University of Maryland, College Park
U.S. Latina/o Studies Program
Spring 2008
USLT 202 U.S. Latina/o Studies: A Contemporary Overview, 1960s-Present
Tues & Thurs
Dr. Angel David Nieves (lead instructor)
Of. Ph.
Office: 1208 Cole
Of. Hrs.: TUES 4:00-6:00 p.m.
Or by appointment
anieves@umd.edu
Dr. Ana Patricia Rodríguez
Office Ph. (301) 405-2020
Office: Jiménez Hall 2215E
Of. Hrs. TU 3:00-5:00 p.m.
Or by appointment
aprodrig@umd.edu
COURSE DESCRIPTION:
This course is one of two courses in a series that serves as an introduction to U.S. Latina/o Studies at the
University of Maryland. ULST 202 is an interdisciplinary course on emerging populations of Latinos in the
20th Century U.S. with a focus on the multiple waves of Latino immigration as a result of colonialism,
imperialism, globalization, and community-based social movements. It examines the positioning of
immigrant waves in the political, socio-cultural and historical contexts of U.S. Latinidades.
Students should expect to learn about the history of Latinos/as in the United States and to be exposed to
current issues in U.S. Latino/a Studies. At the end of the semester, students will produce an individual
project on any aspect of Latinos/as in the U.S. and/or the Greater Washington, D.C. Metropolitan Area.
They will present their findings in panel format during the last weeks of classes. Ultimately, this course is
about how Latinos/as construct Latinidades, that is, Latino/a identities in the geo-political borders of the
United States.
Apart from providing students with grounding in the historical knowledge of a particular people, place, and
time, this 200-level course will help students develop certain skills including the ability to critically analyze
the writings and arguments of historians, social scientists, and other interdisciplinary scholars.
Discussions, lectures, and writing assignments are designed with these goals in mind.
There are no prerequisites for this course except a good understanding of U.S. history. USLT 201 is not
required but recommended.
LEARNING OUTCOMES:
At the conclusion of this course, students should be able to:
1. Determine prevalent themes and issues in U.S. Latino/a history, culture, and literature.
2. Examine these themes and issues through various social, historical and cultural practices.
3. Analyze works in their historical, political, social, cultural, and ideological contexts.
4. Develop strategies to examine materials both orally and in written form.
5. Conduct library research on U.S. Latino/a topics.
6. Write a research paper, using appropriate citation protocols (e.g., Chicago, MLA).
LANGUAGE OF INSTRUCTION: English.
BOOKS AND MATERIALS:
Readings:
1. Mike Davis, Magical Urbanism: Latinos Reinvent the U.S. Big City.
2. Ignacio M. Garcia, Chicanismo: The Forging of a Militant Ethos among Mexican Americans.
3. Maria Cristina García, Havana USA: Cuban Exiles and Cuban Americans in South Florida.
1
4. Junot Díaz, The Brief and Wondrous Life of Oscar Wao (2007).
Recommended Reading:
Juan González, Harvest of Empire.
The books on reserve at McKeldin Library and the additional readings are available thru Blackboard (BB).
The books listed on the syllabus are also available at the U.S. Latina/o Studies Program Offices at CRGE
in 1208 Cole Student Activities Building.
FORMAT OF COURSE:
Tuesday: Lecture
Thursday: Lecture Wrap-Up, Debate and Discussion
GENERAL COURSE REQUIREMENTS:

Students must come prepared to every class for active participation. They must read critically the
assigned texts for each class. Students are required to participate in class discussions and to
complete any pre- and in-class worksheets or assignments. Oral, active, and engaged
participation is crucial in the overall success in class of each student.

Students are required to view assigned films and videos. Whenever possible, videos will be
available on Dial Access, and screenings will be arranged for feature films in Non-Print Media, at
Hornbake Library. Students must view films before scheduled film discussions in class.

Evaluation will be based on exams, short papers, oral presentation, final project, participation,
(surprise) quizzes, and other activities.

All assignments must be edited for proper use of English. When grammar mistakes interfere with
reading comprehension, students will be asked to re-submit the work. The Writing Center is a
valuable resource on campus for working and editing your writing.

Assignments are expected on the due date. NO make-ups. Assignments turned in late will not be
accepted.

At all times, follow the syllabus and consult the class Blackboard website for updates,
modifications, and announcements. You are responsible to keep yourself informed of the
expected work for the course.
SPECIFIC COURSE REQUIREMENTS:
1. Weekly position statement and Debate Initiator (20% of final grade):
Each week students will write a one-page paper on the week’s debate topic as it appears in the syllabus.
The paper, due on Tuesday, consists of an opening sentence plus 25-50 words summarizing his/her
position on the week’s debate topic. In the opening sentence, each student takes an unequivocal position
in the affirmative or negative. (e.g. “Yes, I agree that…” or “No, I disagree with the statement…” The
supporting sentences briefly summarize why the student has taken this position. The position paper only
needs to be one or two paragraphs long.
Position papers must be typed. Papers submitted after class has ended will not be accepted.
Papers will be graded using the following criteria:
√+ (A) – Thoughtful response; demonstrates that s/he has carefully evaluated the assigned readings.
√ (B) – Good response but demonstrates a cursory reading of the texts.
√- (C) – Evidence that the student has read the week’s readings; the student seems to be guessing or
responding from only a superficial reading rather than from evidence.
2
Students who do not submit a paper on time will receive an “F” for the week.
Each Thursday, a few students will be chosen at the beginning of class to serve as “Debate Initiators
(DI).” The DIs will explain in greater detail why they assumed a certain position. After all the students
explain their position, the rest of the class will be asked to respond to their arguments based on their own
readings of the texts. Students are asked to come to class prepared to act as DIs.
2. Class participation (10% of final grade):
Please bear in mind that dominating the conversation does not mean that you are contributing to the
quality of the class discussion. Class participation will be graded according to the following criteria:
(A) – Contributed to a meaningful discussion of the readings/lectures.
(B) – Made a good faith effort to participate in class discussions.
(C-F) – Did not participate in class discussions
Students are excused if they must miss class because of religious observances. However, please email
the professor ahead of time to inform them that you will be missing class due to a religious holiday.
If you are absent, you are still responsible for the material. Check the class Blackboard website;
communicate with the teacher or a classmate.
3. Mid-term Exam and Final Exam (20% each, total = 40% of final grade):
The exams will be taken in class and evaluated with a letter grade
Policy about Make-up Exams: THERE WILL BE NO MAKE-UPS WITHOUT PROOF OF A
SERIOUS EMERGENCY. As stated in the undergraduate catalogue, an instructor is not under obligation
to give a student a make-up examination / assignment unless the absence was caused by illness,
religious observance or participation in University activities at the request of University authorities. The
U.S. Latina/o Studies Program requires proof of any of the above in order to provide a student with a
make-up quiz or exam. In extenuating circumstances, certain forms of written proof may or may not be
accepted.
Plagiarism policy:
During exams, please store your notes, telephones, etc. in your backpacks.
4. Final Paper and Oral Presentation (30% of final grade):
A final paper and oral panel presentation will be required at the end of the semester. The paper should be
10-12 pages (10-12 pt., double-spaced, in readable font – Times New Roman ONLY), excluding
endnotes and bibliography.
The objective of the final project is for you to engage with and to examine some contemporary aspect of
Latinos/as in the United States and/or the Greater Washington, D.C. Metropolitan Area. The final paper
will require outside research and investigation on Latino groups and/or issues, which you are interested in
exploring further. A guideline and resource sheet will be distributed early in the semester so students can
begin to research areas of interest.
Please plan ahead and consult with instructors. At final presentation time, each student will have 8
minutes (about 3 double spaced pages of written text) to present her/his paper in panel format. Each
person will also submit to the professor an abstract / summary, working bibliography, and presentation
outline of her/his project on scheduled dates. Each student will also make copies of the presentation
outline for class members. Presentation outlines will serve as study notes for the final presentation,
because there will be 1-2 questions on student presentations in the final exam.
3
During the semester, we will work in stages to produce the final project. The instructors will periodically
check in with students to ensure that the project is completed in a timely fashion.
CODE OF ACADEMIC INTEGRITY:
Academic Integrity: The University of Maryland, College Park has a nationally recognized Code of
Academic Integrity, administered by the Student Honor Council. This Code sets standards for academic
integrity at Maryland for all undergraduate and graduate students. As a student you are responsible for
upholding these standards for this course. It is very important for you to be aware of the consequences of
cheating, fabrication, facilitation, and plagiarism. For more information on the Code of Academic Integrity
or the Student Honor Council, please visit http://www.studenthonorcouncil.umd.edu/whatis.html.
Honor Pledge: Academic integrity is a foundation for learning. The University of Maryland has a Code of
Academic Integrity available on the web at: http://www.inform.umd.edu/jpo/. The Code prohibits students
from cheating on exams, plagiarizing papers, submitting the same paper for credit in two or more courses
without authorization, buying papers, submitting fraudulent documents and forging signatures. The Code
is administered by a Student Honor Council, which strives to promote a community of trust on the College
Park campus. Allegations of academic dishonesty can be reported directly to the Honor Council (3148206) by any member of the campus community.
The Code of Academic Integrity includes an honor pledge, which states: “On every examination, paper or
other academic exercise not specifically exempted by the instructor, the student shall write by hand and
sign the following pledge:
I pledge on my honor that I have not given or received any unauthorized assistance on this
examination (or assignment).
Failure to sign the pledge is not an honors offense, but neither is it a defense in case of violation of this
Code. Students who do not sign the pledge will be given the opportunity to do so. Refusal to sign must be
explained to the instructor. Signing or non-signing of the pledge will not be considered in grading or
judicial procedures. Material submitted electronically should contain the pledge; submission implies
signing the pledge.”
Final Comments:
Academic Accommodations: Please inform the instructors of any documented disability/challenge for
which you need academic accommodations. It is your responsibility to contact instructors as early in the
term as possible.
Religious Observance: Please inform instructors of any intended absences in advance.
Syllabus Changes and Updates: This syllabus may be subject to change. Students will be notified in
advance of important changes that could affect grading, assignments, etc.
For research assistance, you should consult Patricia Herron, the Subject Area Specialist at McKeldin
Library at: herron@umd.edu, or (301) 405-9280. Please also consult USLT 201 Resource / Research
webpage prepared by Ms. Herron:
http://www.lib.umd.edu/MCK/uslt201fall2007.html
Please note: We are available during office hours, by appointment, and by e-mail. Do not wait until the
last minute to seek assistance.
SCHEDULE OF READINGS AND ASSIGNMENTS
JANUARY
4
Week 1
1/29 Topic: “Introduction to the class: What is a U.S. Latino/a? What is U.S. Latina/o Studies as a
field of inquiry?”
1/31 Topic: “U.S. Latina/o Studies: A Debate Across the Academy and Its Disciplines”
Read: Furuseth, Owen J. and Heather A. Smith, “From Winn-Dixie to Tiendas: The Remaking of
the South,” Latinos in the New South City. (BB)
Rees, Martha W., “How Many Are There?: Ethnographic Estimates of Mexican Women in Atlanta,
Georgia,” Latino Workers in the Contemporary South (2001).(BB)
De Genova, Nicholas, “Latino Languages, Mixed Signals,” Latino Crossings: Mexicans, Puerto
Ricans, and the Politics of Race and Citizenship (2003). (BB)
Vidal-Ortiz, Salvador, “Puerto Ricans and the Politics of Speaking Spanish,”
Latino Studies 2:2. (BB)
Week 2
2/5 Topic: “The Mexican Revolution and Mexican Immigration to the United States:
How the Revolution Frames ‘Latino’ Identity Today”
2/7 Topic: “Social Movements in the United States As Political Gains: Lolita
Lebrun?;” Debate and Discussion
Read: Poem, “Visit to Lolita Lebrun’s Home,” In a Land of Plenty (1982-1985).
García, Mario T., “Chapter Two,” Desert Immigrants: The Mexicans of El Paso,
1880-1920, pp. 33-64. (BB)
Emma Perez, “Sexing the Colonial Imaginary,” The Decolonial Imaginary: Writing Chicanas into
History, pp. 3-30. (BB)
Debate topic: “The politics of naming plays a critical role in defining our collective identity.
‘Hispanic’ is the correct racial/ethnic category over the use of the term ‘Latinos.’
FEBRUARY
Week 3
2/12 Topic: “Wartime Service Accommodation and the Birth of A Nation: 1915-1929”
2/14 Topic: “Media Representations of U.S. Latinas/os: Commercializing
Latinidades;” Debate and Discussion
Read: García, Mario T. “La Frontera: The Border as Symbol and Reality in Mexican
Thought,” Mexican Studies/Estudios Mexicanos 1:2 (Summer, 1985). (BB)
Sánchez-Korrol, “Background of the Puerto Rican Migration to New York City,”
From Colonia to Community: the History of Puerto Ricans in New York City (1983). (BB)
Ed Guerrero, “Introduction,” Framing Blackness: The African American Image in Film (1993). (BB)
Donald Bogel, Toms, Coons, Mulattoes, Mammies, & Bucks (repub. 2003). (BB)
Debate topic: “Biculturalism is incompatible with assimilation.”
5
Week 4
2/19 Topic: “The Great Depression & a Legacy of Labor Activism”
2/21 Film, “Salt of the Earth,” (1954); Debate and Discussion
Read: Gonzales, Mauel G., “The Depression,” Mexicanos: A History of Mexicans in the United
States, pp. 139-160 (BB).
Lopez, Ann Aurelia, “Introduction,” The Farmworkers’ Journey (2007).
Valdés, Dennis Nodín, “Mexican Revolutionary Nationalism and Repatriation during the Great
Depression,” Mexican Studies/Estudios Mexicanos 4:1 (Winter1988). (BB)
Ledesma, Irene, “Texas Newspapers and Chicana Workers' Activism, 19191974,” The Western Historical Quarterly 26:3 (Autumn, 1995). (BB)
Guiterrez, David G, “Globalization, Labor Migration, and the Demographic
Revolution: Ethnic Mexicans in the Late Twentieth Century,” The Columbia
History of Latinos in the United States 1960 (2004). (BB)
Debate topic: “Repatriation is a legitimate response during periods of national emergency.”
Week 5
2/26 Topic: The “Other” Rio Grande: Three Rivers, Rosita the Riveter, and Riots
2/28 Ken Burns and the “Error of Omission” in the PBS Series, The War; Debate and
Discussion
Read: Stuart, Reginald. “A Historical Omission,” Diverse: Issues in Higher Education
24:16 (20 September 2007). (BB)
San Miguel, Guadalupe, “The Struggle against Separate and Unequal Schools:
Middle Class Mexican Americans and the Desegregation Campaign in Texas,1929-1957,” History
of Education Quarterly 23:3 (Autumn, 1983). (BB)
Rodriguez, Maggie Rivas, Mexican Americans and World War II (2005). (BB)
Montejano, “The Beating of Private Aguirre: A Story About West Texas During World War II,”
Mexican Americans and World War II (2005). (BB)
Alvarez, Luis, “Zoot Violence on the Home Front: Race, Riots, and Youth Culture during World
War II,” Mexican Americans and World War II (2005). (BB)
Rivas-Rodriguez, “Framing Racism: Newspaper Coverage of the Three Rivers Incident,” Mexican
Americans and World War II (2005). (BB)
Quiñonez, Naomi, “Rosita the Riveter: Welding Tradition with Wartime Transformations,” Mexican
Americans and World War II (2005). (BB)
Debate topic: “Latino communities made significant strides during and immediately following
World War II.”
MARCH
Week 6
6
3/4 Topic: “Comparative ‘Great Migrations’ in U.S. History: Black, Brown & ‘Colored’ Crossings”
Read: De Genova, Nicholas, “‘Latino Locations:’The Politics of Space in Chicago”
Latino Crossings: Mexicans, Puerto Ricans, and the Politics of Race and Citizenship (2003).(BB)
Gamboa, Erasmo, “World War II and the Farm Labor Crisis,” Mexican Labor and World War II
Braceros in the Pacific Northwest, 1942-1947 (1999). (BB)
Maldonado, Edwin, “Contract labor and the Origins of Puerto Rican Communities in the United
States,” International Migration Review 13:1 (Spring, 1979). (BB)
Sandos, James A., & Cross, Harry E. “National Development and International Labour Migration:
Mexico 1940-1965,” Journal of Contemporary History 18:1 (January, 1983). (BB)
3/6 Mid-Term Exam
Week 7
3/11 Topic: “‘El Movimiento:’ The Chicano Movement, Los Angeles and the Making of Xicano”
3/13 Film, “Chicano Park” (Redbird Films, 1988); Debate and Discussion
Read: Garcia, Ignacio M., Chicanismo: The Forging of a Militant Ethos.
Gutierrez, David G,. “Significant to Whom? Mexican Americans and the History of the American
West,” The Western Historical Quarterly 24:4 (November, 1993). (BB)
Debate topic: “Militant protest and violence was the only way Mexican Americans were able to
accomplish significant change.”
SPRING BREAK
Week 8
3/25 Topic: “El Otro Movimiento: The Puerto Rican Movement & Casitas as Alternative Urban
Places”
3/27 Film, Iris Morales, “Palante, Siempre Palante: The Young Lords” (1996); Debate and
Discussion
Read: Sharman, Russell Leigh, “Introduction,” The Tenants of East Harlem (2006). Rodriguez,
Clara E., “Puerto Rican Studies,” American Quarterly 42:3
(September, 1990). (BB)
Flores, Juan, “Salvacion Casita: Space, Performance, and Community,” From Bomba to Hip-Hop:
Puerto Rican Culture and Latino Identity (2000).
Debate topic: “Concerns of Puerto Rico’s political status distracted the Movimiento from
accomplishing significant domestic gains.”
APRIL
Week 9
4/1 Topic: “The Young Lords and the Black Power Movement: Raised Fists in
Opposition”
4/3 Film Contd., Iris Morales, “Palante, Siempre Palante: The Young Lords” (1996);
7
Debate and Discussion
Read: Ramirez, Horacio N. Roque, “‘That’s My Place!:’ Negotiating Racial, Sexual and Gender
Politics in San Francisco’s. Gay Latino Alliance, 1975–1983,” Journal of the History of Sexuality
12:4 (October, 2003).
Melendez, Miguel, “Beginnings,” We Took the Streets: Fighting For Latino
Rights With The Young Lords (2005).
Hernandez, Elena, “La Chicana y El Movimiento,” Chicana Feminist Thought:
The Basic Historical Writings (1997).
Debate topic: The Brown and Black Power Movements were effective strategies for social reform.
MAY
Week 10
4/8 Topic: “The Cuban Revolution, Jose Marti, and Migration to ‘La Florida’”
4/10 Debate and Discussion
Read: Burgos, Adrian, “Introduction.” Playing America’s Game: Baseball, Latinos, and the Color
Line (2007).
Alberts, Heike C. “The Multiple Transformations of Miami,” Latinos in the New South City.
Garcia, Maria Cristina, Havana USA, pp. 1-119, 120-212.
Barbería & Eckstein, “Grounding Immigrant Generations in History: Cuban Americans and their
Transnational Ties,” International Migration Review 36:3 (2002). (BB)
Debate topic: “Hard-line Cuban American voters have dictated US policy towards Cuba.”
Week 11
4/15 Topic: “Latino ‘Masculine’ Femininities: Sexual Differences and Borderlands”
4/17 Debate and Discussion
Read: Wright, Melissa, “Maquiladora Mestizas and a Feminist Border Politics:
Revisiting Anzaldúa,” Hypatia: A Journal of Feminist Philosophy 13:3 (2006).
Negron-Muntaner, Francis, “Jennifer’s Butt: Valorizing the Puerto Rican
Sexualized Body,” Boricua Pop: Puerto Ricans and American Culture (2004).
Negron-Muntaner, Francis, “Ricky’s Hips: The Queerness of Puerto Rican ‘White’ Culture,”
Boricua Pop: Puerto Ricans and American Culture (2004).
Cantu, Lionel, “Well-Founded Fear: Political Asylum and the Boundaries of Sexual Identity in the
U.S.-Mexico Borderlands,” Queer Migrations: Sexuality, U.S. Citizenship, and Border Crossings
(2005).
Ramirez, Horacio N. Roque, “Claiming Queer Citizenship: Gay Latino (Im)Migrant Acts in San
Francisco,” Queer Migrations: Sexuality, U.S. Citizenship, and Border Crossings (2005).
8
Debate topic: “Gay immigrants from Mexico and elsewhere in Latin America have the right to
claim political asylum in the U.S. because of their continued persecution;” or, “U.S. immigration
policy should favor political refugees rather than economically-motivated immigrants.”
Week 12
4/10 Topic: “Revolution & War in Central America: The Impact of Central American and ‘Cleaner
Homes’ in the United States”
4/12 Film, “Maid In America” (Impacto Films, 2004); Debate and Discussion
Read: Drever, Anita I., “New Neighbors in Dixie: The Community Impacts of Latino Migration to
Tennessee,” Latinos in the New South City.
García, Maria Cristina, “Refugees or Economic Migrants: The Debate Over Accountability in the
United States,” Seeking Refuge: Central American Migration to Mexico, the United States, and
Canada (2006). (BB)
Coutin, Susan Bibler, “Legitimizing Realities,” Salvadoran Immigrants’ Struggle for U.S.
Residency (2000). (BB)
Hondagneu-Sotelo, Pierette. Domestica: Immigrant Workers Cleaning and Caring in the Shadows
of Affluence (2007). Repak, Terry
Debate topic: “The U.S. economy has become reliant on illegal domestic workers.”
Week 13
4/22 Topic: “Dominicans to the United States”
4/24 Díaz, Junot, The Brief and Wondrous Life of Oscar Wao (2007); Debate andDiscussion
Read:
Candelario, Ginetta, "Black Behind the Ears"—and Up Front Too? Dominicans in The Black
Mosaic,” The Public Historian 23:4 (Fall, 2001).
Levitt, Peggy, “Transnational Ties and Incorporation: The Case of Dominicans in the United
States,” The Columbia History of Latinos in the United States Since 1960 (2004). (BB)
Espitia, Marilyn, “The Other ‘Other Hispanics’: South American-Origin Latinos in the United
States,” The Columbia History of Latinos in the United States Since 1960 (2004). (BB)
Jones-Correa, Michael, “Under Two Flags: Dual Nationality in Latin America and its
Consequences for the United States,” International Migration Review 35:4 (Winter, 2001).
(Google Scholar)
Debate topic: “Immigrants fail to assimilate if they continue to have ties to the homeland.”
Week 14
4/29 Topic: “Latinos Reinvent the American Metropolis”
5/1 Debate and Discussion
Read: Davis, Magical Urbanism: Latinos reinvent the US Big City.
9
National Council of La Raza, In the Eye of the Storm: How the Government and Private
Response to Hurricane Katrina Failed Latinos (2006).
Week 15
5/6 Topic: “U.S. Latinos in a post-9/11 World: The Second Birthing of the ‘New South’”
5/8 In-Class Presentations
Read: Cravey, Altha J., “Transnationality, Social Spaces, and Parallel Worlds,” Latinos in the New
South City.
Gonzalez, Juan, “Immigrants: Old and New: Closing Borders of the Mind,”Harvest of Empire (BB)
Gonzalez, Juan, “Speak Spanish, You’re in America!,” Harvest of Empire (BB) Huntington,
Samuel, “The Hispanic Challenge,” Foreign Policy (March/April2004). (Google Scholar)
Frazier, John W. and Mark E. Reisinger, “The New South in Perspective: Observations and
Conclusions,” Latinos in the New South City.
Week 16
5/13 In-Class Presentations
FINAL EXAM
DATE:
TIME:
PLACE:
Note: Final Exam will be cumulative.
10