University of Connecticut-Storrs
Neag School of Education
Curriculum and Instruction & Puerto Rican and Latino Studies
Course Number: EDCI 360/ PRLS 300
Course Title:
Latinos and U.S. Education
4:00PM - 06:30PM
Credits: 3
Dr. Xaé Alicia REYES
Gentry 324
(xreyes@uconn.edu) Xar79@aol.com
486-0291
Office Hrs. Tues. Weds. Thurs. 1-3:30
by appointment only.
Prerequisites: Open to IBM 5th yr.,
M.A. and Ph.D. students
Course Textbooks:
Required:
Espinoza-Herold, M. (2003) Issues in Latino Education. Allyn & Bacon: Boston.
Reyes, X.A. & Rios, D. (2003) Eds. "Latinos, Education and Media" Special Issue of Journal of Latinos
and Education, 2(1).
Recommended:
Darder, Torres, and Gutierrez (eds.) 1997 Latinos and Education: a critical reader. New York:Routledge.
Darder, A. (1991). Culture and Power in the Classroom: a Critical Foundation for Bicultural Education.
Westport, CN: Bergin and Garvey.
Course Objectives:
The intent of this course is to provide graduate and advanced students of
education with foundational knowledge necessary to understand the issues
related to the education of Latino students. Latinos are the predominant
non-mainstream group in the state of Connecticut and the majority of
students in several urban districts in the state. Understanding the historical
presence in the U.S. of different groups of Latinos and the reported
academic outcomes and explanations of these, will allow educators to
inform their practice more effectively. Reflections on readings, discussions and
experiences will be required (You will write as often as you need to and select 5 for a
final portfolio—one of the five will be a summary of your experience throughout the
course.
Upon completing the course students should be able to:
-describe clearly the relationships between subordinate and dominant
groups and their impact on classroom dynamics.
- distinguish between different theoretical models used to explain
Latino (under)achievement.
- design and develop strategies for classroom teaching and learning
interactions that will consider the histories and lived experiences of
Latino students.
- will have developed research skills and commitment to inquiry that will
continuously inform their practice.
Course Outline ( There may be changes as need arises):
Jan. 18
Jan.25
Week 1 Introduction to Course and to each other. Discussion of the importance of
biographical information and prior experience in teaching and learning E-mail
addresses will be collected and communication via e-mail throughout the semester
is expected.
READ Section Intro and Chapter 1—Prepare Autobiography
Latinos in the US, who are they? Discussion of issues of "labels" an
identity politics: Hispanic /Latino/Mexican American/Chicano/ Puerto
Rican/Nuyorican/self-identification, identity construction of Latinos and
the impact on teaching and learning. Racial phenotypes-hegemony. See Oboler
READ Chapter 2 ( focus on research methods) and Martinez’ Missing in Action in
Journal of Latinos and Education (JLE)
Feb. 1
I’ll be away at a conference. Please attend Reading Thurs. 4:30 at PRLACC
by Mary Helen Lagasse (check web) or visit Benton Museum for Faces and/or
Voyages exhibits
Feb. 8
Discuss event attended last week.
Latinos as multiethnic groups: who, where, when? Historical overview of
Latino populations from colonial to contemporary times.
Impact of westward expansion, annexation, and immigration policy related
to migrant workers. Video PRs in CT
READ ----Padilla’s and other handouts for next week
Feb. 15
Latinos in Higher Education discussion and reflections on experiences.
Guest speaker (s)
Read : Imaging teachers… and Teachers (re)constructions… in JLE
Feb. 22
Discuss Latino media representations—impact on education
Read Chapters 3 & 4 for next class
March 1 , Discussion of Manny and Carla and relate to Culture and Power in the classroom
explanations of Latino (under)achievement
Verdugo and Gordon handouts.
Important concepts for discussion: Conscientization, critical pedagogy,
Cultural democracy, entitlement and privilege, Hegemony
Hidden curriculum, transformative intellectuals, value-free, victim blaming
March 8 SPRING BREAK –UCONN
View Films on Latinos: In a Class of His Own/ Mi Familia / Almost a
Woman/Real women have curves
Stand and Deliver/--consult on others
For project: Search Citations from EDCI 360 text or bibliography ( consult on
Others. Find study in Journal to share with class MARCH 15--- Try to find one
That is related or can guide your research project
.
READ: Chapter 5
Note: Try to attend cultural events in the region/ state/community/campus to write about in
reflections
March 15 Discussions of films --- and Educators. Citations and Journal articles.
Read Chapter 6.
March 22 Review of qualitative research methods and research
proposals. Students will discuss methods and instruments to be
used for collecting data on Latinos in local schools to gauge current
conditions of schooling and achievement as perceived by students,
parents and teachers.
March 29 Current Research on Latinos and schoolingPresentations –research articles ( you may pair up if working with others)
Student led discussions of studies reported in the last two years. How do they
challenge/confirm the literature already discussed in class? How does
it relate to your own research thus far?
Turn in Draft - Summary of research proposal April 9
April 5 -Reflection portfolio Due----read all the reflections and my comments and write a final
Wrap-up of what you learned about yourself through the process
(This can be Reflection #10.).
ABSTRACT/SUMMARY of PAPER DUE.
April 12– Field research and data collecting-Individual consultation by appt. NO FULL CLASS
MEETING.
April 20
Will be attending ISLS Conference
Work on papers.
27 Research Paper Presentations/ Translating Research into Action.
Discussion of how to utilize research findings to improve teaching and learning.
Concluding remarks and evaluation of course. (last night)
Technology: On-line research and communication is the medium for submitting papers and responses. You
are encouraged write me with questions and reflections (minimum of 10) throughout the semester. I will
email assignments, announcements of events to attend and clarifications of any changes in scheduled work.
Assessment:
Students will be evaluated according to their contributions to class
discussions and reflections to readings and local and campus events(40% of grade),
quality and depth of research (35%) and the professionalism of the
presentations in class (25%). Students should be familiar and competent in the use of computers for word
processing, web searching, and for producing graphic aids for presentations. Use of transparencies, power
point and other resources is encouraged.
Bibliography
Abalos, D. L. (1986) Latinos in the United States: The Sacred and the Political.
Notre Dame, IN: University of Notre Dame Press.
Aggenbraum, H & Stavans, I. (Eds.)(1994) Growing Up Latino: memoirs and stories. Boston, MA:
Houghton Mifflin
Darder, A. & Torres, R. (1998) Latino Studies Reader: Culture, Economy and Society. Malden,MA:
Blackwell.
Fox, G. (1996) Hispanic Nation: culture,politics, and the Constructing of Identity. Secacus: NJ: Carol
Publishing Group.
*Freire, P. (1972) Pedagogía del oprimido. Mexico. SigloVeintiuno editores.
Gibson, M. (1988). Accomodation without assimilation. Ithaca: Cornell U. Press.
Hollins, E.. (1997). Culture in School Learning: Revealing the Deep Meaning. New Jersey: Lawrence
Erlbaum.
LeCompte, M.D. & Preissle, J. (1993). Ethnography and Qualitative Design in Educational Research. (2nd
ed.) San Diego, CA: Academic Press.
Mahler,S. J. (1995) Salvadorans in Suburbia: Symbiosis and Conflict Needham Hts., MA: Allyn and
Bacon .
Marin, G & Marin, B.V.O(1991) Research with Hispanic Populations.Newbury Park,CA: Sage
Publications
Morris, M (1981) Saying and meaning in Puerto Rico : some problems in the ethnography of discourse
Oxford: Pergamon Press, 1981
Medina, C. & Luna, G. (2000) "Narratives from Latina Professors in Higher Education" Anthropology and
Education Quarterly 31(1): 47-66.
*Nieto, S. (Ed.)(2000). Puerto Rican Students in U. S. Schools Mahwah, NJ: Lawrence Erlbaum
Associates
*Oboler, S. (1995) Ethnic labels, Latino lives: Identity and the politics of (re)presentation in the U.S. U. of
Minnesota Press.
Pessar, P. R.(1995) A Visa for a Dream: Dominicans in the United States
and Bacon.
Needham Hts., MA: Allyn
*Reyes, X.A. & Rios, D. (2003) Eds. "Latinos, Education and Media" Special Issue of Journal of Latinos
and Education, 2(1).
Shorris, E. (1992) Latinos: biography of the people. New York: Avon Books.
Torre, C. A., Rodríguez Vecchini, H. and Burgos,W.(Eds.) The Commuter Nation: Perspectives on Puerto
Rican Migration. Rio Piedras: Editorial de la Universidad de Puerto Rico.
Trueba, H. (1989). Raising silent voices: educating linguistic minorities for the 21st Century.New York:
Harper and Row.
*Valdés, G. (1996) Con respeto, bridging the distances between culturally diverse families and schools:
and ethnographic portrait. New York and London: Teachers College Press.
Walsh, C.. (Ed.) (1996). Education Reform and Social Change: Multicultural Voices, struggles and
Visions. New Jersey: Lawrence Erlbaum.Associates
University of Connecticut-Storrs
Neag School of Education
Curriculum and Instruction & Puerto Rican and Latino Studies
Course Number: EDCI 360/ PRLS 300
Course Title:
Latinos and U.S. Education
4:00PM - 06:30PM
Credits: 3
Dr. Xaé Alicia REYES
Gentry 324
(xreyes@uconn.edu) Xar79@aol.com
486-0291
Office Hrs. Tues. /Weds./ Thurs. 1-3:30
by appointment only.
Prerequisites: Open to IBM 5th yr.,
M.A. and Ph.D. students
Course Textbooks:
Required:
Espinoza-Herold, M. (2003) Issues in Latino Education. Allyn & Bacon: Boston.
Reyes, X.A. & Rios, D. (2003) Eds. "Latinos, Education and Media" Special Issue of Journal of Latinos
and Education, 2(1).
Recommended:
Darder, Torres, and Gutierrez (eds.) 1997 Latinos and Education: a critical reader. New York:Routledge.
Darder, A. (1991). Culture and Power in the Classroom: a Critical Foundation for Bicultural Education.
Westport, CN: Bergin and Garvey.
Course Objectives:
The intent of this course is to provide graduate and advanced students of
education with foundational knowledge necessary to understand the issues
related to the education of Latino students. Latinos are the predominant
non-mainstream group in the state of Connecticut and the majority of
students in several urban districts in the state. Understanding the historical
presence in the U.S. of different groups of Latinos and the reported
academic outcomes and explanations of these, will allow educators to
inform their practice more effectively. Reflections on readings, discussions and
experiences will be required (You will write as often as you need to and select 5 for a
final portfolio—one of the five will be a summary of your experience throughout the
course.
Upon completing the course students should be able to:
-describe clearly the relationships between subordinate and dominant
groups and their impact on classroom dynamics.
- distinguish between different theoretical models used to explain
Latino (under)achievement.
- design and develop strategies for classroom teaching and learning
interactions that will consider the histories and lived experiences of
Latino students.
- will have developed research skills and commitment to inquiry that will
continuously inform their practice.
Technology: On-line research and communication is the medium for submitting papers and responses. You
are encouraged write me with questions and reflections (minimum of 10) throughout the semester. I will
email assignments, announcements of events to attend and clarifications of any changes in scheduled work.
Assessment:
Students will be evaluated according to their contributions to class
discussions and reflections to readings and local and campus events(40% of grade),
quality and depth of research (35%) and the professionalism of the
presentations in class (25%). Students should be familiar and competent in the use of computers for word
processing, web searching, and for producing graphic aids for presentations. Use of transparencies, power
point and other resources is encouraged.
Bibliography
Abalos, D. L. (1986) Latinos in the United States: The Sacred and the Political.
Notre Dame, IN: University of Notre Dame Press.
Aggenbraum, H & Stavans, I. (Eds.)(1994) Growing Up Latino: memoirs and stories. Boston, MA:
Houghton Mifflin
Darder, A. & Torres, R. (1998) Latino Studies Reader: Culture, Economy and Society. Malden,MA:
Blackwell.
Fox, G. (1996) Hispanic Nation: culture,politics, and the Constructing of Identity. Secacus: NJ: Carol
Publishing Group.
*Freire, P. (1972) Pedagogía del oprimido. Mexico. SigloVeintiuno editores.
Gibson, M. (1988). Accomodation without assimilation. Ithaca: Cornell U. Press.
Hollins, E.. (1997). Culture in School Learning: Revealing the Deep Meaning. New Jersey: Lawrence
Erlbaum.
LeCompte, M.D. & Preissle, J. (1993). Ethnography and Qualitative Design in Educational Research. (2nd
ed.) San Diego, CA: Academic Press.
Mahler,S. J. (1995) Salvadorans in Suburbia: Symbiosis and Conflict Needham Hts., MA: Allyn and
Bacon .
Marin, G & Marin, B.V.O(1991) Research with Hispanic Populations.Newbury Park,CA: Sage
Publications
Morris, M (1981) Saying and meaning in Puerto Rico : some problems in the ethnography of discourse
Oxford: Pergamon Press, 1981
Medina, C. & Luna, G. (2000) "Narratives from Latina Professors in Higher Education" Anthropology and
Education Quarterly 31(1): 47-66.
*Nieto, S. (Ed.)(2000). Puerto Rican Students in U. S. Schools Mahwah, NJ: Lawrence Erlbaum
Associates
*Oboler, S. (1995) Ethnic labels, Latino lives: Identity and the politics of (re)presentation in the U.S. U. of
Minnesota Press.
Pessar, P. R.(1995) A Visa for a Dream: Dominicans in the United States
and Bacon.
Needham Hts., MA: Allyn
*Reyes, X.A. & Rios, D. (2003) Eds. "Latinos, Education and Media" Special Issue of Journal of Latinos
and Education, 2(1).
Shorris, E. (1992) Latinos: biography of the people. New York: Avon Books.
Torre, C. A., Rodríguez Vecchini, H. and Burgos,W.(Eds.) The Commuter Nation: Perspectives on Puerto
Rican Migration. Rio Piedras: Editorial de la Universidad de Puerto Rico.
Trueba, H. (1989). Raising silent voices: educating linguistic minorities for the 21st Century.New York:
Harper and Row.
*Valdés, G. (1996) Con respeto, bridging the distances between culturally diverse families and schools:
and ethnographic portrait. New York and London: Teachers College Press.
Walsh, C.. (Ed.) (1996). Education Reform and Social Change: Multicultural Voices, struggles and
Visions. New Jersey: Lawrence Erlbaum.Associates