Changing faces and persistent patterns for education in the New Latinx Diaspora

The study of education in the New Latino/a/x1 Diaspora (NLD) was initiated in the 1990s with an understanding that education research from regions where the Latino/a/x presence is long-standing might not always fit well for places where Latino/a/x populations were newer and where histories of discrimination, political organizing, and resistance were much more limited. This chapter is the fourth in a series of bigger picture examinations of the status of education in the NLD over the past two decades (following Hamann, Wortham, and Murillo [2002] and Hamann and Harklau [2010, 2015]). Like previous iterations, this chapter points to gaps visible in hindsight and lays out new trends and directions. 1. Here we adopt the somewhat awkward and contingent form Latino/a/x, recognizing the gender bias and binaries implied in Latino, but also emerging critiques of the term Latin

ESL programs at U.S. community colleges: a multistate analysis of placement tests, course offerings, and course content

When U.S. English learners (ELs) attend college, they are more likely to enroll in 2‐year community colleges than in 4‐year colleges. Prior research points to the tension between English as a second language (ESL) programs providing support to ELs and lengthy ESL programs acting as barriers to ELs seeking access to mainstream college coursework. Nevertheless, community college ELs and ESL programs remain understudied. The researchers investigated community college ESL placement, course sequence length, and types of ESL courses offered across the United States by examining the 2017–2018 catalogs of community colleges in nine states. Two hundred seventy‐two community college catalogs were analyzed. Findings include that 81% of colleges reported offering some ESL‐specific coursework and that ESL course sequences varied on average from 2.3 to 4.7 semesters in length across states. For most states studied, ESL courses were solely structured around skills‐based instruction. Furthermore, although general English placement information was accessible and often standardized within states, ESL placement information was rarely available and sometimes out of date. Based on these findings, the authors recommend that community college ESL programs implement valid placement procedures, award college credit for ESL coursework, and streamline student access to discipline‐specific academic and vocational content.Accepted manuscrip

Ethnicity and ethnic group measures in social survey research

This article is a review of issues associated with measuring ethnicity and using ethnicity measures in social science research. The review is oriented towards researchers who undertake secondary analyses of large-scale multipurpose social science datasets. The article begins with an outline of two main approaches used in social surveys to measure ethnicity, the ‘mutually exclusive category’ approach and the ‘multiple characteristics’ approach. We also describe approaches to the use of ethnicity measures in cross-national comparative research. We emphasise the value of sensitivity analyses. We also encourage researchers to carefully consider the possible relationships between ethnicity and other important variables in order to avoid spurious interpretations of the effects of ethnicity

Education in the New Latino Diaspora

In 2002 Hamann, Wortham, and Murillo noted that many U.S. states were hosting significant and often rapidly growing Latino populations for the first time and that these changes had multiple implications for formal schooling as well as out-of-school learning processes. They speculated about whether Latinos were encountering the same, often disappointing, educational fates in communities where their presence was unprecedented as in areas with a longstanding Latino presence. Only tentative conclusions could be provided at that time since the dynamics referenced were frequently novel and in flux. In this chapter we revisit their inquiry in light of six subsequent years of research and outcome data. We begin by defining and elaborating on the concept of “new Latino diaspora,” tracing its origins, and noting the diverse populations and contexts it represents. Next we turn to an analysis of educational outcomes in new Latino diaspora communities in light of two competing hypotheses. The first would suggest that in areas where there has been little history of anti-Latino institutionalized racism and little record of Latino school success or failure, educational improvisation might lead to better outcomes than in areas with long established racialized patterns of weak Latino educational outcomes. Alternatively, the second would suggest that racialized patterns of interaction with and schooling for Latino communities in California, Texas or Chicago are carried into and recreated in new settings, leading to similar or even poorer educational outcomes. We conclude with a review of emergent scholarship and suggestions for further work that might shed light on education in the new Latino diaspora and, in some instances, on Latino education more generally