737
Views
7
CrossRef citations to date
0
Altmetric
Original Articles

Nativity Shifts, Broken Dreams, and the New Latino South's Post-First Generation

&

REFERENCES

  • Ansley, F., & Shefner, J. (2009). Global connections and local receptions: New Latino immigration to the southeastern United States. Knoxville: University of Tennessee Press.
  • Berry, J.W. (1998). Acculturative stress. In P.B. Organista, K. Chun, & G. Marin (Eds.), Readings in ethnic psychology (pp. 117–122). New York, NY: Routledge.
  • Berry, J.W. (2003). Conceptual approaches to acculturation. In K.M. Chun, P.B. Organista, & G. Marin (Eds.), Acculturation: Advances in theory, measurement, and applied research. Washington, DC: American Psychological Association.
  • Brimelow, P. (1995). Alien nation: Common sense about America's immigration disaster (1st ed.). New York, NY: Random House.
  • De Vos, G.A., & Suárez-Orozco, M.M. (1990). Status inequality: The self in culture. Newbury Park, CA: Sage Publications.
  • Echevarria, J., Vogt, M.E., & Short, D. (2004). Making content comprehensible for English Learners: The SIOP® Model ( ed.)2nd. Boston, MA: Allyn and Bacon.
  • Erikson, E.H. (1968). Identity: Youth and crisis. New York, NY: Norton.
  • Flores, S.M., & Loss, C.P. (2010). Introduction to the special issue on immigration: Expanding definitions and examining new contexts. Peabody Journal of Education, 85, 403–405doi:10.1080/0161956X.2010.518017
  • GADOE. (2014). Home language survey—Translated versions. Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/Home-Language-Survey.aspx
  • Gándara, P.C., & Contreras, F. (2009). The Latino education crisis: The consequences of failed social policies. Cambridge, MA: Harvard University Press.
  • Gándara, P., & Orfield, G. (2010). A return to the “Mexican Room”: The segregation of Arizona's English Learners. Retrieved from http://civilrightsproject.ucla.edu/research/k-12-education/language-minority-students/a-return-to-the-mexican-room-the-segregation-of-arizonas-english-learners-1/
  • Georgia.gov. (Producer). (2006). Governor Perdue signs Georgia Security and Immigration Compliance Act. Retrieved from http://sonnyperdue.georgia.gov/00/press/detail/0,2668,78006749_90413728_91429030,00.html
  • Gibson, M.A. (1988). Accommodation without assimilation: Sikh immigrants in an American high school. Ithaca, NY: Cornell University Press.
  • Gill, H. (2010). The Latino migration experience in North Carolina: New roots in an old North state. Chapel Hill: The University of North Carolina Press.
  • Gonzales, R.G. (2010). On the wrong side of the tracks: Understanding the effects of school structure and social capital in the educational pursuits of undocumented immigrant students. Peabody Journal of Education, 85(4), 469–485doi:10.1080/0161956X.2010.518039
  • González Rey, F. (2011). The path to subjectivity: Advancing alternative understandings of Vygotsky and the cultural historical legacy. In P.R. Portes & S. Salas (Eds.), Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities. New York, NY: Peter Lang.
  • Graves, W., & Smith, H.A. (2012). Charlotte, NC: The global evolution of a New South city. Athens: University of Georgia Press.
  • Kochhar, R., Suro, R., Tafoya, S.M., & Pew Hispanic Center. (2005). The new Latino South: The context and consequences of rapid population growth. Retrieved from http://pewhispanic.org/reports/report.php?ReportID=50
  • Krogstad, J.M., & Lopez, M.H. (2014). Hispanic nativity shift: U.S. births drive population growth as immigration stalls. Washington, DC: Pew Research Center's Hispanic Trends Project.
  • Lachance, J., & Marino, J. (2012, March/April). English Learners in North Carolina: A unique response. NABE Perspectives, 16–22.
  • Learning Sciences International Calderón Center. (2014). Expediting Comprehension for English Language Learners: Project ExC-ELL™. Retrieved from http://calderon.learningsciences.com/products/
  • Matute-Bianchi, M.E. (1991). Situational ethnicity and patterns of school performance among immigrant and nonimmigrant Mexican-descent students. In J.U. Ogbu & M.A. Gibson (Eds.), Minority status and schooling: A comparative study of immigrant and involuntary minorities (pp. 205–247). New York, NY: Garland Publishing.
  • Minuteman Project. (2005). Retrieved from http://www.minutemanhq.com/project/index.html
  • Morris (2015 /this issue). Introduction to race and opportunity in the American South. Peabody Journal of Education, 90, 404–425.
  • Morris, J., & Monroe, C. (2009). Why study the U.S. South? The nexus of race and place in investigating Black student achievement. Educational Researcher, 38(1), 21–36.
  • Moser, B. (2004). The battle of “Georgiafornia.” Retrieved from http://www.splcenter.org/intel/intelreport/article.jsp?pid=830
  • Murphy, A.D., Blanchard, C., & Hill, J.A. (Eds.). (2001). Latino workers in the contemporary South. Athens: University of Georgia Press.
  • NPR, & Dade, C. (2011). Interactive: How Latinos are reshaping communities. Retrieved from http://www.npr.org/2011/10/10/141130042/interactive-how-latinos-are-reshaping-communities
  • Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
  • Ogbu, J.U. (1978). Minority education and caste: The American system in cross-cultural perspective. New York, NY: Academic Press.
  • O'Reilly, B. (2006). Cultural warrior. New York, NY: Broadway.
  • Peal, E., & Lambert, W. (1962). The relation of bilingualism to intelligence. Psychological Monographs, 76, 1–23.
  • Portes, A., & Rumbaut, R.G. (1996). Immigrant America: A portrait ( ed.)2nd. Berkeley: University of California Press.
  • Portes, A., & Rumbaut, R.G. (2001). Legacies: The story of the immigrant second generation. Berkeley: University of California Press.
  • Portes, A., & Zhou, M. (1993). The new second generation: Segmented assimilation and its variants. Annals of the American Academy of Political and Social Science, 530, 74–96.
  • Portes, P.R. (1999). Social and psychological factors in the academic achievement of children of immigrants: A cultural history puzzle. American Educational Research Journal, 36, 489–510.
  • Portes, P.R. (2005). Dismantling educational inequality: A cultural-historical approach to closing the achievement gap. New York, NY: Peter Lang Publishing.
  • Portes, P.R., Gallego, M.A., & Salas, S. (2009). Dismantling group-based inequality in a NCLB Era, effective practices, and Latino students placed at risk. In E.G. J. Murillo, S.A. Villenas, R.T. Galvan, J.S. Munoz, C. Martinez, & M. Machado-Casas (Eds.), Handbook of Latinos and education: Research, theory and practice (pp. 438–449). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Portes, P.R., & Salas, S. (2009). Poverty and its relation to development and literacy. In L. Morrow, R. Rueda, & D. Lapp (Eds.), Handbook of research on literacy instruction: Issues of diversity, policy, and equity. New York, NY: Guilford Press.
  • Portes, P.R., & Salas, S. (2010). In the shadow of Stone Mountain: Identity development, structured inequality, and the education of Spanish-speaking children. Bilingual Research Journal, 33(2), 241–248.
  • Portes, P.R., & Salas, S. (Eds.). (2011). Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities. New York, NY: Peter Lang.
  • Portes, P.R., & Salas, S. (2014). National myopia, Latino futures, and educational policy. In P.R. Portes, S. Salas, P. Baquedano-López, & P.J. Mellom (Eds.), U.S. Latinos and education policy: Research-based directions for change (pp. 2–12). New York, NY: Routledge/Taylor & Francis Group.
  • Portes, P.R., Salas, S., Baquedano-Lopez, P., & Mellom, P. (Eds.). (2014). U.S. Latinos and education policy: Research-based directions for change. New York, NY: Routledge/Taylor & Francis Group.
  • Portes, P.R., & Samuelsen, K. (2010). Improving the teaching and learning of English Language Learners: The instructional conversation model. Washington, DC: Institute of Education Sciences, U.S. Department of Education.
  • Portes, P.R., & Smagorinsky, P. (2010). Static structures, changing people: Educating for shifting populations in stable schools. English Education, 42(3), 236–247.
  • Public Shaming. (Producer). (2013). Racist basketball fans PISSED a Mexican-American boy dared to sing their national anthem. Retrieved from http://publicshaming.tumblr.com/post/52763976629/racist-basketball-fans-pissed-a-mexican-american-boy
  • Rodriguez, C.Y. (2013, June 14). Mexican-American boy's national anthem sparks racist comments. CNN. Retrieved from http://www.cnn.com/2013/06/12/us/mexican-american-boy-sings-anthem
  • Salas, S. (2008). Roberta; or, the ambiguities: Tough love and high-stakes assessment at a two-year college in North Georgia. Journal of Basic Writing, 27(2), 5–28.
  • Salas, S. (2011). “Turn in something that you're proud of”—Pedagogical scripts and the re-education of U.S. educated English Learners.In G. Wiggan (Ed.), Power, privilege and education: Pedagogy, curriculum and student outcomes (pp. 133–147). New York, NY: Nova Science Publishers.
  • Salas, S. (2012). Steep houses in basic writing: Advocating for Latino immigrants in a North Georgia two-year college. Journal of Basic Writing, 31(1), 80–98.
  • Salas, S. (2014). Tactics, resistance, and bad-ass teaching in a Generation 1.5 basic writing classroom. Journal of Curriculum Theorizing 30(2), 56–70.
  • Salas, S., Portes, P.R., D'Amico, M.M., & Rios-Aguilar, C. (2011). Generación 1.5: A cultural historical agenda for research at the 2-Year College. Community College Review, 39(2), 121–135.
  • Smith, H.A., & Furuseth, O.J. (2006). Latinos in the new South: Transformations of place. Burlington, VT: Ashgate.
  • Spring, J.H. (2004). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States ( ed.)4th. Boston, MA: McGraw-Hill.
  • Stone Mountain Park. (2014). Confederate memorial carving. Retrieved from http://www.stonemountainpark.com/activities/history-nature/Confederate-Memorial-Carving.aspx
  • Suárez-Orozco, C., & Suárez-Orozco, M.M. (2001). Children of immigration. Cambridge, MA: Harvard University Press.
  • The Tomás Rivera Policy Institute. (2004). The new Latino South and the challenge to public education: Strategies for educators and policymakers in emerging immigrant communities. Los Angeles, CA: Author.
  • Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany: State University of New York Press.
  • Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Trans.). Cambridge, MA: Harvard University Press.
  • Wainer, A. (2004). The new Latino South and the challenge to public education: Strategies for educators and policymakers in emerging immigrant communities. Los Angeles: University of Southern California, Tomas Rivera Policy Institute.
  • Winders, J. (2005). Changing politics of race and region: Latino migration to the U.S. South. Progress in Human Geography, 29(6), 683–699.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.