This volume--the first edited book on the education of Puerto Ricans written primarily by Puerto Rican authors--focuses on the history and experiences of Puerto Rican students in the United States by addressing issues of identity, culture, ethnicity, language, gender, social activism, community involvement, and policy implications. It is the first book to both concentrate on the education of Puerto Ricans in particular, and to bring together in one volume, the major and emerging scholars who are developing cutting-edge scholarship in the field.
Puerto Rican Students in U.S. Schools:
* features both scholarly chapters (conceptual and research studies) and reflective essays, as well as two poems,
* combines broad overview studies with classroom practice and social action, and
* includes chapters that trace the history of the education of Puerto Ricans in U.S. schools in general and its history in New York City, and one chapter on return migrants.
"Nieto and her associates offer an important book that provides answers to complex problems and that deserves a wide reading."
"…the book presents important information about a large minority population in the U.S.-especially considering that half of ethnic Puerto Ricans live in the United States. At the same time, the book has implications for classroom practice and social action for bilingual educators as well. The focus is on Puerto Ricans, but the overall tone and the specific subjects of the essays will be insightful to any scholar of multicultural education."
Contents: S. Nieto, Introduction and Overview. Part I:Historical and Sociopolitical Context. el Cortés, I Remember. S. Nieto, Puerto Rican Students in U.S. Schools: A Brief History. X.A. Reyes, Return Migrant Students: Yankee Go Home? G. Rivera, Moving Around and Moving On. L.O. Reyes, Educational Leadership, Educational Change: A Puerto Rican Perspective. Part II:Identity: Culture, Race, Language, and Gender. H. Baez, A Strong Sense of Self Is Crucial for Success. C.E. Walsh, The Struggle of "Imagined Communities" in School: Identification, Survival, and Belonging for Puerto Ricans. M.V. Zavala, Puerto Rican Identity: What's Language Got to Do With It? C. Mills De Jesus, Jr., Black Pearl Unnoticed. C.A. Rolón, Puerto Rican Female Narratives About Self, School, and Success. N.M. Hidalgo, Puerto Rican Mothering Strategies: The Role of Mothers and Grandmothers in Promoting School Success. Part III:Social Activism, Community Involvement, and Policy Implications. A. López, A Different Kind of School. D. Caballero, The Puerto Rican/Latino Education Roundtable: Seeking Unity in Vision and Organizing for Educational Change. M. Rivera, P. Pedraza, The Spirit of Transformation: An Education Reform Movement in a New York City Latino/a Community. Part IV:Classroom and School Studies. J. Flores, The Counselor. M. Morales, E.R. Tarr, Social Action Projects: Apprenticeships for Change in School and Community. J.M. Caraballo, Teachers Don't Care. M.E. Torres-Guzmán, Y. Martínez Thorne, Puerto Rican/Latino Student Voices: Stand and Deliver. E. Capifali, Teachers Who Made a Difference. C.I. Mercado, L.C. Moll, Student Agency Through Collaborative Research in Puerto Rican Communities. Part V:Directions for the Future. J. Petrovich Beiso, Afterword.
This series focuses on studies of public and private institutions, the media, and academic disciplines that contribute to educating--in the broadest sense--students and the general public. The series welcomes volumes with multicultural perspectives, diverse interpretations, and a range of political points of view from conservative to critical. Books accepted for publication in this series will be written for an academic audience and, in some cases, also for use as supplementary readings in graduate and undergraduate courses.
Topics to be addressed in this series include, but are not limited to, sociocultural, political, and historical studies of
Local, state, national, and international educational systems
Elementary and secondary schools, colleges and universities
Public institutions of education such as museums, libraries, and foundations
Computer systems and software as instruments of public education
The popular media as forms of public education
Content areas within the academic study of education, such as curriculum and instruction, psychology, and educational technology