By Norma Mendoza-Denton
During this ground-breaking new publication at the Norteña and Sureña (North/South) formative years gang dynamic, cultural anthropologist and linguist Norma Mendoza-Denton seems to be on the day-by-day lives of younger Latinas and their cutting edge use of speech, physically practices, and symbolic exchanges that sign their gang affiliations and ideologies. Her engrossing ethnographic and sociolinguistic examine finds the relationship of language habit and different symbolic practices between Latina gang ladies in California, and their connections to bigger social techniques 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 parts of speech, physically practices, and symbolic exchanges are used to sign social association and are available jointly to shape formative years gang kinds Explores the connection among language and the physique: probably the most awesome points of the tattoos, makeup, and garments of the crowd individuals in contrast to different reports – which concentrate on violence, struggling with and medication – Mendoza-Denton delves into the commonly-overlooked cultural and linguistic facets of teenybopper gangs
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Additional resources for Homegirls: Language and Cultural Practice Among Latina Youth Gangs
Thus the Piporras’ refusal to swim during their menstrual periods, while accurately aligned with parental authority and expectations, went deeply against the grain of what is commonly required of an American highschooler, creating no end of conflict between parents and the school. The girls’ negotiation and balancing of parental, cultural, and school expectations was especially complex, since contradictions sprang up in almost every arena – not only with respect to sports, but also with respect to how much and how late a girl may stay at school or fraternize with boys, and certainly with respect to how much girls should be taught about sex.
What if in addition to these factors there was also an added element of opposition to notions introduced by the ethnographer? It is possible that her note of caution against language loss and identity denial was not only rhetorical, but also meant specifically for me, and that it is only now, with several years’ hindsight, that I am able to interpret her admonition. As I started doing 38 La Migra the interviews, I struggled with self-presentation, with the meaning that everything from my appearance to the life choices I’d made might have for students contemplating their own choices.
In a few cases, immigrant students were absorbed into the educational system if their country of origin had English as its sole official language. But for other immigrant students the school undertook a complex procedure to classify them and assess their linguistic needs. The 1995 California Education Code (Article 313) required schools to determine the language(s) spoken at home by each student. Upon each student’s arrival, parents were sent the Home Language Survey, an instrument designed by the State of California Department of Education to determine the home language background of the student.
Homegirls: Language and Cultural Practice Among Latina Youth Gangs by Norma Mendoza-Denton