2016 Journal Articles

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

Erin Beck, Assistant Professor, Political Science

  • “Repopulating Development: An Agent-Based Approach to Studying Development Interventions.” 2016. World Development 80:19-32.

Lauren M. Cycyk, Assistant Professor, Communication Disorders and Sciences, COE

  • Sawyer, B., Cycyk, L.M., Sandilos, L., & Hammer, C.S. (2016, online). “So many books they don’t even fit on the bookshelf”: An examination of low-income mothers’ literacy practices, beliefs and influencing factors. Journal of Early Childhood Literacy.
    Abstract: Given the need to enhance the academic language and early literacy skills of young children from low-income homes and the importance of the home literacy environment in supporting children’s development, the purpose of this qualitative study was to better understand the home literacy environment of low-income African-American and Latino mothers of preschool children living in the United States. Specifically, research aims were to examine home literacy environment practices, beliefs and influential factors as well as to compare the home literacy environment of African-American and Latino, specifically Puerto Rican, families. Semi-structured interviews were conducted with 10 African-American and 10 Puerto Rican mothers. Data were analysed using the consensual qualitative research method. Twelve themes were identified: provision of educational materials, engagement with books, focus on print, implicit language opportunities, focus on other pre-academic skills, social interactions with books, influence of school, influence of other adults, parents’ reading interest/ability, child’s reading interest, parents’ commitment to child’s success and family stressors. Few differences emerged between African-American and Puerto Rican mothers. Implications for language and literacy intervention development are discussed.
  • Sawyer, B.E., Hammer, C.S., Cycyk, L.M., López, L., Blair, C., Sandilos, L., & Komaroff, E. (2016). Preschool teachers’ reported beliefs and observed practices with dual language learners. Bilingual Research Journal, 39, 35-49.
    Abstract: The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish-speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed.

Maria Fernanda Escallón, Assistant Professor, Anthropology

  • Book chapter: “The Formation of Heritage Elites: Talking Rights and Practicing Privileges in an Afro-Colombian Community,” in the book Heritage in Action: Making the Past in the Present (Springer, 2016; edited by Silverman, Helaine, Waterton, Emma, Watson, Steve)

Michael Hames-García, Professor, Ethnic Studies

  • “Are Prisons Tolerable?” Carceral Notebooks 12 (2016). http://www.thecarceral.org/journal-vol12.html
  • “When I Think of Pulse, I Think of Shakti” QED: A Journal in GLBTQ Worldmaking 3.3 (Fall 2016): 111-13.
  • “Foreword” to Lay Your Sleeping Head (a novel) by Michael Nava, (San Francisco: Kórima Press, 2016), xi-xiii.

Jessica Vasquez-Tokos

  • Vasquez-Tokos, Jessica, and Kathryn Norton-Smith. 2016. “Talking Back to Controlling Images:  Latinos’ Changing Responses to Racism over the Life Course.” Ethnic and Racial Studies:1-19.

David J. Vázquez, Associate Professor, English

  • “Toxicity and the Politics of Narration: Imagining Social and Environmental Justice in Salvador Plascencia’s The People of Paper” (forthcoming in Symbolism, 2017).

David Woken, Coordinator of Library Graduate Instruction; History and Latin American Studies Librarian, UO Libraries

  • Sonia de la Cruz, Stephanie Kayes, and David Woken, “Latino History is Oregon History: Preserving Oregon’s Latino Heritage through the Pineros y Campesinos Unidos del Noroeste Archive” in Roberto Delgadillo, ed. Who Are We Really? Latin American Family, Local and Micro-Regional Histories and Their Impact on Understanding Ourselves: Papers of the Fifty-Ninth Annual Meeting of the Seminar on the Acquisition of Latin American Library Materials (New Orleans: Seminar on the Acquisition of Latin American Library Materials, 2016), 58-71.

Kristin Yarris, Assistant Professor, International Studies

  • Yarris, Kristin E. and Nicolette J. Dent. 2016. “Gender, Inequality and Depo-Provera: Constraints on Reproductive Choice in Nicaragua.” Global Public Health.
  • Emily Mendenhall, Kristin Yarris, and Brandon A. Kohrt. 2016. “Utilization of Standardized Mental Health Assessments in Anthropological Research: Possibilities and Pitfalls.” Cult Med Psychiatry.


2017 Latino Roots Celebration


Center for Latino/a and Latin American Studies Gift Fund

Access the above link for giving to the Center for Latino/a and Latin American Studies Gift Fund. Online gifts may be made using the form available at this link; all gifts are processed by the University of Oregon Foundation, a nonprofit 501(c)(3) organization responsible for receiving and administering private donations to the University of Oregon.

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