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Sueños Americanos Book Review
In Sueños Americanos: Barrio Youth Negotiating Social and Cultural Identities, Julio Cammarota studies Latina/o youth who live in El Pueblo, and talks about how Proposition 187, the anti-immigrant law, is affecting Latina/o youth in California (Cammarota, 2008, p. 3). In this book review, I will write about the two main points the author is trying to get across. The two main points I will be writing about are how Proposition 187 is affecting the Latina/o community, and about how Latina/o youth are copping in the El Pueblo barrio. Afterward I write about the two main points the author is trying to get across, I will write a brief description of the author and write about the author’s strengths and weaknesses.
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Proposition 187 is Affecting the Latina/o Community Many believe that Latinas/os “lack success in mainstream institutions” because they hold on to their old traditions and “resist assimilation” (Cammarota, 2008, p. 9). However, Cammarota argues against this theory, and states that California created hostile policies and laws, like Proposition 187, that hold back the Latina/o community (Cammarota, 2008, p. 9). Cammarota states that these aggressive policies and laws targeted and isolated the Latina/o community. Thus, created discrimination and hate toward the Latina/o community. Cammarota states that these policies and laws were a result of a political economy that denies Latina/o families livable wages, confines them to low-wage jobs, and denies them educational opportunities (Cammarota, 2008, p. 10). Therefore, Latinas/os do not “lack success in mainstream institutions” because they hold on to their old traditions (Cammarota, 2008, p. 9). Latinas/os “lack success in mainstream institutions” because of the hostile policies and laws aimed towards the Latina/o community (Cammarota, 2008, p. 9). How Latina/o Youth Cope in the El Pueblo Barrio Cammarota studied Latina/o youth, who lived in the barrio, El Pueblo, located on the California coast (Cammarota, 2008, p. 4). Most of the Latina/o youth that he studied had parents who were first-generation immigrants, born in Mexico (Cammarota, 2008, p. 4). Cammarota’s main objective of this study was to find out how Latina/o youth coped with economic and political hostility (Cammarota, 2008, p. 4). During this study, Cammarota found out that Latinas/os in El Pueblo were faced with an overwhelming amount of racism and discrimination. Cammarota wrote that after Proposition 187 was passed, there was an increase in police presence and harassment (Cammarota, 2008, p. 12). Cammarota states that the police “randomly and unreasonably pull over Latinas/os in their cars and check to verify that they have the appropriate documents” (Cammarota, 2008, p. 12). If they did not have their driver’s license with them, then the police would impound their car for thirty days (Cammarota, 2008, p. 13). After Cammarota finished conducting his study, he found that young Latinas/os creatively drew “…from a variety of cultural resources and strategies to maintain their dignity and positive sense of self” (Cammarota, 2008, p. 13). A Brief Description About the Author According to the Iowa State University website, Dr. Julio Cammarota received his Ph. D. in Social and Cultural Studies in Education from the University of California in 2001 (Cammarota, 2014, p. 1). Afterwards, according to the article New Iowa State Professor gets Latino Students Excited about Education, Cammarota spent 13 years teaching at the University of Arizona (Campbell, 2015, p. 1). While he was there, he wrote his first book in 2008 called Sueños Americanos: Barrio Youth Negotiating Social and Cultural Identities. In Sueños Americanos, Cammarota wrote about the discrimination and injustice that the Latina/o youth faced in California. However, a couple years after he published his first book, Arizona passed a bill banning Mexican American studies (Campbell, 2015, p. 1). As this controversial law was making headlines, Cammarota fought vigorously for the return of the Mexican American studies program. After intense scrutiny about the Arizona law, the case was sent back to the federal court to see if it was under violation of the Constitution (Campbell, 2015, p. 1). Today, that case is still being looked at to see if the law is unconstitutional, but Cammarota remains hopeful that the law will be lifted. Now, Cammarota is “…an associate professor of multicultural education at Iowa State University” (Cammarota, 2014, p. 1). He is a researcher, who focuses mainly on Latina/o youth and social justice (Cammarota, 2014, p. 1). He also researches about different ways schools can improve education for the marginalized youth (Cammarota, 2014, p. 1). How I Felt About the Author & This Book As I was reading Sueños Americanos: Barrio Youth Negotiating Social and Cultural Identities, I could not believe that an anti- immigrant law, like California’s Proposition 187, was passed in the contemporary era, and that there was still so much racism and discrimination going on in the United States. I believe that one of Julio Cammarota’s strengths in this book was retelling the personal experiences of Latinas/os, who lived in El Pueblo. For example, Cammarota interviewed Arturo Chavez, a resident in El Pueblo, about the increase in police harassment (Cammarota, 2008, p.
12). Then Cammarota retold Chavez’s story in his own words and made it come to life. That is why I believe that one of Cammarota’s biggest strengths in this book was retelling other people’s experiences.
After reading Sueños Americanos, I believe that Julio Cammarota is a great writer, who taught me something worthwhile. That being said, I could not find a weakness in his writing without being nitpicky. I thought he was an amazing writer, whose ideas were well developed and organized. Therefore, I do not believe he had any weakness in his writing.
All in all, Julio Cammarota was a great man, who was not afraid to question the law. He took a stand and wrote Sueños Americanos: Barrio Youth Negotiating Social and Cultural Identities, which was about how the Latina/o community delt with overwhelming racism and discrimination in California. Sueños Americanos not only gave a voice to the Latina/o community, but also encouraged more Latinas/os to go to school and get an education. Sueños Americanos is a wonderful book that tells how it is really like growing up in America being
Mexican.
Miguel Melendez’s book, “We Took the Streets” provides the reader with an insightful account into the activities of the Young Lords movement established in the latter years of the 1960s and remained active up until the early seventies. The book’s, which is essentially Melendez’s memoir, a recollection of the events, activities, and achievements of the Young Lords. The author effectively presents to the reader a fascinating account of the formation of the Young Lords which was a group of college students from Puerto Rico who came together in a bid to fight for some of the basic rights. As Melendez sums it up, “You either claim your history or lose authority over your future” (Melendez 23). The quote is in itself indicative of the book’s overall
Harvest of the Empire is a valuable tool to gaining a better understanding of Latinos. This book helps people understand how varied Latino’s in the United States are. The author also helped give insight as to how Americans reacts to differences within itself. It does this by giving a description of the struggles that every Latino immigrant faced entering the United States. These points of emphasis of the book were explained thoroughly in the identification of the key points, the explanation of the intersection of race, ethnicity, and class, in addition to the overall evaluation of the book.
This book was published in 1981 with an immense elaboration of media hype. This is a story of a young Mexican American who felt disgusted of being pointed out as a minority and was unhappy with affirmative action programs although he had gained advantages from them. He acknowledged the gap that was created between him and his parents as the penalty immigrants ought to pay to develop and grow into American culture. And he confessed that he got bewildered to see other Hispanic teachers and students determined to preserve their ethnicity and traditions by asking for such issues to be dealt with as departments of Chicano studies and minority literature classes. A lot of critics criticized him as a defector of his heritage, but there are a few who believed him to be a sober vote in opposition to the political intemperance of the 1960s and 1970s.
Islas, Arturo. From Migrant Souls. American Mosaic: Multicultural Readings in Context. Eds. Gabriele Rico, Barbara Roche and Sandra Mano. Boston: Houghton Mifflin Co. 1995. 483-491.
The essay compares the Mexican American struggle to the African American struggle and even points out how some Mexican Americans did not want to join in the fight the get legal protection for the fear of being on the same level as an African American 12[12]. The student’s essay recognizes that although Hernandez was clearly guilty his lawyer Gus Garcia was fighting for the over all civil rights of Mexican American people when it came to trial by jury. The article further
(134,219). The author and main character Rodriguez are one in the same person. At a young age Luis Rodriguez started writing about his life story which becomes a big feat for him because of not getting education in school, gang related problems, and being a leader in school for his fellow classmates. He clearly goes against a stereotype he faces which is Hispanics are illiterate by, writing a book despite getting without help in his circumstances and writing becoming very popular throughout the years. As a result of his hard work he put into his stories and poems, thanks to one of his teachers Mrs. Baez, the stories and poems were edited and sent to many literary contests.
In Lives in Limbo, Roberto G. Gonzales dissects the disastrous effects of US immigration policy on young Latina/os struggling in the often untouched, unnoticed, uncared for, American underbelly. Through a striking ethnography, Gonzalez examines 150 illuminating case-studies of young undocumented Latina/os, shedding light on their shared experience in the struggle for legitimacy in the United States - their lives, effectively, in limbo. He develops two major groups with which to classify the struggling youth: the college-goers, like Cesar, who received strong marks in high school and was able to land himself a spot within the UC system, and the early-exiters, like Silvia, who was unable to attend college, resigned to a paranoid life plagued
In the late nineteenth and early twentieth century the cultural and societal foundations were laid for the newly formed nations of the America. Both José Enrique Rodó and Jose Marti made large contributions to the development of Latin America through their literature. Both sought to improve and encourage the people of The America’s, however it is Jose Marti who truly succeeds in inspiring a national pride in his writing Our America.
His effective descriptions of his struggles in life contribute to the emotional tone of compassion, “I grew up here. This is my home. Yet even though I think of myself as an American and consider America my country, my country doesn’t think of me as one of its own” (Vargas) and excite in the reader his kind nature and convince the reader to accept and understand him well, as he says, “I convinced myself that if I worked enough, if I achieved enough, I would be rewarded with citizenship. I felt I could earn it” (Vargas). All of his words are very strong that can win the reader’s,
Mari and her family are in an unstable housing cycle, the family’s inability to afford their rent becomes clear and homelessness becomes one of the main points of Mari’s character. In addition to being a queer Latina, Mari belongs to a single-parent immigrant household and is dealing with an unsuccessful educational experience. Mari’s mother work long hours at a minimum wage job, and Mari feels a strong sense of responsibility to help financially. In Latino households, we are taught to place family above one’s self. The tradition of Latino teenagers hustling to help family stay above water is important. It
Gonzalez, Juan. Harvest of Empire a History of Latinos in America. New York: Penguin Putnam Inc, 2000.
Poems are forms of communication that give an applicable view of the past, present and future events. Reading the poem titled “America”, written by Richard Blanco brought me memories from my childhood in my parent’s house and also what is happening now in my house as a parent. The poem explains how one person doesn’t have all the knowledge about something. It also, describes the daily life struggles I experienced during my childhood, when my parent 's and I moved from our hometown to live in another town becuase of their work and it brings to light the conflict of cultures I and my children are going through since we moved to United State of America .
Chicanx is an idea that emphasizes self-determination; it is essentially a new way of thinking, which in turn reveals a higher sense of “ pride” and “confidence” to pursue a better quality of life. Menchaca’s discusses in “Recovering History, Constructing Race”, how race created a hierarchy among groups based upon skin color and culture. Which relates to what Du Bois mentions about ‘contradiction of double aims’, African Americans as well as Mexican Americans have been labeled as underrepresented groups that are faced with an impossible decision to choose between sticking to their culture or be accepted by American society. However, in the reading, “El Plan de Santa Barbara’s Manifesto” concentrates on the new identity in which Chicanx utilize praxis to ultimately abandon the objectionable image created by Anglo-Americans and create a positive imagine that will ultimately result in success of the Chicanx community. This reading examines an attempt to mend Du Bois’ ‘contradiction’ by highlighting the importance of higher education, social equity, and the ability to stay true to themselves while staying close to their respective communities.
Montoya, Margret E. "Masks and Identify," and "Masks and Resistance," in The Latino/a Condition: A Critical Reader New York: New York University Press, 1998.
Valenzuela, Angela. Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. Albany, N.Y.: State University of New York Press, 1999. Print.