References (by Chapter)

Preface and Acknowledgements

1. Introduction: An Origins Story

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Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 1241–1299.

Rendón, L., Amaury N., & Kanagala, V. (2014). Ventajas/Assets y Conocimentos/Knowledge: Leveraging Latin@s Strengths to Foster Student Success. Center for Research and Policy in Education.

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91.

2.  How this Book is Organized: And How to Make the Most of it.

Adichie, C. N. (2009). The danger of a single story [Video recording].

Brayboy, B. M. J. (2005). Toward a tribal critical race theory in education. The Urban Review, 37(5), 425–446.

Colón, M., Veloria, C. N., Pica-Smith, C., & Contini, R. M. (2022). A Systems ‘Analysis of Latine Education in Massachusetts: A Call for Critical Intercultural Integration. International Migration.

Litvinov, A. (2023). Why Are Educators Still Buying Their Own School Supplies? NEA Today.

Orfield, G., Ee, J., Frankenberg, E., & Siegel-Hawley, G. (2016). “Brown” at 62: School Segregation by Race, Poverty and State. Civil Rights Project-Proyecto Derechos Civiles.

Wiley, D. (2024). Defining the “Open” in Open Content and Open Educational Resources – improving learning. Open Content.

3. Why an OER Book?

5. Latino, Latinx, Latine, Latinidades: Beyond Latino Monolithic Myth

Borges, M., Granberry, P., Lima, A., & Martins, V. (2023). Brazilians in the U.S. and Massachusetts: A Demographic and Economic Profile. Gastón Institute Publications.

Brown, A. (2020, February 25).  Pew Research Center.

Bustamante, L. N., Martinez, Gracie, & Lopez, Mark Hugo. (2024, September 12). Latinx Awareness Has Doubled Among U.S. Hispanics Since 2019, but Only 4% Use It. Pew Research Center.

Call me Latine. (2021, March 22). Call Me Latine. https://callmelatine.wordpress.com/

Cambio Center. (2024). Hispanic, Latin@, Latinx or Latine?. Cambio Center.

Cohn, D. (2010, March 3). Census History: Counting Hispanics. Pew Research Center.

Díaz, H. G., & Díaz, H. L. (2022). Don’t just call me Latinx: A Call for Data Disaggregation to Disrupt Monolith Views. YU-WRITE: Journal of Graduate Student Research in Education, 1(1).

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Fraga, C. A. de L. (2021, October 15). A gramática da inclusão. Extra Classe.

Freire, P. (1970). Pedagogy of the Oppressed. The Continuum International Publishing Group. New York.

Galdámez, M., Gomez, M., Perez, R., Salome, R., Lupe, M. P. P., Silver, J., Domínguez-Villegas, R., Zong, J., & López, N. (2023). Centering Black Latinidad: A profile of the US Afro-Latinx population and complex inequalities.

Lopez, L. M. & Hugo, Mark. (2023). Latinos’ Views of and Experiences With the Spanish Language. Pew Research Center.

Lopez, M. H., Krogstad, Jens Manuel, & Passel, Jefferey S. (2024). Who is Hispanic? Pew Research Institute.

Rodríguez, J. M. (2003). Queer Latinidad: Identity practices, discursive spaces (Vol. 24). NYC Press.

Rúa, M. M. (2005). Latinidades. In The Oxford Encyclopedia of Latinos and Latinas in the United States. Oxford University Press.

Salazar, Miguel. (2019, September 16). The Problem With Latinidad. The Nation.

Smith, Kaitlin. (2021, October 15). Latinx vs. Hispanic: A History of Terms. Facing History & Ourselves.

Spring, J. (2021). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States. Routledge.

United States Census Bureau, (n.d.). About the Hispanic Population and its Origin. Census.Gov.

Zamora, O. Z. (2022). Transnational Renderings of Negro/a/x/* Re-centering Blackness in AfroLatinidad. Small Axe: A Caribbean Journal of Criticism, 26(2), 93–99.

7. Schooling Experiences of Latine students with (Dis)abilities

Office of Special Education Programs (2020, December 17). OSEP Fast Facts: Hispanic and/or Latino Children with Disabilities. https://sites.ed.gov/idea/osep-fast-facts-hispanic-latino-children-disabilities-20/

8. Latina/e/0/x Students in Gifted and Talented Programs in K-12 US Public schools

Office of Civil Rights. (2014). Civil Rights Data Collection. Retrieved from https://civilrightsdata.ed.gov/profile/us?surveyYear=2020

“Provisions Related to Gifted and Talented Children,” Amendments to Elementary and Secondary Education Amendments of 1969, United States Congress, Public Law 806, 121 (1970). https://www.valdosta.edu/colleges/education/human-services/document%20/marland-report.pdf

Ramos, E. (2010). Let us in: Latino underrepresentation in Gifted and Talented Programs. Journal of Cultural Diversity, 17(4). https://www.proquest.com/scholarly-journals/let-us-latino-underrepresentation-gifted-talented/docview/818559227/se-2?accountid=28932  

Spring, J. (2016). Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States (8th ed.). New York: Routledge.

9. Experiences of Guatemalan students and their search for the American Dreams

Moslimani, Mohamad, Luis Noe-Bustamante, and Sono Shah. Facts on Hispanics of Guatemalan Origin in the United States, 2021. Pew Research Center’s Hispanic Trends Project (blog).
Bermeo, S., Leblang, D., & Alverio, G. N. (2022.). Root Causes of Migration from Guatemala. Duke Sanford Center for International Development.

10. Mixed Latinx Students and the Latinx Experience

Garcia, G. M., Hedwig, T., Hanson, B. L., Rivera, M., & Smith, C. A. (2018). The Relationship Between Mixed Race/Ethnicity, Developmental Assets, and Mental Health Among Youth. Journal of Racial and Ethnic Health Disparities, 6(1), 77–85.

Jones, N., Marks, R., Ramírez, R., & Ríos-Vargas, M. (2021, August 21). 2020 Census Illuminates Racial and Ethnic Composition of the Country. Census.Gov.

Noe-Bustamante, L., Gonzalez-Barrera, A., Edwards, K., Mora, L., & Hugo Lopez, M. (2021). Majority Of Latinos Say Skin Color Impacts Opportunity in America and Shapes Daily Life. In Pew Research Center (pp. 1–63). Pew Research Center.

11. A Legacy of Struggle and Advocacy: Puerto Rican Students in US Schools

Antrop-Gonzalez, R., Velez, W., & Garrett, T. (2005). Donde Estan los Estudiantes Puertorriquenos/os Exitosos? [Where Are the Academically Successful Puerto Rican Students?]: Success Factors of High-Achieving Puerto Rican High School Students. Journal of Latinos & Education, 4(2), 77–94.

Cruz, T. M. (2017). “We Took’Em On” The Latino Movement for Educational Justice in Boston, 1965-1980. Journal of Urban History, 43(2), 235–255.

Jesús, A. D., & Rolón-Dow, R. (2007). Challenges, Dilemmas, and Possibilities. Centro Journal, XIX(2), 4–11.

Nieto, S. (2000). Puerto Rican Students in U.S. Schools. Sociocultural, Political, and Historical Studies in Education. Lawrence Erlbaum Associates; , Publishers, 10 Industrial Avenue, Mahwah, NJ 07430-2262

Reyes, X. A. (2000). Return migrant students: Yankee go home? Puerto Rican Students in US Schools, 39–67.

Sanchez Korrol. (n.d.). History of Puerto Ricans In the US – PART TWO | Centro de Estudios Puertorriqueños. Retrieved March 16, 2017, from https://centropr.hunter.cuny.edu/research-education/education/story-us-puerto-ricans-part-two

Shah, M. M., Luis Noe-Bustamante, and Sono. (2023, August 16). Facts on Hispanics of Puerto Rican origin in the United States, 2021. Pew Research Center. https://www.pewresearch.org/race-and-ethnicity/fact-sheet/us-hispanics-facts-on-puerto-rican-origin-latinos/