Spencer Salas is Associate Professor of Middle, Secondary, and K–12 Education at the University of North Carolina at Charlotte. At the University of Georgia, Pedro R. Portes is Professor and Goizueta Foundation Distinguished Chair in Latin Teacher Education and Executive Director of the Center for Latino Achievement and Success in Education (CLASE). Together, they are the coeditors of Vygotsky in 21st Century Society: Advances in Cultural Historical Theory and Praxis with Non-Dominant Communities and U.S. Latinos and Education Policy: Research-based Directions for Change (with Patricia Baquedano-López and Paula J. Mellom).

• List of IllustrationsForewordLuis C. MollEditors’ IntroductionSpencer Salas and Pedro R. Portes Part I. The Shifting Social Geography of K-16 Communities 1. Building on Immigrant Parents’ Repertoires: Scaffolding Online Home-School Communication in New Latin@ Diaspora ContextsSilvia Noguerón-Liu, Deavours Hall, and Peter Smagorinsky2. Increasing Immigrant Settlement and the Challenges and Opportunities for Public Education in Charlotte, North CarolinaPaul N. McDaniel, Susan B. Harden, Heather A. Smith, and Owen J. Furuseth3. Beyond Commodified Knowledge: The Possibilities of Powerful Community Learning SpacesColleen M. Fairbanks, Beverly S. Faircloth, Laura M. Gonzalez, Ye He, Edna Tan, and Melody Zoch4. Educating to Empower Latina/os in Mathematics in the New SouthAnthony Fernandes, Marta Civil, Altha Cravey, and María DeGuzmán5. Ways of Knowing, Community/Technical College Workforce (Re)Development, and "El Mundo de Hoy" Mark M. D’Amico, Spencer Salas, Manuel S. González Canché, Cecilia Rios-Aguilar, and Gregory F. Rutherford6. Professional Development and Funded Interventions as Means to Improve Latino/a Student Achievement: A Research and Development PerspectiveRolf Straubhaar, Paula J. Mellom, and Pedro R. Portes7. Que las maestras hablaran más con ellos: Children Grappling With Documentation Status at SchoolHolly Link, Sarah Gallo, and Stanton Wortham8. Topography of Trámites: Mixed-Status Families’ Map of the New Latino DiasporaAriana Mangual Figueroa9. The Maya Diaspora Yucatan-San Francisco: New Latino Educational Practices and PossibilitiesPatricia Baquedano-López and Gabriela Borge Janetti Part II. Research, Policy, and a Postfirst Generation 10. A Research Agenda for Latin@ Youth’s New Media Use in the New South: ¿Common sense for the common good?Donna E. Alvermann and Eliane Rubinstein-Ávila11. Challenges to Policy as a Tool for Educational Equity: The Case of Language and Ability Difference IntersectionsAdai A. Tefera, Taucia Gonzalez, and Alfredo J. Artiles12. The Limits of "A Thousand Points of Light" Ideology for a Latino Postfirst GenerationPedro R. Portes and Spencer Salas13. The Latino Gender Divide in Education: Are Latinas Really Faring Better Than Their Brothers?Patricia Gándara14. Immigration, Social Change, and Reactive Ethnicity in the Second GenerationAlejandro Portes and Bryan LagaeAfterwordRichard P. DuránContributorsIndex

Spencer Salas is Associate Professor of Middle, Secondary, and K–12 Education at the University of North Carolina at Charlotte. At the University of Georgia, Pedro R. Portes is Professor and Goizueta Foundation Distinguished Chair in Latin Teacher Education and Executive Director of the Center for Latino Achievement and Success in Education (CLASE). Together, they are the coeditors of Vygotsky in 21st Century Society: Advances in Cultural Historical Theory and Praxis with Non-Dominant Communities and U.S. Latinos and Education Policy: Research-based Directions for Change (with Patricia Baquedano-López and Paula J. Mellom).

• List of IllustrationsForewordLuis C. MollEditors’ IntroductionSpencer Salas and Pedro R. Portes Part I. The Shifting Social Geography of K-16 Communities 1. Building on Immigrant Parents’ Repertoires: Scaffolding Online Home-School Communication in New Latin@ Diaspora ContextsSilvia Noguerón-Liu, Deavours Hall, and Peter Smagorinsky2. Increasing Immigrant Settlement and the Challenges and Opportunities for Public Education in Charlotte, North CarolinaPaul N. McDaniel, Susan B. Harden, Heather A. Smith, and Owen J. Furuseth3. Beyond Commodified Knowledge: The Possibilities of Powerful Community Learning SpacesColleen M. Fairbanks, Beverly S. Faircloth, Laura M. Gonzalez, Ye He, Edna Tan, and Melody Zoch4. Educating to Empower Latina/os in Mathematics in the New SouthAnthony Fernandes, Marta Civil, Altha Cravey, and María DeGuzmán5. Ways of Knowing, Community/Technical College Workforce (Re)Development, and "El Mundo de Hoy" Mark M. D’Amico, Spencer Salas, Manuel S. González Canché, Cecilia Rios-Aguilar, and Gregory F. Rutherford6. Professional Development and Funded Interventions as Means to Improve Latino/a Student Achievement: A Research and Development PerspectiveRolf Straubhaar, Paula J. Mellom, and Pedro R. Portes7. Que las maestras hablaran más con ellos: Children Grappling With Documentation Status at SchoolHolly Link, Sarah Gallo, and Stanton Wortham8. Topography of Trámites: Mixed-Status Families’ Map of the New Latino DiasporaAriana Mangual Figueroa9. The Maya Diaspora Yucatan-San Francisco: New Latino Educational Practices and PossibilitiesPatricia Baquedano-López and Gabriela Borge Janetti Part II. Research, Policy, and a Postfirst Generation 10. A Research Agenda for Latin@ Youth’s New Media Use in the New South: ¿Common sense for the common good?Donna E. Alvermann and Eliane Rubinstein-Ávila11. Challenges to Policy as a Tool for Educational Equity: The Case of Language and Ability Difference IntersectionsAdai A. Tefera, Taucia Gonzalez, and Alfredo J. Artiles12. The Limits of "A Thousand Points of Light" Ideology for a Latino Postfirst GenerationPedro R. Portes and Spencer Salas13. The Latino Gender Divide in Education: Are Latinas Really Faring Better Than Their Brothers?Patricia Gándara14. Immigration, Social Change, and Reactive Ethnicity in the Second GenerationAlejandro Portes and Bryan LagaeAfterwordRichard P. DuránContributorsIndex

Spencer Salas is Associate Professor of Middle, Secondary, and K–12 Education at the University of North Carolina at Charlotte. At the University of Georgia, Pedro R. Portes is Professor and Goizueta Foundation Distinguished Chair in Latin Teacher Education and Executive Director of the Center for Latino Achievement and Success in Education (CLASE). Together, they are the coeditors of Vygotsky in 21st Century Society: Advances in Cultural Historical Theory and Praxis with Non-Dominant Communities and U.S. Latinos and Education Policy: Research-based Directions for Change (with Patricia Baquedano-López and Paula J. Mellom).

• List of IllustrationsForewordLuis C. MollEditors’ IntroductionSpencer Salas and Pedro R. Portes Part I. The Shifting Social Geography of K-16 Communities 1. Building on Immigrant Parents’ Repertoires: Scaffolding Online Home-School Communication in New Latin@ Diaspora ContextsSilvia Noguerón-Liu, Deavours Hall, and Peter Smagorinsky2. Increasing Immigrant Settlement and the Challenges and Opportunities for Public Education in Charlotte, North CarolinaPaul N. McDaniel, Susan B. Harden, Heather A. Smith, and Owen J. Furuseth3. Beyond Commodified Knowledge: The Possibilities of Powerful Community Learning SpacesColleen M. Fairbanks, Beverly S. Faircloth, Laura M. Gonzalez, Ye He, Edna Tan, and Melody Zoch4. Educating to Empower Latina/os in Mathematics in the New SouthAnthony Fernandes, Marta Civil, Altha Cravey, and María DeGuzmán5. Ways of Knowing, Community/Technical College Workforce (Re)Development, and "El Mundo de Hoy" Mark M. D’Amico, Spencer Salas, Manuel S. González Canché, Cecilia Rios-Aguilar, and Gregory F. Rutherford6. Professional Development and Funded Interventions as Means to Improve Latino/a Student Achievement: A Research and Development PerspectiveRolf Straubhaar, Paula J. Mellom, and Pedro R. Portes7. Que las maestras hablaran más con ellos: Children Grappling With Documentation Status at SchoolHolly Link, Sarah Gallo, and Stanton Wortham8. Topography of Trámites: Mixed-Status Families’ Map of the New Latino DiasporaAriana Mangual Figueroa9. The Maya Diaspora Yucatan-San Francisco: New Latino Educational Practices and PossibilitiesPatricia Baquedano-López and Gabriela Borge Janetti Part II. Research, Policy, and a Postfirst Generation 10. A Research Agenda for Latin@ Youth’s New Media Use in the New South: ¿Common sense for the common good?Donna E. Alvermann and Eliane Rubinstein-Ávila11. Challenges to Policy as a Tool for Educational Equity: The Case of Language and Ability Difference IntersectionsAdai A. Tefera, Taucia Gonzalez, and Alfredo J. Artiles12. The Limits of "A Thousand Points of Light" Ideology for a Latino Postfirst GenerationPedro R. Portes and Spencer Salas13. The Latino Gender Divide in Education: Are Latinas Really Faring Better Than Their Brothers?Patricia Gándara14. Immigration, Social Change, and Reactive Ethnicity in the Second GenerationAlejandro Portes and Bryan LagaeAfterwordRichard P. DuránContributorsIndex