Critical Perspectives on Latino Education in Massachusetts

Edited by Lorna Rivera and Melissa Colón

University of Massachusetts Press

In Massachusetts, the Latino population increased by 475 percent between 1980 and 2017, marking a dramatic growth. This diverse ethnic community of Puerto Ricans, Dominicans, Salvadoreans, Columbians, Brazilians, and more also contains a wide range of cultures, immigration and migration experiences, languages, and socio-political backgrounds. However, there are numerous commonalities involving education. Recent research at the Mauricio Gastón Institute for Latino Community Development and Policy reveals that Latino students in Massachusetts are more likely to attend public schools, in communities with significant academic achievement and opportunity gaps as well as other challenges, from food scarcity to higher rates of unemployment. At the same time, the state-wide shift to standards-based education has had a disproportionately negative impact on Latino students, who already feel the effects of politically motivated anti-immigrant policies and laws that limit bilingual education.

This collection of essays, from those working inside the classroom as well as researchers taking a broader look at policy, addresses the array of issues facing Latino students in Massachusetts. These perspectives paint a complex picture of the educational experience for Latinos, and offer expert suggestions for improving classrooms, school environments, and ultimate educational outcomes for an important growing demographic in the Commonwealth.

In addition to editors Lorna Rivera and Melissa Colón, this volume’s contributors include Almudena G. Abeyta, Nasteho Ali, Cristina Araujo Brinkerhoff, Michael Berardino, Alex Briesacher, Thomas Conroy, Judenie Dabe, Liya Escalera, Luis Enrique Esquivel, Deyja Enriquez, Isahiah Erilus, Nyal Fuentes, Jazmin Rubi Flete Gomez, Manuel Frau-Ramos, Kimberly A. S. Howard, Patricia Krueger-Henney, Steven Lue, Mary Jo Marion, Timothy E. Murphy, Cecilia Nardi, Laurie Occhipinti, Alexandra Oliver-Davila, Chong Myung Park, Angelica Rodriquez, Marta T. Rosa, Diana Santiago, Melissa Sargent, Ester Shapiro, V. Scott H. Solberg, Fabián Torres-Ardila, Ashley Torres Carrasquillo, Paul Trunfio, Carmen N. Veloria, and Heilam Xie.

Reviews
Editor

‘This new volume is valuable for the diversity it brings to its topic, with a mix of research methodologies; voices of academics and community members; varied generations of contributors; and the issues it addresses, including legal documentation, languages used in the classroom, and dis/abilities. It nicely builds on the historical work of the Gastón Institute.’—Ofelia Garcia, author of Bilingual Education in the 21st Century: A Global Perspective

‘This volume offers a series of strong, informative, and timely chapters on the state of Latino youth education in Massachusetts, ultimately making a well-rounded case for what changes should be made to improve the circumstances for Latino students within schools. The stories of educators and leaders who have navigated the complicated, frustrating, and often discriminatory blockades in Latino education offer insights into what it takes to keep going, and how to do things right.’—Michael Medina, Boston University’s Wheelock College of Education Human Development

Lorna Rivera is the Director of the Mauricio Gastón Institute for Latino Community Development and Public Policy, and Associate Professor in the Leadership in Education Department and Latino Studies Program at the University of Massachusetts Boston. She is the author of the award-winning book, Laboring to Learn: Women’s Literacy and Poverty in the Post-Welfare Era.

Melissa Colón is an assistant professor of Urban Education, Leadership, and Policy Studies at the University of Massachusetts Boston.  Before becoming a professor and researcher, she worked as a public school teacher, community organizer, and nonprofit leader, including serving as the Executive Director of Iniciativa: The Massachusetts Educational Initiative for Latino Students.

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