Multi.Ethnic Coalition Building in a Diverse School District

Calderón, José Zapata

doi:10.1177/089692059502100105

Cited by 4 publications

(5 citation statements)

References 9 publications

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“…Ethnic organizations also formed coalitions based on shared identity like gender or class, especially when they experienced unequal partnership within the Asian-American community (Advani, 1997). With the right leadership, Asian-American community organizations can be the basis for multiethnic coalitions to resolve animosity and conflicts in urban school districts with a diverse student population as in Alhambra, California (Calderon, 1995). In the increasingly global community, some Asian-American organizations take on a transnational focus as well.…”

Section: Literature Reviewmentioning

confidence: 99%

Sustainability of Asian-American Nonprofit Organizations in U.S. Metropolitan Areas

Hung

Ong

2012

Nonprofit and Voluntary Sector Quarterly

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This article examines the factors for the sustainability of Asian-American nonprofits formed in major U.S. metropolitan areas by 2000. Consistent with studies on other nonprofits, the youngest and smallest among Asian-American organizations are the most vulnerable. The age effect is nonlinear and the marginal effect of an additional year of age on sustainability decreases at higher values of age. Chinese-American nonprofits or Asian-American social service nonprofits are more likely to remain active than other Asian ethnic or other functional types of organizations. More sustainable Asian-American nonprofits are better at managing their finances. A growing Asian-American population also provides these nonprofits with more sustaining power. This study contextualizes the importance of organization age and size as central determinants of nonprofit sustainability. It also demonstrates the relevance of race and ethnicity, organizational function, as well as management capacity for future research.

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Section: Literature Reviewmentioning

confidence: 99%

Sustainability of Asian-American Nonprofit Organizations in U.S. Metropolitan Areas

Hung

Ong

2012

Nonprofit and Voluntary Sector Quarterly

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“…Others have also gone beyond the Black/white dichotomy to look at racialization processes of Latina/o, Black, and Asian populations as well as their conflicts and commonalities in educational spaces (Calderon 1995;Cheng 2014;Ochoa 2014;Saito 1997;Vaca 2004). Camarillo (2004) and Straus (2009Straus ( , 2014 examine issues arising in Compton schools and note how the influx of Latino immigrants has led to increased hostility between Blacks and Latinos due to curriculum changes and Blacks' unwillingness to share power.…”

Section: Racial Positioning and Regionmentioning

confidence: 99%

“…Although 85 percent of children who attend Goodwill Elementary were considered socioeconomically disadvantaged and received free and reduced lunch, previous flows of Asian migration have brought with them foreign investment power, Chinese ethnic businesses enclaves, and human capital (Calderon 1995). Latina teachers attributed the growing Asian immigrant ethnic enclaves to changing perceptions of the region in a more positive direction, but it maintained negative stigmas for Latinos.…”

Section: Findings: Controlling Images Of Space Workplace Safety and Jmentioning

confidence: 99%

“…At Goodwill Elementary, Asian immigrant parents brought extracurricular resources that Latino families could take advantage of, but not all were able to do so. According to the sociologist Jose Calderon (1995), multiethnic coalitions between Latinos and Asian Americans were possible in Monterrey Park and the city of Alhambra once cultural and perceived class differences between ethnic groups were set aside.…”

Section: Conflict or Cooperation: Zero-sum Or Abundance Mindsetmentioning

confidence: 99%

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Controlling Images of Space: Latina Teachers and Racial Positioning in Multiracial Schools

Flores

2015

City & Community

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Controlling images, which are hegemonic racial ideologies that permeate social institutions, have been applied to racial/ethnic minority groups and individuals, but much less to space. In this article, I show how controlling images of school district space affect Latina teachers’ perceptions of immigrant Latinas/os racial positioning in U.S. racial hierarchies. Drawing on ethnographic data collected from two Southern California multiracial school districts, I find that Latina teachers working in Compton—a city comprising primarily Latino immigrants—are initially encouraged to leave for districts that are not associated with the “Black underclass.” Latina teachers in Rosemead, an ethnoburb comprising primarily Latinos and Asians, on the other hand, enroll their children there, and are able to access resources the more class heterogeneous Asian population provides. Ultimately, Latina teachers perceive undocumented Latina/o immigrants to be below African Americans and Asian Americans in local racial hierarchies due to political ostracism and relative valorization, respectively.

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“…This policy required principals to develop plans for creating an environment that would allow all persons "to realize their full individual potential through understanding and appreciation of society's diversity of race, ethnic background, national origin, religious belief, sex, age, disability, or sexual orientation." As part of this policy, the school district institutionalized conflict-resolution classes and gave students the option of mediation as an alternative to expulsion (Calderón, 1995).…”

Section: Linking Action and Researchmentioning

confidence: 99%

Lessons from an Activist Intellectual

Calderón

2004

Latin American Perspectives

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As a professor with a history in various social movements, I have often asked myself, "How do I justify my teaching and research objectives without losing my commitment to progressive social change? How do I carry out research that does not belittle or hurt our communities? Is it possible to be a critical activist, a researcher, a committed teacher, and a dedicated learner?" Opposing the positivist view that academicians should remain neutral in the classroom and in their research, I suggest that connections can be made between teaching, research, and action.My research and teaching correspond with aspects of the participatory action approach, particularly the explicit connections that approach makes between social research and action (

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Multi.Ethnic Coalition Building in a Diverse School District

Abstract: With rapid demographic changes occurring in communities and schools, there is a need or studies that focus on

Cited by 4 publications

References 9 publications

Sustainability of Asian-American Nonprofit Organizations in U.S. Metropolitan Areas

Sustainability of Asian-American Nonprofit Organizations in U.S. Metropolitan Areas

Controlling Images of Space: Latina Teachers and Racial Positioning in Multiracial Schools

Lessons from an Activist Intellectual

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