Works Cited on Education

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Bartolomé, Lilia I., and María V. Balderrama. “The Need for Educators with Political and Ideological Clarity: Providing Our Children with ‘The Best.’” In The Best for Our Children: Critical Perspectives on Literacy for Latino Students, edited by María de la Luz Reyes and John J. Halcón, 48-64. New York: Teachers College Press, 2001.

Blauner, Robert. Racial Oppression in America. New York: HarperCollins, 1972.

Blauner, Robert. Racial Oppression in America. New York: HarperCollins, 1972.

Blauner, Robert. Racial Oppression in America. New York: HarperCollins, 1972.

Bourdieu, Pierre, and Jean-Claude Passeron. Reproduction in Education, Society and Culture. Beverly Hills, CA: Sage, 1977.

Cammarota, Julio, and Michelle Fine, eds. Revolutionizing Education: Youth Participatory Action Research in Motion. New York: Routledge, 2008.

Carter, Thomas P. Mexican Americans in School: A History of Educational Neglect. New York: College Entrance Examination Board, 1970.

Darder, Antonia. Culture and Power in the Classroom: A Critical Foundation for Bicultural Education. New York: Bergin and Garvey, 1991.

De la Torre, Marisa, and Julia Gwynne. When Schools Close: Effects on Displaced Students in Chicago Public Schools. Chicago: Consortium on Chicago School Research, 2009.

Facio, Elisa, and Irene Lara, eds. Fleshing the Spirit: Spirituality and Activism in Chicana, Latina, and Indigenous Women’s Lives. Tucson: University of Arizona Press, 2014.

Flores-González, Nilda. School Kids, Street Kids: Identity and High School Completion among Latinos. New York: Teachers College Press, 2002.

Freire, Paulo. Pedagogy of the Oppressed. New York: Herder and Herder, 1970.

Freire, Paulo. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. New York: Rowman and Littlefield, 1998.

González, Norma, Luis C. Moll, and Cathy Amanti. Funds of Knowledge: Theorizing Practices in Households, Communities and Classrooms. Mahwah, NJ: Lawrence Erlbaum Associates, 2005.

Ignatiev, Noel. How the Irish Became White. New York: Routledge, 1995.

Leiberson, Stanley. A Piece of the Pie: Blacks and White Immigrants since 1880. Berkeley: University of California Press, 1980.

McNeil, Linda, and Angela Valenzuela. “The Harmful Impact of the TAAS System of Testing in Texas: Beneath the Accountability Rhetoric.” In Raising Standards or Raising Barriers? Inequality and High Stakes Testing in Public Education, edited by Mindy Kornhaber and Gary Orfield, 127-50. New York: Century Foundation, 2001.

Nieto, Sonia, Melissa Rivera, Sandra Quiñones, and Jason Irizarry. “Charting a New Course: Understanding the Sociocultural, Political, Economic, and Historical Context of Latino/a Education in the United States.” Special issue of Association of Mexican-American Educators (AMAE) Journal 6, no. 1 (2012): 1-50.

Noddings, Nel. The Challenge to Care in Schools: An Alternative Approach to Education. New York: Teachers College Press, 1992.

Noddings, Nel. The Challenge to Care in Schools: An Alternative Approach to Education. New York: Teachers College Press, 1992.

Noddings, Nel. The Challenge to Care in Schools: An Alternative Approach to Education. New York: Teachers College Press, 1992.

Ochoa, Gilda L. Learning from Latino Teachers. San Francisco: Jossey-Bass, 2007.

Ochoa, Gilda L. Learning from Latino Teachers. San Francisco: Jossey-Bass, 2007.

Ochoa, Gilda L. Learning from Latino Teachers. San Francisco: Jossey-Bass, 2007.

Ochoa, Gilda L. Learning from Latino Teachers. San Francisco: Jossey-Bass, 2007.

Ogbu, John U. Minority Education and Caste: The American System in Cross-Cultural Perspective. New York: Academic Press, 1978.

Olivos, Edward M., Oscar Jiménez-Castellanos, and Alberto M. Ochoa, eds. Critical Voices in Bicultural Parent Engagement: Advocacy and Empowerment. New York: Teachers College Press, 2011.

Palmer, Deborah K. “Building and Destroying Students’ ‘Academic Identities’: The Power of Discourse in a Two-Way Immersion Classroom.” International Journal of Qualitative Studies in Education 21, no. 6 (2008): 647-67.

Rodriguez, Louie F. “‘Everybody Grieves, but Still Nobody Sees’: Toward a Praxis of Recognition for Latina/o Students in US Schools.” Teachers College Record 114, no. 1 (2012): 1-31.

Rodriguez, Louie F. “‘Everybody Grieves, but Still Nobody Sees’: Toward a Praxis of Recognition for Latina/o Students in US Schools.” Teachers College Record 114, no. 1 (2012): 1-31.

Rodriguez, Louie F. “‘Everybody Grieves, but Still Nobody Sees’: Toward a Praxis of Recognition for Latina/o Students in US Schools.” Teachers College Record 114, no. 1 (2012): 1-31.

Rodriguez, Louie F. “‘Everybody Grieves, but Still Nobody Sees’: Toward a Praxis of Recognition for Latina/o Students in US Schools.” Teachers College Record 114, no. 1 (2012): 1-31.

Rodriguez, Louie F. “‘Everybody Grieves, but Still Nobody Sees’: Toward a Praxis of Recognition for Latina/o Students in US Schools.” Teachers College Record 114, no. 1 (2012): 1-31.

Solórzano, Daniel, and Dolores Delgado Bernal. “Examining Transformational Resistance through a Critical Race and Latcrit Theory Framework: Chicana and Chicano Students in an Urban Context.” Urban Education 36, no. 3 (2001): 308-42.

Spring, Joel. Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States, 2nd ed. New York: McGraw-Hill, 1997.

Stanton-Salazar, Ricardo D. “A Social Capital Framework for Understanding the Socialization of Racial Minority Children and Youth.” Harvard Educational Review 67, no. 1 (1997): 1-40.

Steinberg, Stephen. Turning Back: A Retreat from Justice in American Race and Policy. Boston: Beacon Press, 1996.

Steinberg, Stephen. Turning Back: A Retreat from Justice in American Race and Policy. Boston: Beacon Press, 1996.

Steinberg, Stephen. The Ethnic Myth: Race, Ethnicity, and Class in America, 3rd ed. Boston: Beacon, 2001.

Turner, Ralph H. “Sponsored and Contest Mobility and the School System.” American Sociological Review 25, no. 6 (1960): 855-62.

Turner, Ralph H. “Sponsored and Contest Mobility and the School System.” American Sociological Review 25, no. 6 (1960): 855-62.

Valencia, Richard R. Dismantling Contemporary Deficit Thinking: Educational Thought and Practice. New York: Routledge, 2010.

Valencia, Richard R., and Bruno Villarreal. “Texas’ Second Wave of High-Stakes Testing: Anti-Social Promotion Legislation, Grade Retention, and Adverse Impact on Minorities.” In Leaving Children Behind: How “Texas-Style” Accountability Fails Latino Youth, edited by Angela Valenzuela, 113-51. Albany: State University of New York Press, 2005.

Valenzuela, Angela. Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. Albany: State University of New York Press, 1999.

Valenzuela, Angela. Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. Albany: State University of New York Press, 1999.

Valenzuela, Angela. Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. Albany: State University of New York Press, 1999.

Valenzuela, Angela. Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. Albany: State University of New York Press, 1999.

Valenzuela, Angela. Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. Albany: State University of New York Press, 1999.

Valenzuela, Angela, and Patricia D. López. “Cultivating a Cadre of Critically Conscious Teachers and ‘Taking This Country to a Totally New Place.’” In U.S. Latinos and Education Policy: Research-Based Directions for Change, edited by Pedro R. Portes, Spencer Salas, Patricia Baquedano-López, and Paula J. Mellom, 35-44. New York: Routledge, 2014.

Villegas, Ana Maria. “Profile of New Hispanic Teachers in U.S. Public Schools: Looking at Issues of Quantity and Quality.” Paper presented at the Annual Meeting of the American Education Research Association, Chicago, 2007.

Villegas, Ana Maria, and Jacqueline Jordan Irvine. “Diversifying the Teaching Force: An Examination of Major Arguments.” Urban Review 42, no. 3 (2010): 175-92.

Yosso, Tara J. “Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth.” Race Ethnicity and Education 8, no. 1 (2005): 69-91.