452 Pages 14 B/W Illustrations
    by Routledge

    452 Pages 14 B/W Illustrations
    by Routledge

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    Now in its second edition, this Handbook offers a comprehensive review of rigorous, innovative, and critical scholarship profiling the scope and terrain of academic inquiry on Latinos and education. Presenting the most significant and potentially influential work in the field in terms of its contributions to research, to professional practice, and to the emergence of related interdisciplinary studies and theory, the volume is now organized around four tighter key themes of history, theory, and methodology; policies and politics; language and culture; teaching and learning. New chapters broaden the scope of theoretical lenses to include intersectionality, as well as coverage of dual language education, discussion around the Latinx, and other recent updates to the field.

    The Handbook of Latinos and Education is a must-have resource for educational researchers; graduate students; teacher educators; and the broad spectrum of individuals, groups, agencies, organizations, and institutions that share a common interest in and commitment to the educational issues that impact Latinos.


    Enrique G. Murillo, Jr. - California State University-San Bernardino


    SECTION I: History, Theory and Methodology

    Chapter 1: History, Theory, and Methodology: An Introduction

    Socorro Morales and Dolores Delgado Bernal

    Chapter 2: The United Status of Latinx: 2010-2020 Remix

    Victoria-Maria MacDonald and Juan F. Carrillo

    Chapter 3: Radical Joteria-Muxerista Love in the Classroom: Brown Queer Feminist Strategies for Social Transformation

    Anita Tijerina Revilla, Joanna Nuñez, José Manuel Santillana Blanco, and Sergio A. Gonzalez

    Chapter 4: A Chicana/Latina Feminist Methodology: Examining Pláticas in Educational Research

    Alma Itzé Flores and Socorro Morales

    Chapter 5: Listening to our Antepasados: Toward a Futurity of Chicanx/a/o and Puerto Rican Studies

    Jason G. Irizarry and Nichole M. Garcia


    SECTION II: Policies and Politics

    Chapter 6: Policies and Politics: An Introduction

    Luis Urrieta, Jr. and Eric Ruiz Bybee

    Chapter 7: Latinx Faculty in la Academia: Power, Agency, and Sobrevivencia

    José del Real Viramontes, Luis Urrieta, Jr., Rudolfo Chávez Chávez

    Chapter 8: Changing Faces and Persistent Patterns for Education in the New Latino/a/x Diaspora

    Edmund T. Hamann and Linda Harklau

    Chapter 9: Monoglossic Language Education Policies and Latinx Students’ Language

    Ofelia García, Rosario Torres-Guevara

    Chapter 10: Investing in Educational Equity for Latinos: How Accountability, Access and Systemic Inequity Shape Opportunity

    Frances Contreras, Jessica Rodriguez

    Chapter 11: Como Una Jaula De Oro: How Policy Impacts Undocumented Latina/o College Students

    Lindsay Pérez Huber and Germán U. Aguilar-Tinajero

    Chapter 12: Latina/o/x Teachers: History, Policies and Politics

    Patricia D. López

    Chapter 13: Presencing While Absent: Indigenous Latinxs and Education

    David W. Barrilas Chón (Maya Poqomam), Pablo D. Montes and Judith Landeros

    Chapter 14: Theorizing AfroLatinx Subjectivities, Afrolatinidades, and the Racial Politics of Identity in Education

    Christopher L. Busey


    SECTION III: Language and Culture

    Chapter 15: Language and Culture: An Introduction

    Juan Sánchez Muñoz, Victor Sáenz, and Daniel Villanueva

    Chapter 16: The Problem With Latinx as a Racial Construct vis-a-vis Language and Bilingualism: Toward Recognizing Multiple Colonialisms in the Racialization of Latinidad

    Laura C. Chávez-Moreno

    Chapter 17: Content-Area Instruction for ELs from Kindergarten to Higher Education: Interventions, Investigations, and Innovative Directions

    Margarita Huerta and Tiberio Garza

    Chapter 18: Fear of a Brown Planet: Racial Politics and Latina/o Education Policy

    Nolan L. Cabrera

    Chapter 19: Mexican American Studies and Scholar Activism in a Decolonial Enactment of Citizenship: From Testimony to Testimonio

    Angela Valenzuela, Eliza Epstein, María Del Carmen Unda

    Chapter 20: Exploring Educational and Workforce Data Trends on Latino Boys and Men: Implications for Research and Practice

    Wonsun Ryu, Jorge Burmicky, Victor Sáenz and Luis Ponjuan

    Chapter 21: The History and Evolution of the Term Latinx

    Cristobal Salinas Jr. and Adele Lozano

    Chapter 22: Latinx/a/o LGBTQ+ Communities in Education

    Antonio Duran

    Chapter 23: The Critical Relevance of Bilingual Education and Bilingualism

    Kellie Rolstad and Jeff MacSwan


    SECTION IV: Teaching and Learning

    Chapter 24: Teaching and Learning: An Introduction

    Margarita Machado-Casas and Katherine Espinoza

    Chapter 25: How Teachers Unknowingly Organize Failure for Children of Color by Creating "Zones of Negative Development"

    Esteban Diaz and Bárbara Flores

    Chapter 26: "Who are These Kids, Rejects from Hell?" Analyzing Hollywood Distortions of Latina/o High School Students

    Tara J. Yosso and David G. García

    Chapter 27: Cultural-Historical Perspectives on American Latinx Students and Educational Equity

    Pedro R. Portes, Spencer Salas, and Margaret A. Gallego

    Chapter 28: Young Latinx Learners in Early Childhood Education: Shifting Trends and Future Directions

    Verónica E. Valdez, María E. Fránquiz, and Laura D. Turner

    Chapter 29: Hermandad and Mentorship: An Innovative Approach Ensuring the Success of Latinx Preservice Teachers

    Esther Garza, Hsiaoping Wu, Myriam Jimena Guerra, and Katherine Espinoza

    Chapter 30: Cultivating Pedagogical Clarity: Dual-Language Bilingual Education Teachers’ Changing Views of Literacy Practices as Influenced by Critical Dialogue

    Susana Ibarra Johnson

    Chapter 31: Latino Educational (In)Opportunities: Causes, Consequences, and Challenges to Unequal Opportunities to Learn

    Lorena Camargo Gonzalez, Brianna R. Ramirez, Rebeca Burciaga, Lindsay Pérez Huber, and Daniel G. Solorzano

    Chapter 32: Best Practices for Teaching Latino English Learners in U.S. Schools

    Josefina Villamil Tinajero, Judith Hope Munter, and Blanca Araujo


    EDITOR-IN-CHIEF Enrique G. Murillo, Jr. – California State University, San Bernardino, Enrique G. Murillo, Jr. is Professor of Education at California State University, San Bernardino. He is the founding editor in chief of the Journal of Latinos and Education (JLE) and of the inaugural edition of the Handbook of Latinos and Education (HLE). Additionally, he is the founder of the National Latino Education Network (NLEN) and Latino Education and Advocacy Days (LEAD), the objective of which is to promote a broad–based awareness of the crisis in Latino education and to enhance the intellectual, cultural, and personal development of the Latino community's educators, administrators, leaders, and students. SECTION I: History, Theory, and Methodology Dolores Delgado Bernal – California State University, Los Angeles Socorro Morales – The University of Texas at San Antonio Dolores Delgado Bernal is Chair and Professor in the Department of Chicana(o) and Latina(o) Studies at California State University, Los Angeles. Socorro Morales is an assistant professor in the Department of Educational Leadership and Policy Studies at the University of Texas at San Antonio. SECTION II: Policies and Politics Luis Urrieta, Jr. – The University of Texas at Austin Eric Ruiz Bybee – Brigham Young University Luis Urrieta, Jr. is the Suzanne B. and John L. Adams Endowed Professor of Education at the University of Texas at Austin. Eric Ruiz Bybee is an assistant professor at Brigham Young University. His research interests include Latinx education; bilingual teacher education; and identity, belonging, and cultural knowledge in education. SECTION III: Language and Culture Juan Sánchez Muñoz – University of California, Merced Victor Sáenz – The University of Texas at Austin Daniel Villanueva – University of Houston, Downtown Juan Sánchez Muñoz is the Chancellor of the University of California, Merced, and a former high school teacher, community college instructor, and university professor in education. Victor Sáenz is a professor in the College of Education at the University of Texas at Austin and is the chair of the Department of Educational Leadership and Policy. He holds courtesy appointments with the Center for Mexican American Studies and various other research centers across the University. Daniel Villanueva is a scholar-practitioner who serves as Vice President of Enrollment Management at the University of Houston, Downtown. His research interests include higher education administration, academic capitalism, student access, and Latinx issues. SECTION IV: Teaching and Learning Margarita Machado-Casas – San Diego State University Katherine Espinoza – Texas A&M University, San Antonio Margarita Machado-Casas is Chair and Full Professor in the Department of Dual Language and English Learner Education at San Diego State University. Her research interests include immigrant, Indigenous Afro-descendants, and bilingual/multilingual education, transnational communities, and minority agency. Katherine Espinoza is an assistant professor at Texas A&M University, San Antonio, whose research focus is Latina/o identity construction of students, and preservice and in-service teachers.