Topic
Latino studies
About: Latino studies is a research topic. Over the lifetime, 654 publications have been published within this topic receiving 8017 citations. The topic is also known as: Latino and Latina studies & Latina studies.
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TL;DR: This article used interviews and participant observation to describe how ethnic minority students in an urban high school experience discrimination, and found that Asian American and Latino students also expressed intraracial tensions around issues of language, immigration, and assimilation.
Abstract: Interviews and participant observation are used to describe how ethnic minority students in an urban high school experience discrimination. The findings suggest critical variations among students that contributed to a hostile school environment. Asian American students discussed physical and verbal harassment by peers, while Black and Latino students reported discrimination by adults, such as teachers, police, and shopkeepers. Findings suggested a circular process whereby teachers preferred the Asian American students, often basing their preference on model minority beliefs, and the African American and Latino adolescents resented that teacher bias and thus harassed the Asian American students. Asian American and Latino students also expressed intraracial tensions around issues of language, immigration, and assimilation. Findings underscore the importance of exploring adolescents’ subjective experiences of discrimination.
608 citations
376 citations
TL;DR: The authors reviewed how US deportations ballooned between 1997 and 2012, and highlighted how these deportations disproportionately targeted Latino working class men, and described this recent mass deportation as a gendered racial removal program.
Abstract: This article reviews how US deportations ballooned between 1997 and 2012, and underscores how these deportations disproportionately targeted Latino working class men. Building on Mae Ngai's (2004) concept of racial removal, we describe this recent mass deportation as a gendered racial removal program. Drawing from secondary sources, surveys conducted in Mexico, the U.S. Department of Home- land Security published statistics, and interviews with deportees conducted by the first author in Guatemala, the Dominican Republic, Brazil and Jamaica, we argue that: (1) deportations have taken on a new course in the aftermath of 9/11 and in the wake of the global economic crisis - involving a shift towards interior enforcement; (2) deportation has become a gendered and racial removal project of the state; and (3) deportations will have lasting consequences with gendered and raced effects here in the United States. We begin by examining the mechanisms of the new deportation regime, showing how it functions, and then examine the legislation and administrative decisions that make it possible. Next, we show the concentration of deportations by nation and gender. Finally, we discuss the causes of this gendered racial removal program, which include the male joblessness crisis since the Great Recession, the War on Terror, and the con- tinued criminalization of Black and Latino men by police authorities. Latino Studies (2013) 11, 271-292. doi:10.1057/lst.2013.14
344 citations
TL;DR: The authors found that African American and Latino males differ significantly on measures of social and cultural capital, thereby challenging normative assumptions that all racial/ethnic minorities are equal, and achievement prior to college matters most for Latino males while African American males reap significant benefits from their socioeconomic standing and involvement during college.
Abstract: This study regressed undergraduate grades on background traits, pre-college variables, and measures of sociocultural capital for nationally representative samples of African American and Latino male undergraduates using data from the NCES’s National Education Longitudinal Study (NELS:88/00). Results suggest that African American and Latino males differ significantly on measures of social and cultural capital, thereby challenging normative assumptions that all racial/ethnic minorities are equal. Additionally, achievement prior to college matters most for Latino males while African American males reap significant benefits from their socioeconomic standing and involvement during college. Implications for future research, policy, and practice are highlighted.
319 citations