EDCI786
Black and Latino Education: History and Policy
Department of Curriculum & Instruction
Benjamin Building, Room 2119
University of Maryland, College Park
Fall 2010
Instructor: Dr. Victoria-María MacDonald
Email: [email protected]
2304D Benjamin Building
Campus phone: (301)-405-7109
Office Hours: Tues & Thurs. 2-3 and by
Appointment.
Special Focus Fall 2010, Citizenship and Educational Rights for Black and Latino Youth
Required Texts:
1. Joyce King, ed. Black Education: A Transformative Research and Action Agenda for the
New Century. AERA and Mahwah, NJ: Lawrence Erlbaum, 2005. ISBN 0-8058-5458-4.
2. Victoria-Maria MacDonald, ed. Latino Education in the United States, 1515-2000: A
Narrated History. New York: Palgrave/Macmillan, 2004. ISBN 1-4039-6087-9.
3.
Prudence Carter, Keepin’ it Real: School Success Beyond Black and White. New York:
Oxford Press, 2005. ISBN-10 195325230.
4. James A. Anderson. The Education of Southern Blacks, 1880-1935. Chapel Hill:
University of North Carolina Press, 1988. ISBN 0-8078-4221-4
5. Richard Rodriguez, Hunger of Memory: The Education of Richard Rodriguez. New
York: Bantam Books, 1982. ISBN 0-553-27293-4
6. Theresa Perry, Claude Steele, Asa G. Hilliard III. Young, Gifted, and Black: Promoting
High Achievement Among African-American Students. Boston: Beacon Press, 2003.
ISBN 0-8070-3105.
7. Gaston Alonso, Noel S. Anderson, Celina Su, and Jeanne Theoharis, Our Schools Suck:
Students Talk Back to a Segregated Nation on the Failures of Urban Education. New
York: New York University, 2009.
I.
Course Description
This course does not have formal prerequisites, although a broad understanding of the History of
American Education or coursework in African American or Latino/Chicano history is useful.
Each student who enrolls in this course will commit to completing the readings and approach the
material with the intellectual curiosity and open-mindedness expected of graduate students.
Furthermore, as a course which engages in-depth with controversial topics of our time, diverse
opinions will be respected in course dialogue, in class and online.
Black and Latino Education: History & Policy will examine the historical, cultural, political and
socio-economic factors that shape the school experience and academic achievement (K-20) of our
two largest minority populations: Blacks (including African-Americans, West Indians, African
immigrants), and Latinos/Afro-Latinos. Despite desegregation, bilingual education and
affirmative action measures of the 1960s and 1970s, the achievement gap still persists between
Black/Latino students and Asian America/Whites. During the 1990s and 2000s we have
witnessed the “rollback” of programs targeted to assist minority populations including Hopwood
v. Texas, 1996 and Propositions 227 and 209 in California. Accountability measures such as No
Child Left Behind have placed additional pressure on minority populations, particularly English
Language Learners. African American and Latino students are increasingly resegregated together
in our urban schools. Examination of the tensions and historical parallels and discontinuities
between the two groups will contribute to a deeper understanding of contemporary educational
challenges. One of the goals of this class is to prepare professors, educational leaders, and
policymakers to be innovative researchers and wise decision-makers.
III. Learning Outcomes for EDCI786
At the conclusion of the course students will:
•
•
•
•
•
Explain the transnational dynamics and domestic policies shaping the rapidly changing
demographics of US school systems in the twenty-first century.
Demonstrate knowledge of the sociological, historical, economic, and political factors
influencing African-American and Latino educational achievement at the K-20 level,
with reference to appropriate research and theory.
Explain and analyze how Latino sub-groups (Mexican, Puerto Rican, Cuban, etc.) differ
in their cultural and historical relationship to the US and to US schools
Provide an analysis of how sociological theories of class intersect with theories on Black
and Latino educational access.
Demonstrate successful examples of policies, teacher education, or curricula that have
had a positive impact on Latino and Black achievement.
IV. Student Rights and Responsibilities
Students with any type of disability that may interfere with learning in this class should negotiate
a reasonable accommodation with the instructor early in the semester and be registered with the
Student Disabilities Resource Center.
Students will not be penalized because of observances of their religious beliefs. Whenever
possible, students will be given reasonable time to make up any academic assignment that is
missed due to participation in a religious observance. Please advise me as soon as possible of any
absences for religious observances.
Students at the University of Maryland are held to the highest level of academic integrity. The
Honor Code prohibits students from submitting the same paper for credit in two courses without
authorization, buying papers, submitting fraudulent documents, plagiarizing papers or materials
from the internet and other sources without proper documentation and cheating on exams. The
full code is posted at www.studentconduct.umd.edu, students are responsible for its content.
V.
Technology Liberation Policy
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This is a course that requires attention to each others’ voices and opinions, for respect
And courtesy to classmates and faculty, please put away your cell phones, and other
portable devices. Students are welcome to use their laptops for taking notes but email
checking, Facebook, and other uses are prohibited during class.
VI. Assessments for EDCI786 and Grading Rubric
A combination of lectures, discussion, papers, group work, films, and student presentations will
be utilized in the class. The following is a breakdown of this semester’s activities:
Two typed (2-3pp.) reading critiques
2 @ 10 points each
20
20%
Take-Home Midterm Reflection
25 points
25
25%
Group Paper Proposal – Plyler V. Doe
10 points
10
10%
Chapter Presentation and Outline
10points
10
10%
Debate Paper And Presentation
35 points
35
35%
Total
100%
Point Distribution for Grades:
A+
100+
A
96-100
A90-95
B+
87-89
B
83-86
VI.
BC+
C
C-
80-82
77-79
73-76
70-72
Assessment Due Dates
Reading Critique #1
Reading Critique #2
Midterm Take Home
Group Debate Proposal 4-5pp.
Chapter Outline
Final, Written Project & Presentation
September 13, 2010
October 4th, 2010
November 1stth, 2010
November 15th, 2010
Various dates
December 6th 2010
VII. Description of Assessments
A. Reading Critique The memos assigned in this class are 3 page critical analyses of the
reading. One of the main goals of graduate education is honing your analytical skills. In
this course you will have ample opportunity to do so through reading and reflecting on a
variety of approaches to Black and Latino Education in the assigned readings. Reading
critiques are a dialogue between you, the reading, and me. Students whose papers are not
written at an adequate graduate level will be returned to the student for revising. Students
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who receive grades of less than a B+ on an assignment may revise for an improved grade,
one time.
B. Midterm is composed of three or four short answers and one essay. The intent is to
permit students an opportunity to synthesize and cogently summarize major arguments
and themes from the first part of the semester.
C. Debate Proposal (4-5pp.) and paper (15pp). The course’s scope is broad and raises
numerous issues relating to historical and contemporary Black and Latino schooling. In
this assignment students will be utilizing the theme of this course, Citizenship and
Educating Black and Latino Youth, to re-explore the premises behind Plyler V. Doe the
U.S. Supreme Court case that currently argues that no child may be denied access to K12 public schooling regardless of their documented status or that of their parents.
VII. Course Outline
Nota Bene: The readings due for a particular class session are listed under that date.
Week One: August 31, 2009
Introduction to Contemporary Issues among Black and Latinos and Semester Theme
Overview Lecture: Today’s Demographic Reality: Latinos and African Americans in Schools and
Colleges.
Film: Latin and African Americans: friends or foes? Blue Pearl Entertainment, 1998. Hornbake
Library E184.S75L24
Reading for Discussion: Samuel P. Huntington, (Blackboard). The Hispanic Challenge. Foreign
Policy, No. 141 (March-April 2004): 30-45
(No Class Monday, September 6th, 2010, Labor Day Holiday)
Week Two: September 13th, 2010 Calls for Transformation,
Creating Definitions of Race and Ethnicity
Required Readings: Theresa Perry, Claude Steele, Asa G. Hilliard III. Young, Gifted, and Black
(entire), and Herbert J. Gans, “Ethnic and Racial Identity,” in The New Americans: A Guide to
Immigration Since 1965 (Harvard University Press, 2007), (Blackboard).
Recommended Readings: Fernando Reimers, Citizenship, Identity & Education Examining the
Public Purposes of Schools in an Age of Globalization (Blackboard).
Lectures: Race and Identity
**First Reading Critique Due on Any Readings to Date (individually or collectively).
Week Three: September 20, 2010. Creating a Comparative Model: Staggered Inequalities,
Porous Opportunities, and Impermeable Boundaries.
Required Readings:
Status of Black and Latino Ed. Cont’d
Readings: Nancy McArdle, “Color Lines in a Multiracial Nation: An Institutional Demographic
Overview of the US in the Twenty-First Century,” in Andrew Grant-Thomas & Gary Orfield,
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eds. (2009) in Twenty-First Century Color Lines: Multiracial Change in Contemporary America.
Philadelphia: Temple University Press, pp.25-93 and Chpts. 3 & 5 of Tatcho Mindiola Jr.,
Yolanda Flores Niemann, & Nestor Rodriguez, Black-Brown Relations and Stereotypes. Austin:
University of Texas Press, 2002. Both readings on BlackBoard.
Powerpoint Lecture: Staggered Inequalities, Porous Opportunities, and Impermeable Boundaries
Week Four: September 27, 2010
How did we get here? : History of Black Education in the US Before and After the Civil
War.
Required Readings: Chapter 3, “The State of Knowledge” in King, ed. Black Education, pp.4571; and James Anderson, The Education of Southern Blacks, Intro & Chpts.1-2; and
“Education’s Enclave: Baltimore, Maryland”,” “Race, Labor, and Literacy in a Slaveholding
City,” Part II of to Moss, Schooling Citizens: The Struggle for African American Education in
Antebellum America (2009): pp.63-94.
Recommended readings for this section:
Heather Williams, Self-Taught: African American Education in Slavery and Freedom. Chapel
Hill: University of North Carolina Press, 2005.
Janet Duitsman Cornelius, “When I Can Read My Title Clear:” Literacy, Slavery, and Religion in
the Antebellum South. Columbia: University of South Carolina Press, 1999.
Wilma King, Stolen Childhood: Slave Youth in Nineteenth-Century America. Bloomington, IN:
Indiana University Press, 1995.
Winthrop D. Jordan, White over Black: American Attitudes toward the Negro, 1550-1812. New
York: Norton Press, 1977.
Jacqueline Jones, Soldiers of Light and Love. Chapel Hill: University of North Carolina Press,
1981.
Stanley K. Schultz, The Culture Factory: Boston Public Schools, 1789-1860. New York: Oxford
Press, 1973. Particularly the section on Roberts v. City of Boston.
Thomas L. Webber, Deep Like the Rivers: Education in the Slave Quarter Community, 18311865. New York: W.W. Norton & Co., 1978.
Week Five: October 4th, 2010
Black Educational History: Segregation to the Civil Rights Era in the North and South.
Douglas, Chapter 5 of Jim Crow Moves North (Blackboard); and Anderson, chpts. 3-7.
**2nd reading critique due.
Additional Recommended Readings:
David S. Cecelski, Along Freedom Road: Hyde County, North Carolina and the Fate of Black
Schools in the South. Chapel Hill: UNC Press, 1994.
Adam Fairclough, A Class of Their Own: Black Teachers in the Segregated South. Cambridge:
Belknap/Harvard Press, 2007.
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Louis R. Harlan, Separate and Unequal: Public School Campaigns and Racism in the Southern
Seaboard States, 1901-1915. New York: Atheneum, 1969.
Hilton Kelly, Race, Remembering, and Jim Crow’s Teachers. New York: Routledge Press, 2010.
Eric Anderson and Alfred A. Moss, Jr. Dangerous Donations: Northern Philanthropy and
Southern Black Education, 1902-1930. Columbia, MO: University of Missouri Press, 1999.
Vivian G. Morris and Curtis L. Morris, The Price they Paid: Desegregation in an African
American Community. New York: Teachers College Press, 2002.
Horace Mann Bond, Negro Education in Alabama: A Study in Cotton and Steel.
Tuscaloosa, AL: University of Alabama Press, reprint, 1994.
DuBois, W.E.B. The Souls of Black Folks. New York: Oxford University Press, 2008. ISBN
978-0-19-955583-3
Irons, Peter. Jim Crow’s Children: The Broken Promise of the Brown Decision. New York:
Penguin Books, 2002. ISBN 0 14 20.0375 1
Mwalimu J. Shujaa, ed. Too much schooling, too little education: a paradox of black life in white
societies. Trenton, NJ: Africa World Press, 1994.
Vanessa Siddle Walker, Their Highest Potential: An African-American School Community in the
Segregated South. Chapel Hill: UNC Press, 1996.
William H. Watkins, The White Architects of Black Education: Ideology and Power in America,
1865-1954. New York: Teachers College Press, 2001.
Week Six: October 11th, 2010: Latino Educational History: From Colonialism to
Americanization.
Required Readings: MacDonald & Carrillo, “The United Status of Latinos,” in Handbook of
Latinos and Education: Theory, Research, and Practice. New York: Routledge Press, 2010.
pp.8-26; and MacDonald, Latino Education in the US. Chapters 1-4.
Additional Recommended Readings:
Bernardo P. Gallegos, Literacy, Education, and Society in New Mexico, 1693-1821.
Albuquerque, NM: University of New Mexico Press, 1992.
MacDonald, V.M. “Hispanic, Latino, Chicano, or “Other?” History of Education Quarterly,
2001.
Martha Menchaca, Recovering History: Constructing Race: The Indian, Black, and White Roots
of Mexican Americans. Austin: University of Texas Press, 2001.
David J. Weber, The Spanish Frontier in North America. New Haven: Yale University Press,
1992.
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Lynne Marie Getz, Schools of their Own: The Education of Hispanos in New Mexico, 1850-1940.
Albuquerque, NM: University of New Mexico Press, 1997.
Gilbert Gonzalez, Chicano Education in the Era of Segregation. Philadelphia: Balch Institute,
1990.
Martha Menchaca, “The Treaty of Guadalupe Hidalgo and the Racialization of the Mexican
Population,” in Jose F. Moreno, The Elusive Quest for Equality: 150 Years of Chicano/a
Education. Cambridge: Harvard Educational Review, 1999.
John M. Nieto-Phillips, The Language of Blood: The Making of Spanish-American Identity in
New Mexico, 1880s-1930s. Albuquerque: University of New Mexico Press, 2004.
Guadalupe San Miguel, Jr. “Let All of them Take Heed”: Mexican Americans and the Campaign
for Educational Equality in Texas, 1910-1981. Austin: University of Texas Press, 1987.
Week Seven: October 18th, 2010: Latino Education History, cont’d. From Americanization
to Civil Rights.
Required Readings: MacDonald, Chpts. 5, 6, & 7 and David Lopez & Vanesa Estrada,
“Language,” from The New Americans (Blackboard).
Recommended Reading: MacDonald & Hoffman, “Compromising La Causa?: Chicano
Intellectual Nationalism and the Ford Foundation in the 1960s and 1970s” manuscript under
review (2010).
Films “Taking Back the Schools,” from series, Chicano! History of the Mexican American Civil
Rights Movement.
Segment Two of Eyes on the Prize I – African American Schools and Colleges.
Compare and Contrast priorities of each group during the Civil Rights Era.
**Midterm Handed Out**
Additional recommended readings for this section:
Guadalupe San Miguel, Jr. Brown, Not White: School Integration and the Chicano Movement in
Houston. College Station, TX: Texas A & M Press, 2001.
James Anderson, Dara Byrne and eds. The Unfinished Agenda of Brown v. Board of Education.
NY: John Wiley & Sons, 2004
E. Culpepper Clark. The Schoolhouse Door: Segregation’s Last Stand at the University of
Alabama. New York: Oxford University Press, 1993.
Nadine Cohodas. The Band Played Dixie: Race and the liberal conscience at Ole Miss. New
York: Free Press, 1997.
Ruben Donato, The Other Struggle for Equal Schools: Mexican Americans During the Civil
Rights Era. Albany, NY: SUNY Press, 1997.
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Richard Kluger, Simple Justice: Brown v. Board of Education and the Struggle for Black
American’s Equality. New York: Alfred Knopf, 1975. Includes both higher education
desegregation cases and K-12.
Lukas, Anthony. Common Ground: a Turbulent Decade in the Lives of Three American
Families. New York: A. Knopf, 1985. Excellent story that personalizes the desegregation era.
Week Eight: October 25th, 2010: Focus on Local Latino Communities: El Salvadorans.
Required Readings: Terry Repak, Waiting on Washington: Central American Workers
in the Nation’s Capital (1995), Chpts 2 & 3; Rodriguez, “Departamento 15: Cultural
Narratives of Salvadoran Transnational Migration,” (2005) both on Blackboard.
Recommended Reading: MacDonald, Latino Education, Chpt. 8.
Week Nine: November 1st, 2010 Issues in Contemporary Black and Latino Education
- The “Other” Black and Latino: New Immigrants in the Diaspora.
Required Readings: Our Schools Suck, Introduction, Chpts 1 and 2; and Suzanne Modell,
Rosemary Traore and others (TBA) on Blackboard. Evelio Grillo, Black Cuban, Black
American: A Memoir (chpt. Selections on Blackboard).
MIDTERM DUE IN CLASS
Week Ten: November 8th , Contemporary Issues in African American Education
Required Readings: Our Schools Suck, Chpts 3 and 4 and Introduction, Chapters 1 and 2 of King,
ed. Black Education .
To Facilitate Discussion – Students will elect to be discussion leaders for a grade for chapters this
week and next.
Week Eleven: November 15, 2010 Latino Education, cont’d.
Required Readings:
Required Readings: Chpts. 7, 9, 18, and 19 of King, ed. Black Education .
Recommended Readings: Richard Valencia, “The plight of Chicano students: an overview of
schooling conditions and outcomes,” Chpt. 1 of Valencia, R. ed. (2004) in Chicano School
Failure and Success: Past, Present, and Future. New York: RoutledgeFalmer, 2nd ed., pp.3-51.
Blackboard.
Film, Fear and Learning at Hoover Elementary School.
Week Twelve: November 22, 2010 Gender in Black and Brown: Girls’ Experiences.
Required Reading: Carter, Keepin’ it Real: School Success Beyond Black and White. Chpts. 1-3;
and Chpts.3, 4, & 6 from Jill Denner & Bianca L. Guzman, eds. (2006). Latina Girls: Voices of
Adolescent Strength in the United States. New York: New York University Press contrast with
“Changes in African American Mother-Daughter Relationships During Adolescence: Conflict,
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Autonomy, and Warmth,” in B.J.Ross Leadbeater & N. Way, eds. (2007). Urban Girls Revisited:
Building Strengths, pp.177-201.
Additional Sources on Gender and Black/Latino Education
Fordham, Signithia. 1997.“Those Loud Black Girls” (Black) Women, Silence, and Gender
‘Passing’ in the Academy.” In Maxine Seller and Lois Weis, eds. Beyond Black and White: New
Faces and Voices in U.S. Schools. Albany: State University Press of New York, 81-111.
Angela Ginorio and Michelle Huston, Si, Se Puede! Yes, We Can: Latinas in School. Washington,
DC: AAUW, 2001
Dolores Bernal, Chicana/Latina education in everyday life`: feminista perspectives on
pedagogy and epistemology. Albany, NY: State University of New York Press, 2006.
Patricia Hill Collins, Black Feminist Thought: Knowledge, Consciousness, and the Politics of
Empowerment. 2nd ed. New York: Routledge Press, 2000.
Bell hooks (any of her works!) Bone Black is autobiographical.
Darlene Clark Hine, Black Women in American History. Four volumes. New York: Carlson, Inc.
1990. Hine is a pioneer in black women’s history and any of her works should be considered.
MacDonald, V.M. Returning to María: A Journey Through Cultures and Self.
Adela de la Torre and Beatriz. M. Pesquera, Building with our Hands: New Directions in Chicana
Studies. Berkeley: Univ. of California Press, 1993.
Gonzales,M.D. (1999). Speaking Chicana: Voice, Power, and Identity. AZ: University of Arizona
Press. Pp.39-56
Week Thirteen: November 29th, 2010 Finding Solutions to the Achievement Gap.
Required Readings: Carter, Keepin’ it Real: School Success Beyond Black and White (Chpt 4 to
end).
Week Fourteen: December 6th, 2009 LAST CLASS - Debate Presentations and Fiesta!!
Additional readings:
Gilbert Conchas, The Color of Success: High Achieving Urban Youth. New York: Teachers
College, 2006.
Pedro Pedraza and Melissa Rivera, eds. Latino Education: An Agenda for Community Action
Research. Mahwah, NJ: Lawrence Erlbaum, 2005.
Richard Majors, ed. Educating Our Black Children: New Directions and Radical Approaches.
London: Routledge/Falmer, 2001.
Also Recommended…..
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Gary Orfield, Dismantling Desegregation: The Quiet Reversal of Brown V. Board of Education.
New York: Norton Press, 1996. Check the website for the Harvard Project on Civil Rights for
updates on this important topic.
James T. Patterson, Brown v. Board of Education: A Civil Rights Milestone and its Troubled
Legacy. New York: Oxford Press, 2000. See the chapter on resegregation.
Clara Rodriguez, Changing Race: Latinos, the Census, and the History of Ethnicity in the United
States. New York: New York University Press, 2000.
Tejeda, Carlos, et al, ed. Charting New Terrains of Chicana (o)/Latina (o) Education, Cresskill,
NJ: Hampton Press, 2000.
Stanton Wortham, et al, ed. Education in the New Latino Diaspora: Policy and the Politics of
Identity. Westport, CT: Ablex Publishing, 2002.
Roger Waldiner, Still the Promised City? African-Americans and New Immigrants in
PostIndustrial New York. Cambridge: Harvard University Press, 1996.
Paul Wong, ed. Race, Ethnicity, and Nationality in the United States: Toward the 21st Century.
Boulder, CO: Westview Press, 1999.
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