Group+3

= ﻿ ﻿ Group 3: Samantha, Kim, Chris=

|||| This brief chapter gives a description about the category "Hispanic" in the U.S. It discusses the diversity of Hispanic/Latino populations and some of its implications. || || This article discusses the diversity of peoples from a historical and political angle within the ethnic grouping of "Latina/o" and its political implications (both positive and negative). It is short and very readable. || || Using a case study of Brazilian youth in Boston, this articles illustrates the contradictions and consistencies in internal and external identification as Latino. Officially, Brazilians are not Latino, but they often become subsumed into the category of Latino in dominant American views of who is Latino. This article highlights the artificiality of racial grouping and how categories morph and change to include and exclude. || || This chapter discusses the notion of "caring" and its importance in teaching Mexican-American students. ||
 * Samantha || [|Hispanic vs. Latino] || Another nice news article (a little bit dated, from 2006) about the difference between Hispanic and Latino. ||
 * || [|Indigenous peoples of the Americas] || Wikipedia is totally lame as a research resource, but this can get you started on indigenous (non-Spanish ancestry, may be Spanish speaking) peoples that we also lump under the category of "Latino." ||
 * || [|Pan-Latinism: Out of Many Cultures, One People] || This article discusses the political obstacles, limitations, and ramifications of the creation of a "Pan-Latin" identity. ||
 * Kim || [|flags of Latin American countries] || each country separate ||
 * || [|Patchwork flag of Latin American countries] || countries all combined...might make a nice opening or closing image ||
 * || [|hispanic American Countries of Origin] ||  ||
 * || [[file:Whats in a name.pdf]] || This article explores the difference between "latino" and "Hispanic" ||
 * || [[file:beyond hispanic latino.pdf]] || This one talks about the importance of NOT overgeneralizing with respect to Latino and also male/female. Though this article is specifically for job earnings, it might be a good representation of the importance of pluralism. ||
 * || [[file:assimilation vs multiculturalism.pdf]] || CO/MA specifics about assimilation (bilingual education bill) and multiculturalism. Some interesting, current and local examples of attitudes toward assimilating into the community or maintaining heritage. ||
 * || [[file:Using Latino youth for research.docx]] || Using strength model, interviewing PR youths in Holyoke to determine community support systems. ||
 * Chris || [[file:Flores-Gonzales.pdf]] || This article is a case study of high achieving Puerto Rican students. The students did not associate success with "whiteness," but instead maintained their ethnic identity. ||
 * || [[file:Career Development of Hispanic Adolescent Girls.pdf]] || Article discusses Hispanic culture and its implications for career development with particular emphasis on schooling. ||
 * || ﻿[[file:Supporting teachers to bridge cultures.pdf]] || This article looks at the results on a longitudinal study in which teachers used a cultural framework to understand differences between the culture of immigrant Latino families and the culture of US schools. There is a special emphasis on the role of professional development. ||
 * || ﻿[[file:Complextion.pdf]] || Short autobiographical account of the differences in skin color and the role it plays in Latino and overarching culture and beliefs. ||
 * Tricia || Hispanics? That's What //They// Call Us?
 * Chris || [[file:Flores-Gonzales.pdf]] || This article is a case study of high achieving Puerto Rican students. The students did not associate success with "whiteness," but instead maintained their ethnic identity. ||
 * || [[file:Career Development of Hispanic Adolescent Girls.pdf]] || Article discusses Hispanic culture and its implications for career development with particular emphasis on schooling. ||
 * || ﻿[[file:Supporting teachers to bridge cultures.pdf]] || This article looks at the results on a longitudinal study in which teachers used a cultural framework to understand differences between the culture of immigrant Latino families and the culture of US schools. There is a special emphasis on the role of professional development. ||
 * || ﻿[[file:Complextion.pdf]] || Short autobiographical account of the differences in skin color and the role it plays in Latino and overarching culture and beliefs. ||
 * Tricia || Hispanics? That's What //They// Call Us?
 * Tricia || Hispanics? That's What //They// Call Us?
 * || Latina/o Identities: Social Diversity and U.S. Politics
 * || To be or not be (Hispanic or Latino): Brazilian Racial and Ethnic Identity in the United States
 * || [[file:dominican american identity.pdf]] ||  ||
 * || [[file:Silencing Latino Students.pdf]] ||  ||
 * || [[file:gutstein2003.pdf]] ||  ||
 * || [[file:critically compassionate intellectualism.pdf]] ||  ||
 * || [[file:Why Race Matters LatCrit.pdf]] ||  ||
 * || Excerpt from Subtractive Schooling by A. Valenzuela