In Central Texas, one high school (hereafter referred to as Literacy High) has attempted to help bridge the literacy gap in immigrant populations so as to more easily facilitate their success in standard classroom settings. In this high school, recent immigrants can focus extensively on English language studies so that, upon completion of the program, they can return to their neighborhood high schools with the linguistic and cultural capital (Bourdieu, 1973, 1974, 1977) they need to succeed in a heterogeneous group setting. The following study focuses on second-year students from Mexico within this school. Basing itself upon Yosso's (2006a, 2006b, 2007) theory of “community cultural wealth”, this ethnographic study looks for evidence of cultural attributes held by Mexican tenth grade students that contribute positively to their English literacy development and performance in Literacy High's coursework. The study has found that, primarily, Mexican students at Literacy High are assisted in their coursework by their previously developed aspirational capital (i.e. their ability to maintain their hopes and dreams for a better future even when faced with real and perceived barriers) and navigational capital (i.e. their ability to maneuver through social institutions, in this case the educational system). These characteristics enable them to pass their classes both at Literacy High and the high schools they transfer to upon program completion. However, this high achievement in terms of grades does not necessarily translate into complete English literacy, especially oral literacy. Potential reasons for these results will be discussed, based upon observations of sampled students in Literacy High classes, interviews with these students, and interviews with all Literacy High teachers. This work will also discuss the relative merit of both formal school settings and nonprofit settings in teaching written and oral literacy. Positive exemplary case studies of nonprofit ESL programs will be compared and contrasted with the results from this case study to determine what skills are most effectively taught in either setting, and how particular practices from both nonprofit and formal school settings might be better incorporated in each to improve achievement. The work will end with recommendations for how English literacy might more effectively be taught in formal school settings like Literacy High. / text

My dissertation, From Vaqueros to Mafiosos: A Community History of Drug Trafficking in Rural South Texas is an ethnographic study of the impact of the drug trade in South Texas, with a specific focus on Starr County. This dissertation examines drug trafficking along the U.S-Mexico Border at two levels of analysis. First, through historical ethnography, I provide a cultural history of South Texas, as well as a specific history of drug trafficking in Starr County. In doing so, I highlight the different trafficking practices that emerge throughout South Texas’ history, and I document the social changes that develop in Starr County as a result of these illicit practices. The second half of my dissertation, however, is devoted to a contemporary analysis of the impact of the drug trade on the border region by analyzing important social practices in Starr County relating to drug abuse, policing and the criminal justice system, youth socialization and family life. Through ethnography I present the devastating effects of the drug trade and border policing on this Mexican American border community in rural South Texas. / text

The increase in the Latino population, and specifically the Mexican-American population, in the United States demonstrates the need for meaningful multicultural museum education to, for, and about this demographic. This exploratory case study investigates the educational programming in the National Museum of Mexican Art in Chicago, Illinois and Mexic-Arte Museum in Austin, Texas through observations of programs and curricular documents and interviews and seeks to identify characteristics of effective multicultural art education related to this cultural group. While highlighting Mexican and Mexican-American art and artists serves as the primary content of program curricula, museum educators at these institutions aim for education that is socially conscious and meaningful. The author of this study argues that effective multicultural museum programming has the potential to positively impact program participants on an educational, personal, and societal level. / text

This analysis of the Downtown areas in US- Mexico Border Cities such as Brownsville, McAllen, Laredo, and San Diego will chronicle the history and foundation of each city and also the current revitalization efforts underway in many of these cities. Brownsville, Texas is one of those cities located along the border with a rich history and a unique downtown that some have called the New Orleans on the Rio Grande. The architecture has a heavy New Orleans influence thereby making this downtown the most unique in the Rio Grande Valley. Revitalization Efforts in Brownsville continuously resurface only to be unsuccessful due to many variables including the lack of political will to take on perhaps the biggest challenge to face Brownsville. Nonetheless, revitalization of this area must occur and in order to fully understand the intricacies of Downtown Brownsville one must look back in time to see what exactly made Downtown Brownsville so special. This report will seek those answers and give positive and realistic recommendations that could assist in the revitalization of Downtown Brownsville. / text

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This case study provides empirical evidence of the master and counternarrative described by Critical Race Theory (CRT) and seeks to understand the impact of these narratives in educational policy and practice. In 2010, Arizona passed A.R.S. §15-112, a law that was designed to eliminate the Mexican American Studies (MAS) program in the Tucson Unified School District. Utilizing the literature on culturally-relevant pedagogy and leadership, this case study uses a CRT theoretical framework and Critical Discourse Analysis (CDA) methodology to analyze the narratives of 26 participants. While the program was under investigation by the State for violation of A.R.S. §15-112 all of the teachers involved in MAS participated in qualitative interviews. In addition, this case study analyzes the narratives of two student focus groups, school administrators, and district governing board members well as the written findings of two former State Superintendents of Public Instruction both of whom found the program in violation of the law. By specifically focusing on the styles and genres described in a CDA methodology the findings provide evidence of both the master and counternarrative but also a spectrum of discourse in which other forms of narrative reside. Implications from this research include a more complex theory of discourse beyond the dichotomy of the master and counternarrative, the application of a new methodological tool in CRT, and recommendations for educational leaders and policy makers interested in advocating for a culturally relevant approach.