2015 Journal Articles

These journal articles published by UO faculty and graduate students are in keeping with the CLLAS mission statement.

Christopher Chávez, Assistant Professor, School of Journalism and Communication

  • Chávez, Christopher. 2015. “‘News with an accent’: Hispanic television and the re-negotiation of US Latino Speech”.  Communication and Critical/Cultural Studies_ (in production)
  • Chávez, Christopher and Sara Stroo. 2015. “ASPiRational: The black cable industry and the ideology of uplift”. Critical Studies in Media Communication.

Craig M. Kauffman, Assistant Professor, Department of Political Science

  • Craig M. Kauffman and Will Terry, “Pursuing Costly Reform: The Case of Ecuadorian Natural Resource Management,” Latin American Research Review, forthcoming.

Audrey Lucero, Assistant Professor, Department of Education Studies

  • “Who’s holding el marcador? Peer linguistic mediation gone awry in a dual language classroom,” Journal of Language, Identity, and Education,  June 2015. Abstract: Within dual language education programs, well-structured peer interactions can facilitate the learning of language and curricular content simultaneously. Research has found that even very young bilingual students can engage in peer linguistic mediation to help less proficient classmates participate in small group work. In this article, I analyze two academic discussions among emergent bilingual first graders in a Spanish-medium dual language classroom. This analysis demonstrates that, contrary to previous research, the language used by students did not facilitate learning. Rather, it foreclosed the possibility of effective communication across languages. Findings suggest that peer linguistic mediation is influenced by multiple factors and cannot be taken for granted. Questions are raised about the ways in which emergent bilingual students are grouped and the skills they need to successfully mediate their peers’ learning. Implications from these findings go beyond dual language education to apply to mainstream classrooms with minority language speakers in them.
  • “Dual Language Teachers’ Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development,” Bilingual Research Journal, April 2015. Abstract
    This article reports findings from a study that investigated the ways in which first grade dual language teachers drew on various resources to instructionally support academic language development among Spanish-English emergent bilingual students. Classroom observations, semi-structured interviews, and document collection were conducted over a period of one school year. Findings indicate that: 1) teachers had differential access to personal and environmental resource streams; 2) teachers drew on multiple, interactive resource streams; and 3) there were some tensions within resource streams. Findings have implications for the preparation of teachers who will work in increasingly linguistically diverse classrooms in which academic language is much needed.

Cecilia Enjuto Rangel, Associate Professor of Spanish, Romance Languages Department

  • “Weaving National and Gender Politics: A Transatlantic Reading of Rosalía de Castro and Julia de Burgos’s
    Poetic Projects,” CENTRO Journal of the Center of Puerto Rican Studies. Special Issue on Julia de Burgos. Ed.
    Lena Burgos. Vol. 26, No. 2, Fall 2014.Abstract: “Rosalía de Castro and Julia de Burgos are not usually read together. However, both Castro (1837-1885), a Galician poet from the nineteenth century, and Burgos (1914-1953), a Puerto Rican poet from the twentieth, became icons in their national literary pantheons. In this essay, I intend to read two of their books, Castro’s En las orillas del Sar (1884) and Burgos’s Poema en veinte surcos (1938), to discuss how these poets defy both hegemonic culture and gender roles in their own terms and within their respective historical and national contexts. Their poetic projects, rather than upholding a normative and homogenous vision of the patria, practice diverse forms of discursive resistance. Due to their status as mythical cultural icons, they have often been misunderstood until the last couple of decades, and I argue that a Transatlantic reading of their poetic
    projects stresses how their representations of gender can serve to both weave and undo the fabric of Galician and Puerto Rican nationalist discourses.”

Ellen Hawley McWhirter, Ann Swindells Professor in Counseling Psychology, Director of Training, Counseling Psychology Program

  • McWhirter, E.H., & McWhirter, B. T. (in press). Developing a measure of Latina/o adolescent critical consciousness. Journal of Career Assessment, 26(3).  DOI: 10.1177/1069072715599535  Abstract: Critical consciousness of inequity and racism may be a significant asset for Latina/Latino youth’s educational persistence and vocational development. This study describes the development and testing of a new measure of critical consciousness in two samples of Latina/Latino adolescents. Study 1 presents an exploratory factor analysis of the critical consciousness items in a sample of 476 Latina/Latino students from 65 high schools. Study 2 presents confirmatory factor analyses of the items in a separate sample of Latina/Latino students from 74 high schools for the English (n = 680) and Spanish (n = 190) versions of the measure. A two-factor structure (Critical Agency and Critical Behavior) provided a good fit to the data. Relationships between Critical Agency, Critical Behavior, and variables such as postsecondary education plans, vocational outcome expectations, engagement (in school, extracurricular activities, Spanish language, and helping others), and thoughts of dropping out provide initial evidence of construct validity. Strengths, limitations, and future directions are discussed.
  • Luginbuhl, P.J., McWhirter, E. H., McWhirter, B. T. (in press). Sociopolitical development, autonomous motivation, and education outcomes among low income Latina/o adolescents. Journal of Latina/o Psychology. Abstract: We test two models predicting school achievement and postsecondary expectations among 1,196 predominantly low income diverse high school students using the theoretical frameworks of self-determination theory and sociopolitical development theory. Measurement and structural models were tested in randomly divided calibration (n=597) and validation samples (n=599) prior to testing in the full sample. The model including sociopolitical development with self-determination theory provided the best fit to the data. Next, this model was tested in the subsample of the lowest income Latina/o students (n=391) and yielded a good fit to the data, accounting for 32% of the variance in academic achievement and 82% of the variance in educational outcome expectations. Sociopolitical development had direct and indirect effects on school achievement and educational outcome expectations for low income Latina/o students. These relationships were partially mediated by autonomous motivation, such that higher levels of sociopolitical development and autonomous motivation predicted greater school achievement and more positive postsecondary expectations.

Alaí Reyes-Santos, Associate Professor, Department of Ethnic Studies

  • Trans. Alaí Reyes-Santos and Liomarys Reyes-Santos.  Adames, Digna María. “Breaking Down the Boundaries that Appear to Make Us Enemies.” Forthcoming in SEMEIA Journal, Summer 2015. 
  • Book Reviews
    Maja Horn. Masculinity after Trujillo: The Politics of Gender in Dominican Literature. In The Black Scholar (Seattle, WA). Forthcoming 2015.
    Frank Graziano. Undocumented Dominican Migration (Austin: University of Texas Press, 2013). NWIG 89-1 & 2 (2015).

Jessica Vasquez, Associate Professor, Department of Sociology

  • Vasquez, Jessica M. 2015. “Disciplined Preferences: Explaining the (Re)Production of Latino Endogamy.” Social Problems, 62, 455–475. Abstract: While racial intermarriage is heralded as the last stage in integration processes, endogamy (intragroup marriage) is the overwhelming norm in the United States. What are the familial, dating, and community processes that produce endogamy? Drawing from 70 in-depth interviews with heterosexual Latinos concerning dating and marriage, this article reports that surveillance, punishment, and self-discipline harden racial boundaries and induce endogamy. Typically construed as highly personal, romantic preferences are, in fact, socially constructed and policed through family, peer, and community-level processes. “Third parties” such as family members, friends, and community members enforce intramarriage via advice, threats, censure, and violence. In turn, outsiders’ surveillance and punishment converts into self-discipline, which constrains romantic preferences and choices. To maintain social distance, both non-Hispanic whites and Latinos discipline their kin and their kin’s cross-racial romantic interests away from those who stand lower on the racial order. Latinos enjoy racial privilege relative to African Americans and preserve privilege by excluding blacks as romantic possibilities. Latino endogamy is a disciplined response to accumulated racial messages and racial boundary policing. Results show that racial communities are invested in perpetuating endogamy to preserve relative privilege and exert social pressures that largely support the contemporary racial hierarchy.
  • Vasquez, Jessica M. 2015. “Race Cognizance and Color-blindness: Effects of Latino/Non-Hispanic white intermarriage.” Du Bois Review: Social Science Research on Race.



Center for Latino/a and Latin American Studies Gift Fund

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