Translate

Showing posts with label subtractive cultural assimilation. Show all posts
Showing posts with label subtractive cultural assimilation. Show all posts

Wednesday, June 04, 2025

Gen-Z Latino-Americans are reclaiming their culture through language, By Emily Schutz | ABC News

Friends,

This ABC News piece by Emily Schutz beautifully captures a quiet but powerful cultural renaissance unfolding within Gen-Z Latino communities. The stories of Alex Del Dago and Mia Hernandez reflect a broader trend of reclamation—of language, heritage, and intergenerational connection—that is both personal and political. 

As someone deeply involved in education and community-based work, I see firsthand how language is not just a tool for communication but a vessel for identity, memory, and belonging. It’s especially moving to witness young people bridging the silences created by assimilation—not out of obligation, but out of love for their families, their roots, and themselves.

As a third-generation Mexican American/Tejana/Chicana, I carry my own story of linguistic loss. Hard as I tried, I know I missed so much with my Spanish-speaking grandfather, who was from the state of Guerrero, Mexico—something I regret deeply. But it wasn’t by choice. Like so many others in Texas and across the country, I was forced to assimilate through an English-only schooling system in my hometown of San Angelo, Texas.

This is still the norm, not the exception. And it wasn’t just about language—it was about identity. That painful erasure is what informed my book Subtractive Schooling, which is now marking its 25th anniversary.

Thankfully, I had a passive understanding of Spanish growing up—I could comprehend more than I could speak, an experience familiar to many in our community. Over time, with much effort, I regained enough fluency to hold meaningful conversations with my Mexican family. Still, I’ve never quite shaken that lingering sense of loss and longing. So I’m especially heartened to see young people reclaiming what was once taken. 

It's also what we're all about at Academia Cuauhtli, a Saturday school that I and others co-founded 11 years ago in order to honor and nurture children's identities, sense of self, and heritage. We do not teach the Spanish language; rather, we teach in the language. It's a school that I wish I could have attended as a young person.

Mia’s reminder is critical: reclaiming culture doesn’t require fluency or perfection. It requires intention, openness, and care. Whether through food, music, stories, or language—every act of connection is a quiet form of resistance against cultural erasure.

Gracias to Emily Schutz for highlighting this powerful resurgence.

—Angela Valenzuela

Gen-Z Latino-Americans are reclaiming their culture through language

Learning Spanish is bringing together the generations.

By Emily Schutz | ABC News


September 20, 2022, 3:16 PM


Alex Del Dago was in the seventh grade when he attended a Spanish class. It was the first time he was focused on learning his father’s native language. The class also served as the gateway for meaningful communication with his grandmother, who he calls abuela, who speaks only Spanish.

Del Dago’s abuela tells him that she’s glad he learned the language and that his ability to speak Spanish has improved their relationship.

“I knew that if I didn't put in the work or put in the practice to learn it, I may never be, never be able to actually have like a real substantial conversation with her,” Del Dago said.

Mia Hernandez is pictured at age four alongside her Abuela, who was born and raised in Cuba. At the time, Hernandez only knew how to say basic phrases in Spanish. 
Courtesy of Mia Hernandez

According to a 2017 report by the Pew Research Center, 11% of American adults with Hispanic ancestry do not identify as Hispanic. Similarly, while there is widespread support for the language among Hispanics, the more generations a family has been in the United States, the less likely they are to teach their children Spanish.

MORE: Why Spanish-language voting ballots are critical for democracy, advocates say


But some Gen-Z Latino-Americans like Del Dago are reclaiming their culture via language and learning it later in life.

From seventh grade through college, Del Dago studied Spanish through courses at school. His dad was born in Cuba and immigrated to the United States when he was 4 years old, along with his younger brother and parents. The family left Cuba during the Freedom Flights of the late 1960s and early 1970s.

Del Dago’s dad had a difficult time learning English without a program for non-native speakers and he didn’t feel like his son fit in with the other students in class, which influenced his decision to speak to Del Dago exclusively in English.

“At the time [my parents] decided it would be better just to raise me speaking English because they thought it would be easier for me to fit in and adjust and make friends quickly,” Del Dago said.

Del Dago’s experience is not unusual. With each generation, the number of Hispanic heritage parents who speak to their children in Spanish decreases. Seventy-one percent of U.S.-born second-generation Latino parents speak to their children in Spanish and fewer than half of all third- or higher-generation Latino parents do, according to the Pew Research Center.

“One of the main proponents of allowing children or creating more dual language programs is Dr. Kim Potoski, and she has found no evidence that just growing up in these bilingual settings will take away from your ability to speak English. On the contrary -- it helps you,” said Anel Brandl, a professor at Florida State University who teaches Spanish to students with Hispanic heritage.

Mia Hernandez celebrates her second birthday with her Abuela, and brother, Micheal.
Courtesy of Mia Hernandez

Mia Hernandez is a former student of Brandl’s and has a similar upbringing to Del Dago. Her dad is also from Cuba. Growing up, her parents worried that teaching her Spanish would hinder her ability to speak English, although Brandl says that recent research has disproven that.

Hernandez recently graduated from Florida State University with a minor in Spanish. Now she’s fluent in a language she barely spoke growing up.

“I feel a lot closer to my Cuban heritage now that I speak Spanish than before when I almost completely rejected it in favor of learning English so that I could fit in with my English-speaking American friends,” Hernandez said.Just like Del Dago, learning Spanish transformed her relationships with her family members.

“I think the difference has just been getting to know my grandmother a lot more and about her life growing up in Cuba,” Hernandez said.

Now, Hernandez is training to teach Spanish speakers abroad English, and Del Dago is getting his Ph.D. in art history, focusing on queer Latin artists. Both have worked to connect to their familial heritage through the power of language.

Alex Del Dago stands with his Abuela and father just before his high school graduation. At this point, he had taken four years of Spanish and was able to have substantial conversations with his Abuela, who was born and raised in Cuba. Courtesy of Alex Del Dago

Hernandez emphasized that you don’t need to speak Spanish in order to feel connected to your culture.

“I don't think that it's something that there should be any guilt or shame around not learning, but I think it's also up to us to figure out how to move forward, as Cuban Americans, deciding how we want to raise our children, and so whether we want to teach our children Spanish, we want to teach them about maybe the culture and the food,” she said.


Sunday, March 30, 2025

‘Evil and Cruel Intent’: Trump Demands Smithsonian Toe the Line and Do Its Part to Whitewash America’s Past—or Lose Funding As Outrage Mounts Over Attempt to ‘Erase History’

Friends:

I want to remind you that whitewashing the Smithsonian and other institutions is blatant censorship. And then calling it "divisive" is a deliberate attempt to silence historically marginalized voices and erase uncomfortable truths rather than engage in honest discourse about the past.

First, the reason these museums and exhibits exist to begin with, at least in part—if not in great part—is that our standard curriculum is already whitewashed. That's what my book, published 25 years ago, Subtractive Schooling (1999), critiqued as part of a larger systemic process of culturally and linguistically subtractive educational assimilation that is the norm, hardly the exception, in U.S. public education. 

Cultural and linguistic erasure is another way to express this.

Second, this illuminates how textbook bans and why deliberations over Texas state standards are so high stakes. They're about the reproduction of a critical consciousness in youth and practitioners. After all, greater inclusion in state curriculum is what we, as civil rights groups alongside various other coalitions and organizations, have advocated for, a number of us for decades. Right now, for example, is Christina Morales' social studies bill, House Bill 178, really needs a hearing.

Third, this attack exists because extremists don't want us, as Black, Brown, and Indigenous communities, to have power. They don't want us to have a curriculum that will tell our children and youth that there are people and institutions in world history who, in their drunkenness with power, commit horrible acts like censoring knowledge and erasing the histories of marginalized communities. 

They fear an education that empowers our children to think critically, to question injustice, and to recognize the patterns of oppression that have shaped the world. By controlling the narrative, they seek to maintain the status quo—one where ignorance prevails, and the voices of Black, Brown, and Indigenous communities are silenced. 

Fourth, we refuse to be erased. Our own history already tells us that we will continue to teach, to learn, and to fight for a future where truth is not a privilege but a right. To draw on Dr. Dolores Delgado-Bernal, we will always have those "pedagogies of the home" that correct sins of omission and commission in state curriculum with the actual truths of history. 

I know my Mom and Dad taught us about their own experiences under McCarthyism with lessons that called out white supremacy while watching the evening news, having conversations at church or around the dinner table that served as correctives to history and social studies textbooks intended to tell us our story with incomplete or biased accounts. My mom always said she knew better than the textbooks because "I lived it," she would say. She could not be gaslighted.

I'm also always reminiscent of the late Gloria AnzaldĂșa who in her pathbreaking book, Borderlands/La Frontera: The New Mestiza, stated correctly that there isn't a Tejana or Tejano alive who doesn't know that the lands were taken from them. She nailed it with that statement. It's in our genetic memory.

Here is another similar article to the one posted below that is about this censoriousness that I'm calling out. Trump Moves to Rewrite Black History at Smithsonian, Targets African American Museum and DEI in New Order

May cool heads prevail. This has happened before in U.S. history. Elections are a real solution to all this nonsense, by the way. Midterms are scheduled for November 2026 and involve every single seat in the U.S. House of Representatives and one-third or so of the Senate. We must get the vote out.

-Angela Valenzuela

‘Evil and Cruel Intent’: Trump Demands Smithsonian Toe the Line and Do Its Part to Whitewash America’s Past—or Lose Funding As Outrage Mounts Over Attempt to ‘Erase History’

By Christian Boone | Atlanta Black Star | March 28, 2025

President Donald Trump has claimed to have “saved free speech” and he’s issued an executive order empowering Vice President JD Vance to “eliminate improper, divisive, or anti-American ideology” from the 21 museums and learning centers operated by the Smithsonian Institution, including the National Zoo.

Vance, who currently serves on the Smithsonian Institution’s Board of Regent, will coordinate with the White House budget office to ensure future funding isn’t spent on programs that “degrade shared American values, divide Americans based on race, or promote programs or ideologies inconsistent with federal law and policy.”

Republican presidential nominee, former President Donald Trump holds a campaign rally at the PPG Paints Arena on November 04, 2024 in Pittsburgh, Pennsylvania. With one day left before the general election, Trump is campaigning for re-election in the battleground states of North Carolina, Pennsylvania and Michigan. (Photo by Chip Somodevilla/Getty Images)


The order could have a chilling effect on programs or exhibits that chronicle shameful chapters in American history, such as slavery or Jim Crow laws.

Trump addressed what he called a “concerted and widespread” effort over the past decade to rewrite American history by replacing “objective facts” with a “distorted narrative driven by ideology rather than truth,” adding that it casts the “founding principles” of the United States in a “negative light.”

During his re-election campaign, Trump threatened to withhold funding from schools that taught slavery was central to American history. The president’s pledge closely aligns with the stated goals of Project 2025, the right-wing policy document that Trump disavowed on the campaign trail but has widely implemented since reassuming power.

In his latest order, the president has specially targeted the National Museum of African American History and Culture, which opened in 2016 as President Barack Obama was concluding his second term.

Trump says the museum promotes “divisive narratives,” alleging the museum “has proclaimed that ‘hard work,’ ‘individualism,’ and ‘the nuclear family” are aspects of ‘White culture.'”

Trump has also put the spotlight on the Women’s History Museum, which he claimed planned to recognize “men as women.”

Trump had made no secret of his attempt to reshape the country’s culture, which he says has been corrupted by “wokeness.” He’s signed a slew of executive orders aimed at eliminating diversity, equity and inclusion measures within the federal government, which has elicited a number of legal challenges.

The president has already fired the board of the John F Kennedy Center for the Performing Arts in Washington, D.C., and installed himself as chairman. The move led to widespread criticism from actors and directors, causing several to cancel upcoming performances. Since then, Trump-friendly acts, like the J6 chorus and Lee Greenwood, have been booked in their place.

The president’s acolytes have also pushed to implement similarly themed, MAGA-friendly materials into public schools. In Oklahoma, teachers are encouraged to use content created by PragerU, founded by conservative radio host Dennis Prager and funded by right-wing donors. PragerU has more than 3 million subscribers on YouTube and calls itself “a free alternative to the dominant left-wing ideology in culture, media, and education.”

America’s troubled racial history is de-emphasized, if not whitewashed, in the PragerU curriculum.

According to Yahoo! News, a PragerU video features an animated Frederick Douglass calling slavery “a compromise” while criticizing abolitionist William Lloyd Garrison for being too strident. Another PragerU video, about the end of the Civil War, has Ulysses S. Grant complimenting Confederate general Robert E. Lee, calling him “a good man” who just happened to be caught on the opposite side.

In the “Restoring Truth and Sanity to American History” order, Trump has called for the interior secretary to restore federal properties, including parks, memorials and statues, which “have been improperly removed or changed in the last five years to perpetuate a false revision of history.” In most cases, the names or statues removed were of Confederate generals.

Recasting troubled times in a more positive light is at the heart of Trump’s agenda, which he said aims to promote “American greatness.” Vance will join the Smithsonian Board of Regents and to spearhead the purge. The Smithsonian museums offer free entry to up to 30 million visitors each year.

The blowback to Trump’s plan has been swift and hostile.

One volunteer at the NMAAHC noted that the museum helps people trace their genealogy back to slavery.

“The rest of the museum talks about the slave trade, slavery & Civil Rights,” he wrote on X. “Let that f****** piece of s*** try to change that.”

Another former volunteer wrote, “Sometimes history is hard and painful, but needs to be seen and heard so it’s not repeated and that is not anti-American as he claims.”

One critic described the order as “a direct attack,” while another pointed out that Trump’s order is “an attempt to erase history.” Another added, “Evil and cruel intent, always smh.”

“First Trump removes any reference of diversity from the present — now he’s trying to remove it from our history,” Texas congresswoman Jasmine Crockett wrote on X. “Let me be PERFECTLY clear— you cannot erase our past and you cannot stop us from fulfilling our future.”

Friday, December 20, 2024

25th Anniversary of "Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring," by Angela Valenzuela, Ph.D.

Friends,

Before the end of 2024, I want to highlight that this year marks the 25th anniversary of my award-winning book, Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring, published by the State University of New York Press. 

My book was honored with several prestigious awards, including the 2000 Outstanding Book Award from the American Educational Research Association, the 2001 Critics' Choice Award from the American Educational Studies Association, and an Honorable Mention for the 2000 Gustavus Myers Outstanding Book Award.

I'm pleased to know that teachers and university professors are continuing to use this text in K-12 schools and college classrooms and that it continues to be a source of transformation for those who read it.

It is selling as strongly as ever, indicating that the dynamics I captured 25 years ago remain highly relevant today. It is also useful to researchers who want to understand differences in what I term, "subtractive acculturation assimilation," or "acculturation," with empirical findings on perceptions of schooling that distinguish immigrants from non-immigrant, regular-track youth in a Houston, Texas, high school where I conducted my case study research. 

I have presented my text throughout the country—too many to name—and without exception, it opens a window to understanding regardless of context. 

Thanks to Dr. Christine Sleeter who back in 1999, allowed my book to appear in her SUNY series, The Social Context of Education where she served as series editor, as well as for her writing of the book's foreword. She and I are great friends and colleagues today. Thanks, as well to Bill Ayers, Jonathan Kozol, the late Nel Noddings, and the late Henry Trueba for their strong, beautiful endorsements at such a critical point in my career.

I am humbled by all it took for me to bring this text to life, paralleling, as it were, with the births and early childhoods of our two daughters, Clara and Luz, and with Emilio's own challenges on the tenure track while teaching at the University of Houston. The late Dr. Linda McNeil was also pivotal to mine, and the book's success. Ok, I'm getting teary-eyed here. I need to post before the year ends!

Thanks for considering this for your classroom. Credible accounts that illuminate the dynamics of schooling that marginalize far too many of our youth remain necessary. Make Subtractive Schooling a holiday gift for someone you care for and love. đŸ©·

-Angela Valenzuela

SUNY Press Description

Subtractive Schooling provides a framework for understanding the patterns of immigrant achievement and U. S.-born underachievement frequently noted in the literature and observed by the author in her ethnographic account of regular-track youth attending a comprehensive, virtually all-Mexican, inner-city high school in Houston. Valenzuela argues that schools subtract resources from youth in two major ways: firstly by dismissing their definition of education and secondly, through assimilationist policies and practices that minimize their culture and language. A key consequence is the erosion of students' social capital evident in the absence of academically oriented networks among acculturated, U. S.-born youth.

Saturday, January 13, 2024

Unspoken fears: S.A.’s decline in Spanish speakers stirs community concerns

This is a very important piece on the vitality of the Spanish language in Texas. The rate of alleged "Spanish-language loss" is held up to scrutiny with not all agreeing whether this is reality or a measurement error. Another interpretation is compositional, meaning that it's not so much that Spanish is on the decline, but rather that places like San Antonio and perhaps Austin are increasingly comprised of third-generation Latinas/os that are less likely to speak Spanish. This maps on to the fact of growing cities that bring in increased numbers of non-Spanish speaking individuals. 

Still, others don't believe the numbers, saying that they're sensing a high demand, for instance, in San Antonio ISD, for dual language programs. I sense the same here in Austin, as well. Of clear concern for all is the real possibility of any decline in the aggregate, especially considering the importance of Spanish as a state and world language.

Regardless of data and interpretation, this is a historic problem that connects not just to prior legal prohibitions toward the Speaking of Spanish in our state, but also to existing structural dynamics with education policy itself—outside of dual language programs—not sufficiently supportive of fully-vested bilingualism and biliteracy. In my own work (Valenzuela, 1999), I term this "subtractive schooling," where schools are more about taking away one's fluency and culture than they are about adding and expanding upon these from an asset-based perspective. 

These concerns are felt personally, often accompanied with a great deal of anguish. It is a significant loss for children not to be able to communicate with their grandparents. It's also frequently humiliating when people expect you to speak Spanish simply because you're brown despite a long history of language oppression in our state and nation that continues into the present.

These concerns are what motivated us to start our Saturday school, Academia Cuauhtli here in Texas back in 2013. We are entering our tenth year of existence and know that we are making a dent in Austin, Texas, by encouraging a love of Spanish, beginning with a pedagogy anchored in children loving themselves and the multiple identities that they possess.

As a Mexican American/Latinx/o civil rights community, we have fought long and hard for our right to our bilingualism, and biculturalism. From our perspective, it's less about economic gain, and more about the wealth of our identities and pushing back against the self that so many of our schools reject. It's our God-given right. 

In fact, we should be expanding this agenda to include, as well, Indigenous tongues, especially considering the more recent waves of immigration from the Americas comprised of individuals that speak their natal tongues, many of whom are trilingual but reduced to being "Mexican," "Central American," or "South American" in society with little to no sensitivity to the cultural and linguistic wealth that they bring. Incidentally, this is not just a Texas or U.S. problem, but a hemispheric and global one, as well.

While our work is far from over, the possibilities are plentiful. At least we all cohere on the idea that language and culture are what make us interesting and strong. Indeed, bilingualism, multilingualism, and multiculturalism are our superpowers!

-Angela Valenzuela

Reference

Valenzuela, A. (1999). Subtractive schooling: US-Mexican youth and the politics of caring. NY: State University of New York Press.


The percentage of people who speak Spanish is dropping. That may have real cultural and economic impacts on the city, local leaders say.

By Liz TeitzRicardo DelgadoLibby Seline,Staff writersDec 28, 2023



Students at Washington Irving Dual Language Academy cheer for Principal Mayra Gutierrez-Ibarra on Dec. 14, thanking her for implementing a "pajamas day" for students. The school is part of San Antonio Independent School District, which is seeing increased demand for dual language programs that teach students core subjects like math and reading in both English and Spanish. Josie Norris, San Antonio Express-News

Like many bilingual children, Alicia Reyes-BarriĂ©ntez lived in two worlds.

At church and at home, she spoke Spanish, her Mexican mother’s native tongue. But the rest of her world in Texas demanded English.

“I knew that I needed to talk like the white kids to be respected by my white teachers,” said Reyes-BarriĂ©ntez, who grew up in Laredo. “It’s not that I didn’t want to be Mexican. I just wanted the privilege of being white, the privilege of being in the dominant group.”


But Reyes-BarriĂ©ntez always felt pride in being bilingual, saying it was second nature to her and her two siblings. Now raising two kids of her own in San Antonio, she wants them to learn both languages, too. 

“One of the priorities in raising our children has been for them to also be fully bilingual and bicultural,” she said.

But it hasn’t been an easy journey for the political science professor and her husband, who speaks some Spanish but isn’t as fluent. When she speaks to her 10-year-old daughter and 4-year-old son in Spanish, they can understand her, but they have more trouble speaking it themselves, she said. 

“I imagined that my children would be completely fluent by now,” she said. “They’re not, which is disheartening.” 

Reyes-BarriĂ©ntez wants to make sure her children aren’t part of a trend in the San Antonio area: A dip in the percentage of residents who speak Spanish. 

Data from the U.S. Census Bureau show that as the San Antonio metro area grows, the percentage of residents who speak Spanish is going down.

It’s a troubling trend for many in San Antonio, a place where Spanish language and Hispanic culture run deep, tracing back to the city’s roots as part of the Spanish empire, then part of Mexico, as well as its proximity to Latin America. Community leaders and academic experts say the shift raises questions about the region’s culture and future, and also has the potential to be a drag on the region’s economy.

“Not teaching Spanish is always a loss,” said Alfredo Avalos, coordinator for community and culture at the Universidad Nacional Autonoma de Mexico’s San Antonio branch. “Opportunities can be lost, along with culture.”

Across all age groups

According to data from the U.S. Census Bureau, the percentage of Spanish speakers in the San Antonio-New Braunfels metropolitan area is gradually falling, though it remains the highest among similar-sized cities.

Between 2018 and 2022, 30.8% of people in the metro area over the age of 5 spoke Spanish at home. That was down from just over 33% between 2013 and 2017. That’s according to the American Community Survey, which is conducted by the Census Bureau in five-year intervals. The data show the continuation of a decline that’s been observed for the past decade: in 2012, more than 35% of metro area residents spoke Spanish. 

About 13% of people in the United States speak Spanish, while about 29% of Texans speak the language, according to the most recent Census Bureau data. 

San Antonio’s 2.45 percentage point drop in the share of Spanish speakers was the largest among U.S. metro areas with 2.25 million to 2.85 million residents. The next-largest drop was Austin, which saw a 1.59 percentage point decline.

In the San Antonio area, the largest decline was among residents age 18 to 64, where the percentage of Spanish speakers fell from 35.6% in 2017 to 32.8% in 2022. Among children ages 5 to 17, the share that speaks Spanish fell from 23.3% in 2017 to 20.7% in 2022. In the 65 and older age group, the share of Spanish speakers fell by 1.2 percentage points. 

Not everyone trusts the data: Graciela SĂĄnchez, executive director of San Antonio nonprofit Esperanza Peace and Justice Center, questions the census numbers. Spanish speakers might not have wanted to respond or identify themselves, she said, and she said she thinks the coronavirus pandemic had an effect on responses. The Hispanic or Latino population was undercounted by 4.99%, according to the Census Bureau. 

“I’ve never spoken more Spanish in the community,” SĂĄnchez said, especially compared with 20 years ago, when it seemed like fewer people, and young people in particular, were speaking it. She said she’s also seeing more people demand access to Spanish translators in places like San Antonio City Hall and hospitals, so they can communicate in the language they’re most comfortable in, she said.

The census data show the size of the decline has varied around the region. Within San Antonio city limits, the percentage of Spanish speakers fell by about 2.2 percentage points, and in New Braunfels, it declined by about 1.4 percentage points. In some parts of the metro area, however, the percentage increased: in Schertz, for example, the percentage of the population that speaks Spanish at home increased from about 11% in 2017 to more than 17% in 2022, and in Helotes, it increased from about 10% to about 14%. 

Demographic changes


Friday, July 15, 2022

Democrats Still Have a Latinx Blind Spot: Understanding Far-Right Republican Mayra Flores' recent Congressional Victory

This thoughtful piece by Xochitl Gonzalez writing in this week's Atlantic, helps illustrate how race and ethnicity are social constructions. That is, these are historically produced in the context of, and in response to, social, political, economic, and cultural forces, resulting in a high level of complexity in relation to identity that Gonzalez identifies as problematic in the context of South Texas' conservative, far-right Republican Mayra Flores' recent election to Congress. 

Gonzalez raises the question of whether a "Latinx" or "Latino" electorate actually exists—even to the point of suggesting that there may be no "Latino vote," much less a "Latinx vote" in light of not only our diversity as a Latino community writ large, but also by a potentially false centering of it in places like South Texas where the electoral dynamics don't align.

My short answer to this question of whether a "Latino electorate" exists is that it does and it doesn't. 

It does to the extent that being "Latino," "Hispanic," "Latina," or "Latinx" correlates to such things as consumer and political behavior, as well as to language and cultural practices. A shared experience of subordination also promotes a sense of "we-ness."

It doesn't in the sense that ethnicity is also "situational," meaning that how one describes oneself varies by context. In spaces like a college campus or highly diverse urban contexts, it's easy to adopt pan-ethnic labels like "Latino," "Hispanic," "Latina," or "Latinx." It's further encouraged when one is in an ethnically mixed group of "Latinas" or "Latinos," consisting of Puerto Ricans, Mexicans, Cubans, Salvadoreans, and so on. However fraught (e.g., "Latinx"), pan-ethnic labels are inclusive terms that can easily straddle political party identification and views.

To be sure, pan-ethnic labels and identities can be different from how one regularly identifies or how one experiences or "feels" one's identity, including in instances like South Texas where race and ethnicity may be less salient than say, class, gender, sexual orientation, or generational status (immigrant or non-immigrant)—that can themselves also function intersectionally, or in tandem, while shifting in salience—at different times depending on context.

Many are quick to decry overarching labels and even question their validity, but for those situationally choosing such labels, this can facilitate navigating across diverse contexts and promote inter-ethnic solidarity. Without a doubt, these constructions are so powerful that they do have implications for how our multiple identities get formed and evolve over time.

But what about contexts like South Texas that are more homogeneous—in this case, "Mexican" or "Mexican American?" Clearly, ethnicity is experienced differently. The "other," isn't a white person, but rather an immigrant, foreigner, or outsider who may be viewed either in a competitive manner or with disdain, as Congresswoman Flores' winning rhetoric displays (e.g., read this New York Times piece titled, "The G.O.P.’s ‘Wildest Dream.")

Moreover, when everybody around you in South Texas is "Mexican," including all the candidates running for office, Gonzalez is correct to conclude that given the uniqueness of this context, a "blanket Latinx Outreach Strategy isn’t going to win over the Hispanic voter." Instead, an approach that is more situated in the lived experiences of the community holds much greater promise.

I don't think most South Texans are anti-immigrant, but many can be manipulated to be so with schools that don't teach that we didn't cross the border, but that the border crossed us instead. It's perhaps more probable that it's mostly not taught. Errors of omission in curriculum and pedagogy leave wide, gaping holes in knowledge and interpretation. And this is exactly what we're seeing—a filling in of that conceptual gap with a pernicious and harmful ideology.

For those with ill will, it's so convenient. The anti-immigrant, white supremacist trope of the "invading immigrant" who is "taking our jobs" maps onto fears about the economy, giving folks in South Texas and beyond a false sense of entitlement that translates into the scapegoating of so-called "immigrants" whose ancestors inhabited this continent before there ever was a border or a place called "Texas" or the "United States." 

This leaves the question of how to address Congresswoman Myra Flores' conservative views toward immigrants and immigration—especially considering that she herself is a Mexican immigrant? Clearly, she was either not educated or miseducated about the history of the border and her own people in San Benito High School that she attended upon migrating across the border to the U.S. What happened—or what didn't happen—when she thereafter went to South Texas CollegeProbably the exact same thing since our higher education institutions are also assimilationist and Eurocentric. 

It's amazing that any of us hold on to our languages and cultural integrity. And yet many of us do. In defense of our own humanity, we resist in the service of social justice.

This is not at all an insult but rather a statement of the status quo of our assimilationist education system that does not want us as Mexicans or Latinos to hold onto our identities. However, if we do manage to do so, the "next best thing" is for us to think negatively about them, where we unknowingly internalize and accept as truth the dominant views held toward minority (or minoritized) people, ourselves included.

All told, it's positive to have an expansive, open view of race and ethnicity precisely because this fosters an awareness of, and appreciation for, difference that welcomes curiosity, acceptance, and peaceful relationships. How can we be open to others if we are not first open to our own identities and selves?

Yes, Democrats absolutely do have a "Latinx Blind Spot." The first step in fixing this is to acknowledge how they, too, have been complicit in the creation of a system—especially an educational system—that engineered this from the get-go. This is exactly why we struggle for Ethnic Studies, including Mexican American Studies, alongside culturally relevant and sustaining curriculum and pedagogy in our schools. 

We have a human right to our ethnicity. All people do. 

Without such grounding, vacuums in identity exist that can and do get exploited—in this case, by the Republican party that's winning big on an ongoing political project of invisiblizing and eviscerating Latino culture and identity. Not that this project is ever fully realized, but rather that we are always positioned in vexed relation to the dominant culture that's pushing this. In short, this is actually not a "minority people's problem," but rather, a "white people's problem."

This project has definitely been a force in our history as Latina/o/x peoples, making many in our community vulnerable to rhetoric and ideologies that betray their origins and resonate with their fears—when there really is nothing to fear at all except fear itself, as John F. Kennedy once said.

Let's support the teaching of Ethnic Studies in our schools. Let's also continue challenging the attack on Critical Race Theory and our teaching of the truths of history. Let's widen the circle of citizenship so that all can benefit from the wealth and riches of our communities and country. 

Let's also vote this extremist Republican leadership out of power—and get reconciled to one another and the planet so that our children, grandchildren and great-grandchildren not only heal from the historic trauma of assimilation, but most importantly, love themselves. This will help them to also love the socially constructed "other," nurturing ways of knowing and being in the world where no one is scapegoated, "othered," or treated as "less than." 

Love is the answer. It always has been and will always be. It begins with us loving ourselves so that instead of hostility and division, we can engineer peace and prosperity.

SĂ­ se puede! Yes we can! 

-Angela Valenzuela

#EthnicStudiesNow

Democrats Still Have a Latinx Blind Spot

The victory of the ultraconservative congresswoman Mayra Flores in South Texas shows what Democratic campaigns are doing wrong.

By Xochitl Gonzalez | July 12, 2022 | The Atlantic


Congresswoman Mayra Flores of Texas, with her family, after being sworn into Congress. (Brandon Bell / Getty)

Several years ago, shortly before the 2016 elections, I was having a drink with an acquaintance of mine, another Latino Brown alumni, who we’ll call Mando Gonzalez. Other than our last names and our Brown degrees, Mando and I don’t have much in common, but we hit it off at an alumni function and went on to get the occasional drink or coffee when we find ourselves in the same city. When the conversation turned to the election and how much Hillary Clinton needed the Latino vote, Mando said something that I found nearly blasphemous at the time, but that I’ve pondered since. I paraphrase, but he said: “There is no Latino vote; Latino identity is an invention of academia.”

His point, as he further explained, was that Latino-ness is something your kids “catch” when they go to college, like feminism. And not just any kind of college, but a predominantly white institution. Had Mando, the son of Mexican immigrants who was reared in a Spanish-speaking Los Angeles household, gone to, say, UCLA—a school with a 21 percent Hispanic population (about 6,600 students), and whose Chicano-studies program is nearly 20 years old—he would have likely emerged with a different worldview. Surrounded by so many other Hispanics of similar backgrounds, he argued, he likely would have just considered himself Mexican American. Mando felt that having the rarified experience of being part of a pan-ethnic Hispanic minority at a predominantly white institution is what gave the term Latino emotional and intellectual resonance. (To help paint a picture, Brown—by no means an outlier among the Ivies—boasts a 10 percent Latino enrollment rate, which is about 1,000 students. This number includes students from every Latino ethnic and geographic background that the U.S. has to offer.)

I found myself thinking of Mando this weekend while reading the recent New York Times coverage of Mayra Flores, the newly elected, ultraconservative congresswoman in Texas’s Rio Grande Valley. I was wringing my hands the whole time, yet I was also utterly unsurprised. I wasn’t surprised that Flores and other conservative Latinas’ success in running for office has largely been fueled by the power of Latina political organizing—something the Hillary Clinton campaign tried to tap into as well. I also wasn’t surprised that Flores’s simple slogan, “God, Family, Country,” was persuasive; it clearly reflects the values of a certain slice of her predominantly Mexican American, pro-law-enforcement region of South Texas.

But here’s what had me wringing my hands: I could very easily see that slogan having appeal in pockets of Florida, Arizona, Central California, and even parts of New York. As we watch this Hispanic drift toward the GOP, I wonder: What, exactly, are Democrats offering “Latinx” voters? (Indeed, that very language is somewhat polarizing, as just 3 percent of the Hispanic population uses the term, but that’s a newsletter for another day.) What, beyond the blanket and possibly patronizing presumption that Latino voters all see themselves as people of color and therefore are voting against their own interests by voting Republican, is being offered up? Or, to return to Mando’s take, how do you make a compelling case for voting around Latinx identity politics when only a micro-segment of the population feels an emotional tether to that identity? In a community like Flores’s, which is overwhelmingly not just Hispanic, but Mexican American, what aspect of a pan-ethnic identity do voters there connect with? Do they connect with such an identity at all?

Personally, getting to college and finding a Latino community was a salve for me. I am of mixed Puerto Rican and Mexican American heritage; I spent my school years in Brooklyn and the summers in Northern California with my paternal grandmother. No single identity felt fully correct, and at that time it didn’t matter, because in the streets of Brooklyn, you were just “Spanish.” When I got to college, the term Latino, which spoke to my own pan-ethnic identity, felt like a comfortable identity to embrace. (I preferred it to Hispanic, which, in my opinion, put the colonizer in the center of our experience.) Away from my family and home and with such a small group of us on this largely white campus, the Latino community became my family. I learned how to cumbia from my Colombian friends, perfected my bachata with my Dominican ones, and developed a familiarity and affection for the cultures of many other ethnicities and experiences that comprise what we think of as Latinx in the United States. (While I tend to use the terms interchangeably, I personally prefer LatinLatine, or Latinx, in a sign of respect for my gender-nonbinary brothers and sisters out there, although I also understand the resistance.)

My experience is rare. Going away to college is what gave me access to Latine diversity, yet only about 16 percent of Latinos have college degrees. (Again, a gap that merits its own post.) Within that group, students are overwhelmingly attending local community colleges, state schools, and regional private, often religious, institutions, with majority minority or Latinx populations. Couple that with the sheer fact that nearly 72 percent of Americans live near where they were born and raised; that number includes Hispanic Americans, who traditionally have gravitated to certain regions and areas based on ethnicity. What we can extrapolate is that most Hispanic Americans are living a highly specific, regional experience of their identity. Even among college-educated Hispanics, the pan-ethnic experience that made Latino identity into more than just a demographic term for me is not a universal one.

Maybe Mando was right. Yes, part of the Democrats’ problem with the Latino vote is their laziness in failing to look at the regional cultures and concerns of the Hispanic electorate and tailoring their messages to that (or their refusal to even use the terminology most Hispanics prefer). But I believe it’s also, as David Shor has pointed out, a blind spot that Democratic campaigns have developed, in which they over-index the worldview and experiences of the college graduate. As Shor’s theory was paraphrased in Politico:

Although young people as a whole turn out to vote at a lower rate than the general population, the aforementioned type of young person is actually overrepresented within the core of the Democratic Party’s infrastructure. According to Shor, the problem with this permanent class of young staffers is that they tend to hold views that are both more liberal and more ideologically motivated than the views of the coveted median voter, and yet they yield a significant amount of influence over the party’s messaging and policy decisions. As a result, Democrats end up spending a lot of time talking about issues that matter to college-educated liberals but not to the multiracial bloc of moderate voters that the party needs to win over to secure governing majorities in Washington.


In my experience volunteering in politics, this holds true for the young Latinx movers and shakers seeking to make a mark in politics as well. A quick search of “emerging leaders” celebrated by the Biden administration last Hispanic Heritage Month reveals a talented bunch of young staffers, all of whom, as expected, have four-year degrees, many from elite, predominantly white institutions, where I would imagine they, like me, found some comfort in their pan-ethnic Latino communities. But their reality is not reflective of the reality of Mayra Flores’s constituents, many of whose families have lived in the Rio Grande Valley since before it was Texas, and the majority of whom are Mexican American.

When every candidate on the ballot is Mexican American, what matters to voters is not an allegiance based on identity, but which candidates’ values (God, family, country) are aligned with their own. I don’t know what the midterms will hold, and I can’t even wrap my head around the 2024 presidential race, but what I can tell you is that any candidate who comes out with a blanket Latinx Outreach Strategy isn’t going to win over the Hispanic voter.