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N O T E S Preface 1. To ensure the privacy of the participants and their families, I have changed all names (including the names of schools). The name changes were selected to approximate participants’ names by gender and race/ethnicity. 2. Unless otherwise noted, I use quotation marks here and throughout this work to indicate that these are sentences, phrases, and words used by the participants in this work. 3. Throughout this book, I use “race/ethnicity” and “racial/ethnic” not to con- flate them or to assume that they are biological, cultural, or static categories but instead to acknowledge that they are two interrelated systems and social-political-economic-cultural constructs that influence life chances and perspectives. I use the panethnic categories “Asian American,” “Asian Pacific Islander,” “Latina/o,” “White,” “Black,” or “African American” to be inclusive . However, most of the students in this book identify as Asian, Mexican, or Mexican America, and many of the Asian students are children of Chinese and Korean immigrants. 4. The Mendez v. Westminster case resulted in the elimination of de jure segregation for Mexican students and was crucial in the passage of the 1954 U.S. Supreme Court decision that overturned the national practice of racial segregation in schools, Brown v. Board of Education (Gonzalez 1990). 5. All the research assistants are listed in the book’s acknowledgments. At any one time, I worked closely with one to six college students. 6. The differences involved with being 1.5 or second generation can be significant (see Danico 2004). Some of these experiences are considered in chapters 5 and 6. 7. At various stages of the project, Dianna Moreno, Laura Enriquez, Sandra Hamada, Mai Thai, Jenniffer Rojas, Francisco Covarrubias, and Markus Kessler all submitted thoughtful and detailed field notes. 290 N OT ES TO I N T R O D U CT I O N 8. As part of Chicana/os–Latinas/os and Education, a course that I teach, students Celia Camacho, Zoë Folger, Sarah Garrett, Alex Geonetta, Camille Shef- field, Charity Soto, and Jessica Villaseñor facilitated classes at SCHS on topics such as college, the fast food industry, and the prison industrial complex. 9. With the helpful assistance of Martina Ebert at Pomona College, I collaborated with two SCHS administrators and Pomona College colleagues María Tucker, Sergio Marin, and Sefa Aina to apply for a $400,000 grant from the W. K. Kellogg Foundation. I also worked with one SCHS administrator to apply for a much smaller grant through the American Sociological Association Spivack Community Action Research Initiative. More about these experiences are discussed in chapter 7. Introduction 1. As I have described in Learning from Latino Teachers (2007), my upbringing in an immigrant and biethnic family, schooling and work experiences, and critical feminist and ethnic studies approaches have shaped my vision of education. 2. Data accessed from http://www.ed-data.k12.ca.us. 3. At the same time that Mexicans have been recruited for their labor, they have faced rampant anti-Mexican policies including waves of deportations. During the Great Depression in the 1930s, nearly one million people of Mexican descent, including thousands of U.S.-born children, were deported and repatriated to Mexico (Balderrama and Rodríguez 1995). Under what was called Operation Wetback, similar deportation campaigns occurred during the post–Korean War recession where the Immigration and Naturalization Service (INS) deported two million Mexican immigrants and their Mexican American children (Acuña 1988). 4. The freeway bifurcated the area’s school district, and most students residing in the older working-class community to the north continued attending the high school on the other side of the freeway. 5. This act brought a gradual increase of Korean Americans to the area. Many Koreans migrated because of limited economic and social opportunities in South Korea, and they saw the United States as a means of mobility for themselves and their children (Lee 2002, 33). U.S. military, economic, political, and cultural connections in Korea are significant in shaping this migration (Min 2011). 6. The percentage of Mexican immigrants who are high school graduates is increasing . Likewise, years of education increase for second-generation Mexican Americans such that 89 percent have a high school diploma and 17 percent are college graduates (Brick, Challinor, and Rosenblum 2011). 7. The Los Angeles area has been the major point of destination for highly educated Taiwanese immigrants, and New York has been the preferred location for many...

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