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Caught between violent partners and the bureaucratic complications of the US Immigration system, many immigrant women are particularly vulnerable to abuse. For two years, Roberta Villalon volunteered at a nonprofit group that offers free legal services to mostly undocumented immigrants who had been victims of abuse. Her innovative study of Latina survivors of domestic violence explores the complexities at the intersection of immigration, citizenship, and violence, and shows how inequality is perpetuated even through the well-intentioned delivery of vital services. Through archival research, participant observation, and personal interviews, Violence Against Latina Immigrants provides insight into the many obstacles faced by battered immigrant women of color, bringing their stories and voices to the fore. Ultimately, Villalon proposes an active policy advocacy agenda and suggests possible changes to gender violence-based immigration laws, revealing the complexities of the lives of Latina immigrants as they confront issues of citizenship, gender violence, and social inequalities.

Globalization in the United States can seem paradoxical: free trade coincides with fortification of the southern border, while immigration is reimagined as a national-security threat. US politics turn aggressively against Latinx migrants and subjects even as post-NAFTA markets become thoroughly reliant on migrant and racialized workers. But in fact, there is no incongruity here. Rather, anti-immigrant politics reflect a strategy whereby capital uses specialized forms of violence to create a reserve army of the living, laboring dead. Visible Borders, Invisible Economies turns to Latinx literature, photography, and films that render this unseen scheme shockingly vivid. Works such as Valeria Luiselli's Tell Me How It Ends and Alex Rivera's Sleep Dealer crystallize the experience of Latinx subjects and migrants subjugated to social death, their political existence erased by disenfranchisement and racist violence while their bodies still toil in behalf of corporate profits. In Kristy L. Ulibarri's telling, art clarifies what power obscures: the national-security state performs anti-immigrant and xenophobic politics that substitute cathartic nationalism for protections from the free market while ensuring maximal corporate profits through the manufacture of disposable migrant labor.

Is Latinidad a racial or an ethnic designation? Both? Neither? The increasing recognition of diversity within Latinx communities and the well-known story of shifting census designations have cast doubt on the idea that Latinidad is a race, akin to white or Black. And the mainstream media constantly cover the \"browning\" of the United States, as though the racial character of Latinidad were self-evident. Many scholars have argued that the uncertainty surrounding Latinidad is emancipatory: by queering race-by upsetting assumptions about categories of human difference-Latinidad destabilizes the architecture of oppression. But Laura Grappo is less sanguine. She draws on case studies including the San Antonio Four (Latinas who were wrongfully accused of child sex abuse); the football star Aaron Hernandez's incarceration and suicide; Lorena Bobbitt, the headline-grabbing Ecuadorian domestic-abuse survivor; and controversies over the racial identities of public Latinx figures to show how media institutions and state authorities deploy the ambiguities of Latinidad in ways that mystify the sources of Latinx political and economic disadvantage. With Latinidad always in a state of flux, it is all too easy for the powerful to conjure whatever phantoms serve their interests.

The children of undocumented migrants in the U.S. are trapped at the intersection of two systems in crisis: the public education system and the immigration law system. Based on a long tradition of scholarship in Latino education and on newer critical race theory ideas, Persistent Inequality answers burning questions about how educational policy has to rise to meet the unique challenges of undocumented students’ lives as well as those which face nearly all Latinos in the U.S. educational system. How solid is the Supreme Court precedent, Plyler v. Doe , that allows undocumented children the opportunity to attend public school K-12 free of charge? What would happen if the Supreme Court overruled it? What is the DREAM Act and how would this proposed federal law affect the lives of undocumented students? How have immigration raids affected public school children and school administrators? To shed some light on these vital questions, the authors provide a critical analysis of the various legal and policy aspects of the U.S. educational system, asserting that both the legal and educational systems in this country need to address the living and working conditions of undocumented Latino students and remove the obstacles to educational achievement which these students struggle with daily. María Pabón López is a Professor of Law at Indiana University School of Law, Indianapolis. Gerardo R. López is an Associate Professor of Education in the Department of Educational Leadership and Policy Studies at Indiana University, Bloomington. \"This is a book that deserves to be read by everyone interested in immigrant education, but especially legislators...Recommended.\"-- CHOICE \"López and López forcefully demonstrate how existing law and policy regimes are ensconced in a politics of race and racial privilege that both create a permanent underclass and diminish democracy for all. While offering strategic guideposts for action regarding the interests of noncitizen youth and their families, this text is an unequivocal call to action and reform.\"--Angela Valenzuela, Professor, College of Education, University of Texas at Austin \"Cutting through the inflammatory anti-immigrant rhetoric, Persistent Inequality explains the origins and consequences of excluding undocumented students from educational opportunities. This book is essential reading not only for those invested in racial justice but also for those attempting to understand the contemporary immigration issues.\"--Mary Romero, Professor of Justice Studies and Social Inquiry, Arizona State University \" Persistent Inequality is at the forefront of a small but growing body of research that re-frames undocumented immigrant issues from a Critical Race Framework. By weaving the legal and public policy story with student and community experiences, the authors show the vast array of cultural wealth that undocumented students bring to the world.\"-- Daniel G. Solorzano, Professor of Social Science and Comparative Education, University of California, Los Angeles Introduction: Undocumented Students in the United States: An Educational and Critical Overview 1. Examination of Plyler v. Doe and its Aftermath, Including Additional Bases for Undocumented Students’ Access to Public Education 2. Documented Dreams, the Underground Railroad and Underground Undergraduates: Higher Education for the Undocumented and the Use of Student Movements to Achieve this Goal 3. Speak No Evil: Language Education Policy from Lau to the Unz Initiatives and Beyond 4. Accountability under No Child Left Behind: Implications for Undocumented Students 5. Examining Potential Dangers of the Law in the Schoolhouse: Critical Implications of Racial Privacy Initiatives and Immigration School Raids Conclusion

The increasing diversity of the U.S. Latino population has given rise to a growing population of \"mixed\" Latinos. This is a study of such individuals raised in Chicago, Illinois who have one Mexican parent and one Puerto Rican parent, most of whom call themselves \"MexiRicans.\" Given that these two varieties of Spanish exhibit highly salient differences, these speakers can be said to experience intrafamilial dialect contact. The book first explores the lexicon, discourse marker use, and phonological features among two generations of over 70 MexiRican speakers, finding several connections to parental dialect, neighborhood demographics, and family dynamics. Drawing from critical mixed race theory, it then examines MexiRicans' narratives about their ethnic identity, including the role of Spanish features in the ways in which they are accepted or challenged by monoethnic, monodialectal Mexicans and Puerto Ricans both in Chicago and abroad. These findings contribute to our understandings of dialect contact, U.S. Spanish, and the role of language in ethnic identity.