This reader introduces students to the variety and complexity of Latinxs′ experiences in the U.S., and prepares them for further study in this interdisciplinary field. The opening essay, written by the editors, offers a broad overview of the approximately 59 million people in the U.S. who identify as Hispanic. The rest of the book will consist of contributed essays from Latina(o)/Chicana(o) scholars on a range of subjects including immigration, citizenship, and deportation; racial identities; political participation and power; educational and economic achievement; family; religion; media and popular culture. Although the essays are written for lower-division undergraduates, they reflect many of the leading theoretical and methodological approaches in the field. The essays are unified by an intersectional approach, demonstrating how experiences and life chances of Latinxs are also shaped by gender, social class, sexuality, age, and citizenship status.

This edited volume brings together voices of Latinx students, teachers, teacher educators, and education allies in Latinx communities to reveal ways in which today’s sociopolitical context has given rise to politically-sanctioned hateful anti-immigrant rhetoric. Contributors—key stakeholders in the education of immigrant Latinx children, youth, and college students—share how this rhetoric has exacerbated existing systemic injustices within K-Higher Education. They draw attention to counternarratives that speak to leadership and strength of community. Contributors include high school and college students and faculty, community organizers, and early career academics, whose voices are too often underrepresented in academic conversations. This book highlights professional and personal acts of courage, community organization, and the transformation of students and educators who are stepping into leadership roles to affect change. Understanding that teaching and learning are political acts, we call all those vested in Latinx communities to engage in small and large acts of agency to collectively impact change in our K-Higher Education systems.

Despite similar vulnerability to mental illness as the general population, adults within the Latinx community often do not receive treatment for severe mental illnesses. Latinx communities face health disparities and lack of access to mental healthcare due to language barriers, lack of health insurance coverage, lack of cultural competence from healthcare practitioners, and more. It is essential to promote positive mental health practices within the Latinx community and to educate healthcare practitioners in cultural competence. Latinx Mental Health: From Surviving to Thriving focuses on the research and practical experiences that foster cultural resilience and strength. Rather than advocating for an assimilative model of coping, this book focuses on the way that Latinx issues can be studied and addressed in a culturally and linguistically appropriate way. This publication seeks to inspire a new generation of mental health researchers and practitioners to engage with the Latinx population in a strength-based way. Covering topics such as LGBTQ+ Latinxs, health disparities, and intergenerational trauma, this premier reference work is an excellent resource for psychologists, psychiatrists, therapists, sociologists, government officials, healthcare professionals, students and faculty of higher education, librarians, researchers, and academicians.

Imagining Latinx Intimacies addresses the ways that artists and writers resist the social forces of colonialism, displacement, and oppression through crafting incisive and inspiring responses to the problems that queer Latinx peoples encounter in both daily lives and representation such as art, film, poetry, popular culture, and stories. Instead of keeping quiet, queer Latinx artists and writers have spoken up as a way of challenging stereotypes, prejudice, and violence occurring in communities ranging from Puerto Rico to sites within the mainland United States as well as transnational flows of migration. Such migrations are explored in several ways including the movement of queer people from Chile to the United States. To address these matters, artistic thinkers such as Gloria Anzaldúa, Frances Negrón-Muntaner, and Rane Arroyo have challenged such socio-political problems by imagining intimate social and intellectual spaces that resist the status quo like homophobic norms, laws, and policies that hurt families and communities. Building on the intellectual thought of researchers such as Jorge Duany, Adriana de Souza e Silva, and José Esteban Muñoz, this book explains how the imagined spaces of Latinx LGBTQ peoples are blueprints for addressing our tumultuous present and creating a better future.

The Routledge Handbook of Latinx Life Writing provides an in‐depth introduction to Latinx life writing, taking a historical approach to the study of a variety of key Latinx life writers, genres, and thematic concerns. This volume includes chapters on fundamental genres of Latinx life writing including memoir, autobiography, oral history, testimonio, comics and graphic texts, poetry of protest, and theatre to more fully depict the breadth, dynamism, and vibrancy of Latinx life writing. Latinx people continuously engaged in the empowering act of telling their stories and narrating their lives, producing writing that at various times and in various ways expressed their joy, expressed their rage and anguish, and ultimately, asserted their subjectivity all the while indelibly contributing to the American literary landscape.

Latin American and Latinx Philosophy: A Collaborative Introduction is a beginner’s guide to canonical texts in Latin American and Latinx philosophy, providing the non-specialist with necessary historical and philosophical context, and demonstrating their contemporary relevance. It is written in jargon-free prose for students and professors who are interested in the subject, but who don’t know where to begin. Each of the twelve chapters, written by a leading scholar in the field, examines influential texts that are readily available in English and introduces the reader to a period, topic, movement, or school that taken together provide a broad overview of the history, nature, scope, and value of Latin American and Latinx philosophy. Although this volume is primarily intended for the reader without a background in the Latin American and Latinx tradition, specialists will also benefit from its many novelties, including an introduction to Aztec ethics; a critique of “the Latino threat” narrative; the legacy of Latin American philosophy in the Chicano movement; an overview of Mexican existentialism, Liberation philosophy, and Latin American and Latinx feminisms; a philosophical critique of indigenism; a study of Latinx contributions to the philosophy of immigration; and an examination of the intersection of race and gender in Latinx identity.

Applying a critical lens to language education, this book explores the tensions that Latinx students face in relation to their identities, social and institutional settings, and other external factors. Across diverse contexts, these students confront complex debates and contestable affirmations that intersect with their lived experiences and social histories. Martinez and Train highlight the pedagogic and ethical urgency of teacher responsibility, learner agency and social justice in critically addressing the consequences, constraints, and affordances of the language education that Latinx students experience in historically-situated and institutionally defined spaces of practice, ideology and policy. Reframing language studies to take into account the roles of power, inequality, and social settings, this book provokes dialogue between areas of language education that rarely interface. Through privileging the learner experience, the book provides a window to the contested spaces across language education and generates new opportunities for engagement and action. Offering nuanced and insightful analyses, this book is ideal for scholars, language researchers, language teacher educators and graduate students in all areas of language education.

This book addresses the ways in which clinical psychologists ought to conceptualize and respond to the prejudice and oppression that their clients experience. Thus, the link between prejudice and oppression to psychopathology is explored. Basic scientific information about prejudice is reviewed, and the current status of the major minority groups is explored. Chapters examine the role of prejudice and oppression in institutional structures such as the Diagnostic and Statistical Manual of Mental Disorders and professional organizations. The discussion addresses ways to assess these phenomena in individual cases and how to intervene in psychotherapy. The book ventures to evaluate the status of the profession of psychology with respect to prejudice, stigmatization, and oppression by critically examining evidence that the profession has responded adequately to these social problems. These issues are hard to talk about and are not well talked about in the field. This book is a push in the right direction.

At the beginning of the third decade of the 21st century, the Latino minority, the biggest and fastest growing in the United States, is at a crossroads. Is assimilation taking place in comparable ways to previous immigrant groups? Are the links to the countries of origin being redefined in the age of contested globalism? The Oxford Handbook of Latino Studies reflects on these questions, offering a sweeping exploration of Latinas and Latinos' complex experiences in the United States. Twenty-four essays discuss various aspects of Latino life and history, from literature, popular culture, and music, to religion, philosophy, and language identity.

Classrooms as communities are temporary, but the racial effects can be long term. The biblical studies classroom can be a site of personal and social transformation. To make it a space for positive change, the contributors to this volume question and reevaluate traditional teaching practices and assessment tools that foreground white, Western scholarship in order to offer practical guidance for an antiracist pedagogy. The introduction and fifteen essays provide tools for engaging issues of social context and scriptural authority, nationalism and religious identities, critical race theory, and how race, gender, and class can be addressed empathetically. Contributors Sonja Anderson, Randall C. Bailey, Eric D. Barreto, Denise Kimber Buell, Greg Carey, Haley Gabrielle, Wilda C. Gafney, Julián Andrés González Holguín, Sharon Jacob, Tat-siong Benny Liew, Francisco Lozada Jr., Shelly Matthews, Roger S. Nam, Wongi Park, Jean-Pierre Ruiz, Abraham Smith, and Kay Higuera Smith share their experience creating classrooms that are spaces that enable the production of new knowledge without reproducing a white subject of the geopolitical West.