Five Generations of a Mexican American Family in Los Angeles: The Fuentes StoryRowman & Littlefield Publishers, 2007 M04 9 - 198 pages Despite their citizenship and English monolingualism, Mexican Americans have long been known to remain largely working class, which, academically, has meant that they tend to be mostly high school graduates, with low rates of college attendance and completion. Attempting to understand this phenomenon, Five Generations of a Mexican American Family in Los Angeles chronicles the home, work and school lives of the author's multigenerational family throughout the twentieth century. Using oral histories of 33 members across five generations, the Fuentes story illuminates the interaction between race, ethnicity and class at home, in the labor market and in schools, which circumscribe the opportunity and resources (or lack thereof) for academic success. Generally, findings show that these factors work together to reproduce the family's social standing over generations. Equally important, the analysis reveals how the persistence and strength of the Fuentes' heritage cultural values (buena educaci-n and familism) have insulated them from the continued threat of racial discrimination and economic hardship in American life. The Fuentes story provides the reader with a keen view of the process by which Fuentes' moved from immigrants to ethnic Americans, and shows how they have gracefully survived the harsh and unpredictable nature of being of a racial minority and the working class. |
From inside the book
Results 1-5 of 36
Page 2
... teachers . In the early years , I never spoke out of turn , I completed my as- signments efficiently , and I kept to myself . As a result , teachers used me . as the behavioral example for other students - behavior that was fostered at ...
... teachers . In the early years , I never spoke out of turn , I completed my as- signments efficiently , and I kept to myself . As a result , teachers used me . as the behavioral example for other students - behavior that was fostered at ...
Page 3
... teaching me to read and write and to love aca- demic learning . For example , weekly spelling tests provided a ... Teachers held high standards and expected students to meet them , and most students responded with eagerness . At ...
... teaching me to read and write and to love aca- demic learning . For example , weekly spelling tests provided a ... Teachers held high standards and expected students to meet them , and most students responded with eagerness . At ...
Page 5
... Teachers did not teach but directed students ' attention to the assignment for the day , insisting students work individually and silently . With the slightest noise , teachers lectured us on responsibility , hard work , and discipline ...
... Teachers did not teach but directed students ' attention to the assignment for the day , insisting students work individually and silently . With the slightest noise , teachers lectured us on responsibility , hard work , and discipline ...
Page 7
... teacher who had taken special inter- est in me , I am almost certain my aspirations would never have been re- alized . Her name was Kaye Barnes , and she was the wife of my junior high band director , the school's college advisor , and ...
... teacher who had taken special inter- est in me , I am almost certain my aspirations would never have been re- alized . Her name was Kaye Barnes , and she was the wife of my junior high band director , the school's college advisor , and ...
Page 11
... teachers and other school personnel , gatekeeping by counselors , administrators , and teachers , and the challenge of contending with a " boring " curriculum ( Carter and Se- gura 1979 ; J. Moreno 1999 ; San Miguel and Valencia 1998 ) ...
... teachers and other school personnel , gatekeeping by counselors , administrators , and teachers , and the challenge of contending with a " boring " curriculum ( Carter and Se- gura 1979 ; J. Moreno 1999 ; San Miguel and Valencia 1998 ) ...
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Common terms and phrases
African Americans Anglo attended barrio brother buena educación Carlos Fuentes Chávez Chicano English Chicano movement chil child children's schooling claimed cohort counselor Cristian daughter despite Dora eleventh grade Elisa encouraged English Erica ethnic experienced family's father fifth-generation Florencia fourth-generation members Francis Fuentes children Fuentes family Fuentes home Fuentes members Fuentes parents Fuentes's Gerald grade graduate groups high school Hispanic homework Isabel Ivan junior high Katarina kids labor market language Latino families Latino students Laura learned literacy lives Los Angeles County Lydia Mario and Manuela married Mexican American families Mexican and Mexican Mexican immigrant middle-class mother Natalie Noemi older third-generation parental involvement participants percent race racial recalled responsibility role Samuel San Fernando Valley school experience second-generation Fuentes second-generation members siblings Simon sister social Spanish Spanish language story success teachers third-generation members Timothy tion tracks Valley wanted workers working-class younger Yvette