The Hispanic population: 1990–2000 growth and change

Data sources indicate that there were significant changes in the Hispanic populationbetween 1990 and 2000. Using short-form data from the 1990 and 2000 censuses,we explore changes in the size and distribution of the Latino population. The mostimportant shifts in the Hispanic population are the continued increase of the Latinopopulation in the United States, the significant growth of Hispanic population whoidentify as `other' Latino, and the growing importance of the Midwest and South aspopular receiving areas for Latinos. Additionally, our comparison of householdcomposition over the ten-year period shows little change. We offer potentialexplanations, both substantive and methodological, for these important transitionsin the Latino population over the decade.     

The salience of Black mentors on the teaching praxis of Latino male teachers

ABSTRACT

Despite the growing population of Latino students, little has been done to recognize the potential cultural assets and resilience that Latino communities and Latino teachers can bring to the educational environment. Using Critical Race Theory, in this article, each participant shares their experiences with their Black mentors. This article shares the ways in which Black teachers continue to exemplify Black teaching excellence now with a group that isn’t Black.     

Missing misters: uncovering the pedagogies and positionalities of male teachers of color in the school lives of Black and Latino adolescent boys

ABSTRACT

Educational stakeholders often recruit male teachers of color as solutions to the problems facing Black and Latino boys and young men in PreK-12 schools. However, given the assumptions made of these teachers’ role in the lives of boys of color and their disproportionally low presence, few studies have considered what boys themselves report as missed because of the absence of Black and Latino male teachers. This case study drew from the voices of five Black and Latino adolescent boys in one urban secondary school in the United States to theorize what the participants missed (e.g. yearned for connections, reflections of self) and missed out on (e.g. seeing positive images of men of color) by not having a more robust presence of Black and Latino male teachers of color or misters. Findings indicated the need for boys’ voices in advancing nuanced recruitment and retention discourses for their male teachers of color.     

An exploratory study of the academic engagement and beliefs of Latino male high school students

This study provides insights to the school experiences of Latino male students through an exploration of how they describe their beliefs about education and how they engage in school for academic success. Data is drawn from interviews and surveys conducted with Latino males that participated in New York University’s Black and Latino Male School Intervention Study (BLMSIS) between 2006 and 2011. The findings revealed a dynamic interplay among how the students ‘do school’ (behavioral engagement), their intellectual involvement (cognitive engagement), and their strong beliefs in the education for social mobility shaped schooling for them. This focus on the experiences of young Latino males seeks to assist researchers, policymakers, and practitioners alike design and implement programs and policies to promote their educational progress and success.