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San Francisco State University
College of Ethnic Studies
Department of Latina/Latino Studies
Request to Change the Title of a Major and Minor Degree Program
For the Newly-Named Latina/Latino Studies Department
June 29, 2010
Contact Person:
Teresa Carrillo, Ph.D.
Chair, Associate Professor
Department of Latina/Latino Studies
Tel. 415 338-2700
Email: tisa@sfsu.edu
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Curriculum/CRAC Holding Folder 2010-11(AK)
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Request to Change the Title of a Major and Minor Degree Program
This is a request submitted by the Department of Latina/Latino Studies to change the title of our
baccaulaureate and minor programs from Raza Studies to Latina/Latino Studies.. This change is
being requested subsequent to the approval for the change of the department name from Raza
Studies to Latina/Latino Studies. . The reason we are requesting a change in the title of the major
and minor degree programs is analogous to the departmental name change --the rationale behind
both is outlined below.
1. INTRODUCTION
A. Background
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Overview and Historical Context:
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The Latina/Latino Studies Department at San Francisco State University has a long and distinguished
history among Ethnic Studies programs in the United States. It was founded as the first program of its
kind on a four-year college campus as a result of the campus-wide Third World Student Strike in
October of 1968. The strike and boycott of classes lasted until April 1969 and led to the establishment
of the College of Ethnic Studies in that year. The Program in Mexican American Studies was initially
founded in the Fall 1969 (Cuellar, 1999). It evolved in 1975 into La Raza Studies and in the 1990s
had its first departmental name change to Raza Studies, mainly to address the grammatical clumsiness
of have the article “la” as a part of the departmental name. The “La Raza Studies” and then “Raza
Studies” departmental titles were chosen to promote an inclusive identity for the uniquely San
Francisco mix of Chicanos, Puerto Ricans, Mexicanos, Central and South Americans living primarily
in San Francisco's Mission District. The Department's multidisciplinary and interdisciplinary
curriculum examines pan-Latino experiences in the U.S. and the transnational politics and movements
of Latino communities. The department remains committed to a scholar-activist paradigm of social
justice and community service.
B. Problem Statement
Why we seek to change the names of our degree programs:
The Latina/Latino Studies Department is unique among the hundreds of programs that make the
pan-Latino population their primary academic area of scholarly focus and teaching. These
programs emerged as a result of the identity politics and social movements of the late 1960s and
1970s. The Chicano and Puerto Rican student movements demanded the creation of the first
departments, institutes, and research centers in Chicano Studies, Mexican American Studies,
Puerto Rican Studies, Central American Studies, Hispanic Studies, and Cuban American Studies
in various parts of the nation. Initially, each was primarily concerned with a specific Latino
nationality and only secondarily with a broader, pan-ethnic construction of the field. It was not
until the late 1980s and 1990s that Latino Studies, and later Latina/o Studies, became the
nomenclature of choice signaling this more inclusive mapping of the field. Yet the Raza Studies
Department at San Francisco State University remains the first, and to this day the only,
department in the country that uses the term “Raza” to define itself. While the term “Raza”
initially signaled a sharp break with the ethnic-specific focus of these early programs, it has
become somewhat anachronistic and introduces unnecessary semantic confusion. Finally, in using
the title “Raza Studies,” our department foregoes an opportunity to locate ourselves squarely
within the emerging and exciting field of Latina/Latino Studies.
The term “Raza” literally means race but is more colloquially used by Latinos as an inclusive
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reference to people hood. It figuratively references the Spanish conquest of the indigenous
Indians of Mexico and the resulting mestizaje or racial mixing of indigenous, European, and
African peoples unique to the Americas. In practical usage, the term Raza refers to mestizos or
mixed-raced peoples who are the product of over five hundred years of racial miscegenation
under Spanish colonial rule. The term Raza was popularized by Mexican educator Jose
Vasconcelos who invoked the term La Raza Cósmica to inclusively refer to a new "race" of
people born out of the history of racial mixing in Mexico as well as the Caribbean and Central
and South America (Vasconcelos, 1948).
The department was named La Raza Studies in order to foreground an inclusive identity for the
uniquely pan-Latino population in San Francisco. In so doing, it avoided privileging the Mexican
population (as did most “Chicano” or “Mexican American” Studies Departments at the time) or
resorting to hybrid constructions such as the “Chicano-Boricua” Studies Department at Wayne State
University or the “Puerto Rican and Latino” Studies Department at the University of Connecticut.
Recently, the name of La Raza Studies Department was streamlined to "Raza Studies;" correcting a
grammatically awkward repetition of “the” in English and “la” in Spanish, while retaining the
inclusiveness that is even more important today than it was in 1969.
Yet the decidedly Mexican inflection of the term Raza and the way it was overly-racialized by the
masculinist Chicano movement of that period has not escaped us (Haney-Lopez, 2003). In addition,
the term “Raza” is superficially, but commonly construed as exclusive, thwarting the term’s
inclusive intent. Indeed, conservative political commentators and critics use it to paint us as a selfracializing and single-mindedly ethnocentric population. We seek to move beyond essentialism and
at the same time, reaffirm our right to self-determination by invoking a term that more accurately
reflects how Latinos primarily self-identify today. The term Latina/Latino Studies also reflects
how the larger society now acknowledges our internal diversity and uses a particular nomenclature
to capture that pan-ethnicity.
B. Justification
Why We Renamed Ourselves the Latina/o Studies Department:
While the term Raza initially acknowledged San Francisco’s pan-Latino diversity in the late 1960s, it
has now been eclipsed by the widespread use of the term “Latino” to capture that internal diversity.
Yet we remained singular among contemporary Latino Studies Departments in our use of the moniker
“Raza Studies” to reflect our mapping of the pan-Latino population. At the time of our founding, the
term Raza was a very forward thinking and inclusive approach to our community’s self-designation
and identity. The term Latino meant something very different at that particular time; yet its meaning
too has evolved in the past forty years and has been used throughout Latin America. It has now
primarily become the preferred alternative to the governmental invocation and use of the term
“Hispanic.” That troubling term clearly privileges our Spanish ancestry while obscuring or denying the
equally important Indigenous, African, Asian, Arab, and other elements of our multi-racial ancestries.
We sought to reconcile our department name with the changing landscape and reaffirm our
commitment to the original intent of the term Raza as an inclusive, umbrella term that captures the
inherent diversity of our communities (Aparicio, 2007; Flores, 2000).
Even the federal decennial census has recently confirmed the widespread acceptance among the
general public of the term Latino. For example, Census 2000 and the upcoming Census 2010 uses it
synonymously with the once privileged term “Hispanic” or earlier constructions of Latinos as
“Spanish-origin” or “Spanish-speaking” (Rodriguez, 2000). The federal government has formally
accepted the term “Latino” and defines it as "a person of Cuban, Mexican, Puerto Rican, South or
Central American, or other Spanish culture or origin regardless of race” (Census 2000). The once
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regionally-concentrated Mexican, Puerto Rican, and Cuban populations of the sixties have been
irreversibly transformed into a nationwide pan-Latino population that includes Salvadoran,
Nicaraguan, Guatemalan, Dominican, Peruvian, and other South American nationalities (Portes,
2007). The scope of the population that now comprises our academic field, scholarly work, and
teaching has changed over time; so too how we now have come to define ourselves. We seek to
reconcile our department’s name with this demographic transformation and the attendant way in which
we prefer to self-identify.
In so doing, we seek to affirm our principled commitment to gender equity by not privileging a
masculinist construction of our department and rename our unit the Latina/Latino Studies Department.
That particular construction signals the importance of gender equity among our faculty, students, and
in our curriculum. Where the field was once largely preoccupied with the heroic contributions of
Latino men, our department is committed to exploring the role of gender in all of its varied
constructions among the pan-Latino population. In foregrounding the importance of this principle, we
believe our departmental renaming captures the contributions and experiences of both Latinas and
Latinos in the United States. While this construction is admittedly cumbersome, we remain confident
that Latina/Latino Studies clearly reflects our commitment to gender equity while also reaffirming our
ethnic diversity as well. This is a foundational principle in our department and is in line with
numerous other programs in the field that use the construction “Latina/o Studies” to represent this
programmatic commitment.
Finally, perhaps the most compelling reason to change our degree title name is to affirmatively and
unambiguously become a part of the larger field of Latina/o Studies. In doing so, we join a large and
diverse community of scholars across the nation and across the Americas that shares a commitment to
scholarship and curricular development centered on Latinos in the US and the transnational links
between the Latino Diaspora and the home countries in Latin America.
List of Degree Requirements
Our degree requirements remain the same before and after the degree title changes; they include:
The 39-unit major program leading to a Bachelor of Arts in [proposed new degree title]
Latina/Latino Studies [formerly Raza Studies Major] requires: (Note: The prefix LTNS was
approved by the Course Review Committee, effective summer 2011. Course titles and
descriptions replacing “Raza” with “Latina/Latino” are also in place for summer 2011.)
+ 12 units of core courses
Raza 215 Introduction to Raza Studies
Raza 410 The Raza Women Seminar on Gender
Raza 435 Oral History and Traditions: Theory and Method
Raza 680 Community Organizing
+ 12 units of courses distributed among specific areas of study
3 units from Latina/o Studies Arts and Humanities courses
3 units from Latina/o Studies History courses
6 units from Latina/o Studies Behavioral and Social Science courses
+ 15 units of Latina/o Studies elective courses selected on advisement.
Students must complete at least one CSL module in conjunction with a Latina/o Studies course.
The 24-unit minor program in [proposed new degree title] Latina/Latino Studies [formerly Raza
Studies Minor] requires:
+ 9 units of core courses
Raza 215 Introduction to Raza Studies
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Raza 680 Community Organizing
And one of the two following courses:
Raza 410 The Raza Women Seminar on Gender or
Raza 435 Oral History and Traditions: Theory and Method
+ 9 units of courses distributed among specific areas of study
3 units from Latina/o Studies Arts and Humanities courses
3 units from Latina/o Studies History courses
3 units from Latina/o Studies Behavioral and Social Science courses
+ 6 units of Latina/o Studies elective courses selected on advisement.
These requirements compare to those of similar Latina/o Studies programs across the
CSU. Three of the most comparable major programs include the Chicana and Chicano
Studies Major Degree Program at San Diego State University, the Chicano and Latino
Studies Major Degree at Sonoma State University, and the Single Major in Chicana/o
Studies at CSU Northridge. The requirements for those programs are as follows:
Chicana and Chicano Studies Major (SDSU)
All candidates for a degree in liberal arts and sciences must complete the graduation
requirements listed in the section of this catalog on “Graduation Requirements.” No more than
48 units in Chicana and Chicano studies courses can apply to the degree. A minor is not
required with this major.
Preparation for the Major. Chicana and Chicano Studies 110 and 150. (6 units)
Language Requirement. Competency (successfully completing the third college semester or
fifth college quarter) is required in one foreign language to fulfill the graduation requirement.
Students are encouraged to satisfy this language requirement in Spanish. Refer to section of
catalog on “Graduation Requirements.”
Graduation Writing Assessment Requirement. Passing the Writing Proficiency Assessment
with a score of 10 or above or completing one of the approved upper division writing courses
(W) with a grade of C (2.0) or better. See “Graduation Requirements” section for a complete
listing of requirements.
Major. A minimum of 27 upper division units to include Chicana and Chicano Studies 301,
410, and 21 units selected from one area of specialization: (social sciences) Chicana and
Chicano Studies 303, 306, 320, 340, 350A-350B, 355, 480, 497, 498; or (humanities) Chicana
and Chicano Studies 310, 335, 375, 376, 380, 396W, 400, 497; or (border studies) Chicana
and Chicano Studies 306, 355, 375, 380, 497, 498, Economics 565, History 551, Political
Science 568. Up to six units, with appropriate content, can be applied to each area of
specialization from Chicana and Chicano Studies 496, 499, and 596.
Bachelor of Arts in Chicano and Latino Studies (CALS) from Sonoma State University
Degree Requirements Units
Major requirements 40 units
Major Core Requirements
CALS 374 Chicano/Latino Literature 3-4
CALS 403 Chicano/Latino Youth & Adolescents or 3-4
CALS 405 The Chicano/Latino Family 4
CALS 426 Chicano/Latino Sociolinguistics 4
CALS 445 Chicano/Latino History 4
CALS 451 Chicano/Latino Humanities 3-4
CALS 458 Chicano and Latino Studies Research Issues 4
CALS 480 Chicano/Latino Studies Seminar 4
Total units in major core 28
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CALS Electives
Choose an additional 12 units from the following courses for the general major:*
CALS 225 Spanish for Bilinguals (4) plus 225L (1)
CALS 310 Chicano/Latino Folk Arts & Crafts (1)
CALS 339 Chicanos/Latinos in U.S. Society (3)
CALS 350 Chicano/Latino Theories and Cultures (4)
CALS 352 Chicano/Latino Philosophy (3-4)
CALS 365 Chicano/Latino Theater (1)
CALS 366 Mexican Folk and Traditional Dance (1)
CALS 368 Chicano/Latino Music (3)
CALS 393 Chicano/Latino Cinema (3)
CALS 403 Chicano/Latino Youth and Adolescents (4)
CALS 405 The Chicano/Latino Family (4)
CALS 450 Chicano/Latino Children’s Literature (3-4)
CALS 456 Bilingual/Cross-Cultural Education (4)
CALS 474 Major Authors in Chicano/Latino Literature (4)
CALS 479 Chicano/Latino Art History (3-4)
Total units for the general major 40
SINGLE MAJOR IN CHICANA/O STUDIES (CSU Northridge)
The single major in Chicano/a Studies is a 45 unit program designed to give the student special
preparation in the discipline of Chicano/a Studies through a combination of lower and upper
division core requirements. The lower and upper division core requirements are complemented
by three options (Social Sciences, Humanities and the Arts, Education) from which the student
must take at least 6.0 units from two of the options. The Major is particularly suited for those
students preparing to enter the fields of teaching or social work. It is also a preparation for those
intending to enter various graduate and professional fields such as history, sociology,
psychology, library science, political science, social welfare, law, urban studies, and others.
CORE REQUIREMENTS
Lower Division (12 units)
 Ch.S. 100 Chicano/a Culture
 Ch.S. 201 Mexican Literature in Translation
 Ch.S. 230 Introduction to Research Methods in Chicano/a Studies
 Ch.S. 270 Field Work in the Barrio
Upper Division (21 units)
 Ch.S. 345 History of the Mexican Peoples or Ch.S. 351 Survey of Mexican
Philosophical Thought
 Ch.S. 365 Third World Women and the Chicana
 Ch.S. 380 Chicano Literature
 Ch.S. 401 Pre-Cuauhtemoc Meso-American Civilization
 Ch.S. 445 History of the Chicano/a
 Ch.S. 460 Politics of the Chicano/a
 Ch.S. 497 Senior Seminar in Chicano/a Studies
Options: Select Six units from each of two of the options below w/approval of the Advisor (12 units)
Option One: Social Science
 Ch.S. 346 History of the Chicana/Mexicana
 Ch.S. 350 Religion and Chicano/a Society
 Ch.S. 360 Political Organizations of the Barrio
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Ch.S. 361 Urbanization and the Chicano/a
Ch.S. 364 World Migration and the Chicano/aCh.S. 366 Women in Latin America
Ch.S. 420 The Chicano/a and the U.S. Economy
Ch.S. 452 American Colonialism and the Chicano/a
Ch.S. 465 Third World Politics and the Chicano/a
Ch.S. 470 Cultural Differences and the Chicano/a
Ch.S. 473 The Chicano/a and Social Institutions
Option Two: The Humanities and The Arts
 Ch.S. 306 The Chicano/a in Films
 Ch.S. 310 Regional Music of Mexico
 Ch.S. 390 Alternative Chicano/a Press
 Ch.S. 405 Chicano/a Barrio Communications
 Ch.S. 414 Mexican Dance I
 Ch.S. 415 Mexican Dance II
 Ch.S. 453 Ideology, Theory, and the Chicano/a Experience
 Ch.S. 480 Children's Literature of Latin America in Translation
 Ch.S. 486 A/B. Nahuatl I/II
 Ch.S. 584 The Novel of the Mexican Revolution
 Ch.S. 587 The Contemporary Mexican Novel
Option Three: Education
 Ch.S. 416 Children's Songs and Games
 Ch.S 430 The Chicano/a Child
 Ch.S. 431 The Chicano/a Adolescent
 Ch.S. 432 Counseling the Chicano/a Child
 Ch.S. 433 Language Acquisition of the Chicano/a Child and ESL Speakers
 Ch.S. 434 Current Educational Theories of the Chicanos/as in the Schools
 Ch.S. 471 The Chicano/a Family
 Ch.S. 482 Language of the Barrio
Total Units in the Major (45 Units)
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Across the CSU there are a variety of major and minor degree program titles for Latina/Latino
Studies, including the following:
Bachelor of Arts in Chicano and Latino Studies (CSU Long Beach)
Bachelor of Arts Degree in Mexican-American Studies (CSU Los Angeles)
Minor in Chicano Studies (CSU Los Angeles)
Minor in Central American Studies (CSU Los Angeles)
Single Major in Chicana/o Studies (CSU Northridge)
Chicana and Chicano Studies Major (SDSU)
Bachelor of Arts in Chicano and Latino Studies (CALS) from Sonoma State University
Minor Program in Chicano Studies, (Sacramento State University)
Concentration In Chicano Studies (CSU Bakersfield)
The Impact of our Department and Program Name Change on our Curriculum
Latina/Latino Studies Department at San Francisco State University critically explores the histories
and cultures of the pan-Latino populations in the United States and beyond. This includes the study of
internal culture and cultural production as well as the study of the Latino populations in relation to
U.S. society and its institutions. In this regard, we find Latina cultural critic Frances R. Aparicio’s
recent attempt at redefining the field useful. According to Aparicio: “As a multiple- and
interdisciplinary site of academic inquiry; Latina/o studies examines the multiple factors that affect the
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everyday lives of US Latinas/os. Such heterogeneity challenges scholars to find new, interdisciplinary
approaches that address our multiple and shifting realities (Aparicio, p. 39).” Moreover, “rather than
reproducing the national and geographical segmentation that has structured the way we organize
knowledge in teaching and research, Latina/o studies can become the space in which these diverse
experiences, identities, and power dynamics can be accounted for in the construction of a new social
imaginary that transcends the old paradigms and nationality based conflicts. By studying and
reflecting on inter-Latino dynamics through interdisciplinary approaches we can produce more
nuanced knowledge that moves even beyond comparative studies.” (Aparicio 2007:47)
To this we add the insights of cultural theorist Juan Flores who argues that: “While the activist
relationship of Latino Studies programs to their social contexts and communities is weaker than in its
founding years, the theoretical field of Latino Studies is now wider and more complex. The
implementation of this rich theoretical agenda is also more complex, and certainly as challenging as
in the years when Latino and other ethnic studies programs were first set in place.” (Flores 2000: 214)
In this regard, the Latina/o Studies Department’s curriculum is primarily multidisciplinary and
interdisciplinary in focus and the backgrounds of the faculty include expertise in political science,
health education, law, counseling, history, philosophy, anthropology, art, literature, creative writing,
and sociology. The courses offered by Latina/o Studies critically examine issues involving the panLatino populations by drawing upon a range of innovative methodological and theoretical
perspectives. The curriculum assists students in the use of data and theories to explain continuities
and changes as well as understand their implications for various communities and the nation at large.
Program Goals/Outcomes
Expected Outcomes in Implementing the Name Change
The specific departmental subject areas include courses examining timely public policy issues such as
Latina/o Immigration, Latino Health Care, and Crime & Social Justice to name a few. Students can
also learn about various Latino populations and their issues through literature and art courses such as
Latina/o Art History, Central American Literature, Latino Visual Arts, and Comparative Music
Folklore. Moreover, the curriculum of the Latina/o Studies Department addresses the social history,
political economy, citizenship, immigration, health care, and legal system as well as the Latino family,
culture, social relations, philosophy, literature, arts, and other cultural forms. There are Latina/o
Studies courses that examine globalization, racialization, women’s issues, educational equity, social
movements, community organizing, and various cultural issues. Examples of these courses include
“Afro Latina/o Diasporas,” “Caribbeans in the U.S.: History & Heritage,” “Caribbean Cultures and
Spirituality,” “Gendered Borders: Latinas and Globalization,” “Gender, Sexuality, and Latino
Communities,” “Human Rights in Central America,” “Indigenismo: Indigenous Cultures in the
Americas,” “Resistance Literatures of the Americas,” “Latina/o Cinema,” “Latinos and the Media,”
“Educational Equity,” “Latino Community Mental Health,” and “Latino Community Organizing.”
With a department name change to Latina/o Studies many of our courses can retain their former title,
including the courses listed above. Some courses would be more appropriately titled using the term
“Latina/o” in place of “Raza.” Please see the attached table of proposed course title changes for a
complete list of course titles.
Students gain the necessary skills to think, read, and communicate critically and creatively in diverse
multicultural environments. They are able to systematically collect, construct and deconstruct,
analyze and interpret information using multiple methods, theories, perspectives, and paradigms. In
this regard, the curriculum is critical, holistic, reflexive, and community centered (Mills). It is
designed to develop the knowledge base and the critical skills necessary to pursue a variety of
graduate and professional studies and entry-level careers.
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The Department pioneered the use of critical pedagogies, multidisciplinary approaches, cultural
studies approaches, and the integration of social practice with abstract theory in a cutting-edge
community service-learning program. Graduates of the Latina/Latino Studies Department move on
with a firm grounding in a multicultural education responsive to the challenges of an increasingly
diverse U.S. population. Latino peoples and cultures, particularly Mexicans and Chicanos as well
as Central Americans are rapidly becoming the majority of all groups in California. Mexicans and
Chicanos along with Puerto Ricans and Cubans continue to dominate and are the largest racialethnic group in the most populous states in the Bay Area. Dominicans, Guatemalans and
Salvadorans contribute to population increases in many states including California. Our presence
impacts every sector of society. An understanding of diversity in the United States and fluency
with a range of histories, cultures and current issues equip our graduates with a unique body of
knowledge and the leadership skills to make a difference for their own careers and for the
Latina/Latino community at large.
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Oboler, Suzanne, and Deena J. González, Eds. The Oxford Encyclopedia of Latinos and Latinas
in the United States, (New York, NY: Oxford University Press, 2005).
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Portes, Alejandro. “The New Latin Nation: Immigration and Hispanic Populations in the United
States” in Juan Flores and Renato Rosaldo, A Companion to Latino Studies (Malden, Mass:
Blackwell Publishing, 2007).
Rodriguez, Clara. Changing Race: Latinos, the Census and the History of Ethnicity in the United
States (New York, NY: New York University Press, 2000).
US Census Bureau. Census 2000, Special Reports. “We the People: Hispanics Population in the
United States” (Washington, D.C., 2004).
Vasconcelos, Jose. La Raza Cósmica (Mexico D.F., MX: Espasa Calpe, S.A., 1948).
Timeline
Now that the department has changed its name and the new prefix of LTNS has been approved (to be
implemented beginning Summer 2011), a title change for the major and minor programs is the logical
next step. We are ready at any point to change the program titles to match our new department name.
Bibliography
Aparicio, Frances R. “(Re)constructing Latinidad: The Challenges of Latino/a Studies” in Juan
Flores and Renato Rosaldo, A Companion to Latino Studies (Malden, Mass: Blackwell
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