By Norma Mendoza-Denton
During this ground-breaking new ebook at the Norteña and Sureña (North/South) formative years gang dynamic, cultural anthropologist and linguist Norma Mendoza-Denton appears on the day-by-day lives of younger Latinas and their leading edge use of speech, physically practices, and symbolic exchanges that sign their gang affiliations and ideologies. Her engrossing ethnographic and sociolinguistic research finds the relationship of language habit and different symbolic practices between Latina gang ladies in California, and their connections to bigger social approaches of nationalism, racial/ethnic recognition, and gender identity.An engrossing account of the Norte and Sur lady gangs - the most important Latino gangs in California strains how components of speech, physically practices, and symbolic exchanges are used to sign social association and are available jointly to shape early life gang kinds Explores the connection among language and the physique: probably the most remarkable features of the tattoos, makeup, and garments of the group participants in contrast to different reports – which specialize in violence, battling and medication – Mendoza-Denton delves into the commonly-overlooked cultural and linguistic points of adlescent gangs
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Extra resources for Homegirls: Language and Cultural Practice Among Latina Youth Gangs
The students who lived in Foxbury Hills usually drove to school in their own or their parents’ cars, and on any morning the parking lot of SJHS reflected the parental income bracket – BMWs, Volvos, Lexuses and Range Rovers routinely clogged the small streets around the school. The adolescent progeny of the Bay Area’s wealthiest residents can attend public schools like Sor Juana High School because the tax base of the district is extremely strong, supporting an enhanced school environment that included sophisticated computer equipment, equestrian sports, and even sailing.
History, Civics, and Algebra I) counted toward UC/CSU requirements. This meant that for the vast majority of ESL students, the only way to have the opportunity of attending a UC or a CSU was to be placed in Advanced ESL as incoming freshmen (ninth-graders), so that they might be able to complete the four-year English course requirement for college entrance. For the 1993–4 school year, the vast majority of incoming ESL students at SJHS were recommended by middle school officials for placement in beginning or intermediate sections of ESL.
In the mid-1990s Silicon Valley boasted high growth fueled by the tech manufacturing, blue chip finance, and recreation industries, where plentiful jobs attracted new immigrants from all over the world, but primarily from Latin America, East Asia, and Southeast Asia. These demographic changes contributed to an astonishingly diverse school environment, with students from AfricanAmerican, Pacific Islander, Asian, Asian-American, and Latina/o backgrounds constituting a clear majority of the school population.