In the last thirty years, there has been a shift in the Cabo Verdean community in the ways it perceives itself ethnically and racially, in the creation of opportunities for socio-economic mobility, and in the pursuit of new migratory patterns within the United States to take advantage of these opportunities. Existing scholarship on the historical and contemporary experiences of Cabo Verdeans in the US has been hyper-focused on racial and ethnic identities, neglecting the space for Cabo Verdeans to share their stories, which makes this collection unique. Cabo Verdeans in the United States: Twenty-First Century Critical Perspectives edited by Terza A. Silva Lima-Neves centers Cabo Verdean stories as told by Cabo Verdeans to explore community building and challenges in the twenty-first century. The contributors examine questions of solidarity, loss of innocence, and what it means to live authentically and exist intentionally in safe spaces. They offer critical reflections on traditional cultural gender norms, and they discuss the intersections of cultural stigmas, mental and physical health, and access to care. Using interviews and personal experiences, the contributors challenge existing Cabo Verdean scholars to see the value in documenting their experiences and contributions in the United States.

Selected materials produced by Title IX Ethnic Heritage Studies Program projects, funded from 1974 through 1978, are evaluated in this catalog. The materials were selected by three panels of evaluators using three areas of criteria: (1) appropriateness for use in learning situations; (2) ethnic authenticity of content, and (3) technical quality for potential dissemination. An introduction describes the purpose of the evaluation project, development of evaluation instruments, selection of panelists who evaluated materials, and process and results of the evaluation. One hundred and two projects (comprised of 438 pieces of materials) are evaluated. These evaluations are organized by state or territory and, within each state or territory, by the institution that received the grant. Headings for each entry include information on the project title and address, name of project director, ethnic group or groups on which the project focused, audience and grade level for the project, the project's subject (curricular) area, the format of the materials developed (i.e., print or nonprint), the amount of funding, the titles of materials accepted, and availability information for each piece of material. The heading information is followed by a description of the project materials. The final and major portion of the entry for each project presents evaluative comments and suggestions made by members of the three panels. Four indexes facilitate use of the analyses--ethnic group, geographic area, subject area, and materials titles. Appendices include evaluation instruments and a list of Ethnic Studies projects. (Author/NE)