BiblioVault - Books about Mexican American children

Alex and the Hobo

A Chicano Life and Story

By José Inez Taylor and James M. Taggart

University of Texas Press, 2003

When a ten-year-old boy befriends a mysterious hobo in his southern Colorado hometown in the early 1940s, he learns about evil in his community and takes his first steps toward manhood by attempting to protect his new friend from corrupt officials. Though a fictional story, Alex and the Hobo is written out of the life experiences of its author, José Inez (Joe) Taylor, and it realistically portrays a boy's coming-of-age as a Spanish-speaking man who must carve out an honorable place for himself in a class-stratified and Anglo-dominated society.

In this innovative ethnography, anthropologist James Taggart collaborates with Joe Taylor to explore how Alex and the Hobo sprang from Taylor's life experiences and how it presents an insider's view of Mexicano culture and its constructions of manhood. They frame the story (included in its entirety) with chapters that discuss how it encapsulates notions that Taylor learned from the Chicano movement, the farmworkers' union, his community, his father, his mother, and his religion. Taggart gives the ethnography a solid theoretical underpinning by discussing how the story and Taylor's account of how he created it represent an act of resistance to the class system that Taylor perceives as destroying his native culture.

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Border Brokers

Children of Mexican Immigrants Navigating U.S. Society, Laws, and Politics

Christina M. Getrich

University of Arizona Press, 2019

Some 16.6 million people nationwide live in mixed-status families, containing a combination of U.S. citizens, residents, and undocumented immigrants. U.S. immigration governance has become an almost daily news headline. Yet even in the absence of federal immigration reform over the last twenty years, existing policies and practices have already been profoundly impacting these family units.

Based on ethnographic fieldwork in San Diego over more than a decade, Border Brokers documents the continuing deleterious effects of U.S. immigration policies and enforcement practices on a group of now young adults and their families. In the first book-length longitudinal study of mixed-status families, Christina M. Getrich provides an on-the-ground portrayal of these young adults’ lives from their own perspectives and in their own words.

More importantly, Getrich identifies how these individuals have developed resiliency and agency beginning in their teens to improve circumstances for immigrant communities. Despite the significant constraints their families face, these children have emerged into adulthood as grounded and skilled brokers who effectively use their local knowledge bases, life skills honed in their families, and transborder competencies. Refuting the notion of their failure to assimilate, she highlights the mature, engaged citizenship they model as they transition to adulthood to be perhaps their most enduring contribution to creating a better U.S. society.

An accessible ethnography rooted in the everyday, this book portrays the complexity of life in the U.S.-Mexico borderlands. It offers important insights for anthropologists, educators, policy-makers, and activists working on immigration and social justice issues.

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Chicano Education in the Era of Segregation

Gilbert G. Gonzalez

University of North Texas Press, 2013

Raza Studies

The Public Option for Educational Revolution

Edited by Julio Cammarota and Augustine Romero; Foreword by David Stovall

University of Arizona Press, 2014

The well-known and controversial Mexican American studies (MAS) program in Arizona’s Tucson Unified School District set out to create an equitable and excellent educational experience for Latino students. Raza Studies: The Public Option for Educational Revolution offers the first comprehensive account of this progressive—indeed revolutionary—program by those who created it, implemented it, and have struggled to protect it.

Inspired by Paulo Freire’s vision for critical pedagogy and Chicano activists of the 1960s, the designers of the program believed their program would encourage academic achievement and engagement by Mexican American students. With chapters by leading scholars, this volume explains how the program used “critically compassionate intellectualism” to help students become “transformative intellectuals” who successfully worked to improve their level of academic achievement, as well as create social change in their schools and communities.

Despite its popularity and success inverting the achievement gap, in 2010 Arizona state legislators introduced and passed legislation with the intent of banning MAS or any similar curriculum in public schools. Raza Studies is a passionate defense of the program in the face of heated local and national attention. It recounts how one program dared to venture to a world of possibility, hope, and struggle, and offers compelling evidence of success for social justice education programs.

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Reading, Writing, and Revolution

Escuelitas and the Emergence of a Mexican American Identity in Texas

By Philis M. Barragán Goetz

University of Texas Press, 2020

2022 National Association for Chicana and Chicano Studies Book Award
Tejas Foco Non-fiction Book Award, National Association for Chicana and Chicano Studies
2021 Tejano Book Prize, Tejano Genealogy Society of Austin
2021 Jim Parish Award for Documentation and Publication of Local and Regional History, Webb County Heritage Foundation
2021 Runner-up, Ramirez Family Award for Most Significant Scholarly Book

The first book on the history of escuelitas, Reading, Writing, and Revolution examines the integral role these grassroots community schools played in shaping Mexican American identity.

Language has long functioned as a signifier of power in the United States. In Texas, as elsewhere in the Southwest, ethnic Mexicans’ relationship to education—including their enrollment in the Spanish-language community schools called escuelitas—served as a vehicle to negotiate that power. Situating the history of escuelitas within the contexts of modernization, progressivism, public education, the Mexican Revolution, and immigration, Reading, Writing, and Revolution traces how the proliferation and decline of these community schools helped shape Mexican American identity.

Philis M. Barragán Goetz argues that the history of escuelitas is not only a story of resistance in the face of Anglo hegemony but also a complex and nuanced chronicle of ethnic Mexican cultural negotiation. She shows how escuelitas emerged and thrived to meet a diverse set of unfulfilled needs, then dwindled as later generations of Mexican Americans campaigned for educational integration. Drawing on extensive archival, genealogical, and oral history research, Barragán Goetz unravels a forgotten narrative at the crossroads of language and education as well as race and identity.

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