Sites and articles listed here are not necessarily endorsed by the CMMR;
they are listed for informational purposes only. Full text articles and
resources are also provided. If you would like to suggest a site to be added
to this listing please visit our "Submit a Site" page.
University of Minnesota Department of Anthropology award winning web effort that supplies
information regarding Mesoamerican Civilizations. The primary groups addressed are the
Maya, Mixtec, Zapotec, and Aztec. The site includes: Mesoamerican writing systems,
Mesoamerican governments, Mesoamerican religions and a robust library of links to other
related web sites.
A virtual forum of Mexican culture, in English and Spanish versions, that includes galleries
featuring anthropology, archeology, contemporary art, and modern art, as well as cultural
institutions like museums, galleries, libraries, contemporary dance companies,
photography, literature, a writer's dictionary, cultural projects, books, and much more.
Stanford University Libraries' collections on the historical and contemporary experience of
Hispanic Americans, and in particular Mexican Americans, are extensive, providing an
excellent place for students conducting research in this area. The interdisciplinary nature of
Latino Studies means that relevant titles are dispersed throughout the collections depending
upon subject matter. Use Socrates, Stanford's online catalog, to locate books and other
materials. Use the library's print or electronic indexes to locate journal articles and
The Center located at California State University San Marcos endeavors to maintain strong
ties with organizations interested in meeting the needs of young readers. El Centro se
esfuerza en mantener lazos con organizaciones interesadas en atender las necesidades de
In four one-hour programs, this landmark public television series examines pivotal events
concerning land, labor, education, and political empowerment that took place between 1965
and1975, the period that was the focus of the Mexican-American civil rights movement. The
Honorable Henry Cisneros narrates.
CLnet is an emerging digital library on Latinas/os in the United States. It is part of the
Chicano/Latino Electronic Network (CLEN) and is a joint project of the Center for Virtual
Research (CVR) in the College of Humanities, Arts, and Social Sciences at the University of
California at Riverside, the Chicano Studies Research Center at UCLA and the Linguistic
Minority Research Institute at the University of California at Santa Barbara.
Embajada de España en Estados Unidos Washington, D.C. "La educación en el próximo milenio
será multilingüe and pluricultural. Nosotros trabajamos para contribuir a hacerla posible."
La Consejería es responsable de gestionar la política educativa y científica del Estado español
en los Estados Unidos y Canadá. La puesta en práctica de esta política educativa y científica se
hace en colaboración con las administraciones educativas de los Estados y distritos escolares
y a través de diferentes programas:Información acerca de temas de interés para profesores y
alumnos que quieren mejorar sus conocimientos sobre España. Las contribuciones de este
sitio incluye: promoción de intercambios científicos entre universidades españolas y de los
Estados Unidos y Canadá; Incorporación de profesores españoles a los sistemas educativos de
los Estados y distritos escolares para colaborar en la impartición de enseñanza bilingüe y de
español como segunda lengua, y facilitar los intercambios entre alumnos de España y los
Estados Unidos y Canadá.
CRI was established in 1991 to generate and disseminate research about Cuba and Cuban
American issues. CRI combines advanced scholarship with the substantial resources of the
greater Miami community to produce original research and public service programs at the
local, national, and international levels.
The first virtual museum devoted to Diego Rivera on the Internet The muralist painter, was
one of the greatest artists in the XXth century. This site affords a glance at his murals, a
gallery of some of his most famous paintings, biography and links to numerous other sites
celebrating the famous Mexican artists' life and works. Also provides versión en Español.
For a look at the famous artist and wife of Rivera visit the Frida Kahlo home page.
Addresses of the education offices of the Spanish Embassy in the U.S.A., resource centers of
the education offices of the Spanish Embassy in the U.S.A., diplomas of Spanish as a foreign
language, scholarships for summer courses in Spain, and links to other Spanish sites.
Program focused on assisting communities to strengthen the educational pipeline for Latino
youth. Known as ENLACE, or Engaging Latino Communities for Education, this initiative is
designed to be a comprehensive, community-based collaborative effort among Hispanic
Serving Institutions (HSIs) and other colleges and universities, K-12 schools, and
community organizations. The term "ENLACE" is from the Spanish word "enlazar," which
means to link or weave together to connect in such a way that the new entity is stronger
than its parts. To improve the education of Latino youth, strategies must be found to draw
upon the strengths of Latino people and communities to create a vibrant, healthy learning
environment for today's young people.
Includes links to annotated bibliographies and resource lists on preschool experiences for
Latino/Hispanic children. Most of the included documents and journal articles have been
entered into the Educational Resources Information Center (ERIC) database. Journal articles
can be read at libraries with journal or UMI collections. Most non-journal documents are
available at libraries with ERIC microfiche collections. Links to ERIC Abstracts provide
summmaries and ordering information.
HACU has grown to more than 179 member institutions located in 14 states, Puerto Rico and
six countries. As a national association representing Hispanic-Serving Institutions (HSIs),
HACU's work is to promote nonprofit, accredited colleges and universities where Hispanics
constitute a minimum of 25 percent of the enrollment at either the graduate or
undergraduate level. HACU's mission is to promote the development of member colleges and
universities; To improve access to and the quality of post-secondary educational
opportunities for Hispanic students; and To meet the needs of business, industry and
government through the development and sharing of resources, information and expertise. Of
note is The HACU National Internship Program. The HACU National Internship Program
(HNIP) works with HSIs, federal agencies and corporations to recruit well-qualified and
motivated students. Students selected for the program are undergraduate and graduate
students, have a minimum 3.0 GPA and are active in community and campus activities. HNIP
began in 1992 and has placed thousands of students in federal and corporate internships
across the nation.
Senator Jeff Bingaman's Hispanic Dropout Prevention Home Page. This Home Page is
intended for people who want to help all students, and especially all Hispanic students,
complete high school successfully.
Funded by the U.S. Department of Education's Office of the Under Secretary and Office of
Bilingual Education and Minority Languages Affairs (OBEMLA) and staffed by members from
those two offices, the Hispanic Dropout Project (HDP) is composed of seven independent
individuals whose backgrounds include scholarly research, teaching, and administration
across grade levels of U.S. schooling. The purpose of the HDP is to produce concrete analyses
and syntheses such as, Advances In Hispanic Education, and to recommend actions that could
be taken at all levels in order to reduce the nation's dropout rates of Hispanic youth.
The Web site of Hispanic Magazine, a monthly magazine for and about Hispanics. The effort
covers news, events, and issues of interest to the Latino community. In addition to stories
from their flagship magazines Hispanic and Moderna, the Latina Magazine, they review top
Latino web sites, which they call Tesoros del Web.
The reading room, named after the Hispanic Society of America, was dedicated in 1939 to
serve as a focal point to orient and assist researchers who seek to avail themselves of the
immense opportunities afforded by Luso-Hispanic materials throughout the Library of
Congress. The Hispanic Reading Room, as it is usually called, serves as the primary access
point for research relating to those parts of the world encompassing the geographical areas
of the Caribbean, Latin America, and Iberia; the indigenous cultures of those areas; and
peoples throughout the world historically influenced by Luso-Hispanic heritage, including
Latinos in the U.S., and peoples of Portuguese or Spanish heritage in Africa, Asia, and
Oceania. The page may be viewed in both Spanish and English.
Impacto 2000 is a website dedicated to the political and economic empowerment of La Raza
through the effective use of the World Wide Web. They are attempting to bring the benefits
of the information superhighway not only to faculty and students of colleges and universities
but also to the newly arrived "imigrante" and the many "home-boys" and "home-girls of the
barrios throughout Aztlan.
IUPLR, a consortium of 13 Latino research centers based at major universities across the
United States, is the only nationwide university-based research organization bringing
together scholars from a wide variety of disciplines to conduct policy-relevant research on
Established in the Spring of 1996, as a world wide web forum, for the purpose of
disseminating socio-political, cultural, educational, and economic information about Latinos
in the Albuquerque/Santa Fe Metro area and the Intermountain Region which includes
Metropolitan Areas such as the Salt Lake City/Ogden region, Denver, Phoenix, Tucson,
Boise, Las Vegas and Reno, Nevada.
LANIC, located at the University of Texas,provides users access to comprehensive academic
Latin American databases and information services throughout the Internet world. An
extensive Latin American country and subject directory makes this a site worth visiting.
LatinoLink aims to provide news, analysis, commentary and photo essays that explore the
joys and challenges faced by those who call the United States home yet trace their roots to the
Mexican American Legal Defense and Educational Fund (MALDEF) is a national nonprofit
organization whose mission is to protect and promote the civil rights of the more than 29
million Latinos living in the United States.
This site details the unique calendar system of the ancient Mayans of what is now Mexico and
Central America. The site provides a history of the Mayan culture, explains the calendar
system, and provides an image of the Stela, or written Maya image, for the day.
This simple but well-designed page is a daily file on everything Mexican. Get the day's date
and astrological data according to the ancient Maya as well as insights from the Aztecs. Find
out about "This Day in History" as it relates to Mexico. Not to be overlooked are the "Corrido
of the Day" and news updates. English and Spanish.
The National Council of La Raza (NCLR) is a private, nonprofit, nonpartisan, tax-exempt
national organization established in 1968 to reduce poverty and discrimination, and
improve life opportunities for Hispanics in the United States.
Lista de todo los periodicos latino en el mundo. Periódicos.com les ofrece un punto de partida
hacia el gran mundo de información del habla hispana. Desde Argentina hasta Venezuela,
Periódicos.com contiene una lista muy completa de periódicos hispanos.
Includes links to annotated bibliographies and resource lists on academic achievement for
Latino/Hispanic students. Documents and journal articles that have been entered into the
Educational Resources Information Center (ERIC) database. Journal articles can be read at
libraries with journal or UMI collections. Most non-journal documents are available at
libraries with ERIC microfiche collections. Links to ERIC Abstracts provide summaries and
A non-profit radio network with Latino control and leadership is the only national
distributor of Spanish-language programming in public radio. Radio Bilingüe, red de
radioemisoras sin fines de lucro de y para latinos, es la única distribuidora de programación
nacional en español de la radio pública de Estados Unidos.
Here you will find plenty of good sites for those who love Spanish. Spanish language links
focusing on Mexico, Central America, Spain, Latin and South America, Hispanic/Latino
links, Spanish search engines to mention but a few of the Spanish language resources
available at this site.
Promoting the well-being of the Latino population of the United States through the
improvement of the nation's policies and programs, The Tomas Rivera Center (TRC)
conducts rigorous, policy-relevant research, evaluates the effects of governmental and
corporate practices on Latinos, and serves as a nonpartisan source of information, analysis
and ideas for the policymaking communities.
The UCLA Latino Home-School Research Project began in 1989 as the "Home Emergent
Literacy Project," at UCLA. One hundred and twenty-one Latino kindergartners were chosen
randomly from those entering bilingual programs in two Los Angeles County school districts.
The purpose was to examine their progress in school, the ecological and cultural factors that
affected the adaptation of their families in urban Los Angeles County, and to look at the daily
routine of their families and the child-rearing and educational strategies that grew out of of
that routine. The ultimate goal was to detect reasons why some students succeed in school and
others do not, and to make recommendations to school officials regarding the Latino children
attending their schools.
Brings you the world of Latin American media. The site covers all types of media
(broadcast/cable/satellite television, magazines, newspapers, radio) and advertising in
Latin America. The site contains research data, photographs, event schedules, discussions,
book reviews, and many links to Latin American media resources.
An article by S. Alva and A. Padilla reviewing factors that Mexican American students who
overcome a number of socioeconomic and cultural disadvantages use to succeed academically.
Why do some Mexican American students do well while others fail despite sharing similar
socioeconomic and cultural backgrounds? The purpose of this paper is to present a
conceptual framework that assigns a central role to the interaction among sociocultural,
personal, and environmental factors in explaining the academic performance of Mexican
American high school students.
by Patricia Gándara, Katherine Larson, Russell Rumberger, and Hugh Mehan. This Brief
reports on three California school-based programs aimed at improving the rate of both high
school completion and college attendance among Latino students. While the aims of the three
programs are similar, their strategies differ according to the segment of the population they
target and the ways in which they deploy their resources. Yet each has proven to be effective.
ALAS targets the lowest-achieving Latino students who are at the greatest risk of dropping
out of high school. AVID targets underachieving students with above-average test scores who
have the potential to take more-demanding college preparatory courses in high school.
Puente targets students with varied levels of achievement with the aim of ensuring that they
finish high school and go on to college. The report describe each of the programs and the
evaluation results that exist to date.
In this article A.T. Lockwood examines the context in which Hispanic students drop out of
school--and what one exemplary middle school has done to battle these contextual factors. A
web of interlocking factors synergize to make dropping out of school much more likely for
Hispanic students. Factors include racial and ethnic identity, gender, socioeconomic status,
academic performance, self-concept, family organization, and language fluency.
by Patricia Gandara. This is a study of high academic achievement found in the most unlikely
places: among low-income Mexican Americans from homes with little formal education. It
examines the backgrounds of 50 persons, male and female from one age cohort, who met
most of the predictors for school failure or "dropping out." All came from families in which
neither parent completed high school or held a job higher than skilled labor; the average
father finished grade four and most were sons and daughters of farmworkers and other
unskilled laborers. Most began school with Spanish as their primary language, yet all
completed doctoral-level educations from the country's most prestigious institutions. This
study investigates the forces that conspire to create such anomalies. Its aim is to suggest how
such outcomes might be the product of design rather than accident.
by G. Vernez, R.A. Krop, C.P. Rydell. This Rand report asks: How much would it cost and what
would the benefits be if blacks and Hispanics graduated from high school, went to college, and
graduated from college at the same rate as non-Hispanic whites? The answer to this
important question for the future of the nation is explored in this report. The costs of
education would be high, increasing by about 20 percent in California and 10 percent in the
rest of the nation. But the benefits, in the form of savings in public health and welfare
expenditures and increased tax revenues from higher incomes, would be even higher. Indeed,
the added costs of providing more education to minorities would be recouped well within the
lifetime of taxpayers called upon to make the additional investments. The nation is
experiencing a rapid immigration driven increase in the share of Hispanics in the school age
population. Failure to increase the educational attainment of this group would result in
growing shares of new labor-force entrants having levels of education lower than those
prevailing today; in increased income disparities between blacks and Hispanics, on one hand,
and Asians and non-Hispanic whites, on the other; and in increased public expenditures for
social and health programs for generations to come.
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by Hugh Mehan. The prevailing discourse poses dropping out as a failure of individuals. The
purpose of this paper is to try to interrupt that discourse and to furnish a different "way of
talking that can unpack, inform, critique but still imagine what could be" in public urban
high schools in the United States. The different way proposed represents dropping out in
social, not personal, terms, as an institutional production that reproduces the structures of
inequality in the educational, economic, and civic domains of everyday life.
by R. Chávez Chávez. A discussion on constructing a curriculum discourse for Latina/o
students. Focusing on the need for authenticity from within the community that values,
respects, and dignifies the self by trusting the self for the good of self and others. The author
suggests that constructing curriculum for achieving equity is an attitude that resonates from
a longing to have all students think and do for themselves and others in compassionate ways
rooted in respect, dignity, and high expectations.
A study by A. Valencia that is intended to yield findings on the degree that significant persons
in the students' lives have had in their decisions to pursue and reach higher educational
attainments. Nine sources of influence were selected for this study, and the sources were of
one particular type- significant persons in the students' lives who influenced them to
pursue and complete university studies.
The objective of this case study by M. Seda and D. J. Bixler-Marquez was to identify, in a
holistic manner, the individual, aggregate, and interactive effect of socioeconomic status
(SES), cultural, psychosocial, and academic factors that shaped the at-risk status of a
Chicano fourth grader. A prescriptive dimension of the study was to provide a set of
recommendations that could be used to place the subject on the path of academic and social
by Henry Trueba & Lilia Bartolomé. This digest provides a critique of the various
educational strategies that have been used with Latino students, and suggests alternatives
that may prove more effective. Interestingly, some of the recommendations included here
were first made nearly 20 years ago, but they have not yet been widely implemented.
by O.S. Fashola & R. E. Slavin. Over the past ten years a number of programs designed to
affect dropout rates and related outcomes have been implemented and evaluated in middle and
high schools serving many Latino students. Collectively, these studies show that schools can
make a dramatic difference in the dropout rates, school success, and college enrollment rates
of at-risk Latino youth. The purpose of the paper is to review research on programs of this
by Olatokunbo S. Fashola, Robert E. Slavin, Margarita Calderón, and Richard Durán. The
focus of this review is on the identification of programs that have been shown to be effective
in rigorous evaluations, that are replicable across a broad range of elementary and middle
schools, and that have been successfully evaluated or at least frequently applied to schools
serving many Latino students.
by A.T. Lockwood. In this document attention focuses on secondary-level curricular
strategies that have been successful in not only significantly diminishing the dropout rate of
Hispanic students, but also accomplishing a variety of other worthwhile goals. It features
the educational strategies of the Calexico School District in Calexico.
An article by M. Smith looking at the unique challenge being faced by Hispanic students who
are hearing impaired. The purpose of this article is to review some basic facts about hearing
impairment then discuss the effects this disability can have on Hispanic students. Specific
suggestions are offered for meeting the needs of these students and their families.
by A.T. Lockwood. To bond Hispanic students to schools and prepare them for productive roles
as citizens in a democratic society, school staff need to familiarize themselves with the many
outstanding programs available to strengthen their current instructional and social agenda,
and to implement programs best suited to the individual needs of their student populations.
Many demonstrably effective programs at the elementary or middle level already are
flourishing in schools around the country. This article focuses on three of those programs:
Success for All, the HOSTS Program (Helping One Student To Succeed), and Cognitively
Guided Instruction (CGI). This article illustrates what each of the three programs looks like
by Judith LeBlanc Flores. Postsecondary outcomes for Mexican Americans have not
improved measurably since the mid-1980s. Although Hispanic students are attending and
graduating from college in greater numbers, much of this growth is linked directly to their
population growth. Despite increased representation among undergraduates and college
graduates, Hispanic students complete college at a lower rate than the general student
population. This digest addresses those factors that may facilitate postsecondary outcomes
for Hispanic students, particularly Mexican-American students, who enroll in U.S.
community colleges and 4-year institutions.
by Nancy Feyl Chavkin and Dora Lara Gonzalez. According to the Bureau of the Census
(1994), there are approximately 13 million Mexican Americans in the United States. In
reviews of the status of education for Mexican American students it is reported that there is
a decline in high school completion rates, a steady rise in the dropout rate, and high
numbers of students two or more years behind grade level. This digest describes research
supporting family participation in students' education. It then describes barriers to
participation faced by many Mexican American parents and successful programs and
strategies for overcoming those barriers. Finally, the benefits of two-way communication
and school-family partnerships are described.
by R. W. Rumberger, K. A. Larson, G. J. Palardy, R. K. Ream, and N. C. Schleicher. This
report examines student mobility among California Latino adolescents. Student mobility may
be especially important in California because of its highly mobile population. Latinos are the
largest and fastest growing segment of the state population. According to California
Department of Finance estimates, the Latino public-school population is projected to triple
in size between 1986 and 2006, while the non-Latino white population is projected to
decrease. Consequently, if student mobility can be problematic for both students and schools,
as previous research suggests, it is especially important to understand the nature of
mobility among the Latino population.
by Joseph Torres. Under a cloud of new affirmative-action turmoil in higher education, the
class of 2001 is arriving on campus -- but for Hispanics, the figures we've been reading in
the papers aren't the only story. Other numbers, fed by immigration and determination, add
up to brighter prospects for the nation's 32 million Latinos. As Latino students matriculate
and choose their majors, they can be found venturing into fields that not so long ago were
deemed out of reach. Degrees earned by Hispanics in just about every field are dramatically
increasing, according to a recent report by the American Council on Education.
by Wendy Schwartz. This digest describes strategies and programs specially designed to meet
the early education needs of Hispanic children, particularly those whose families suffer
from poverty. It also reviews efforts to recruit the children; to involve their parents in
activities that will enhance their children's learning; and to provide parents with literacy,
job, and other skills training, and a range of social services.
The strategies in this booklet aim at meeting the unique educational needs of Hispanic and
LEP students in the context of this emphasis on high standards and high achievement. The
strategies in this booklet reflect the priority the Department of Education places on the
education of Hispanic and LEP students and respond to the recommendations proposed by the
President's Advisory Commission, the Hispanic Dropout Project, and the Congressional
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by Flora Ida Ortiz. The Bureau of Census (1994) reports there are approximately 13
million U.S. citizens of Mexican descent. Over 30 percent reside in the South and over 45
percent in the West. The lives of Mexican American women, wherever they reside, are
affected profoundly by schooling, work, and family. This report shows the interdependence
of these factors; changes in one affect the others.
The final report of the Hispanic Dropout Project summarizes the project's findings, data,
and recommendations, based on its work nationwide. It addresses the role of the following
constituencies: students, parents and families, schools and school staff, local and state
policymakers, and institutions of higher education, including the research and development
establishment. For each constituency, the group presents typical comments advanced to
explain inaction, followed by evidence of inaction, distilled from the data of the Hispanic
Dropout Project and concrete illustrations from sites the project visited.
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A report to the President of the United States, the Nation, and the Secretary of Education,
United States Department of Education by the President's Advisory Commission on
Educational Excellence for Hispanic Americans. The report includes an analysis of the
current status of Hispanic American educational attainment, which is not optimistic, but, in
fact, devastating to both Hispanics and the nation. Hispanic American progress toward
achievement of the National Education Goals and other standards of educational
accomplishment is constrained by the persistent gap in educational attainment between
Hispanic Americans and other Americans, which is already intolerable.
by Daniel L. Roy. Summary of the findings of the Latino Ethnic Attitude Survey (LEAS). The
182 page report, titled Strangers in a Native Land: A Labyrinthine Map of Latino Identity,
dealt specifically with middle-class Latinos of all national origins in the United States. Using
the Latino Ethnic Attitude Survey, attention was focused on five related sets of issues. The
first set deals with how middle-class Latinos identify themselves, including any contextual
differences (self-identity). The second set includes whether their identity or ethnicity is an
issue at work, in their community, or in the larger society (a sense of place). The third set
considers their language preference. The fourth set looks at how generational differences
affect middle-class identity; and finally, the fifth set includes normal geodemographic
information related to gender, education, income levels, and zip code.
by Robert Rueda and Erminda Garcia. This study investigated teachers' belief systems or
mental models and everyday practices regarding the nature, function, and uses of assessment
with a special focus on reading with Latino language minority students. These mental models
can be seen as integrated systems of concepts, scripts, and scenes which function to lend
meaning to the action systems of classrooms.
by Anne Turnbaugh Lockwood and Walter G. Secada. The document contains six chapters. The
first, The Hispanic Dropout Problem and Recommendations for Its Solution, provides
statistics on the Hispanic dropout rate, and an overview of findings from the Hispanic
Dropout Project. Included are the probable reasons for the dropout problem and the best
methods of solving it. Chapters Two through Five describe the implementation of effective
programs for Hispanic youth in elementary and secondary schools. Cognitively Guided
Instruction (CGI) in mathematics, Helping One Student to Succeed (HOSTS), and Success for
All are presented among the successful models. The final chapter incorporates interviews
with four members of the Hispanic Dropout Project in a discussion of what leads to Hispanic
dropout and how to en sure a better future for the education of Hispanic students.
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By Joshua Fishman. Attitudes toward language-loss depend on your perspective. When a
language is lost, you might look at that from the perspective of the individual. Many
individuals suppressed their language and paid the price for it in one way or another. You
can also speak from the point of view of the culture lost. The culture has lost its language.
What is lost when the culture is so dislocated that it loses the language which is traditionally
associated with it? We can ask it from the national point of view. What is lost by the country
when the country loses its languages? This article focuses on language loss from only one of
these perspectives, the perspective of the culture. Because losing your language is,
technically, an issue in the relationship between language and culture. What is the
relationship between language and culture?