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The school-to-prison pipeline is a booming pipeline that is the cause for alarm. Increasingly, this pipeline includes more of Chicano males, and this dynamic is reflected in low rates of high school graduates going to college contrasted with the growing number of Chicanos in the juvenile justice and court systems. This study focuses on the impacts of the school-to-prison pipeline on Chicano students. Furthermore, utilizing a CRT and LatCrit framework, this study centers the experiential knowledge that Chicano students contribute to conceptualizing ways of disrupting the school-to-prison pipeline. Themes of this study include the following: (1) Chicano student experiences with the school-to-prison pipeline, (2) innovation of discipline policy and practice, and (3) effective alternative practices to a zero tolerance framework. Through this, Chicano students point to a praxis grounded in community to clear educational pathways and interrupt the school-to-prison pipeline.

This chapter contextualizes the experiences of Chicana academics of the affirmative-action generation within a framework of collective trauma. It draws from interviews of 17 Chicanas who attended UC Berkeley's doctoral programs between 1967 and 1979, an era characterized by strife and civil rights mobilizations in higher education. As members of a “political generation,” women who began their graduate schooling years during this period reported numerous conflicts negotiating the culture of their respective departments, working with faculty, and handling dynamics within their own Chicana/o support group. The chapter illustrates the ways in which Chicanas experienced and responded to cultural trauma induced by the challenge of entering the highly politicized environment of graduate school. For those women who entered the professoriate, their responses to cultural trauma are explored in the context of their roles as faculty and their significance as a “political generation.”

In this study, the authors investigated the academic and social experiences of first-generation undergraduate Latinx students who participated in a Latinx student-focused organization at a large, research-intensive, Predominately White Institution (PWI) in the Midwest. Our results revealed three major themes. First, participants considered the Latinx student organization to be a significant resource for their social integration into the university; however, it was less significant as an academic resource. Second, the participants recognized that while the university “tries” to promote diversity, they felt that the university could do more in promoting ethnic student groups and their interests across campus. Third, participants perceived that the university treats all Latinx students as one homogenous group, ignoring the diversity that exists between different Latinx groups. These themes suggest that efforts to make PWIs more diverse and inclusive may benefit from the formation and maintenance of minoritized ethnic student organizations. PWIs would also benefit by incorporating the diverse Latinx student perspectives into institutional diversity policy, and prioritizing higher-quality initiatives for greater visibility of Latinx student issues across campus. Moreover, programming that does not aggregate or homogenize Latinx identity, but embraces and values the multifaceted Latinx identities, would also benefit PWIs.

The purpose of this qualitative study was to determine how college-level minority student leaders make meaning of those leadership experiences. Semi-structured interviews were conducted with 12 students. Major findings noted a strong personal motivation to participate in student leadership positions. Further research on the impact of familial relationships on leadership development is recommended.

Predominantly White Institutions (PWIs) in the Pacific Northwest of the United States attempt to maintain a sufficient number of African Americans represented in the student population. This number should reflect the population of the state. African American students at the PWI face and conquer many nonacademic issues daily. This analysis of the African American Student Center (AASC) in the Pacific Northwest will examine the PWI support for Black students. Based on the information gathered from the students participating in the AASC, the PWI's support is limited and should increase. The support is apocryphal, but with time and progressive institutional effort, the AASC will continue to exist.

This paper presents a comparative analysis of artwork produced in the context of social movements waged by Mexicans and Chicanos (U.S. inhabitants of Mexican descent) during the two decades between the mid-1960s and the mid-1980s. Despite the fact that activists in these movements shared many elements of Mexican culture and history, were part of the same generation of radical social movements born in the 1960s, and experienced some significant interchange among movement participants from each side of the U.S.-Mexico border, an examination of movement art reveals significant differences in key elements of the movements’ collective identity and expression of political citizenship. Analysis of the artwork also highlights different aesthetic choices made by movement artists, particularly with regard to the deployment of formal elements associated with the “Mexican School” of art made famous by artists associated with the Mexican Revolution of the early 20th century. Variations in the representational strategies developed by movement artists reflect the distinct relationship of movement constituents in Mexico and the U.S. to each nation's prevailing regimes of accumulation and modes of regulation. The analysis is based on an examination of 374 pieces of art.

Possibly one of the greatest misconceptions about Chicano historiography is the view that published intellectual writings by Chicanos are of recent vintage, traceable only over several decades. This assumption is in part supported by the large and growing body of contemporary published materials by and about Chicanos, especially within the past 15 years.

This chapter will provide examples of how Chicano faculty teach and practice social justice in the U.S. college classroom, where subtle forms of racism operate through White privilege, and influence faculty credibility and authority. From a Latino Critical Theory (LatCrit) perspective, the authors address the question, What are the similarities and differences in classroom experiences of Chicano faculty in Predominately White Institutions (PWI) and Hispanic Serving Institutions (HSI)? In addressing this question, the authors will provide examples from their teaching experiences at both PWIs and HSIs, and how a Chicana/o-centered social justice perspective can help to mediate and overcome classroom challenges. The chapter will end with a discussion of how a social justice framework is necessary in college classrooms that are becoming increasingly diverse; and recommendations for how PWIs and HSIs can support Chicana/o faculty in endeavors to institutionalize a social justice framework in the college curriculum.