Valley Interfaith and School Reform: Organizing for Power in South Texas

NOTES

NOTES  . Numerous recent studies have focused upon Mexican-origin Americans and recent Mexican immigration to the United States. The major works I have consulted include David Montejano, Anglos and Mexicans in the Making of Texas, – (Austin: University of Texas, ); Mario T. García, Mexican Americans: Leadership, Ideology , and Identity, – (New Haven: Yale University Press, ); Lawrence A. Herzog, Where North Meets South: Cities, Space, and Politics on the U.S.-Mexico Border (Austin: University of Texas Press, ); John R.Weeks and Roberto Ham-Chande, eds., Demographic Dynamics of the U.S.-Mexico Border (El Paso: Texas Western Press, ); Américo Paredes, Folklore and Culture on the Texas-Mexican Border (Austin: Center for Mexican American Studies, ); Peter Skerry, Mexican Americans: The Ambivalent Minority (New York: Free Press, ); Pierette Hondagenu-Sotelo, Gendered Transitions: Mexican Experiences of Immigration (Berkeley: University of California Press, ); Roberto M. De Anda, ed., Chicanas and Chicanos in Contemporary Society (Boston: Allyn and Bacon, ); David G. Gutiérrez, ed., Between Two Worlds: Mexican Immigrants in the United States (Wilmington, Del.: Scholarly Resources, ); Carlos G.Vélez-Ibáñez, Border Visions: Mexican Cultures of the Southwest United States (Tucson: University of Arizona Press, ); Frank D. Bean et al., At the Crossroads: Mexico and U.S. Immigration Policy (Lanham, Md.: Rowman and Littlefield, ); Marcelo M. Suárez-Orozco, ed., Crossings: Mexican Immigration in Interdisciplinary Perspectives (Cambridge: Harvard University Press, ); Roberto Suro, Strangers among Us: How Latino Immigration Is Transforming America (New York: Knopf, ). . Recent contributions on Mexican Americans and academic achievement include Concha Delgado-Gaitan, Literacy for Empower- ment: The Role of Parents in Children’s Education (Philadelphia: Falmer, ); Richard R.Valencia, ed., Chicano School Failure and Success: Research and Policy Agendas for the s (Philadelphia: Falmer, ); Olga A.Vasquez, Lucinda Pease-Alvarez, and Sheila M. Shannon, Pushing Boundaries: Language and Culture in a Mexicano Community (Cambridge: Cambridge University Press, ); Carola Suárez-Orozco and Marcelo Suárez-Orozco, Transformations: Immigration, Family Life, and Achievement Motivation among Latino Adolescents (Stanford : Stanford University Press, ); Harriett D. Romo and Toni Falbo, Latino High School Graduation: Defying the Odds (Austin: University of Texas Press, ); Guadalupe Valdés, Con Respeto: Bridging the Distances between Culturally Diverse Families and Schools (New York: Teachers College Press, ); Enrique Trueba, ‘‘The Education of Mexican Immigrant Children,’’ in Crossings, –; Marleen C. Pugach, On the Border of Opportunity: Education, Community, and Language at the U.S.-Mexico Line (Mahwah, N.J.: Lawrence Erlbaum, ); Guadalupe San Miguel Jr. and Richard R.Valencia, ‘‘From the Treaty of Guadalupe Hidalgo to Hopwood: The Educational Plight and Struggle of Mexican Americans in the Southwest,’’ Harvard Educational Review , no.  (): –; José F. Moreno, ed., The Elusive Quest for Equality:  Years of Chicano/Chicana Education (Cambridge: Harvard Educational Review, ); Angela Valenzuela, Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring (Albany: State University of New York Press, ). . Dennis Shirley, Community Organizing for Urban School Reform (Austin: University of Texas Press, ). See also Mary E. Driscoll , ‘‘Thinking like a Fish: The Implications of the Image of School Community for Connections between Parents and Schools,’’ in Transforming Schools, ed. Peter W. Cookson Jr. and Barbara Schneider (New York: Garland Publishing, ), –; James G. Cibulka, ‘‘Conclusion : Toward an Interpretation of School, Family, and Community Connections : Policy Challenges,’’ in Coordination among Schools, Families , and Communities: Prospects for Educational Reform, ed. James G. Cibulka and William J. Kritek (Albany: State University of New York Press, ), –; Gene I. Maeroff, ‘‘Altered Destinies: Making Life Better for Schoolchildren in Need,’’ Phi Delta Kappan , no.  (Feb. ): –. . On Americans’ falling confidence in public schools, see Jean Johnson et al., Assignment Incomplete: The Unfinished Business of Education Reform (New York: Public Agenda, ), . On the growing division between the rich and poor in the United States and declining levels of civic engagement, see Robert D. Putnam, Bowling Alone: The Collapse and Revival of American Community (New York: Simon and     – Schuster, ); Jean Bethke Elshtain, Democracy on Trial (New York: Basic, ); Keith Bradsher, ‘‘Gap in Wealth in U.S. Called Widest in West,’’ New York Times,  Apr. , and ‘‘Low Ranking for Poor American Children: U.S. Youth among Worst Off in Study of  Industrialized Nations,’’ New York Times,  Aug. ; David C. Johnson, ‘‘Gap between Rich and Poor Found Substantially Wider,’’ New York Times,  Sept. ; Theda Skocpol and Richard C. Leone, The Missing Middle: Working Families and the Future of American Social Policy (New York: W. W. Norton, ). . On the transformation of American public education through the use...