Latinx

Articles in this section may concurrently be sorted into other fields of study (e.g., Higher Education, Social Sciences). Population tabs were created for this project to highlight the impact of racial discrimination on particular racial/ethnic groups. Sentences that come directly from the article are in quotation marks. jmcomicÂț»­N students, faculty, and staff can access most articles through the University Library using jmcomicÂț»­N credentials. Please use the library’s interlibrary loan services if an article of interest is not available.

AlemĂĄn, S. M., & AlemĂĄn, E., Jr. (2016).Ìę.ÌęUrban Education, 51(3), 287–314. https://doi.org/10.1177/0042085915626212

  • This article “maps out two critical race media projects—a documentary and a Chicana/o-centric student newspaper—developed by Chicana/o scholars seeking to fulfill the promise of praxis hailed by critical race theorists.” Guided by CRT and Latina/Latino Critical Race Theory, these projects “merge research and activism in order to cultivate figurative and literal spaces that encourage and allow for the recuperation of memory, archiving forgotten history, and the self-determination of contemporary identities and belonging.”

CuĂĄdraz, G. H. (2005).Ìę.ÌęJournal of Hispanic Higher Education, 4(3), 215–234. https://doi.org/10.1177/1538192705276547

  • This article discusses “key studies and significant events related to the field of Chicanas and higher education for three decades, beginning with the 1970s and ending with the 1990s.”

Delgado Bernal, D. (2002).Ìę.ÌęQualitative Inquiry, 8(1), 105–126. https://doi.org/10.1177/107780040200800107

  • Guided by CRT and Latina/Latino critical theory, the author “compares and contrasts the experiences of Chicana/Chicano students through a Eurocentric and a critical raced-gendered epistemological perspective and demonstrates that each perspective holds vastly different views of what counts as knowledge, specifically regarding language, culture, and commitment to communities.”

Feize, L., Longoria, D. A., & Fernandez, A. (2019).Ìę.ÌęJournal of Hispanic Higher Education, 1–19. https://doi.org/10.1177/1538192719841531

  • Guided by Latina/Latino Critical Race Theory and Culturally Responsive Pedagogy, this study explores Mexican American cultural elements through folklore as a way of addressing cultural competence. “Content analysis of 21 stories, which were collected from Mexican American older adults, indicated that strong family ties, gender roles, and religiosity are central cultural elements in Mexican American culture.”

GarcĂ­a, D. G. (2006). Remembering Chavez Ravine: Culture clash and critical race theater.ÌęChicana/o-Latina/o Law Review, 26, 111–130.

  • GarcĂ­a defines a critical race theater as “performance art that illuminates the lives and histories of marginalized communities while challenging social and racial injustice.” This paper analyzes “a critical race theater account of the historical events that took place during the removal of almost 3,800 people from three predominately Mexican American neighborhoods in 1950s Los Angeles.”

Garcia, N. M., & Mireles-Rios, R. (2020).Ìę.ÌęAmerican Educational Research Journal, 57(5), 2059–2088. https://doi.org/10.3102/0002831219892004

  • Using plĂĄticas, the sharing of cultural teachings through intimate and informal conversations, the authors analyze their personal college choice processes as Chicanas by examining the impact of being raised by Chicano college-educated fathers. Drawing on two theoretical frameworks, college-conocimiento, a Latinx college choice conceptual framework, and critical raced-gendered epistemologies, they demonstrate how intimate and informal conversations occur within their own Chicana/o daughter-father relationships in negotiating higher education and household contexts.

GarcĂ­a, S. J. (2017) .ÌęSociology Compass, 11(6), Article e12484. https://doi.org/10.1111/soc4.12484

  • This article provides an overview of CRT to document the racialized lives of Mexican immigrants and their communities. GarcĂ­a brings attention to one of the dominant approaches to the study of sociological migration, segmented assimilation theory. In doing so, GarcĂ­a uses CRT as a framework to bring race and other axes of stratification such as undocumented status to light.

Iglesias, E. M., & Valdes, F. (1998). Religion, gender, sexuality, race and class in coalitional theory: Critical and self-critical analysis of LatCrit social justice agendas.ÌęChicano-Latino Law Review, 19, 503–588.

  • The authors first develop a critical account of the role of religion in Latina/Latino Critical Race Theory (LatCrit) practice and legal scholarship. They then take up the question of “sexualities, otherness and community in LatCrit theory, focusing particularly on the operation of sexual orientation diversities in the construction of LatCrit anti-subordination theory—as well as mapping out the multiply contested legal sites where the regulation of sexualities is interconnected with the hegemonic privileging of the male-dominated nuclear family.” Lastly, they map out multiple sites where LatCrit aspirations to move beyond all forms of essentialism have revealed new anti-subordination problematics and possibilities.

JimĂ©nez-Castellanos, O., Cisneros, J., & GĂłmez, L. M. (2013). Applying racist nativism theory to K–12 education policy in Arizona, 2000–2010.ÌęAztlĂĄn: A Journal of Chicano Studies, 38(2), 175–190.

  • This article uses the concept of racist nativism as an analytic tool to examine education policy in Arizona. Using Arizona as a case study, the authors look at assimilationist practices in education that affect immigrants and citizens of Latinx heritage. They focus on contemporary education policy from 2000 to 2010, particularly language and curricular mandates (Proposition 203, the four-hour English Language Development block model, and HB 2281), to unveil the continuing marginalization of Latinx population in Arizona’s K–12 educational system. They conclude “by describing the overarching effects of these policies and their implications for state leaders and policy makers in Arizona and other states.”

LĂłpez, N., Vargas, E., Juarez, M., Cacari-Stone, L., & Bettez, S. (2018).Ìę.ÌęSociology of Race and Ethnicity, 4(1), 49–66. https://doi.org/10.1177/2332649217708798

  • Using the 2015 Latino National Health and Immigration Survey (N = 1,197), the authors examine the relationship between physical and mental health status and three multidimensional measures of race: “(1) street race, or how you believe other ‘Americans’ perceive your race at the level of the street; (2) socially assigned race, or what we call ascribed race, which refers to how you believe others usually classify your race in the United States; and (3) self-perceived race, or how you usually self-classify your race on questionnaires.” They find that “only self-perceived race correlates with physical health and that street race is associated with mental health.” They argue that “street race is a promising multidimensional measure of race for exploring inequality among Latinxs.”

NĂșñez, A. J., & MerĂĄz GarcĂ­a, M. (2017).Ìę.ÌęSAGE Open, 7(4). https://doi.org/10.1177/2158244017744595

  • This study uses empirical data from a version of the Clark doll experiment and Latina/Latino Critical Race Theory to determine the factors that shape the perceptions of college among 35 randomly selected Latinx children in Grades 2nd to 5th. Findings show: “(a) that Latinx children hold their race/ethnicity in lower regard when compared to Whites, exhibit an ambivalence regarding identity that negatively affects their self-esteem and their perceptions of college as an attainable goal”; and (b) that Latinas perceived themselves more favorably than Latinos in all categories, which positively affects their perceptions of a college education.”

Rodriguez, D. (2010).Ìę.ÌęCultural Studies ↔ Critical Methodologies, 10(6), 491–507. https://doi.org/10.1177/1532708610365481

  • The author addresses how storytelling can serve as a means for researchers to create collective transformational spaces, co-constructing knowledge about self and further deepening our understandings about the role of race while in the field.

SolĂłrzano, D. G. (1998).Ìę.ÌęInternational Journal of Qualitative Studies in Education, 11(1), 121–136. https://doi.org/10.1080/095183998236926

  • Using CRT as a framework, this article examines how racial and gender microaggressions impact the career trajectories of Chicana and Chicano scholars.

Urquijo-Ruiz, R. E. (2004). Alicia Sotero VĂĄsquez: Police brutality against an undocumented Mexican woman.ÌęChicana/Latina Studies: The Journal of Mujeres Activas en Letras y Cambio Social, 4(1), 62–84.

  • This article discusses police brutality and human rights violations in the U.S. The author examines the infamous Riverside Sheriff’s brutal beating of an undocumented Mexican woman as exemplary of a particular historical relationship between Mexican labor, the U.S. nation-state, and the material conditions of immigrant laborers.

Yosso, T. J. & GarcĂ­a, D. G. (2007). “This is no slum!”: A critical race theory analysis of community cultural wealth in Culture Clash’s Chavez Ravine.ÌęAztlĂĄn: A Journal of Chicano Studies, 32(1), 145–179.

  • Drawing on a CRT framework, this article “weaves together sociology, education, history, and performance studies to challenge deficit interpretations of Pierre Bourdieu's cultural capital theory and to analyze Culture Clash's play Chavez Ravine.” The play recounts “a decade of Los Angeles history through the perspectives of displaced Mexican American families from three former neighborhoods of Chavez Ravine. Culture Clash's performance recovers and personifies the community cultural wealth cultivated by these families.”