Part 3: Nativism, Racism, and Our Social Construction as a “Problem” Group
How Once We Were Here, We Were Racialized by the Dominant Culture
Latinos, (this section focuses particularly on Mexican Americans), have been constructed as
the other because of their religion, language, culture, economic status, skin color, hair texture, and
physical features – everything that constitutes a Latino. Since the first time the Anglo-Saxons came
into contact with Latinos, the Anglo-Saxons have viewed themselves as superior, hence the white
supremacy. According to the Anglo-Saxons, Latinos are uncivilized, illiterate, lazy people who are
only useful for manual labor. Although in some instances Latinos have been considered white, the
mistreatment of Latinos still exists.
Nativism – anti-immigrant sentiment, white supremacy (174)
Ch. 20: Anglo-Saxons and Mexicans – Reginald Horsman
 Anglo-Saxons – the finest Caucasians destined to dominate the American continents and
large areas of the world (149)
 Mexicans viewed as “unimprovable breed…unfit to control the destines of that beautiful
country [California]” (150)
Ch. 21: “Occupied” Mexico – Ronald Takaki
 Mexicans = “foreigners in their own land” (152)
 Greaser Act defined vagrants as “all persons who [were] commonly known as
‘Greasers’ or the issue of Spanish or Indian blood…& who [went] armed & [were] not
peaceable and quiet persons” (152)
 Mexican political participation decreased as Anglo-Saxons moved into CA
 Senate omitted Article X in Treaty of Guadalupe Hidalgo which guaranteed protection
of “all prior pending titles to property of every description” (154)
 Mexicans excluded from society – ex) segregated facilities (155)
 Mexicans taught “manual-labor skills…attitudes of hard work & disciplined behavior,”
“not usually encouraged to develop self-esteem” (156)
Ch. 22: Initial Contacts; Niggers, Redskins, and Greasers – Arnoldo De León
 Mexicans = “un-Christian, uncivilized, & racially impure…degraded humanity” (158)
 Different work ethics: Mexicans = “lazy…indulge themselves in smoking, music,
dancing, horse-racing…not committed to progress, preferred fun & frolic” (160)
 Mexicans likened to Native Americans & Africans (161)
Ch. 23: The Master Narrative of White Supremacy in California – Tomás Almaguer
 White Supremacy – “the attitudes, ideologies, & politics associated with blatant forms
of white or European dominance over ‘non-white’ populations (165)
 Mexicans = “closer culturally to European-American immigrants than to their Indian
counterparts…[b/c] mixed European ancestry, romantic language, Catholic religious
practices, & familiar political-economic institutions” (166)
 Hierarchy of superior & inferior races: 1)White, 2)“half civilized” Mexicans, 3)Black &
Asian, 4)“uncivilized” Indians (166)





Manifest Destiny – God given right for US to control & expand its national boundaries
(167)
Free Labor Ideology – “expanding capitalist society based on free wage labor” (167)
White Man’s Burden – ideology for white men “to extend their dominion over all
obstacles placed in their path & to bring civilization & Christianity to the uncivilized
heathens they encountered” (167)
Mexicans granted citizenship in 1849 with Treaty of Guadalupe Hidalgo (170)
Gente de Razon (People of Reason) – Mexican ranchero elite who claimed European
descent & assimilated into European American society (170)
Ch. 24: Occupied Ameirca – Rodolfo Acuña
 Internal Colonization – “occurring within the country rather than being imposed by an
external power” (172) like what happened to Chicanos who already lived in US
 Anglo-Chicano relationship = Master-Servant relationship (172)
 Mexicans “migrated to US, largely as a result of the Push-&-Pull of economic
necessity…imported…for cheap labor” which gave way to an “even greater Anglo
manipulation of Mexican settlement or colonias” (173)
 Push Factors – drive you out; Pull Factors – attract & pull you in
 Potential Essay Questions
1.) Do you agree that the experiences of Chicanos, and perhaps Puerto Ricans, resemble
colonization? If so, do the experiences of other minority groups also resemble colonization?
(202)
2.) Was the intense racialization of Latinos in this country’s early years a function of labor
need, the need to justify conquest, or something else? Why were early immigrants from,
say, Norway, not treated in similar fashion to that described in some of the selections? (202)
 If you have any questions, please feel free to contact Irene at (310) 562-5708 or Marcos at (310)
467-2709.
Part IV: Racial Construction and Demonization in Mass Culture: Media Treatment and Stereotypes
Terms To Know and Stereo Types:
Cultural Schizophrenia
Mestizaje
Mestizo
Coyote (not the animal)
Greaser
Conniving
Latin Lover
Bordertown
La Migra
WASP: White Anglo Saxon Protestant
LNPS: Latino National Political Survey
Mojado (wetback)
Empathic Fallacy
Bandido
Barrio
Questions:
1. What are the stereotypes described in Chapter 29 “Racial Depiction in American Law and Culture”
by Richard Delgado and Jean Stefancic? How does the male and Female stereotypes differ from
one another?
2. What roles did Hispanics portray in the Hollywood films? Who had the better roles whites or the
Hispanics? Why?
3.
From: MARIA REYES [REYES_MARIA_DOLORES@student.smc.edu]
Sent: Monday, November 01, 2004 3:56 PM
To: PRECIADO_CHRISTINA
Subject: soc 31 mid term
Crawford, Aaron
Reyes, Maria
Soc.31
Professor Preciado
11/1/04
Part V: Counterstories
Key Concepts:
Counterstories: Narratives, Corridos (Ballads), storytelling used to challenge images chained to minority
groups by the mainstream culture, and claim a new identity thus a tool of resistance.
Stock Story: Stories told by the dominant culture often justifying and or perpetuate the mainstream mind set.
Operation Wetback: A two part plan that involve massive deportation ordered by Herbert Brownwell Jr.(U.S.
Attorney General) on June 17th, 1954 which included both Mexican immigrants and U.S. citizens of Mexican
descent, and restricted entrance to the U.S.
Bracero Program: Labor program, 1st implemented on August 4th, 1942, which allowed citizens of Mexico to
temporarily work in the U.S.( ironically this was implemented during the same time as operation wetback.).
Racist Caricatures: The creation of ficticious characters embodying negative stereotypes that are perceived
to be part of a specific culture in order to reaffirm symbolically the inferior social status of Chicano/a .
La Raza Cosmica: (coined by Jose Vasconcelos) is the belief/ ideology that Latino/as, are the ideal people(in
terms of diversity) because of their vast mixture of blood from their ancestry.
Key Concepts:
Asserting a name: Control strategy in which the dominant group perpetuate their own superiority by
categorizing other groups.
Masking: To disguise one’s self to blend in or make themselves “ invisible”.
Unmasking: To expose one’s inner-self as a form of resistance and/ or counterstory.
Part VI: Rebellious Lawyering and Resistance Strategies
Key Terms:
Co-opt: “appoint” to join one’s side or bargaining by the dominant society with members of a “sub group” to
marginalize their power.
High school walk-outs: In East L.A. students from four Mexican –American high schools walked out in protest
of the horrible school conditions.
Exploitation vs. Superexploitation:
Exploitation- paying an employee less than what their work is worth in order to make a profit (ex: foundations
of capitalism)
Superexplotaion- occurs to (but by no means only) marginalized people in our society who lack the legal
representation and therefore are paid less than the minimum wage so that employer so gain maximum
profits.
Sleepy Lagoon case: Trial of the 1940’s that involve the wrongful arrest and degradation of a large number of
young Chicanos from the 38th street club accused of the murder of Jose Diaz. This case sensationalized the
media’s stories of Zoot-Suiters portrayed as hoodlums and exemplifies the dominant group exercising their
power by creating stigmas on other groups.
Key concept:
Acculteration: Being familiar with the dominant culture, but conscious of one’s own culture such as
Gerald Lopez’s “The idea of a Constitution in the Chicano Tradition”.
Essay Q & A:
1)
The act of “masking” and “counterstorytelling” gives us insight to the individual’s experience. How do
these two differ?
Masking and Counterstorytelling illustrate the individual’s experience from two angles: insecurity, strength.
Masking is the act of disguising a particular characteristic from one’s-self in hope to gain acceptance. Its
opposite, counterstorytelling, is recognizing the mask, owning the insecurity behind it and creating a story the
silenced could relate to thus insecurity evolves into strength.
2)
How can resistance be carried out through the various forms of art?
Art and its various forms are deeply embedded in education/storytellying. Education as well as the stock
stories of the dominant group are constructed with various forms of art. The significance of art is its ability to
thrive as a duality; an agent of the oppressor and of the oppressed. Art can be used to manifest/maintain
ideals of contradiction in order to keep people or groups in a society subjugated.
Yet, art through its various forms can also provide a commonality or foundation in which mass movements
are built upon.
Throughout history poetry and music have been used to break down various stereotypes while also providing
a rhythmic backdrop or commonality that cuts across cultural differences. The variety of chants at the
women’s movement, spiritual songs/hymms during slavery, rhythmic slogans during the Chicono/a
movement, these accompanied with poets like, Gloria Anzaldua, “Corky” Gonzales, Pablo Neruda, Paul
Lawerence Dunbar, Langston Hughes, and Audre Lorde, have provided counterstories through their writings.
Art, through the usage of paintings, drawings, sculptures, and collages possess the ability to illuminate
feelings/emotions that would be hindered through the expression of language.
Art, although a duality of some sorts, is best described as a multi-dimentional aspect of life. The significance
of art is in its dual-existence; a tool of the oppressor and the oppressed. However the importance of art rests
in its ability to reach the ineffable.
Aaron Bailey & Fernanda Cordoba Part 7
Revisionist Law
Chapter 52
Bringing International Human Rights Home
Key Terms
1) ICCPR: International Covenant on Civil and Political Rights.
Key Concepts
1) Current political social climate favors isolationism., yet Congress has spoken of a misdirected stay within own
borders policy.
2) Aimed at bridge building to provide a blueprint for co-existence in diverse world, regardless of race, gender, class,
social origin, sexuality, religion, or political beliefs.
3) To accomplish- it must be recognized that there is more than just a black/white dichotomy in the US, since this
silences the different nationalities represented in the states.
4) International human rights is US law, so it can be incorporated into US lawmaking and help to expand, develop, and
transform domestic concept of civil rights.
5) Recognizing legal enforcement of international human rights makes states accountable to individuals and other states
for any violations of rights.
6) US domestic law recognizes existence of international law, which makes adopted treaties or customary principles
binding domestic law.
7) Binding international human rights norms provide significant protections beyond domestic civil rights laws, but it is
not perfect.
8) US is the only industrial state that still imposes the death penalty.
9) US and 6 other countries worldwide are known to execute juveniles in the last decade: Barbados(now age limit is 18),
Iran, Iraq, Nigeria, Pakistan, and Bangladesh.
10) The ICCPR prohibits the death penalty on juveniles and pregnant women, yet under President Carter, US said
maintained right to execute juveniles and pregnant women.
11) In 1991, President Bush said death penalty only applied to minors not pregnant women.
12) Prop. 187 is designed to identify specific group of people: immigrants who entered the US without proper
documentation.
13) Prop 187 defines who gets social benefits using 3 classifications: US citizen, aliens lawfully admitted as permanent
resident, finally alien lawfully admitted for a short time period can get services without checking their status at the time
services are rendered. In other words, at time of received services the individual may be illegally in the country, but
because they were originally lawfully admitted to the country it does not seem to matter.
14) Attempts at curbing illegal entry are evident and under way, yet nothing is being done to stop any other type of
illegal residency in the country.
15) The law requires those who are untrained personnel to report any people they suspect are illegally here, and a
foreign-accent or broken English is one-way people suspect someone is illegal.
16) Prop 187 denies right to education: violates right to schooling and receiving information.
17) Prop 187 denies the right to medical services: violates right to health and other protected rights, like a pregnant
women’s right to equality on basis of sex, along with maternal and infant mortality since denial of services endangers
both their lives.
Potential Essay Questions
1) Should Human Rights issues outweigh US law? Explain answer and support position.
Chapter 53
Chicano Indianism
Key Terms
N/A
Key Concepts
1) Citizenship and racial legislation from 1848-1947, the U.S. legal system accorded privilege to whites and,
conversely, legitimated the inferior treatment of racial minorities.
2) Mexican-origin people were of mestizo descent, Spanish and Indian ancestry, were subjected to heightened racial
discrimination due to their Indian ancestry. Yet their Spanish ancestry linked them to whites, which protected them from
the full impact of the racial laws of the period.
3) The U.S. acquired northern Mexico’s frontier between 1845 and 1854 through annexation, conquest, and purchase.
4) The states acquired were California, New Mexico, and Texas had several settlements of Mexican residents.
5) Mexico also lot parts of its territory that today include Nevada, Utah, parts of Colorado, Oklahoma, Kansas, and
Wyoming; which had no settlements and remained under the control of indigenous people.
6) States were able to determine citizenship eligibility.
7) States proposed that only “free whites” had all the desirable characteristics to receive full citizenship and the
privileges and rights that went along with it.
8) Individuals who did not qualify for citizenship received limited civil rights.
9) Treaty of Guadalupe Hidalgo stated that all Mexican citizens in the new U.S land were to receive the same rights
political rights as the white citizens.
10) White legislators violated the treaty and refused to extend the rights to Mexicans.
11) Since 1812 Mexico gave full rights to citizenship and politics and no longer practiced a legally based racial caste
system.
12) Before end of caste system, Mexico’s population was divided: Spaniards, castas, and Indians.
13) Peninsulares were full-blooded Spaniards born in Spain, who enjoyed the highest prestige and best legal and
economic privileges.
14) Criollos were full blooded Spaniards born in the New World, and the legal system made no distinction between
penonsulares and criollos.
15) The Castas were mestizos and other persons of mixed blood had limited social and economic mobility
16) Indians included only people of full indigenous descent had little social prestige and were legally confined to
subservient social and economic roles and placed on in encomiendas and repartimientos.
17) By late 1700’s interracial relationships had caused rigid racial order to relax since children from pairings became
legitimized by their Spanish fathers. This caused the child’s status to be raised to that of criollo and not mestizos.
18) Due to racial mixing and to avoid a revolt the Spanish crown instituted the 1812 Spanish Constitution of Cadiz,
which abolished the caste system.
19) The constitution did not stop the Mexican War, and in 1821 the Plan de Iguala, the provisional constitution, was
instituted and it reaffirmed the philosophy of the Constitution of Cadiz.
20) U.S. refused to ratify the racial equality laws of Mexico.
21) Due to the U.S. racial system and its laws the conquered Mexican population realized that it was politically
expedient to assert their Spanish ancestry, so not to be treated as American Indians.
22) Mexican and American Indians were treated as inferior and deserving of unequal treatment.
Potential Essay Questions
1) Why did the U.S. treat people of color with such hatred, what did they hope to accomplish? Defend answer with
examples.
Chapter 54
Rodrigo’s Chronicle
Key terms
N/A
Key Concepts
1) Cultural bias that standardized tests contain can worry those from another country.
2) People who rely on standardized tests are doing a certain type of screening.
3) American society is in a crisis, and approaching a time when it could be destroyed.
4) Western thought processes are linear.
5) Linear thought has its advantages and disadvantages.
6) Western civilization has not limited its imperial impulses, yet other civilizations have tried to do so.
7) Anglo-Saxons appear to be exploitive and warlike, and it seems that it may be biologically based.
8) The need for change will fall on deaf ears in this time of ultra conservatism.
Potential Essay Questions
1) What changes must society make to ensure it’s continued survival?
Chapter 55
Choosing the Future
Key Terms
1) Chance- Features and ancestry that we have no control over who our parents are or what we look like.
2) Context- Specific meanings that attach to elements of identity.
Key Concepts
1) A race, once established in popular thought, does not take on a life of its own, independent from the surge of social
forces. We continue to revitalize race at every moment, as a society, and as individuals.
2) Chance refers to features and ancestry, context to the contemporary social setting, and choice to quotidian decisions.
3) Race, chance, context, and choice overlap and are inseverable.
4) Chance and context together define races.
5) Biological notions of race says that one is born one race and not another, and therefore fated to a certain racial
identity.
6) Yet, race is socially constructed, the role of chance is actually minimal.
7) Context is the social setting in which races are recognized, constructed and contested; here race gains its life.
8) in social context, racial systems, although inconstant and unstable, are paramount in creating the social significance
of certain features.
9) Context superimposed on chance largely defines racial identity in the U.S.
10) Features and ancestry gain their racial significance through the manner in which they are read by social actors.
11) Ancestry seems to be a biological concept, but it is largely a social one.
12) Identifying one’s ancestry involves to a large degree of choice, where this choice turns at least partially on the social
significance of one line of a descent (family tree) versus another.
13) Because race in our society infuses almost all aspects of life, many daily decisions take on racial meanings.
14) Using choice, whites committed to dismantling whiteness must do 3 things:
a) Whites must overcome the omnipresent effects of transparency and of the
naturalization of race in order to recognize the many racial aspects of their
identity.
b) They must recognize and accept the consequences of breaking out of a white
identity.
c) Daily they must choose against whiteness.
15) If racial systems are to be brought down, it will only be through choice and struggle.
Possible Essay Questions
1) Can society ever conquer the negative connotations of race?
Chapter 56 The Well Defended Academic Identity
Key Terms
N/A
Key Concepts
1) Nothing in the experience of people of color seems to being paying off; nothing translates into serviceable ideas of
legal thought according to those in opposition of it.
2) The opposition see no reason to recruit and retain faculty with people of color who seem inclined to try to make a
contribution through this way of thinking, teaching and writing.
3) In this relatively brief period of time, a quite small group of legal academics of color have helped shape how many
think about a range of issues and activities central to legal and social life.
4) Those legal academics who claim nowadays not to learn from self0consciously of-color work don’t so much
straightforwardly deny these and other related changes as they try smoothly and minimally to adapt to them.
Potential Essay Questions
1) Are people of color necessary on a school’s faculty? Defend answer.
2) Do people of color bring any positive aspect to a school campus? Defend answer.
_Part VII- Revisionist Law; Does the Legal System Work for us?
The Mexican American Litigation. Experience: 1930-1980 by George A. Martinez
Key Concepts/terms:
-Paradigm: A framework used in thinking about and organizing an understanding of natural or social phenomena.
-Litigation: Process of taking a legal case to a court law.
-Pragmatism: (philosophy of)-It rejects the quest for fundamental foundational truths, and shuns the building of
abstract philosophical systems. It suggests a plurality of shifting truths grounded in concrete experiences and language,
in which a truth is appraised in terms of its consequences or use value.1-Pragamisnt, n.
-Counterstories: The outgorup creates its own stories to destroy mindsets.(Delgado p. 259).
-De facto:by practice1
-De jure:by law1
Key points:
* Pragmatist, critical legal scholars, and others have argued that law is determinate in the sense that legal materials
often permit a judge to justify multiple outcomes to lawsuits.
* Legal theorists have argued that judicial decisions are often not logically compelled but instead the result of
conscious or unconscious discretionary policy choices.
* One of the goals is to demonstrate that courts’ decisions either for or against Mexican Americans were often not
inevitable or compelled.
* Exposing the exercise of judicial discretion and the lack of inevitability in civil rights cases is important for two
reasons:
∙ It helps reveal the extent to which the courts have helped or failed to help establish the rights of Mexican
Americans.
∙ Exposing false necessity in judicial decision-making by explaining how decisions might have gone another wayi.e., offering counter stories- is important because it may help break down barriers to racial reform.
*The rights of Mexican Americans were often cur back through the use of judicial discretion.
- Mexicans Americans cannot be segregated on the basis of race. Most courts allowed segregation. After Brown v.
Board of Education The court’s refusal to bar de facto segregation limited the rights of Mexican Americans.
*Critical race scholars have argued that a significant barrier to racial reform is the majoritarian minset.
- Mindset as ‘the bundle of presuppositions, received wisdom, and shared understanding against a background of
which legal [decision-making] takes place.’ (Richard Delgado).
-The dominant perspective or mind set makes current social and legal arrangements seem fair and natural.
*Through counterstories judges can ‘overcome ethnocentrism and the unthinking conviction that [their] way of
seeing the world is the only one’ and thereby avoid moral error when deciding any civil rights case.
* Thomas Kuhn:
-He argued that during periods of normal science, perception is dependent on conventional paradigms.
-Scientific Revolution occurs when there is a transition from one paradigm to another.
-Paradigm changes causes scientist to see the world differently.
*Robin West suggested that women must flood the legal market with their own stories.
The Black/White Binary Paradigm of Race
by Juan F. Perea.
Key concepts/terms:
-Paradigm: Set of shared understandings that permits us to distinguish which facts matters in the solution of a
problem and which facts don’t.(Perea, Juan)
1
Marshall, Gordon. Oxford Dictionary of Sociology. Oxford University Press. NY. 1998
-Ethnic theory: “non-White immigrants ethnics are essentially Whites-in-waiting who will be permitted to
assimilate and become White.” (Perea p. 362)
Key points:
*”The way we think about race is structured by a paradigm that is widely held but rarely recognized for what it is
and does.” (p.359)
*”Thomas Kuhn- [A paradigm is an accepted model or pattern that,] ‘like an accepted judicial decision in the
common law [,]…is an object for further articulation and specification under new or more stringent conditions.’”(p.359)
*”Paradigms define relevancy.” (p.359)
* “Textbooks are extremely useful in explaining the persistence focus of race scholarship on Blacks and Whites, and
the result omission of Latinos/as, Asians, and other racialized groups.” (p.360)
* “Paradigms of race shape our understanding and definition of racial problems.” (p. 361).
- “Because Black/White binary paradigm is so widely accepted, other racialized groups like Latinos/as are often
marginalized or ignored.” (p. 361)
-“ Kuhn wrote, ‘those that will not fit the box are often not seen at all.’” (p. 361)
* “Andrew Hacker and so many other writers…produce and replicate the belief that only ‘two prominent players,’
Black and White, count in debates about race.” (p. 361)
- “Other non-White groups, rendered invisible by these writers, can thus characterized as passive, voluntary
spectators.” (p. 361)
- “According to hacker, Blackness serves a crucial function in enabling Whites to define themselves as privileged
and superior, and racial attributes of other minorities do not serve this function.” (p. 362)
* “Cornel West overlooks and ignores relevant subject matter that lies outside the paradigm.” (p.363)
* “Latinos/as are mixed-raced mestizos or mulattos, there fore embodying the kind of racial mixture that Malcolm X
would argue society tend to reject.
- “Malcolm X’s fear of cultural hybridity, the blurring of racial boundries that occurs because of racial mixture.”
(p.364)
* “Toni Morrison – “‘Whiteness’ is often achieve through distancing from blacks.”
- “Latinos/as participate in the paradigm, by engaging in racism against Blacks or darker skinned member of Latino/a
communities.” (qt.in p. 365)
The Black/White Binary- How does it work? By Richard Delgado
Key concepts/terms:
-Self-definition theory of nationhood: ‘Nations have the inherit right to decide how to define themselves.
Otherwise any group could force a nation to undergo radical transformation merely by moving here.’ (Schuck qt.in
372).
-Dichotomy: Any variable which has only two categories, mutually exclusive.1
Key Points:
* “The structure of antidiscrimination law is dichotomous” (p.369).
- Either black or white. “If you are neither, you have trouble making claims or even having them understood in
racial terms at all,” (p.369).
* “The binary… prevent us from articulation, or even imagining, how our victimization is a serious, group-based
from of oppression,” (p.370).
* “Equal Protection Clause produces social good for those falling under its coverage- blacks and whites’” (p. 371).
- It leaves everybody else unprotected. The gap between blacks and other groups of color grows, all other things
being equal,” (p. 371)
* “The black/white paradigm could marginalize Latinos because of the way the clause and other Civil War
amendments were aimed at redressing injustices to blacks,” (p.371).
* “[Latinos] are not part of the mindset or discourse. People don’t think of [Latinos] in connection with the civil
rights struggles,” (p. 373).
* The way society thinks of a group- or fails to think about it-influences the way it behaves toward them,” (p.374).
1
Marshall, Gordon. Oxford Dictionary of Sociology. Oxford University Press. NY. 1998
* “images of Latinos are even more devastating than the ones society has disseminated about blacks, overtly until
very recently, and covertly today,” (p.375).
* They justified society not only in ignoring your misery but in making war against you,” (p. 375).
“The Intersection of Immigration Status, Ethnicity, Gender, and Class”
by Kevin R. Johnson
Key concepts/terms:
-Quadruple whammy: Class, gender, ethnicity, and citizenship.
Key Points:
* “The INS estimated, as Oct 992, approx 3.4 million undocumented persons in U.S.” (p.376)
* “The INS estimated that roughly one-half of the undocumented persons in the U.S. were visa overstays.” (p. 376)
* Border enforcement operations in 1990’s:
- El Paso, Texas- Operation Blockade, later Operation Hold the Line.
-San Diego, CA.- Operation Gatekeeper
* “Naturalization rates in recent years appear to have been higher for women than for men.” (p.377)
- “The undocumented men is feared as a criminal while the undocumented women is seen as a responsible child-care
provider or housecleaner.” (p. 378)
* Immigration Marriage Fraud Amendments of 1986 (IMFA)
- “Designed to crack down on sham marriages contracted between citizens and noncitizens for the purpose of
allowing noncitizens to immigrate to the U.S.” (p. 377)
* “The overlapping interest of communities concerned with immigrant access to public benefits creates benefits as
well as problems.”(p. 379)
- “ A potential cross-over of interest may permit the building of coalitions between many diverse communities.”
(p.379).
- “Immigrant rights, welfare rights, and women’s rights groups, as well as ethnic activist groups, have common
interest at some level in ensuring the availability of public benefits to immigrants,” (p. 379).
Potential Essay Questions:
1) How does the black/white binary works? How does it affect Latinos/as?
2) How does counterstories help break down paradigms?
3) Why do Latinos/as become “invisible” in race related matters?
Works Cited
Delgado, Richard, and Jean Stefancic, ed. The Latino/a Condition: a critical reader. New York, NYU, 1998.
Martinez, George A. “The Mexican-American Litigation, Experience: 1930-1980.
Delgado, Richard, and Jean Stefancic, ed. The Latino/a Condition: a critical reader.
New York, NYU, 1998. p. 355-358
Perea, Juan F. “The Black/White Binary Paradigm of Race.” Delgado, Richard, and Jean
Stefancic, ed. The Latino/a Condition: a critical reader. New York, NYU, 1998. p. 359-368.
Delgado, Richard. “The Black/White Binary, How Does It Work?” Delgado, Richard,
and Jean Stefancic, ed. The Latino/a Condition: a critical reader. New York, NYU,
1998. p. 369-375
Johson, Kevin R. “The Intersection of Immigration Status, Ethnicity, Gender, and Class.”
Delgado, Richard, and Jean Stefancic, ed. The Latino/a Condition: a critical reader.
New York, NYU, 1998.
From: georgina de la cruz [georgina_129@hotmail.com]
Sent: Monday, November 01, 2004 10:43 AM
To: PRECIADO_CHRISTINA
Subject: questions from Carmen and Raul
Hi Ms. Preciado this are the questios for our test, we decide to wrute 4 questions, so you can decide
wich are the best. If there is something wrong or something else that we need please let us know.
Thank you
Carmen and Raul
What does civil rights laws have in common with assimilation?
Is it different with every race?
Do you agree with psychologist and the theorist about “sun children” DO you agree that it only
happens in the Latino community? Is race a major factor or it is possible in every race?
Do you think that Latinos by speaking their language, living in protected enclaves, entitled to
privileges based on disadvantages could affect with the Hispanic progress?
Knowing that being masked is a universal condition in that we all control how we present ourselves
to others, why and when do we choose to use those masks?