theses/Scholarly Projects, ERIC Documents, and more)

The 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.

NLEN Resource Guide

Index Category:

Sub-Category:

Title:

URL:

Description:


Enroll Online http://nlen.csusb.edu

Online Features and Benefits include:

An 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

Para Los Niños

El Fin - Gracias

Workshop on Publishing: “Academic Journals”

Dr. Enrique G. Murillo, Jr.California State University, San Bernardino

March 8, 2007


- Sponsored by Helen DeVitt JonesLecturer Series

Q1: 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

Q2: 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?

Q3: 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.

Q4: 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)

Q5: 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 .

Q6: 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 editor’s 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.

* 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 Voces Book & Media Reviews Alternative Formats

Reviewer: -------------------------------------------------------------------

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 SAMPLEMANUSCRIPT

REVIEW FORM

Para Los Niños

El Fin - Gracias

Workshop on Publishing: “Academic Books”

Dr. Enrique G. Murillo, Jr.California State University, San Bernardino

March 8, 2007


- Sponsored by Helen DeVitt JonesLecturer Series

Q1: 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.

Q2: 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.

Q3: 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.

Q4: 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.

Q5: 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.

Q6: 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.

Q7: 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?

Para Los Niños

El Fin - Gracias

Extra Slides for Reference

EDITOREnrique G. Murillo, Jr. California State University-San

Bernardino

ASSOCIATE EDITORSCorinne Martínez California State University-San Bernardino

Juan Sánchez Muñoz Texas Tech University-LubbockRuth Trinidad Galván University of New Mexico-Albuquerque

Sofia A. Villenas Cornell University-Ithaca

ADMINISTRATIVE MANAGEMENTDepartment of Language, Literacy & Culture, College of

EducationCalifornia State University-San Bernardino

Cathe Stevenson Fiscal Coordinator and Events PlannerMark Leal Office Manager

Mario Valenzuela Assistant to the EditorErika Bugarín Information and Resource Manager

EXECUTIVE COUNCILCenter for Equity in Education, California State University-San

BernardinoMaría V. Balderrama

Esteban Díaz Barbara Flores Juan Gutiérrez

José Salvador HernándezElsa Valdez

JLE Masthead

EDITORIAL ADVISORY BOARD (Volume 5, 2006 through present)

Alma Flor Ada University of San Francisco René Antrop-González University of Wisconsin-Milwaukee

Gilberto Arriaza San Jose State University Marta P. Baltodano Loyola Marymount University

Patricia Baquedano-López University of California-BerkeleyLilia Bartolomé University of Massachusetts-Boston

Scott 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-Pullman

Eugene Garcia Arizona State University-TempeFrancisco Guajardo University of Texas-Pan AmericanPablo Jasis Art, Research and Curriculum AssociatesDonaldo Macedo University of Massachusetts-Boston

Liliana Minaya-Rowe University of Connecticut-StorrsLuis Mirón University of Illinois-Urbana Champaign

Luis Moll University of Arizona-TucsonMartha Montero-Sieburth University of Massachusetts-Boston

Sonia Nieto University of Massachusetts-AmherstGeorge W. Noblit University of North Carolina-Chapel Hill

Pedro A. Noguera New York University Raymund A. Paredes Texas Higher Education Coordinating Board

Pedro Pedraza City University of New York–Hunter CollegeMaria de la Luz Reyes University of Colorado-Boulder

Guadalupe 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-Davis

Stephanie Urso Spina State University New York-Cortland Richard Valencia University of Texas-Austin

Angela Valenzuela University of Texas-Austin

JLE Masthead


Parental Motivation, Attitudes, Support and Commitment in a Southern Californian Two-Way Immersion Program

Rosalie Giacchino-Baker and Bonnie Piller

Social, Cultural and Political Influences on the Development of an Educational Partnership

James R. Valadez

Negotiating Our Way through the Gates of AcademeMichelle A. Holling and Amardo Rodriguez

Increasing the College Preparedness of At-Risk StudentsAlberto 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 Spina

“Against the Grain: Confronting Hispanic Service Organizations in Times of Increasing Inequalities, 1930 and 2005”

Linda Heidenreich

Maestras, Mujeres y Mas: Creating Teacher Networks for Resistance and Voice Theresa Montaño and Joyce Burstein

Accountability by Assumption: Implications of Reform Agendas for Teacher Preparation Socorro G. Herrera and Kevin G. Murry

Assimilation vs. Multiculturalism: Bilingual Education and the Latino Challenge Julia Burdick-Will and Christina Gómez

A Tribute to Thomas P. Carter (1927 – 2001): Activist Scholar and Pioneer in Mexican American Education

Richard R. Valencia

Pensando en Cynthia y su hermana: Educational Implications of U.S./Mexico Transnationalism for Children

Edmund T. Hamann, Víctor Zúñiga and Juan Sánchez García

“If the student is good, let him fly”: Moral Support for College among Latino Immigrant Parents Susan Auerbach


ESSAYS AND INTERVIEWSBeing Seen/Being Heard: moving beyond visibility in the academy

Robert J. Torres

VOCES: COMMUNITY, PARENTS, TEACHERS AND STUDENTS“Como si le Falta un Brazo”: Latino Immigrant Parents and the Costs of Not Knowing English

Jo Worthy

A Latina Teacher’s Journal: Reflections on Language, Culture, Literacy, and Discourse Practices

Mariana Souto-Manning

BOOK AND MEDIA REVIEWSBook Review: Teaching Hispanic Children by Toni Griego Jones and Mary Lou Fuller

Paul H. Matthews

Gibson, 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. García

Robert K. Ream. 2005. Uprooting Children: Mobility, Social Capital, and Mexican American Underachievement. New York: LFB Scholarly Publishing LLC.

Gilberto Q. Conchas

ALTERNATIVE FORMATSLanguage Lessons

Melisa Cahnmann

A Teacher’s Indispensable Qualities: A Freirean PerspectiveDouglas 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 WonTable of Contents

VOLUME 5, 2006


The Impact of Brown on Mexican American Desegregation Litigation, 1950’s to 1980’sGuadalupe San Miguel, Jr.

Lessons From La Maestra Miriam: Developing Literate Identities through Critical Literacy Teaching

Leila Flores Dueñas

English Only: The Creation and Maintenance of an Academic UnderclassCandace Mitchell

Accountability data and decision making in Texas bilingual education programsGordon S. Gates and Kristi Lichtenberg

An Introduction to This Special Thematic IssueZulmara Cline, María de la Luz Reyes and Juan Necochea

Teachers on the Border: In their own wordsMaría de la Luz Reyes and Elizabeth Garza

Queer Coyotes: Transforming education to be more accepting affirming, and supportive of queer individuals

Gilbert Valadez and Anne René Elsbree

Border Pedagogy from the Inside Out: An autoethnographic studyJaime Romo

Educating the Burrito KingJohn J. Halcón

¿Dónde 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 Garrett

Ethnic Identity and Academic Achievement among Latino and Latina AdolescentsMaria Estela Zarate, Fazila Bhimji, and Leslie Reese

Students’ Ratings of Professors: The Teaching Style Contingency for Latino ProfessorsGabriel Smith and Kristin J. Anderson

Transnational Communities En La Lucha: Campesinas and Grassroots Organizations “Globalizing from Below”

Ruth Trinidad Galván

Latinos in a College Outreach Program: Application, Selection, and ParticipationJill Denner, Catherine R. Cooper, Nora Dunbar and Edward M. Lopez

Educational Barriers for New Latinos in GeorgiaStephanie A. Bohon, Heather Macpherson and Jorge H. Atiles


ESSAYS AND INTERVIEWSPionera in the Linguistic Borderlands: Conversations with Emily Palacio, Calexico, California

María V. Balderrama

VOCES: 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 Valladolid

Círculo de Lectura: Colegio Monseñor Francisco Beckmann, una experiencia diferente.Wilfredo Juárez Estrada

BOOK AND MEDIA REVIEWSBook Review: Poor Latino families and school preparation: Are they doing the right things? by W.A. Sampson

Deirdre Martinez

Book Review: Las hijas de Juan: Daughters betrayed by Josie Méndez-NegreteNorma L. Cárdenas

“Excavating Education Policy in the New South”: Book Review of The Educational Welcome of Latinos in the New South by Edmund T. Hamann

Sheryl Greenwood Gowen

ALTERNATIVE FORMATSThe Pain of Injustice

Myriam N. Torres



Bridging a Continuum: Normalista Professionals and Mexican American Paraprofessionals Speak About Culture

Josephine Méndez-Negrete and Lilliana P. Saldaña

Newspaper Editorial Response to California’s Post-Proposition 227 Test ScoresRené Galindo

Welcome to the Front Seat: Racial Identity and Mesoamerican ImmigrantsGilberto Arriaza

Searching for Curanderas: A Quest to Revive Chicana/o StudiesMarcos Pizarro

Hispanic/Latino Fathers and Children’s Literacy Development: Examining Involvement Practices from a Sociocultural Context

Robert W. Ortiz

The Tyranny of Democracy: Deconstructing the Passage of Racist PropositionsZulmara 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-Sarellana

Learning from Cross-University Collaboration and Research: A Greek Tragedy in Three Acts

Carmen I. Mercado

Training Teachers of English Language Learners Using Their Students’ First LanguageLiliana Minaya-Rowe

First 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 Vinay

Cooperative Learning in Higher Education: Hispanic and Non-Hispanic Undergraduates Reflections on Group Grades

Bobbette M. Morgan


ESSAYS AND INTERVIEWSTO THE MARGINS AND BACK: THE HIGH COST OF BEING LATINA IN 'AMERICA'

Myriam N. Torres

VOCES: COMMUNITY, PARENTS, TEACHERS AND STUDENTSIEP Meetings and Mexican American Parents: Let’s talk about it

Loretta Salas Reaching Beyond Borders Through Service Learning

Terri M. Carney

Rising with De Colores: Tapping into the Resources of la Comunidad to Assist Under- Performing Chicano/Latino Students

Rosario Ordoñez-Jasis and Pablo Jasis

BOOK 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 Alanís

ALTERNATIVE FORMATSThe Backstage(s) of Mentorship

Marie Sarita Gaytán



Imaging 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. Martinez

Surviving the "Perfect Storm": Bilingual Education Policy-Making in New York CityLuis O. Reyes

Teachers' (Re)Constructions of knowledge: The other Side of Fieldwork Xaé Alicia Reyes

When Education, Media and Technology Converge: What do Latina/o Students Gain? Dolores Valencia Tanno

The Latin Grammys and the Almas: Awards Programs, Cultural Epideictic and the Intercultural Pedagogy

Alberto González and Amy N. Heuman

U.S. Latino Audiences of Telenovelas Diana I. Ríos

Sugar Beets, Segregation, and Schools: Mexican Americans in a Northern Colorado Community, 1920-1960

Rubén Donato

Latina Educators and School Discourse: Dealing with Tension on the Path to Success Jill A. Aguilar, Laurie MacGillivray, and Nancy T. Walker

When “Helping Someone Else” Is the Right Answer: Bridging Cultures in AssessmentCarrie Rothstein-Fisch, Elise Trumbull, Adrienne Isaac, Catherine Daley, and Amada Irma Pérez

Mesocentrism 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. Guerrero

“Estudia para que no te pase lo que a mi”: narrativas culturales sobre el valor de la escuela en familias mexicanas

Claudia Saucedo Ramos

Do Hispanic-Serving Institutions have what it takes to foster information literacy? One case

Anne C. Moore and Gary Ivory


ESSAYS AND INTERVIEWSA Visionary Latin American Preschool Educator: A Conversation with Franklin Martínez

Dean Cristol

Testimonios de Inmigrantes: Students Educating Future TeachersM. 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 Muñoz

Book Review: The Latino Student's Guide to College Success by Leonard A. Valverde.(editor)Louie F. Rodríguez

Manufacturing Hope and Despair: The School and Kin Support Networks of U.S.-Mexican Youth by Ricardo Stanton-Salazar

Melissa Moreno

“Why Don’t They Learn English?” Separating Fact from Fallacy in the U.S. Language Debate by Lucy Tse

Grace Cho and Debra DeCastro-Ambrosetti

Contextualizing Literature by Mexican-American Women Writers: A Review of CarameloPatricia Benjumea

ALTERNATIVE FORMATSEl carácter esencial del conocimiento de acuerdo a un neófito

Angela López Pedrana

Untitled PoemSandra Valles-Metzger



Multiple Ethnic, Racial and Cultural Identities in Action: from Marginality to a New Cultural Capital in Modern Society

Henry T. Trueba

Caught in a Policy Web: The Impact of Education Reform on Latino EducationJill Kerper Mora

"Mexican Americans Don't Value Education!": On the Basis of the Myth, Mythmaking, and Debunking

Richard R. Valencia and Mary S. Black

“You're just a kid that's there” — Chicano Perception of Disciplinary EventsRosa Hernández Sheets

Dropout Prevention: How Migrant Education Supports Mexican YouthMargaret A. Gibson and Livier F. Bejínez

Family Matters Related to the Reading Engagement of Latino ChildrenAngela Arzubiaga, Robert Rueda and Lilia Monzó

A Critical Race Analysis of Advance Placement Classes: A Case of Educational InequalityDaniel G. Solórzano and Armida Ornelas

ESSAYS AND INTERVIEWSParticipatory Action Research in Education: The National Latino/a Education Research Agenda Project

Pedro Pedraza

Learning to Forget: Reflections on Identity and LanguageBenjamin Baez

Whose Lady of Guadalupe?: Indigenous Performances, Latina/o Identities and the Postcolonial Project

Bernardo P. Gallegos

The Cultural Legacy of Self-consciousness: an Interview with Lourdes PortilloJuan Velasco

VOCES: COMMUNITY, PARENTS, TEACHERS AND STUDENTSIn Search of Bedrock: Organizing For Success with Diverse Needs Children in the Classroom

Priscilla Shannon Gutiérrez

Struggling toward Culturally Relevant Pedagogy in the Latino DiasporaStanton Wortham and Margaret Contreras

Lessons From the First GradeSharon Adelman Reyes

Middle School Mathematics Classrooms: A Place for Latina Parents’ InvolvementCynthia Oropesa Anhalt , Martha Allexsaht-Snider, and Marta Civil


BOOK AND MEDIA REVIEWSEffective Programs For Latino Students, by Slavin, Robert E. & Calderón, Margarita (eds.)

Marilyn Antonucci

La Otra Conquista, by Carrasco and Domingo Film ProductionsLuis Urrieta Jr. and Oliva Martínez

Children of Immigration by Suarez-Orozco, C. & Suarez-Orozco, M.Adela de la Torre

Democracy, 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 Lownds

The Power of Community: Mobilizing for Family and Schooling by Concha Delgado-Gaitán

Lilia Monzó

ALTERNATIVE FORMATSIn-“Just”-Us (Injustice)

Celestina Castrejón de Rasmussen

Educadores / Educators, SangreHugo Moreno

TracksRolando J. Diaz

Mister Rogers’ NeighborhoodClaudia Rosa Silva


HLEMasthead

EDITOREnrique G. Murillo, Jr. California State University-San Bernardino

ASSOCIATE EDITORSSofia A. Villenas Cornell University- Ithaca

Ruth Trinidad Galván University of New Mexico-AlbuquerqueJuan Sánchez Muñoz Texas Tech University-Lubbock

Corinne Martínez California State University-San BernardinoMargarita Machado-Casas University of North Carolina-Chapel Hill

SECTION EDITORS Douglas E. Foley University of Texas-Austin

Norma E. González University of Utah-Salt Lake City Eugene García Arizona State University-Tempe

Esteban Díaz California State University-San Bernardino

ADMINISTRATIVE MANAGEMENTDepartment of Language, Literacy & Culture, College of Education

California State University-San BernardinoCathe Stevenson Fiscal Coordinator and Events Planner

Mark Leal Office ManagerMario Valenzuela Assistant to the Editor

Erika Bugarín Information and Resource Manager

ACQUISITIONS / PRODUCTION MANAGEMENTLawrence Erlbaum Associates, Inc.

Naomi SilvermanErica Kika

HLEMasthead

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 Michigan–Ann 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 René Galindo University of Colorado at Denver Margaret A. Gibson University of California at Santa Cruz Francisco Guajardo University of Texas-Pan American Juan Gutiérrez California State University-San Bernardino Kris Gutiérrez University of California at Los Angeles Edmund Hamann University of Nebraska-Lincoln José Salvador Hernández California State University-San Bernardino Janice Hurtig University of Illinois-Chicago Pablo Jasis Art, Research and Curriculum Associates Jill Kerper Mora San Diego State University Bradley Levinson Indiana University at Bloomington Carmen Mercado City University of New York–Hunter College Liliana Minaya-Rowe University of Connecticut-Storrs

HLEMasthead

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-Amherst 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 York–Hunter 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 Ricardo D. Stanton-Salazar University of Southern California Carlos Tejeda California State University, Los Angeles Josefina V. Tinajero University of Texas-El Paso Luis Urrieta, Jr. University of California-Davis Stephanie Urso Spina State University New York-Cortland Guadalupe Valdes Stanford University Richard Valencia University of Texas-Austin Angela Valenzuela University of Texas-Austin Olga Vásquez University of California-San Diego James Diego Vigil University of California, Irvine Stanton Wortham University of Pennsylvania Ana Celia Zentella University of California-San Diego

SECTION I: Theoretical and Methodological Approaches

Sofia A. Villenas, Associate Editor Douglas E. Foley, Section EditorIntroductory 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 This chapter will address the current state of Latinas/os in the United States – who we are, where we come from, where we live (new diaspora), our commonalities and differences, etc. Histories of Latino Education This chapter will provide an historical overview that links some of the important issues that have shaped educational opportunities for Latinos to broader historical themes. It will offer a comprehensive overview of the issues Latinos/as have faced in education, key historical events, and pioneering research. With respect to the latter, some biographies would be included to honor our ancestors and elders, to show what the mainstream has left out, and to connect the new generation with the previous generation of researchers. The plural “histories/herstories” is emphasized to center the heterogeneity and diversity of Latino experiences in education (race, gender, nationality, sexuality). Multicultural, Transnational and Comparative Perspectives in Education This chapter would explore Latino connections to the praxis of African American, American Indian and other racial/ethnic minority groups in North America, and to Latin America and beyond. It will address theoretical and philosophical inspirations from Ethnic Studies, Multiculturalism, Postcolonial Studies, Critical Race Theory, LatCrit and other social/cultural theories, and from the scholarship and social movements of Latin America. This comparative chapter should thus illuminate the diverse roots in western, postcolonial, third world feminist, and Marxist throught among others – showing the key concepts (i.e. hybridity, internal colony, patriarchy) that are being borrowed and/or shared. Creating a Unique Standpoint: Latino Theoretical Contributions to Educational Praxis This chapter will address how Latina/o scholars in education have sought to create unique ethnic/racial standpoint(s). This chapter would be synthetic, addressing attempts to develop unique epistemological and gender perspectives, and unique diaspora/borderlands perspectives nuanced towards the Latino/a historical experience in education. This chapter should illuminate the specific, unique variations of theory that Latinos/as have developed, how we’ve created our own unique theoretical and practice-based approaches and perspectives with multidisciplinary tools. Comment: For example, the funds of knowledge research is a unique Latino/a attempt to theorize the borderlands in an anti-deficit way.Critical Methodologies in Latino Education This chapter would address the continuum of traditional-applied and policy-activist methods and styles of research. It would seek to characterize the ways in which Latino/a scholars define research; how political is it? How practical is it? This focus of this chapter would be on the purpose of research, not method per se. In this way one theme might be how because of the pragmatic/political nature of research, Latino/a scholars have eschewed methodological dogmatism and positivism to use whatever works to best tell the story. On the one hand, good quantitative documentation of wages, rents, land ownership, Latino push-out rates, school demography, testing & measurement, and schooling inequities with respect to curriculum and policy in general, serves the purpose of empowering Latino communities. On the other hand, there is a growing importance of qualitative, narrative, and life history research because of the desire to give voice to Latinos/as’ experiences, to write the unwritten history from the bottom up, to document struggles, and to show better educational practices, etc. Comment: In sum, this chapter attempts to lay out the continuum of activist types of research – research that gives voice, or research that challenges policies, or champions other policies/practices, or all of these.

SECTION II: Politics/Policy Ruth Trinidad Galván, Associate Editor Norma E. González, Section EditorIntroductory Chapter to Section II 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. Globalization and Transnationalism Addresses the current global state and its implications for our understanding of nation/state; citizenship rights; such as Prop 187; 209.Comment: Here maybe along the lines of Gomez-Pena’s ideas. The New Latino Diaspora Provides a review of the continually growing dispersal of Latinos and emerging identities, consequences, etc…

Race and Ethnicity Examine how race has been constructed historically for/by Latinos and the place of ethnic diversity – its complications and advantages.Comment: Since Sofia & Doug’s section is already dedicating a chapter on LATCRT – we thought this might highlight ethnic diversity and how it plays out. Language Ideologies and Language Policy An overview of issues relating to the politics of language and language use.Comment: How much of this might already be covered in Juan and Gene’s section? Accountability and High Stakes Testing Review of the influence federal/state policies have had on the education of Latinos i.e. Nation at Risk; NCLB Higher Education: Challenges and Triumphs Highlights the struggles & accomplishments of Chicano/a; Cuban Studies and other programs on university campuses Administration and Leadership Need help conceptualizing this one Latino Faculty in Academia Reviews past and present state of Latinos in academia, such as, access, representation, etc… Community Activism: Policy Formation and implementation Highlights the important role of non-profits and community learning communities in response to and as leaders of political change.

Latino youth and Community Building Presents the history/role of youth organizing in mobilizing students on and off campuses.

SECTION III: Language and Culture Juan Sánchez Muñoz, Associate Editor Eugene García, Section Editor

Introductory Chapter to Section III 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.Language, Culture and Cognition The relationship between language, culture, and educational achievement has long been examined in traditional educational research. This chapter will offer emergent theories and research that make salient the relationship between language, culture and cognition in the education of Latino/asLanguage, Culture and Identity The contributions of this chapter will explore identity theory, as influenced by language and culture, as critical dimensions of consideration for educational professionals responsible for the education of Latino/asLanguage Socialization The field of language socialization will serve as the basis of this chapter that examines the acquisition of language and culture of Latino youths and their families across educational context s in the U.S. Biculturalism and Education This chapter will offer a succinct understanding of bicultural formations, i.e. cultural variations, language fluencies, formal schooling differentials, schooling acclimations, discursive and ideological distinctions, among generational/immigrant Latino/a students, and how to best appropriate these qualities for the purpose of educational achievementBilingualism and Education This chapter will offer a historiography of bilingual education and proffer new directions of promise for bilingual teachers and learners. The chapter will not offer a protracted explication of instructional models. Culture, Family and Education This chapter will survey research on the relationship between culture, family, and educational achievement among Latino/as in K-12 schools. The chapter will concomitantly engage issues of generationalism, immigrant status, socioeconomics, and parental educational attainment to make salient the prevailing variables related to culture and family in the education of Latino/a students. Language, Culture and Immigrant Education This chapter will address the increasing presence and impact of immigrant education within the context of general Latino/a educational theory and practice. Special attention will be given to linguistic and cultural variables that distinguish the education of American-born Latinos from immigrant Latinos Language, Culture and Special Education This chapter will survey the research underpinning the educational services available to Latino/as students designated with special needs, and the manner in which language and culture are considered in the delivery of said services The role of language and culture in the educational resilience and matriculation of Latino students The information contained in this chapter will consider how language and culture are theorized to explain educational attrition, school perseverance, and the probability that Latino k12 students are being properly prepared and capably advised to matriculate through all available educational options

SECTION IV: Teaching and Learning Corinne Martínez, Associate Editor Esteban Díaz, Section EditorIntroductory Chapter to Section IV 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.Approaches to Research on the Schooling Experience of Latinos in K-12 Schools This chapter provides a synthesis of theory and method in the study of Latinos in K-12 schools. Preparing Teachers for Educating Latino Students This chapter highlights the policies and stellar programs that prepare teachers for the education of Latino students.The Impact of Federal and State Reform Efforts on the Education of Latino Youth This chapter reviews educational policies impacting the education of Latinos in K-12 schools. Language Policies and Implications for Classroom Practice This chapter presents a view of language policies in terms of how they influence the identification, assessment and instruction of English learners. Alternatives to Schooling Latino Youth This chapter highlights the non formal schooling or alternative experiences of Latino youth such as community education programs, after school programs, etc. Educational Attainment and Achievement of Latino Students This chapter reviews status reports on the educational attainment and academic achievement of Latinos in K-12 schools. Literacy, Biliteracy and Multilingual Literacy This chapter provides a review of issues (research) in multiple literacy experiences of Latino students.Approaches to Teaching: Bilingual Education, ESL and Sheltered Instructional Practices This chapter frames the various approaches to teaching English learners in K-12 schools. Sociocultultual Theories and Implication for Teaching Latino Students This chapter looks at the instructional

applications of sociocultual theory.

SECTION V: Appendix of Resources Margarita Machado-Casas, Associate EditorIntroductory Chapter to Section V Will offer a synthesis of the various appendices, their collective and coordinated contribution to the field of Latinos and Education, and a general framework within which the appendices function to contribute to an overall understanding.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) Non-Print Media: (Television Programming, Recordings, Motion Pictures, Radio Programming, and more) Parents and Teachers: (Pre-K/Early Childhood, K-12, Funding Opportunities, and more) Periodicals: (Journals, Magazines, Newsletters, Newspapers, and more) Publications: (Articles, Special Journal Issues, Book/Media Reviews, Conference Proceedings/Presentations, Reference Works, Encyclopedias, Bibliographies, Dictionaries, Books, Book Chapters, Literature, Monographs, Technical Papers/Research Reports, Dissertations/Theses/Scholarly Projects, ERIC Documents, and more)