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| Author | : Sonia Nieto |
| Publisher | : Routledge |
| Total Pages | : 371 |
| Release | : 2000-04 |
| Genre | : Computers |
| ISBN | : 1135682593 |
Presents both scholarly articles & personal reflections that tell the story of Puerto Rican students in US schools. Includes sections on historial & political context; identity (culture/race /language/gender); social activism, comm. involvement, & policy
| Author | : Franklin Parker |
| Publisher | : |
| Total Pages | : 632 |
| Release | : 1978 |
| Genre | : Education |
| ISBN | : |
| Author | : Sonia Nieto |
| Publisher | : Routledge |
| Total Pages | : 387 |
| Release | : 2000-04-01 |
| Genre | : Education |
| ISBN | : 1135682585 |
This volume--the first edited book on the education of Puerto Ricans written primarily by Puerto Rican authors--focuses on the history and experiences of Puerto Rican students in the United States by addressing issues of identity, culture, ethnicity, language, gender, social activism, community involvement, and policy implications. It is the first book to both concentrate on the education of Puerto Ricans in particular, and to bring together in one volume, the major and emerging scholars who are developing cutting-edge scholarship in the field. Puerto Rican Students in U.S. Schools: * features both scholarly chapters (conceptual and research studies) and reflective essays, as well as two poems, * combines broad overview studies with classroom practice and social action, and * includes chapters that trace the history of the education of Puerto Ricans in U.S. schools in general and its history in New York City, and one chapter on return migrants.
| Author | : Camille Rodríguez |
| Publisher | : Higher Education Task Force Centro de Estud Nos Hunter Colle |
| Total Pages | : 88 |
| Release | : 1994 |
| Genre | : Education |
| ISBN | : |
This volume explores issues of scholarship, fiscal policies, and admissions in the higher education of Puerto Ricans, with the emphasis on Puerto Ricans on the U.S. mainland and a particular focus on Puerto Rican admissions to the City University of New York. The first paper, "The Centro's Models of Scholarship: Present Challenges to Twenty Years of Academic Empowerment" by Maria Josefa Canino considers the history of the Centro Puertorriqueno of Hunter College of the City University of New York and its mission for scholarship and the formation of policy related to Puerto Ricans. The second paper, "Puerto Ricans and Fiscal Policies in U.S. Higher Education: The Case of the City University of New York" by Camille Rodriguez and Ramon Bosque-Perez illustrates the interplay between finance and policy and the education of Puerto Ricans. "Latinos and the College Preparatory Initiative" by Camille Rodriguez, Judith Stern Torres, Milga Morales-Nadal, and Sandra Del Valle discusses the College Preparatory Initiative (CPI), a program designed by the City University of New York as a way to strengthen the educational experiences of students. CPI attempts to combine raised academic standards and school/college collaboration to increase the participation and retention of minority students, but it is likely to have adverse effects because of the difficulty students will have in achieving CPI standards before admission. A postscript calls for further efforts by the City University to assist minority students. (Contains nine graphs and references following each paper.) (SLD)
| Author | : Mirelsie Velazquez |
| Publisher | : University of Illinois Press |
| Total Pages | : 142 |
| Release | : 2022-02-01 |
| Genre | : Social Science |
| ISBN | : 0252053206 |
The postwar migration of Puerto Rican men and women to Chicago brought thousands of their children into city schools. These children's classroom experience continued the colonial project begun in their homeland, where American ideologies had dominated Puerto Rican education since the island became a US territory. Mirelsie Velázquez tells how Chicago's Puerto Ricans pursued their educational needs in a society that constantly reminded them of their status as second-class citizens. Communities organized a media culture that addressed their concerns while creating and affirming Puerto Rican identities. Education also offered women the only venue to exercise power, and they parlayed their positions to take lead roles in activist and political circles. In time, a politicized Puerto Rican community gave voice to a previously silenced group--and highlighted that colonialism does not end when immigrants live among their colonizers. A perceptive look at big-city community building, Puerto Rican Chicago reveals the links between justice in education and a people's claim to space in their new home.
| Author | : |
| Publisher | : |
| Total Pages | : 72 |
| Release | : 1976 |
| Genre | : Puerto Ricans |
| ISBN | : |
| Author | : Franklin Parker |
| Publisher | : |
| Total Pages | : |
| Release | : 1980 |
| Genre | : |
| ISBN | : |
| Author | : Pastora Cafferty |
| Publisher | : Routledge |
| Total Pages | : 190 |
| Release | : 2019-06-21 |
| Genre | : Political Science |
| ISBN | : 1000304752 |
Demographers predict that by the end of the century Spanish-speaking persons will constitute the largest minority group in the United States--in this context, bilingual education must be considered a crucial issue for educators and policymakers at the state, national, and local levels. Professors Cafferty and Rivera-Martínez analyze bilingual education policies and programs, particularly as they affect the Puerto Rican child, and reach some startling conclusions. They find that these programs do not, despite the best intentions, offer the equal opportunity and social mobility that has been their purpose. While the authors attempt to neither examine nor define the general problem of bilingual education methodology, they do address the problem of educating the Puerto Rican child as one minority among many. They suggest alternatives for solving the problem and recommend specific policies for federal, state, and local governments attempting to integrate Spanish-speaking minorities into the educational process.
| Author | : National Puerto Rican Task Force on Educational Policy |
| Publisher | : |
| Total Pages | : 64 |
| Release | : 1982 |
| Genre | : Bilingualism |
| ISBN | : |
| Author | : Solsiree del Moral |
| Publisher | : University of Wisconsin Pres |
| Total Pages | : 244 |
| Release | : 2013-03-15 |
| Genre | : Education |
| ISBN | : 0299289338 |
After the United States invaded Puerto Rico in 1898, the new unincorporated territory sought to define its future. Seeking to shape the next generation and generate popular support for colonial rule, U.S. officials looked to education as a key venue for promoting the benefits of Americanization. At the same time, public schools became a site where Puerto Rican teachers, parents, and students could formulate and advance their own projects for building citizenship. In Negotiating Empire, Solsiree del Moral demonstrates how these colonial intermediaries aimed for regeneration and progress through education. Rather than seeing U.S. empire in Puerto Rico during this period as a contest between two sharply polarized groups, del Moral views their interaction as a process of negotiation. Although educators and families rejected some tenets of Americanization, such as English-language instruction, they also redefined and appropriated others to their benefit to increase literacy and skills required for better occupations and social mobility. Pushing their citizenship-building vision through the schools, Puerto Ricans negotiated a different school project—one that was reformist yet radical, modern yet traditional, colonial yet nationalist.
