When Emilio López made his way to Atlanta, Georgia from México’s third most populated city, where he had grown up, worked, married and had two daughters, he was in pain. He had hurt his back in a work-related accident and was still recovering. “Es algo que no se lo deseo a nadie” [It’s something I don’t wish upon anyone], he began. Eventually he would come to talk about another kind of pain that previously had been too raw to share, one provoked by having to leave his school-aged daughters, wife, and country in search of a job ‘para ver por mi familia’ [to look after my family]. Emilio, and others in this study, father at a distance from their children once they cross the México-U.S. border. They tell a story about globalization and neoliberalism that reveals the dystopias families traverse when parents cross borders as a way to ‘look after their family.’ The narratives challenge policies, laws and economic arrangements that separate families. The fathers also remind us that while Mexican immigrants support the Mexican economy to the tune of 24 billion dollars a year through remittances, and help fuel the U.S. economy through their underpaid labor, the fathers see themselves as much more than workers and providers. Their identities are informed by an expansive definition of fathering. Although the fathers’ sense of disillusionment grows as they experience only modest gains for their families and live in precarious circumstances themselves, they nonetheless create radical and bold models of affection, care, love and fathering that help them overcome borders and the failures of the state to stay connected as a family.

In 2018, 24% of first-time graduate school enrollments were members of minoritized populations, while attrition rates continue to signal a blocked pathway to doctoral degree and assistant professorship attainment. How We Got Here: The Role of Critical Mentoring and Social Justice Praxis. Essays in Honor of George W. Noblit is a collective effort of scholars of education to deploy critical mentoring and social justice praxis to disrupt this pattern of institutional failure. Critical mentoring rejects meritocratic discourses that deny the politicized, racialized, gendered, and ableist spaces of higher education. Social justice praxis centers the knowledge and struggle of doctoral students with multiple intersectional identities as interdisciplinary bodies of praxis. These positionings speak back to institutional -isms with the aim of broadening the participation of folx conventionally held in the margins of academia. This volume is presented as a definitive collection that holistically honors nearly 40 years of critical mentoring and social justice praxis with George W. Noblit, which each contributor has carried into their own work. Contributors are: Silvia Cristina Bettez, Heather Bower, Ashley S. Boyd, Mary Kay Delaney, Josh Diem, Deborah Eaker-Rich, Courtney George, Beth Hatt, Sherick Hughes, Rhonda Jeffries, Michael E. Jennings, Alison LaGarry, Monica McKinney, Jason Mendez, Hillary Parkhouse, Summer Melody Pennell, Marta Sanchéz, M. Billye Sankofa Waters, Amy Senta, Amy Swain, and Luis Urrieta, Jr.

A Mexican State of Mind: New York City and the New Borderlands of Culture explores the cultural and creative lives of the largely young undocumented Mexican population in New York City since September 11, 2001. Inspired by a dialogue between the landmark works of Paul Gilroy and Gloria Anzaldúa, it develops a new analytic framework, the Atlantic Borderlands, which bridges Mexican diasporic experiences in New York City and the black diaspora, not as a comparison but in recognition that colonialism, interracial and interethnic contact through trade, migration, and slavery are connected via capitalist economies and technological developments. This book is based on ten years of fieldwork in New York City, with members of a vibrant community of young Mexican migrants who coexist and interact with people from all over the world. It focuses on youth culture including hip hop, graffiti, muralism, labor activism, arts entrepreneurship and collective making.

As COVID-19 made inroads in the United States in spring 2020, a common refrain rose above the din: “We’re all in this together.” However, the full picture was far more complicated—and far less equitable. Black and Latinx populations suffered illnesses, outbreaks, and deaths at much higher rates than the general populace. Those working in low-paid jobs and those living in confined housing or communities already disproportionately beset by health problems were particularly vulnerable. The contributors to The Pandemic Divide explain how these and other racial disparities came to the forefront in 2020. They explore COVID-19’s impact on multiple arenas of daily life—including wealth, health, housing, employment, and education—while highlighting what steps could have been taken to mitigate the full force of the pandemic. Most crucially, the contributors offer concrete public policy solutions that would allow the nation to respond effectively to future crises and improve the long-term well-being of all Americans. Contributors. Fenaba Addo, Steve Amendum, Leslie Babinski, Sandra Barnes, Mary T. Bassett, Keisha Bentley-Edwards, Kisha Daniels, William A. Darity Jr., Melania DiPietro, Jane Dokko, Fiona Greig, Adam Hollowell, Lucas Hubbard, Damon Jones, Steve Knotek, Arvind Krishnamurthy, Henry Clay McKoy Jr., N. Joyce Payne, Erica Phillips, Eugene Richardson, Paul Robbins, Jung Sakong, Marta Sánchez, Melissa Scott, Kristen Stephens, Joe Trotter, Chris Wheat, Gwendolyn L. Wright

This updated second edition unpacks the discussions surrounding the finest qualitative methods used in contemporary educational research. Bringing together scholars from around the world, this Handbook offers sophisticated insights into the theories and disciplinary approaches to qualitative study and the processes of data collection, analysis and representation, offering fresh ideas to inspire and re-invigorate researchers in educational research.