The following selected literature review is provided to reflect knowledge bases pertaining to Diversity Literacy with the intent to foster ongoing discussion, study and research on the dynamic and complex dimensions of Diversity and its Threads. Bibliographies can provide validity, affirmation and ongoing critical examination of language, concepts, context and currentness.
REFERENCES
Armus, T. (2015, October 8). Student groups shift toward use of Latinx to include all gender iden- tities. Colum- bia Daily Spectator. Retrieved from https://www.columbiaspectator.com/news/2015/10/07/ latino-latinx/
Baird, R.M. and Rosenbaum, S.E. (editors). (1999). Hatred, Bigotry and Prejudice Definitions, Causes and Solutions 27 Essays. Prometheus Books. New York
Baldwin, J. (1955). Notes of a Native Son. Beacon Press, Boston, MA.
Banks, J.A., Banks, C. A. McGee. (2004). Handbook of Research on Multicultural Education (2nd Edition). 49 individual Essays by Contributing Authors. Jossey-Bass. 989 Market St., San Francisco, CA.
Banks, J. A. (1996). Multicultural Education Transformative Knowledge and Action Historical and Contemporary Perspectives (18 essays). Teachers College Press. New York.
Ben-Ghiat, R. (2020). Strongmen Mussolini to the Present. W. W. Norton & Company. New York, New York.
Bell, D.A. (1992). Faces at the Bottom of the Well – The Permanence of Racism. Basic Books. New York.
Bonnilla-Silva, E. (2001). White supremacy and racism in the post-civil rights era. Boulder: Lynne Rienner Publishers, Inc. Brown v. Board of Education, 347 U.S. 483 (1954).
Camarota, S.A. (2001, Spring). Immigrants in the United States – 2000. Specturm, 74, 2, 1-5. Carrasquillo, A. L., & London, C. B. G. (1993). Parent and schools: A source book. New York: Garland.
Carrol, J. A tale that fiction would envy: Naturalistic inquiry methods in the visual arts. Abstract retrived 1/9/06 from http://www.aare.edu.au/02pap/car02530.htm.
Chang, R. S. (2002). Critiquing “race” and its uses: Critical race theory’s uncompleted argument. In F. Valdes, J. Culp, & A. Harris. Crossroads, directions, and new critical race theory. (pp. 87-96). Philadelphia: Temple University Press.
Chavez, L. R. (1998). Shadowed lives: Undocumented immigrants in American society. United States of America: Wadsworth Thomson Learning
Chavkin, N. F. (1993). Families and schools in a pluralistic society. New York: State University of New York Press.
Chavkin, N.F. & Gonzalez, D.L. (1995). Forging partnerships between Mexican American parents and the schools. West Virginia: ERIC Clearinghouse on Rural Education and Small Schools. 4 pages. ED388489.
Chavkin, N.F., & Williams, D. L. (1993). Minority parents and the elementary school: Attitudes and practices. In N.F. Chavkin (Ed.), Families and schools in a pluralistic society (pp.73-83). Albany, NY: State University of New York Press.
Cline, Z. and Necochea, J. (2001). ¡Basta Ya! Latino parents fighting entrenched racism. Bilingual Research Journal, 25: 1 & 2 Winter & Spring (1-25).
Commins, N. L. & Miramontes O. B. (1989). Perceived and actual linguistic competence: A descriptive study of four low-achieving Hispanic bilingual students. American Educational Research Journal. 26: 443-472.
Cose, E. (1997). Color-Blind (Seeing Beyond Race in a Race-Obsessed World). Harper Collins. New York.
Covarrubias & Revilla, (2003). Agencies of transformational resistance. Sixth Annual LatCrit Conference. Publication of Florida Law Review.
Crenshaw, K. W. (1995). Mapping the margins: Intersectionality, identity politics, and violence against women of color. In Crenshaw, K., Gotanda, N., Peller, G. & Thomas, K. (1995). (Eds.). Critical Race Theory the writings that formed the movement (357-383). New York: The New Press.
Crenshaw, K., Gotanda, N., Peller, G. & Thomas, K. (1995). Critical Race Theory the writings that formed the movement. 27 Essays by contributing authors. New York: The New Press.
Cummins, J. (1978). Educational implications of mother tongue maintenance in minority language groups. The Canadian Modern Language Review 34: 395-416.
Cummins, J. (1980). The cross-lingual dimensions of language proficiency: Implications for bilingual education and the optimal age issue, TESOL Quarterly 14, 2 (June): 175-187.
Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework, Los Angeles: California State Department of Education, Evaluation Dissemination and Assessment Center.
Cushner, K., McClelland, A., & Safford, P. (2003). Human diversity in education. New York: McGraw-Hill.
Danieli, Y. (1998). International handbook of multigenerational legacies of trauma. New York: Plenum press.
Danieli, Y., Rodley, N. S., Weisaeth, L. (Editors). (1996). International responses to traumatic stress. New York: Baywood Publishing Company, Inc.
Darder, Torres, & Gutierrez, (Eds.). (1997). Latinos and education: A critical reader. New York: Routledge.
Dauber, S.L., & Epstein, J (1993). Parents’ attitudes and practices of involvement in inner-city elementary and middle schools. In N. F. Chavkin, Families and schools in a pluralistic society (pp. 53-71). Albany, NY: State University of New York Press.
Davidson, A. L. (1997). Marbella Sanchez: On marginalization and silencing. In M. Seller and L. Weis (Eds.), Beyond black and white new faces and voices in U.S. schools (15-44). New York: State University of New York Press.
Delgado, R. (1984). The imperial scholar: Reflections on a review of civil rights literature. University of Pennsylvania Law Review, 132, 561-578.
Delgado, R. (1995). Legal storytelling: Storytelling for oppositionists and others: A plea for narrative. In R. Delgado (Ed.), Critical race theory: The cutting edge (pp. 64-74). Philadelphia: Temple University Press.
Delgado, R. & Stefanic, J. (1997) (Eds). Critical White Studies looking behind the mirror. 114 Essays by contributing authors. Temple University Press. Philadelphia.
Delgado, R. & Stefancic, J. (2000) (Eds). Critical race theory the cutting edge. Philadelphia: Temple University Press. Philadelphia.
Delgado, R. & Stefancic, J. (2001). Critical race theory an introduction. New York: New York University Press. Philadelphia.
Delgado Bernal, D. (1998). Using a Chicana feminist epistemology in educational research. Harvard Educational Review, 68(4), 555-582.
Delgado Bernal, D. (2002). Critical race theory, LatCrit theory and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge, Qualitative Inquiry, 8(1), 105-126.
Delgado-Gaitán, C. (1990). Literacy for empowerment: The role of parents in children’s education. New York: Falmer Press.
Delgado-Gaitan, C. (1994). Consejos: The power of cultural narratives. Anthropology and Education Quarterly, 23, 298-316.
Delgado-Gaitan, C. (2004). Involving Latino families in schools. Thousand Oaks, CA: Corwin Press.
Delgado-Gaitan, C., & Trueba, H. (1991). Crossing cultural borders: Education for immigrant families in America. London: Falmer.
Delpit, L. (1992). Education in a multicultural society: Our future’s greatest challenge. Journal of Negro Education, 61(3), 237-261.
Delpit, L. (1995). Other people’s children: Cultural conflicts in the classroom. New York: The New Press
Dennet, D. (1984). Elbow room: The varieties of free will worth wanting Cambridge MA: MIT Press.
Denzin, H. K., & Lincoln, Y. L. (Eds.). (1994). The handbook of qualitative research. Thousand Oaks, CA: Sage.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
Deyhle, D. (2004). Navajo youth and Anglo racism: Cultural integrity and resistance. In Sonya Anderson, P. Attwood & L. Howard. (Eds.). Facing racism in education (13-56). Cambridge: Harvard Educational Review.
Diamond, J. B., Wang, L., Gomez, K. W. (2004). African-American and Chinese-American Parent Involvement: The importance of race, class, and culture. Harvard family research project. Retrieved on 8/5/2005 from http://www.gse.harvard.edu/hfrp/projects/ fine/ resources/digest/race.html
Dillingham Report, (1907-1911). The Immigration Commission Reports from the Dillingham Commission Comprising U.S. Serial Set numbers 5663 through 56843 and 5865 through 5881.
Du Bois, W. E. B. (1903). The souls of Black folk. Chicago: A.C. McClurg.
Dudziak, M. L. (1988). Desegregation as a cold war imperative, 41 Stan. L. Rev. 61.
Dunn, L. M. (1987). Bilingual Hispanic children on the U.S. mainland: A review of research on their cognitive, linguistic and scholastic development (AGS monograph). Circle Pines, MN: American Guidance Service.
Duran, E. & Duran, B. (1995). Native American postcolonial psychology. Albany: State University of New York.
Durodoye, B. A. (2003). The science of race in education. Multicultural Perspectives Journal of the National Association for Multicultural Education, 5(2), 10-16.
Eccles, J., & Harold, R.D. (1996). Family involvement in children’s and adolescents’ schooling.
In J. Dunn & A. Booth (Eds.), Family-School Links (pp. 3-34). Mahwah, NJ: Lawrence Erlbaum.
Eiesner, E. W. (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan Publishing Company.
Eisenhart, M. (2001). Educational ethnography past, present and future: Ideas to think with. Educational Researcher, 30(8), 16-27.
Emery, K. & Ohanian, (2004). Why is corporate America bashing our public schools? Portsmouth, NH: Heinemann.
Epstein, J. L. (1986). Parents’ reaction to teacher practices of parent involvement. The elementary School Journal, 86, 277-294.
Epstein, J. L. (1990). School and family connections: Theory, research, and implications for integrating sociologies of education and family. In D. Unger & M. Sussman (Eds.), Families in community settings: Interdisciplinary perspectives (pp. 99-126). Binghamton, NY: Hayworth.
Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 701-712.
Epstein, J. L. (1996). Perspectives and previews on research and policy for school, family and community partnerships. In A. Booth & J. F. Dunn (Eds.), Family-School links. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Equal Education Opportunities Act (EEOA) Section 1703(f).
Espada, M. (1998). Zapata’s Disciple Essays. Southend Press. MA.
Espada, M. (1996). Imagine the Angels of Bread. W.W. Norton and Co. Inc. New York.
Espada, M. (1990). Rebellion is the Circle of a Lover’s Hand. Curbstone Press. CT.
Ferg-Cadina, J. A. (2004). Black, white, and brown: Latino school desegregation efforts in the pre- and post- Brown v. Education era. Mexican American Legal Defense and Educational Fund. http://www.maldef.org/publications/pdf/LatinoDesegregationPaper 2004.pdf
Fields, B. (2003). The historical origins and development of racism. In Race – The Power of an illusion. [Newsreel]. California, U.S. Retrieved 11/30/2004 from www.pbs.org/ race/ 000_About/002_04–background-02-01.htm
Fine, M. (1991). Framing dropouts. New York: State University of New York Press.
Fine, M., Weis, L., & Addelston, J. & Marusza, J. (1997). White loss. In M. Seller & L. Weis, Beyond black and white: New faces and voices in U.S. schools (283-301). New York: State University of New York Press.
Fordham, S. (1996). Blacked out: Dilemmas of race, identity, and success at Capital High. Chicago: The University of Chicago Press.
Fordham, S. (1997). “Those loud black girls”: (Black) women, silence, and gender “passing” in the academy. In M. Seller & L. Weis, Beyond Black and white new faces and voices in U.S. schools (81-111). New York: State University of New York Press.
Fordham, S. & Ogbu J. U. (1986). Black students’ school success: Coping with the “burden of ‘acting white’” Urban Review, 18(3):176-206.
Frankenberg, E. Lee, D., & Orfield, G. (2003), January). A multiracial society with segregated schools: Are we losing the dream? Cambridge, MA: The Civil rights Project, Harvard University.
Frankel, V.E. (1959). Man’s Search for Meaning. Simon and Schuster Inc. New York.
Franciosi, R. J. (2004). The rise and fall of American Public Schools. Westport, CT: Praeger Publishers.
Fredrickson, G. (2003). The historical origins and development of racism. In race – The power of an illusion. [Newsreel]. California, U.S. Retrieved 11/30/2004 from www.pbs.org/ race/000_About/002_04–background-02-01.htm
Freire, P. (1972). Pedagogy of the oppressed. New York: The Continuum International Publishing Group, Inc.
Freire, P. (1973). Education as the practice and freedom in education for critical consciousness. New York: Continuum.
Friend, R. A. (1993). Choices, not closets: Heterosexism and homophobia in schools. In L. Weis & M. Fine (Eds.) Beyond silenced voices (pp. 209-236). Albany: State University of New York Press.
Furstenberg, F. F. Jr., Cook, T. D., Eccles, J., Elder, Jr., Sameroff, A. (1999). Managing to make it. Chicago: University of Chicago Press.
Galeano, E. (1973). Open Veins of Latin America Five Centuries of the Pillage of a Continent. Monthly Review Press. New York.
Gay, G. (1988). Designing relevant curricula for diverse learners. Education and Urban Society, 20, 327-340.
Gay, G. (1991). Culturally diverse students and social studies. In J.P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 144-156). New York: Macmillan.
Gay, G. (1992). The state of multicultural education in the United States. In K. A. Moodley (Ed.), Beyond the multicultural education: International perspectives (pp. 41-65). Calgary, Alberta: Detsetting Enterprises.
Gay, G. (1994). A synthesis of scholarship in multicultural education. NCREL’s Urban Education Program. http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le0gay.htm
Gay, G. (1995). Mirror images on common issues: Parallels between multicultural education and critical pedagogy. In D. E. Sleeter & P. MacLaren (Eds.), Multicultural education, critical pedagogy, and the politics of difference (pp. 155-190). Albany: State University of New York Press.
Gay, G. (2004). Curriculum theory and multicultural education. In Banks, A. J. & McGee Banks, (Eds.). Handbook of research on multicultural education. San Francisco: John Wiley & Sons.
Geertz, C. (1973, 2000). The interpretation of cultures. New York: Basic Books.
Geertz, C. (1995). After the fact: Two countries, four decades, one anthropologist. Cambridge, MA: Harvard University Press.
Gibson, M. A. (1987). “Punjabi immigrants in an American high school.” In G. Spindler & L. Spindler, (Eds.) Interpretive ethnography of education: At home and abroad (pp. 274- 281). Prospects Heights, Ill.: Waveland Press.
Gibson, M. A. (2002). The new Latino Diaspora and educational policy. In S. Wortham, E.G. Murillo, & E.T. Hamann (Eds). Education in the new Latino diaspora: Policy and the politics of identity (p. 243). Westport, CT. Ablex Publishing.
Giroux, H. (1992). Border crossings. New York: Routledge.
Giroux, H. (1996). Is there a place for cultural studies in colleges of education? In, H. A. Giroux, C. Landshear, P. McLaren, M. Peters (Eds.) Counternarratvies cultural studies and critical pedagogies in postmodern spaces (pp 41-58). New York: Routledge.
Glaude, E. S. JR. (2020). Begin Again. James Baldwin’s America and Its Urgent Lessons for Our Own. Crown Publishing. New York.
Glesne, C. (1997). That race feeling: Re-presenting research through poetic transcription. Qualitative Inquiry, 3(2), 202-222.
Golan, S., & Peterson, D. (2002). Promoting involvement of recent immigrant families in their chidlren’s education. Cambridge, MA: Harvard Family Project. [Available at www.gse. harvard.edu/hfrp/projects/fine/resources/research/golan.html]
Gonzalez, J. (2001). A history of Latinos in America: Harvest of empire. New York: Penguin Books.
Goodman, A. (2003). Interview with Alan Goodman. In Race – The power of an illusion. California Newsreel. Retrieved 11/30/2004 from www.pbs.org/race/000_ About/ 002_04- -background-02-01.htm
Gordon, E. (1997). Task force on the role and future of minorities. Educational Researcher, 26(3), 44-53.
Graves, J. Jr. (2003). Interview with Joshep Graves. In Race – The power of an illusion. California Newsreel. Retrieved 11/30/2004 from www.pbs.org/race/000_ About/ 002_04- -background-02-01.htm
Guinier, L. & Torres, G. (2002). The miner’s canary. Cambridge: Harvard University Press. Gutmann, A. (1987).
Hacker, A. (1992). Two Nations Black and White, Separate, Hostile, Unequal. Scribner Publishing. New York.
Hakuta, K. (1982). Democratic education. Princeton, NJ: Princeton University Press.
Hammonds, E. (2003). Mirror of language: The debate on bilingualism. New York: Basic Books, Inc.
Hammonds, E. Interview. In Race – The power of an illusion. California Newsreel. Retrieved 11/30/2004 from www.pbs.org/race/000_ About/ 002_04–background-02-01.htm
Harris, L. (Narrator), James, D. J. (Director). (2004). Episode 1: “The downward spiral” [Television series episode]. In J. D. James (Producer), Slavery and the making of America. New York: New York Broadcasting Company.
Harvard Family Research Project – Harvard Graduate School of Education Volume X Number 4 Winter 2004 – 2005. http://www.gse.harvard.edu/hfrp/content/eval/issue 28/ winter2004-2005. pdf.
Hatch, T. (1998). How community action contributes to achievement. Educational Leadership, 55(8), 16-19.
Hayes-Bautista, D., Schink, W. O., & Chapa, J. (1988). The burden of support: Young Latinos in an aging society. Stanford, CA: Stanford University Press.
Heaney, T. (1995). Issues in Freirean pedagogy. http://www3.nl.edu/academics/cas/ace/ resources/Documents/FreireIssues.cfm#Liberatory.
Henderson, A. (1987). The evidence continues to grow: Parent involvement improves student achievement. Columbia, MD: The National Committee for Citizens in Education.
Henry, M. (1996). Parent-school collaboration: Feminist organizational structures and school leadership. Albany: State University of New Press.
Hermes, M. (1999). Research methods as a situated response: Towards a first nations’ methodology. In L. Parker, D. Deyhle, & S. Villenas (Eds.), Race is . . . race isn’t: Critical race theory and qualitative studies in education (pp. 83-100). Boulder, CO: Westview Press.
Hidalgo, N. (1998). Toward a definition of a Latino family research paradigm. International Journal of Qualitative Studies in Education, 11, 103-120.
Hidalgo, N. (1999). Toward a definition of a Latino family research paradigm. In L. Parker, D. Deyhle, & S. Villenas (Eds.), Race is . . . race isn’t: Critical race theory and qualitative studies in education (pp. 101-124). Boulder, CO: Westview Press.
Hodges, G. R., James, D. J. (Director). (2004). Episode 1: “The downward spiral” [Television series episode]. In J. D. James (Producer), Slavery and the making of America. New York: New York Broadcasting Company.
Horton, J. O. (Narrator), James, D. J. (Director). (2004). Episode 1: “The downward spiral” [Television series episode]. In J. D. James (Producer), Slavery and the making of America. New York: New York Broadcasting Company.
Horton, J. O. (2003). Interview with James O. Horton. In Race – The Power of an illusion. California Newsreel. Retrieved 11/30/2004 from http://www.pbs.org/race/000_About/ 002_04–background-02-01.htm
Horton, M. and Freire, P. (1990). We Make the Road by Walking Conversations on Education and Social Change. Temple University Press. Philadelphia.
Howe, K. R. (1993). Equality of educational opportunity and the criterion of equal educational worth. Studies in Philosophy and Education 11: (pp. 329-337).
Howe, K. R. (1997). Understanding equal educational opportunity: Social justice, democracy and schooling. NY: Teachers College Press.
Jablonski, N. & Chaplin, G. (2002). In S. Iqbal. A new light on skin color. Online Extra, National Geographic Magazine, NGM Nov. 2002 S. http://magma.nationalgeo graphic. com/ngm/0211/feature2/online_extra.html
Jacobson, M. (2003). Episode Three: The difference between us. In Race – The Power of an illusion. California Newsreel. Retrieved 11/30/2004 from www.pbs.org/race/000_ About/002_04–background-02-01.htm
Jay, M. (2003). Critical race theory, multicultural education, and the hidden curriculum of hegemony. Multicultural Perspectives An Official Journal of the National Association of Multicultural Education, 5(4), 3-9.
Jefferson, T. (1781). Notes on the State of Virginia. [Electronic version]. Paris: privately printed, 1782 ) 391 p.:map, tab.; octavo.
Jiménez, P. (2000). Immigration, assimilation, and the Mexican origin population. Field statement. Department of Sociology. Cambridge: Mass: Harvard University Press.
Jones, M. J. (1997). Prejudice and racism. New York: McGraw-Hill.
Jones-Correa, M. (1998). Commentary on immigration and public opinion. In M. Suárez- Orozco (ed.) in Crossings Mexican immigration in interdisciplinary perspectives (pp. 404-412). Cambridge, MA: Harvard University Press.
Kahlenberg, R. (2004/2005). Beyond Brown: The new wave of desegregation litigation. In F. Shultz (ed.), Multicultural education 2004/2005. Guilford, Connecticut: McGraw- Hill/ Dushkin.
Katz, J.H. (1950). White Awareness. Handbook for Anti-Racism Training. University of Oklahoma Press.
Kennedy, R. (2002). Nigger – The Strange Career of a Troublesome Word. Random House Inc. New York.
Kincheloe, J. L., & Steinberg, S. R. (1997). Changing multiculturalism. Buckingham, England: Open University press.
Kozol, J. (1991). Savage inequalities. New York: Basic Books.
Kozol, J. (2005). The shame of the nation the restoration of apartheid schooling in America. New York: Brown Publishers.
Krell, R. & Sherman, M. I. (Editors) (1997). Genocide: A critical bibliographic review medical and psychological effects of concentration camps on holocaust survivors. (Eds.). New Brunswick: Transaction Publishers.
Ladson-Billings, G. (1998) Preparing teachers for diverse student populations: a critical race theory perspective, Review of Research in Education, 24, 211-247.
Ladson-Billings, G. (1999). Just what is critical race theory and what’s it doing in a nice field like education? In L. Parker, D. Deyhle, & S. Villenas (Eds), Race is . . . race isn’t critical race theory and qualitative studies in education (pp. 7-30). Boulder: Westview Press.
Ladson-Billings, G. (2000). Racialized discourses and ethnic epistemologies, in: N. Denzin & Y. Lincoln (Eds) Handbook of qualitative research (Thousand Oaks, CA, Sage), 257-277.
Ladson-Billings, G., & Tate, W. (1995). Toward a critical race theory of education. Teachers College Record, 97 (1), 47-68.
Latino Eligibility Task Force. (1993). Latino student eligibility and participation in the University of California: Report number one of the Latino Eligibility Task Force. Santa Cruz, CA: University of California at Santa Cruz.
Lather, P. A., & Smitheis, C. (1997). Troubling the angels: Women living with HIV/AIDS. Boulder, CO. Westview Press.
Laureau, A. (1989). Home advantage. Social class and parent intervention in elementary education. London: Falmer Press.
Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley: University of California Press.
LeCompte, M. D. & Schensul, J. J. (eds.) (1999). Designing and conducting ethnographic research. [Ethnographer’s Toolkit, 1]. Walnut Creek, CA: Altamira Press.
Lewontin, R. (2003). Interview with Richard Lewontin. In Race – The Power of an illusion. California Newsreel. Retrieved 11/30/2004 from www.pbs.org/race/000_ About/ 002_04- -background-02-01.htm
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.
Littlefield, D. C. (Narrator), James, D. J. (Director). (2004). Episode 1: “The downward spiral” [Television series episode]. In J. D. James (Producer), Slavery and the making of America. New York: New York Broadcasting Company.
López, G. R. (2001, Fall). The value of hard work: Lessons on parent involvement from an (im)migrant household. Harvard Educational Review, 71, 3, 416-437.
López, G. R. (2001, Fall). Effects of Latino parent involvement on academic achievement. Paper presented at the Annual Meeting of the American Education Research Association, Chicago, IL, March 24-28, 1997. 31 pages.
López, G. R. (2003). Parent involvement as racialized performance. In G. R. López & L. Parker (Eds), Interrogating racism in qualitative research methodology (pp. 71-95). New York: Peter Lang.
López, G. R. & Parker, P. (2003). Interrogating racism in qualitative research methodology. New York: Peter Lang.
Lopez, M. E. (1999).When discourses collide an ethnography of migrant children at home and in school. New York: Peter Lang Publishing, Inc.
Lopez, M. H., Krogstad, M. J., & Passel, J. S. (2020). Who is Hispanic? Retreived from https://www.pewre
search.org/fact-tank/2020/09/15/who-is-hispanic/
MacDonald, V-M, Monkman, K. (2005). Setting the context: Historical perspectives on Latino/a Education. In P. Pedraza, & M. Rivera (Eds.), Latino education. Mahwah, New Jersey: Lawrence Erlbaum Inc.
Matute-Bianchi, M. E. (1986). Ethnic identities and patterns of school success and failure among Mexican-descent and Japanese-American students in a California high school: An ethnographic analysis.” American Journal of Education 95, 23-55.
McCarthy, C. and Crichlow, W. (editors) (1993). Race Identity and Representation in Education. Routledge. New York.
McIntosh, P. (1988). White privilege and male privilege: A personal account of coming to see correspondence through work in women’s studies. Center for Research on Women. Working Paper Series No.189. Wellesley College, Wellesley, MA.
Mears, C. L. (2005). Esperiences of Columbine parents: Finding a way to tomorrow. (Unpublished doctoral dissertation, University of Denver). Dissertation Abstracts International, 66, 46.
Mears, C. L. (2005). Experiences of Columbine parents: Finding a way to tomorrow. Unpublished doctoral dissertation, University of Denver.
Mears, C. L. (2009). Interviewing for education and social science research: The gateway approach. New York: Palgrave Macmillan.
Méndez v. Westminster School District of Orange County, 64 F. Supp. 544 (D.C.CAL. 1946).
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
Moles, O. C. (1993). Collaboration between schools and disadvantaged parents: Obstacles and openings. In N. F. Chavkin (Ed.), Families and schools in a pluralistic society (pp. 21- 49). Albany: State University of New York Press.
Montague, A. (1997). Man’s most dangerous myth: The fallacy of race. Walnut Creek: CA. AltaMira Press.
Morgan, J. (Narrator), James, D. J. (Director). (2004). Episode 1: “The downward spiral” [Television series episode]. In J. D. James (Producer), Slavery and the making of America. New York: New York Broadcasting Company.Morris, V. G. &
Morris, G. M. & Morris, C. L. (2002). The price they paid. New York: Teachers College Press.
Morrison, T. (1997). Playing in the dark: Whiteness and the literary imagination. In R. Delgado & J. Stefancic, Critical white studies looking behind the mirror. Philadelphia: Temple University Press.
Muse, D. (1995). Prejudice A Story Collection. Hyperion Books for Children. New York.
National Parent Teacher Association (2007). http://www.pta.org/spanish/index.asp.htm
Ngai, M. (2003). Episode Two: The story we tell. In Race – The Power of an illusion. California Newsreel. Retrieved 11/30/2004 from www.pbs.org/race/000_About/002 _04- – background-02-01.htm
Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.
Nieto, S. (2004). Black, white, and us: The meaning of Brown v. Board of Education for Latinos. New York. Teachers College Press.
Noddings, N. (1992). The challenge to care in schools. New York: Teachers College Press.
O’Nell, R. D. (1996). Disciplined Hearts. History, Identity and Depression in an American Indian Community. University of California Press. California.
Obama, B. (2020). A Promised Land. Random House. New York.
Ogbu, J. (1987). Variability in minority school performance: A problem in search of an explanation. Anthropology and education quarterly 18:4 313-334.
Omi, M. & Winant, H. (1994). Racial formation in the United States from the 1960s to the 1990s. New York: Routhedge.
Orfield, G. (July, 1988). The growth and concentration of Hispanic enrollment and the future of American education. Paper presented at the annual conference of the National Council of La Raza, Albuquerque, NM.
Orfield, G. & Yun, J. T. (1999). Resegregation in American schools. Cambridge, MA: The Civil Rights Project, Harvard University.
Orfield, G. (2001). Schools more separate: Consequences of a decade of resegregation. Cambridge, MA: Civil Rights Project Harvard University.
Orfield, G. & Lee, C. (2005). Why segregation matters: Poverty and educational inequality. The Civil Rights Project Harvard University.
Olmedo, E. M. (2003) Accommodation and resistance: Latinas struggle for their children’s education. Anthropology & Education Quarterly 34(4): 373-395.
Olson, S. (2001). The genetic archeology of race. In The Atlantic Monthly. April 2001.
Parea, J. F. (2000). The black/white binary paradigm of race. In R. Delgado & J. Stefancic (Eds.), Critical race theory the cutting edge (pp. 344-353). Philadelphia: Temple University Press.
Parker, L., Deyhle, D., Villenas, S. (1999). Race is . . . race isn’: Critical race theory and qualitative studies in education. Boulder, CO: Westview Press.
Patton, M. Z. (1990). Qualitative evaluation and research methods (2nd ed.) Newbury Park, CA: Sage.
Pedraza, P., Rivera M. (2005). Latino education. Mahwah: New Jersey. Lawrence Erlbaum Associates, Inc.
Peters, M. & Lankshear, C. (1996). Postmodern counternarratives. In H. A. Giroux, C. Landshear, P. McLaren, M. Peters (Eds.), Counternarratives cultural studies and critical pedagogies in postmodern spaces. (pp. 1-39). New York: Routledge Press.
Pew Hispanic Research Center (2005). Trends in 200. Hispanics people in motion. Washington, DC.
Pizarro, M. (1999). Adelante: Toward social justice and empowerment in Chicana/o communities and Chicana/o studies. In L. Parker, D. Deyhle, & S. Villenas (Eds.), Race is . . . race isn’t: Critical race theory and qualitative studies in education (pp. 53-81). Boulder, CO: Westview Press.
Plessy v. Ferguson, 163 U.S. 537 (1896)
Plyer v. Doe, 457 U.S. 202 (1982)
Popkewitz, T.S. and Fendler, L. (Editors). (1999). Critical Theories in Education. Changing Terrains of Knowledge and Political. Routledge, New York.
Pritchard, J. (2004 , March ). A Mexican worker dies each day. Daily News Associated Press. Retrieved March 14, 2004, from http://customwire.ap.org/dynamic/stories /D/DYING TOWORK?SITE=CAWOOD&SECT
Rawls, J. (1971). A theory of justice. Cambridge: Harvard University Press.
Reid, J.A. (2019). The Man Who Sold America Trump and the Unraveling of the American Story. Harper Collins. New York.
Richardson, L. (2002). Poetic representations of interviews. In J. F. Gubrium & J. A. Holstein (Eds.), Handbook of interview research: Context and method pp.877-891). Thousand Oaks, CA: Sage.
Robben, A. C.G.M. and Suarez-Orozco, M.M. (Editors) (2000). Cultures Under Siege Collective Violence and Trauma. Cambridge University Press. Cambridge, United Kingdom.
Robledo, M. (1989). The answer: Valuing youth in school and families. San Antonio, TX: Intercultural Development Research Association.
Rose, M. (1989). Lives on the boundary. New York: The Free Press.
Salinas, C. & Lozano, A. (2021). History and Evolution of the term Latinx. In E. G. Murillo, D. Delgado Bernal, S. Morales, L. Urrieta, E. Ruiz Bybee, J. Sánchez Muñoz, V. B. Saenz, D. Villanueva, M. Machado-Casas, & K. Espinoza (Eds.), Handbook of Latinos and Education (second edition), (pp. 249-263). Rutledge.
Salinas, C., & Lozano, A. (2019). Mapping and recontextualizing the evolution of the term Latinx: An environmental scanning in higher education. Journal of Latinos and Education, 18(4), 302–315.
Schensul S. Schensul, J. J. & LeCompte M. D. (1999). Essential ethnographic methods observations, interviews, and questionnaires. [Ethnographer’s Toolkit, 2]. Walnut Creek, CA: Altamira Press.
Scribner, J.D., Young, M.D., & Pedroza, A. (1999). Building collaborative relationships with parents. In P. Reyes, J.D. Scribner, & A.P. Scribner (Eds.), Lessons from high-performing Hispanic schools: Creating learning communities. New York: Teachers College Press.
Selden, S. (1999). Inheriting shame: The story of eugenics and racism in America. New York: Teachers College, Columbia University
Seller, M. & Weis, L. (1997). Beyond Black and White. (Eds.) Albany: State University of New York Press.
Simon, R. (1994). Forms of insurgency in the production of popular memories: The Columbus quincentenary and the pedagogy of countercommemoration. In H. Giroux and P. McLaren (Eds.), Between borders pedagogy and the politics of cultural studies. New York: Routledge.
Sipes, D. S. B. (1993). Cultural values and American-Indian families. In N. F. Chavkin (Ed.), Families and schools in a pluralistic society (pp. 157-174). Albany: State University of New York Press.
Sleeter, C.E., & Grant, C.A. (1987). An analysis of multicultural education in the United States. Harvard Educational Review, 57 (40, 441-444).
Sleeter, C. E. & Grant, C. A. (2003). Making choices for multicultural education: Five approaches to race, class, and gender. New York: John Wiley & Sons.
Sleeter, C. E. & Bernal, D. D., (2004). Critical pedagogy, critical race theory, and antiracist education implications for multicultural education. In J. A. Banks & C. A. .McGee Banks (Eds). Handbook of research on multicultural education (pp. 240-258). San Francisco: John Wiley & Sons, Inc.
Smedley, A. (1999). Race in North America: Origin and evolution of a worldview. Boulder: Westview Press.
Smith, G. P. (2004). Desegregation and resegregation after Brown; implications for multicultural teacher education. Multicultural Perspectives National Association for Multicultural Education 6, 2004 26-32.
Snyder, T. (2017). On Tyranny Twenty Lessons from the Twentieth Century. Penguin Random House LLC. New York.
Solorzano, D. G. (1997). Images and words that words that wound: critical race theory, racial stereotyping and teacher education, Teacher Educaiton Quarterly, 24, 5-19.
Solorzano, D. G. (1998). Critical race theory, race, and gender microagrressions, and the experience of Chicana and Chicano scholars. International Journal of Qualitative Studies in Education, 11, 121-136.
Sosa, A. S. (1997). Involving Hispanic parents in educational activities through collaborative relationships. Bilingual Research Journal, 21, (2), 1-8.
Sotomayor, S. (2013). My Beloved World. Knopf. New York.
Spalding, K. (1984). Huarochiri – An Andean Society under Inca and Spanish Rule. Stanford University Press. California.
Spradley, J. (1980). Participant observation. Belmont, CA: Thomson Learning, Inc. Spring, J. (2001). The American school: 1642-2000. New York: McGraw-Hill.
Stanfield, J.H. and Dennis, R.M. (1993). Race and Ethnicity in Research Methods. Sage Publications. California.
Stern-LaRosa, C. and Bettmann, E.H. (2000). Hate Hurts How Children Learn and Unlearn Prejudice. Scholastic Inc. New York.
Suarez-Orozco, M. (1989). Central American refugees and U.S. high schools: A psychosocial study of motivational achievement. Stanford, California: Stanford University Press.
Suarez-Orozco, M. M. & Suarez-Orozco, C. M. (1993). The cultural psychology of Hispanic immigrants: Implications for educational research. In P. Phelan & A. L. Davidson, (Eds.). Renegotiating cultural diversity in American schools (pp. 108-138). New York: Teachers College Press.
Suárez-Orozco M. M. and Páez M. M. (2002). Latinos remaking America. Los Angeles: University of California Press.
Suárez-Orozco, C. (2001). Afterword: Understanding and serving the children of immigrants. Harvard Educational Review. 71 579-589 pp.
Suárez-Orozco C., Suárez-Orozco M. & Doucet F. (2004). The academic engagement and achievement of Latino Youth. In Banks, J. A & Banks, C.A.M, Handbook of research on multicultural education (420-437). San Francisco: Jossey-Bass.
Tillman, L. (2002). Culturally sensitive research approaches: An African American perspective. Educational Researcher. 31 (9), 3-12.
Tinkler, B. (2002). A review of literature on Hispanic/Latino parent involvement in K12 education. Research Report, University of Denver: Assets for Colorado Youth.
Tonso, K. L. & Colombo, M. (2006). Parental choice, educational opportunity, and the decision to decharter an urban, black, middle school. Journal of School Choice, 1(1), 43 pp.
Torres, L. (2018). Latinx? Latino Studies, 16(3), 283–285.
Trujillo-Pagán, N. (2018). Crossed out by LatinX: Gender neutrality and genderblind sexism. Latino Studies, 16(3), 396–406.
U.S. Bureau of the Census. (1992). Statistical Abstract of the United States 1992. Washington, DC: U.S. Government Printing Office.
U.S. Census Bureau Census 2000, Summary File 1. Hispanic Population by Type for Regions, States, and Puerto Rico 1990 & 2000. Washington, DC.
U.S. Census Bureau 2000. Decennial Census data and Census. Supplementary Survey (C2SS).
U.S. Census Bureau (2001a). The Hispanic Population. Washington, DC: Internet release date, March 2001.
U.S. Census Bureau (2001b). Overview of race and Hispanic origin. Washington, DC: Internet release date, May 2001.
U.S. Census Bureau. Current Population Survey (March 1999). Ethnic and Hispanic Statistics Branch, Population Division. Washington, DC: Internet release date, March 2001.
Vaca, N. (2004). The presumed alliance. New York: HarperCollins Publishers.
Valdés, F. Culp J. & Harris, A. (2002). Crossroads, directions, and a new critical race theory. 19 essays by contributing authors. Philadelphia: Temple University Press
Valdés, F. (2004). LatCrit theory, praxis, and community: A conceptual overview www.latcrit.org.
Valdés, V. (1996). Con respeto. New York: Teachers College Press
Valencia, R. (R. (1991). Chicano school failure and success: Research and policy agendas for the 1990s. New York: Falmer Press.
Van Maanen, J. (1988). Tales of the field. Chicago: The University of Chicago Press.
Vidal-Ortiz, S., & Martínez, J. (2018). Latinx thoughts: Latinidad with an X. Latino Studies, 16(3), 384–395.
Villanueva, I. (1997). The voices of Chicano families: Life stories, maintaining bilingualism, and cultural awareness. In M. Seller and L. Weis (Eds.), Beyond black and white new faces and voices in U.S. schools (pp 61-79). New York: State University of New York Press.
Villenas, S. (1996). The colonizer/colonized Chicana ethnographer: Identity, marginalization, and co-option in the field. Harvard Educational Review, 66(4), 711- 731.
Villenas, S. & Deyhle, D. (1999). Critical race theory and ethnographies challenging the stereotypes: Latino families, schooling resilience and resistance. Curriculum Inquiry 29 413-445.
Wade, P. (1997). Race and ethnicity in Latin America. Sterling: Pluto Press.
West, C. (1999). The Cornell West Reader. Basic Civitas Books. New York.
Wilder, T. (1938, 1965). Our Town. Harper Collins. New York.
Wink, J. (2000). Critical Pedagogy. Notes from the Real World. Addison-Wesley Longman Inc. USA.
Willis, P. (1977). Learning to labor. New York: Columbia University Press.
Willis, P. (2000). The ethnographic imagination. Malden: MS Blackwell Publishers Inc. Wolcott, H. F. (2001). Writing up qualitative research. Thousand Oaks, CA: Sage Publications, Inc.
Wong-Fillmore, L. 1991. “When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323-346.
Wood, P. (Narrator), James, D. J. (Director). (2004). The downward spiral. [Television series episode]. In J. D. James (Producer), Slavery and the making of America. New York: New York Broadcasting Company.
Woodson, C. G. (1977). The miseducation of the Negro. New York: AMS Press. (Original work published 1933).
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity Education, 8(1), 69-91.
Young, I. M. (1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.
Zinn, H. (1999). A people’s history of the United States: 1492 – present. New York: Harper Collins Publishers Inc.