Editors' introduction

US Latinization: Education and the New Latino South

Volumn , Issue , 2017, Pages xv-xxiii

  Salas, Spencer ^a   Portes, Pedro R ^b  

^a UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

^b UNIVERSITY OF GEORGIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85038395099     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Editorial

References (14)

1. Contreras, F. (2011). Achieving equity for Latino students: Expanding the pathway to higher education through public policy. New York, NY: Teachers College Press.
2. Gandara, P. C., & Contreras, F. (2009). The Latino education crisis: The consequences of failed social policies. Cambridge, MA: Harvard University Press.
3. Hamann, E. T. (2003). The educational welcome of Latinos in the new South. Westport, CT: Praeger.
4. Hamann, E. T., Wortham, S., & Murillo, E. G. (Eds.). (2015). Revisiting education in the new Latino diaspora. Charlotte, NC: IAP.
5. Irizarry, J. G. (2011). The Latinization of U.S. schools: Successful teaching and learning in shifting cultural contexts. Boulder, CO: Paradigm.
6. Krogstad, J. M., & Lopez, M. H. (2014). Hispanic nativity shift: U.S. births drive population growth as immigration stalls. Washington, DC: Pew Research Center's Hispanic Trends Project.
7. Murillo, E. G., Trinidad Galván, R., & Villenas, S. A. (Eds.). (2009). Handbook of Latinos and education: Theory, research and practice. New York, NY: Routledge.
8. Portes, P. R., Gallego, M. A., & Salas, S. (2009). Dismantling group based inequality in a NCLB Era, effective practices, and Latino students placed at risk. In E. G. J. Murillo, S. A. Villenas, R. T. Galvan, J. S. Munoz, C. Martinez, & M. Machado-Casas (Eds.), Handbook of Latinos and education: Research, theory and practice (pp. 438-449). Mahwah, NJ: Erlbaum.
9. Portes, P. R., González Canché, M., Boada, D., Mira, W., Sandhu, D., & Salas, S. (2016). Assessing migration and adaptation from two or more points of view: Cultural-historical theory and methods. Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano, 12(2), 1-21. http://psicologia.udg. edu/PTCEDH/menu.
10. Portes, P. R., & Salas, S. (2010). In the shadow of Stone Mountain: Identity development, structured inequality, and the education of Spanish-speaking children. Bilingual Research Journal, 33(2), 241-248.
11. Portes, P. R., & Salas, S. (2015). Nativity shifts, broken dreams, and the new Latino South's post-first feneration. Peabody Journal of Education, 90(3), 426-436.
12. Portes, P. R., & Salas, S. (Eds.). (2011). Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities. New York, NY: Peter Lang.
13. Portes, P. R., Salas, S., Baquedano-López, P., & Mellom, P. (Eds.). (2014). U.S. Latinos and education policy: Research-based directions for change. New York, NY: Routledge/Taylor & Francis.
14. Wortham, S., Murillo, E. G., & Hamann, E. T. (2002). Education in the new Latino diaspora: Policy and the politics of identity. Westport, CT: Ablex.