Department of Mexican American and Latina/o Studies
Department of Mexican American and Latina/o Studies

MAS 301 • Intr Mex Amer Latina/O Studies

35585 • Mena, Olivia
Meets TTH 12:30PM-2:00PM CMA 3.114
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This course is an introduction to the interdisciplinary field of Mexican-­‐American and Latina/o Studies. It will examine the history, culture, and politics of the major Latina/o subgroups: Mexican Americans, Puerto Ricans, Cubans, Central Americans, and Dominicans. The course is built around four units that cover different historical stages in Latina/o community formation. During each unit, we will read about real scenarios when politicians, policy makers, and activists were confronted with ethical questions around how to incorporate Latinas/os into the political and social-­‐ historical actors through the four time periods that we will be engaging in the course. Although the context will change depending on the historical period under study in each unit, the underlying ethical tension will be between the interests of state leaders and the interest of minority groups in the United States, or between the United States and nation-­‐states in Latin America.

MAS 311 • Ethncty & Gender: La Chicana

35600 • Hey-Colon, Rebeca
Meets MWF 12:00PM-1:00PM GDC 4.302
(also listed as AMS 315, SOC 308D, WGS 301)
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This course centers on the experiences of Chicanas and Latinas in the United States in the late 20th and early 21st century. Through interaction with literature, film, and historical/archival material we will craft an evolving understanding of how ethnicity, gender, race, class, language, citizenship, and other variables can simultaneously create community and cause rifts within the Latina population. Special emphasis will be placed on Chicanas, Puerto Ricans, Cuban-Americans, and Dominican-Americans. By the end of the course you will have acquired an overall understanding of the particularities of each group, as well as of the common experiences they share.

 Sample Readings (subject to change)

 The House on Mango Street by Sandra Cisneros

 How to Leave Hialeah by Jeannine Capó Crucet

 Soledad by Angie Cruz

 West Side Story (film)

MAS 316 • History Of Mexican Amers In US

35615 • Zamora, Emilio
Meets TTH 9:30AM-11:00AM MEZ 1.306
(also listed as HIS 314K)
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The reading and lecture course examines the historical development of the Mexican community in the United States since 1848, with an emphasis on the period between 1900 and the present.  The primary purpose of the course is to address time and place specific variations in the incorporation of the Mexican community as a national minority and bottom segment of the U.S. working class.  One of my central concerns is to explain two inter-related historical trends in this incorporation, steady upward mobility and unrelenting social marginalization.  I emphasize work experiences, race thinking, social relations, trans-border relations, social causes and larger themes in U.S. history such as wars, sectional differences, industrialization, reform, labor and civil rights struggles, and the development of a modern urbanized society. Also, I incorporate relevant aspects of the history of Latinos, African Americans, and Mexico.

Manuel G. Gonzales, Mexicanos, A History of Mexicans in the US (Bloomington: Indiana University Press, 1999).
Angela Valenzuela, “The Drought of Understanding and the Hummingbird Spirit,” Unpublished essay in my possession.
Emilio Zamora, Claiming Rights and Righting Wrongs in Texas, Mexican Workers and Job Politics during WWII (College Station: Texas A&M University Press, 2009).
Emilio Zamora, “Guide for Writing Family History Research Paper.

Mid-term examination (25%),
Final examination (25%),
Research paper (30%),
Two chapter reports (10%)
Film report (10%).

MAS 319 • Ethnc Humor/Multiculturl US

35617 • Gottesman, Itzik
Meets MWF 10:00AM-11:00AM PAR 1
(also listed as AFR 317D, AMS 315, J S 311)
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What is meant by Jewish humor? African-American humor? This course will examine ethnic jokes from a variety of perspectives: sociological, psychological, folkloric and literary. We will explore racial and ethnic stereotypes in popular culture which serve as the basis for much of the humor. Among the questions we will address is: how do jokes migrate and change from one ethnic group to another?  What makes a joke funny and what makes a good joke teller, from the amateur to the professional comic? How do today's comics differ from previous generations? In addition to our readings we will screen weekly comedic material in film, TV and the web. 


  • Freud, Sigmund, The Joke and its Relation to the Unconscious
  • Watkins, Mel. On the Real Side: A History of African American Comedy. Chicago: Chicago Review Press.
  • Davies, Christie   Ethnic Humor around the World: A Comparative Analysis
  • Mahadev Apte, Humor and Laughter: An Anthropological Approach (Ithaca, NY: Cornell University Press

MAS 319 • Latinx Comics/Graphic Narrt

35623 • Brousseau, Marcel
Meets TTH 9:30AM-11:00AM GAR 3.116
(also listed as AMS 315)
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In this course, we will read Mexican American and Latinx comics and examine how verbal/visual texts represent and reimagine Mexican American and Latinx community and identity. Writing in The Routledge Companion to Latino/a Literature, Frederick Luis Aldama highlights the expansive range of genres, forms, and styles exemplified in Latinx comics production. Aldama posits that comics are a “particularly good medium” for overturning “denigrating stereotypes,” and quotes another comics scholar, Derek Parker Royal, who writes that “comics are well-suited to dismantle those very assumptions that problematize ethnic representation, especially as they find form in visual language.” Students will gain a background in comics theory, and will learn how to read and analyze texts according to frameworks in the emerging field of comics studies. Students will also examine complicated dynamics cultural representation and underrepresentation by examining comics in terms of their content and their market contexts.

Required Texts


Junot Diaz, The Brief Wondrous Life of Oscar Wao, 2007

Jaime, Gilbert, and Mario Hernandez—Selections from Love and Rockets, 1982-present Tony Sandoval, Rendez-vous in Phoenix, 2016

Kat Fajardo, ¡Gringa!, 2016

Gabby Rivera and Joe Quinones, America, 2017

Excerpts from: Gus Arriola, Gordo, 1945-1986; Laura Molina, Cihualyaomiquiz, The Jaguar, 1996; Javier Hernandez, El Muerto: Aztec Zombie, 1998; Hector Cantu and Carlos Castellanos, Baldo, 2000-present; Wilfred Santiago, In My Darkest Hour, 2004; The Luna Brothers, Ultra, 2004

Theoretical sources include: Selections from Frederick Luis Aldama, Your Brain on Latino Comics: From Gus Arriola to Los Bros Hernandez; 2009; Aldama, “Multicultural Comics Today: A Brief Introduction” from Multicultural Comics: From Zap to Blue Beetle, 2010; Aldama, Latinx Comic Book Storytelling: An Odyssey by Interview, 2016; Leonard Rifas, “Racial Imagery, Racism, Individualism, and Underground Comix,” 2004


The Dead One, director Brian Cox, 2007

Grade Breakdown:

  • 10% Attendance                                                       
  • 20% Micro essays
  • 20% Participation (5% contribution to class discussion, 5% discussion questions, 5% conference, 5% oral presentation)
  • 45% Research project (10% research summary, 5% symposium, presentation, 25% essay)
  • 10% Reading quizzes

MAS 319 • Latinx Health/Disease Studs

35620 • Dupont-Reyes, Melissa
Meets MWF 10:00AM-11:00AM GEA 114
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This course introduces students to research methods for identifying and understanding health and disease patterns in the Latina/o/x population. Students will be introduced to basic epidemiological principles, theory, methods, uses, and body of knowledge of epidemiology in order to understand and tackle leading causes of disease and health in the Latina/o/x population. Literature in public health research that have over-represented Latina/o/x samples will be discussed. Emphasis is placed on the social determinants of health as fundamental causes of health and disease among Latina/o/x communities, and on the contribution of epidemiology to health policy impacting Latina/o/x health outcomes.



Leon Gordis: Epidemiology, 5th Ed. Philadelphia: Saunders, 2014.

Marilyn Aguirre-Molina, Carlos W. Molina, Ruth Enid Zambrana: Health Issues in the Latino Community. San Francisco: Jossey-Bass, 2001.

***Other readings will be posted to CANVAS***



Larry Adelman, Unnatural Causes: Is Inequality Making Us Sick? 2008.



10% Participation and Attendance

20% Midterm Exam

10% Film Analysis

10% News Story Analysis

30% Final Paper (20% written paper; 10% oral presentation)

20% Final Exam

MAS 363 • Socioling In Mex Amer/Lat Stds

35639 • Colomina-Alminana, Juan
Meets TTH 9:30AM-11:00AM MEZ 1.118
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Description: "Sociolinguistics  for MALS Majors" examines the presence and use of English, Spanish, Portuguese, and other "indigenous" languages in the US, focusing particularly on those aspects that characterize Latinx communities, such as language acquisition; language maintenance, change, and loss; language contact phenomena such as code-switching  or lexical borrowing; linguistic identity and ideology, linguistic attitudes, and the interaction between language, gender, race, ethnicity, and social class.

Students will explore the different linguistics aspects that help shaping identity, identify and illustrate historical developments relevant to the presence of Latina/o populations in the US, discuss the diversity of US Latinx communities and its linguistics implications, and explain and analyze important language policy challenges posed by the presence of other language­ speaking communities in the US (mainly those involving Hispanic and Latinx populations).

Therefore, this is not only a course about language but also about the Latinx populations that speak those languages.

MAS 363C • Mistranslating Latinos

35640 • Colomina-Alminana, Juan
Meets TTH 11:00AM-12:30PM PAR 306
(also listed as LIN 373, PHL 354)
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  • This course is oriented around the problem of translation (literary, cultural, political, sociolinguistic) as it relates to the cultural production and/or language use arising in Latinx communities. This semester the course addresses translation from different angles, mainly issues of linguistic or cultural relativism.

MAS 364 • Hist Of US-Mex Borderland

35645 • Alvarez, Chad
Meets MWF 1:00PM-2:00PM PAR 203
(also listed as HIS 365G)
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The borderland occupies a prominent space in the political and social imaginations of both the United States and Mexico. For nearly two hundred years the border has provoked intense hostility and rancor. But it has also engendered cooperation and has fueled prosperity. This course invites students to go well beyond the clichés, stereotypes, and anecdotes that inform most discussions of the border, and challenges them to use the historical record to think in innovative ways about the borderland.

MAS 374 • Alvarez And Cisneros

35685 • Garcia, Patricia
Meets MWF 10:00AM-11:00AM PAR 103
(also listed as E 349S, WGS 340)
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The careers of two of the most important Latina writers of the last 30 years, Sandra Cisneros and Julia Alvarez, cover multiple genres:  short fiction, novels, poetry, children’s and young adult literature, and non-fiction.  Moreover, the construction of ethnic and gendered identity within their works creates a Latino/a aesthetics, especially in considering the merging of author and speaker, fiction and history, and, stylistically, poetic and prose voices.  Through our readings and discussions, we will also compare their different ethnic experiences in the United States as Mexican American and Caribbean/Dominican American writers.  In addition to writing analytical essays, students will also construct and present a bibliography of secondary resources and literary criticism on the author of his/her choice.




  • “Woman Hollering Creek” and Other Stories
  • Caramelo
  • The House on Mango Street
  • Loose Woman


  • How the Garcia Girls Lost Their Accents
  • ¡Yo!
  • In the Time of the Butterflies
  • How Tia Lola Came to Visit Stay
  • The Woman I Keep to Myself




Class participation and attendance (10%)

Peer Response Workshops (10%)

Essays (2 total; Essay 1 will undergo a substantial revision after peer workshop and instructor feedback; 60%)

Bibliography and Presentation (20%)

MAS 374 • Bilingual Minds

35660 • Lopez, Belem
Meets MWF 10:00AM-11:00AM GEA 127
(also listed as LIN 373)
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A bilingual is defined as an individual who functions in more than one language on a regular basis. Psycholinguistics is the study of the cognitive processes that underlie how language users acquire, comprehend, produce, use, and represent language. This course will provide an introduction to classic and recent work on bilingualism from a psycholinguistic perspective. After reviewing basic concepts and methods in  psycholinguistics the course will address empirical studies and theoretical frameworks related to such topics as stages of bilingual language acquisition and the role of age of acquisition, how bilinguals perceive and segment speech sounds, how word meanings are accessed and stored, how sentences are understood and planned, how characteristics of written language affect reading, how mixed language utterances are processed, and how properties of specific languages shape thought.  Additional topics will include cognitive and neural repercussions of knowing more than one language, the cognitive impact of differences in degree of informal translation experience, and how bilingual language processing may be affected by aging, disuse of a language, or brain-injury. Given the interdisciplinary nature of the topic we will draw on research from cognitive psychology, linguistics, computer science, education, and neuroscience. Students will have the opportunity to apply course concepts by making their own bilingualism related internet memes.



  • De Groot, A. M. (2011). Language and cognition in bilinguals and multilinguals: An introduction.           Psychology Press, New York, NY.
  • Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism:    Language and Cognition, 12, 3-11.
  • Clashen, H., & Felser, C. (2006). How native-like is non-native language processing? Trends in                 Cognitive Sciences, 10, 564-570.
  • Comeau, L., Genesee, F., & Lapaquette, L. (2003). The modeling hypothesis and child bilingual     codemixing. International Journal of Bilingualism, 7(2), 113-126.
  • Cook, V. (1991). The poverty of the stimulus argument and multicompetence. Second Language Research, 7, 103-117.
  • Grosjean, F. (1997). The bilingual individual. International Journal of Research and Practice in     Interpreting  2, 163-187.
  • Haugen, E. (1986). Bilinguals have more fun! Journal of English Linguistics, 19, 106-120.
  • Heredia, R. R. & Altarriba, J.(2001). Bilingual language mixing: Why do bilinguals code-    switch? Current Directions in Psychological Science, 10, 164-168.
  • Hilchey, M.D. & Klein, R.M. (2011). Are there bilingual advantages on nonlinguistic        interference tasks? Implications for plasticity of executive control processes.       Psychonomic Bulletin & Review 18, 625-658.
  • Ianco-Worral, A.D. (1972). Bilingualism and cognitive development. Child Development, 43,        1390-1400.
  • Moreno, E.M., Rodríguez-Fornells, A., & Laine, M. (2008). Event-related potentials (ERPs) in    the study of bilingual language processing, Journal of Neurolinguistics, 21, 477-508.
  • Peal, E. & Lambert, W.E. (1962). “The relation of bilingualism to intelligence,” Psychological                    Monographs: General and Applied, 76 (27), 1-23.
  • Poplack, S. (1980). Sometimes I’ll start a sentence in Spanish y termino en español: Toward a      typology of code-switching. Linguistics, 18, 581-618.
  • Vaid, J. (2006). Joking across languages; Perspectives on humor, emotion, and bilingualism. In                 A. Pavlenko (ed.) Bilingual minds; Emotional experience, expression, and representation   (pp. 152-182). Clevedon: Multilingual Matters.




This course will consist of lectures, discussion, as well as in-class discussion of readings led by students.


Evaluation: Final course grades will be based on the following:

  • Participation and attendance (10%): This course will be dependent on active student participation and in class discussion. This includes having completed the class readings before coming to class and bringing questions and comments about each reading.
  • Reflection papers (40%): Each week students will be asked to turn in a 1-page reflection paper that is in the form of comments, critiques, or questions, based on the readings for that particular week. 
  • Leading discussion (20%):  Each student will lead discussion of one of the readings given on a particular day. This will involve briefly summarizing the content of the readings and posing questions or raising critical issues to the class for discussion. Student thoughts and perspectives on the assigned texts will fuel that day’s in-class discussion.
  • Bilingualism Internet Meme (15%): Students will be asked to form small groups and each group will create an internet meme based on a topic covered in class. The groups will also submit a written statement on how that meme is related to class. The groups will compete with each other to come up with the best memes. Grades will be based on completion and participation.
  • Final Paper (15%):   Students will prepare a research proposal on a topic relevant to the course. The proposal will identify a research question, briefly review relevant literature, and propose a way of answering the question.  Required length is 8-10 pages not including sources/references.

MAS 374 • Border Control/Deaths

35700 • Rodriguez, Nestor
Meets TTH 2:00PM-3:30PM CLA 0.102
(also listed as SOC 323D)
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I. Course Rationale

Since the 1940s, US control of the Southwest border has remained a major challenge in immigration policy. Border control has become one of the most debated topics in the country, including in federal and state legislative bodies. Annually thousands of unauthorized migrants cross the US-Mexico border into the United States to participate in US labor markets and in other social institutions. A consequence of unauthorized immigration, and of the implementation of border control measures for deterrence, has been the deaths of hundreds of migrants annually. Over the years, the deaths have added up into the thousands. The social effects of border control and the occurrence of migrant deaths have become sociological topics investigated by sociologists and other researchers to increase our knowledge and understanding of international migration.

II.  Course Aims and Objectives


This course is designed to provide a sociological understanding of border control and migrant deaths at the US-Mexico border. Of particular importance for the course is research knowledge concerning border control policies and patterns of migrant deaths.

Specific Learning Objectives

  • Gain information and understanding of the development and effects of US border control policies concerning the following: border control campaigns, social and public perceptions of the border, migrant death patterns in border areas, government plans to redirect migration, ethics of border control, human rights and critical perspectives related to migrant deaths, bureaucratic ideology in border control, migrant death forensics, smuggling, community responses to migrant deaths, recent research on border control and migrant deaths.
  • Review and discuss different approaches and measures for border control.


  • Review and analyze government statistical reports concerning annual migrant apprehensions at the border and annual counts of migrant deaths in border sectors.


  • Develop an awareness of the significance of border control for the development of US immigration policy.


  • Review major impacts of US border control measures for local communities.

Cultural Diversity Objective:

 “This course carries the flag for Cultural Diversity in the United States. Cultural Diversity courses are designed to increase your familiarity with the variety and richness of the American cultural experience. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one U.S. cultural group that has experienced persistent marginalization.”

“Ideally, the Cultural Diversity Flag will challenge students to explore the beliefs and practices of an underrepresented group in relation to their own cultural experiences so that they engage in an active process of self-reflection.”

 III. Format and Procedures

The course is designed with the expectation that it will follow an intertwined format of lectures and class discussions.  A key expectation is that students will come to class prepared to discuss thematic issues covered in the class, or at least come to class with a curious and critical predisposition to become intellectually engaged in the class. All students are expect to contribute to class discussion, with a high regard for an open academic dialogue, which values respect for the ideas, opinions, and views of others. Class attendance is assumed and expected, and highly encouraged.

Students will have an opportunity to evaluate qualities of the course, including the instructor.  The purpose of the student evaluations is to provide feedback to help improve the teaching experience.

IV.  Assumptions

My assumptions about the nature of immigration in U.S. society is that it a) follows an historical course, b) flows from the interaction between human agency and social structures, c) takes normal paths of social division and degrees of accommodation and social incorporation, d) is partly affected by social constructions regarding different national-origin groups, and e) has its most profound significance within the dynamics of social reproduction (constant remaking of societies).

V. Course Requirements

1. Class attendance and participation policy

To get the most out of this class you should attend all classes and arrive on time.  Also, you should review previous lecture notes and bring questions to class about points you did not clearly understand—including points from the assigned readings.  Please be attentive in class (turn off phones or set to vibration). You are greatly encouraged to participate in class discussion, and please do so in a manner that respects the rights of others to also participate.  If you have a problem hearing the lectures and discussion, or viewing class presentations, please let the instructor know immediately.

Religious Holidays

UT Austin policy requires that you notify course instructors at least 14 days in advance if you plan to be absent due to a religious holiday. You will be given an opportunity to make up activities (exams, assignments, etc.) that you miss because of your absence due to a religious holiday.  You will be given a reasonable time to make up an exam or assignment after your absence.

2. Course Readings/Materials

a) Required books

Dunn, Timothy J.  2009.  Blockading the Border and Human Rights: The El Paso Operation that Remade Immigration Enforcement. Austin: University of Texas Press.

De Leon, Jason. 2015.  The Land of Open Graves:  Living and Dying in the Migrant Trail.  Oakland: University of California Press.

 b) Websites to review:

Migration Policy Institute:

Pew Hispanic Center:

UC-Davis Migration News:

U.S. Department of Homeland Security (Immigration Statistics):

Census Bureau:

Population Reference Bureau:

3. Assignments, Assessments, Evaluation, Dates

a) The course contains three exams and a paper requirement. The exams will consist of multiple-choice items. All exams have to be taken on the dates specified; the only exceptions to this rule are cases involving an emergency and authorization by UT Austin.  In such exceptional cases, essay makeup exams for the first two regular exams have to be taken within a week after the originally designated dates in the specified sociology room for makeups. In the rare possibility that a student needs to take a makeup for the third exam, arrangements with have to be made with the instructor. Makeup exams will consist of essay questions only. Students who miss a scheduled exam must alert the instructor beforehand and consult with the instructor regarding the makeup.  There is no procedure for making up the Final Exam outside of cases that are of a true exceptional and unusual personal pressing situation. Students have to take all exams on the dates and times specified.  Exams cannot be taken earlier or later than the dates and times specified.

The paper requirement is a research brief of 1,350 words (5 pages) on a class-related border/migration topic for which at least three (3) research journal publications are consulted and cited in the text, and placed in the Reference.  The motive for the paper is to give the student an opportunity to handle research journal publications. Grading of the paper will include checking for the required number of words (1,350), for the three required journal sources, as well for the adequacy and strength of the brief.

b) Students have the option of writing a review of a journal research article on border control and/or migrant deaths for extra credit.  The article and journal must be approved by the instructor, and the possible number of extra credit points gained will be from one (1) to ten (10) added to your cumulative grade points. Guidelines for writing this research report are given at the end of this syllabus. Please consult the course schedule below for the due date of the research report. 

c) All dates specified in this syllabus for course topics, exams, and papers are subject to change given unforeseen developments.

4. Use of Canvas:  Canvas will be used to help manage the course and to pursue interaction with students.  Canvas will be used to make announcements, distribute information, communicate with students, and post grades.  Students are encouraged to use Canvas to communicate and share relevant comments and information.  Please check your Canvas site regularly to look for communications from the instructor or from other students in the class.  Support for using Canvas can be obtained from the following websites:

VI.  Grading

a) Three exams of 50 multiple-choice items (worth a total of 100 points).

  • 100 points per exam x 3 exams = 300 points

b) Paper requirement worth 50 points

Total possible points = 350

c) Letter grades based on 350 possible cumulative points:

A = 325-350     A- = 315-324

B+= 304-323    B  = 290-303    B-= 280-289

C+= 269-279    C  = 255-268    C-= 245-254

D+= 234-244    D  = 220-233    D-= 210-219

F  = 209 or fewer points



MAS 374 • Chicana Feminisms

35662 • Guidotti-Hernandez, Nicole
Meets MW 1:00PM-2:30PM CMA 5.190
(also listed as AMS 321, WGS 340)
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Emerging out of the social protest movements of the 1960’s, Chicana Feminists offered an alternative mapping of feminist literary and political thought with the issues of gender, race, and sexuality as their primary concerns. In this course, we will examine what constitute advanced topics in Chicana Feminism, including the history of the movement, in its multiple incarnations, and its epistemological interventions into the contemporary period. Tracing Chicana feminist theory as it broke off from Chicano nationalist politics of the 1960’s, to a politics that is concerned with practices of communal feminism that encompasses men and women of the working classes, we will examine how it has shifted and changed over time.  We will also look at how Chicana feminist thought breaks with and intersects with Euro-American or European models of feminism. In addition, we will examine the ways in which contemporary Chicana Feminists have moved towards a more third-world and/or transnational model of feminism that takes into account the inequities that exist between first and third world subjects.  Through the study of essays, testimonios, film, and literatures that engage feminism, we will discuss how material conditions, spirituality, gender inequality, class inequality, racial inequality, and questions of sexuality allow Chicana women to engage in activities that we might understand as feminist. Students will undertake a final research paper for the course



Arredondo, et. all                Chicana Feminisms

Blackwell, Maylei                Chicana Power

García, Alma, Ed.                  Chicana Feminist Thought: the Basic Historical Writings

Cisneros, Sandra                  Woman Hollering Creek and Other Stories

Hurtado, Aida                                   Voicing Chicana Feminisms

Moraga, Cherríe.                   Loving in the War Years: lo que nunca pasó por sus labios

Pardo                                      Mexican American Women Activists

Viramontes, Helena                       The Moths and Other Stories




Class Participation (discussions, attendance, and twitter feed)         25%

Oral Presentation                                                                                        10%

Essay 1 and 2                                                                                                30%

Prospectus and Bibliography for Final Essay                                         10%

Final Paper                                                                                                   25%

MAS 374 • Indigenous Film/Television

35665 • Tahmahkera, Dustin
Meets TTH 11:00AM-12:30PM GWB 1.130
(also listed as AMS 321)
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This course critically and creatively engages indigenous representations in cinematic and televisual texts from the 20th and 21st centuries, and engages indigenous critique of those representations through visual studies. Teaching critical thinking and writing skills for interpreting diverse cultural, social, and ideological functions of indigenous representations and media, the course involves critically deconstructing/analyzing and reconstructing/reimagining images and discourses related to how indigenous identities have been historically and contemporarily represented in media.


MAS 374 • Latina/O Pop

35699 • Guidotti-Hernandez, Nicole
Meets MW 2:30PM-4:00PM BUR 436B
(also listed as AMS 370)
show description

In this course, we will examine what constitutes advanced topics in Chicana Feminism's multiple incarnations. Tracing Chicana feminist theory as it broke off from Chicano nationalist politics of the 1960’s, we will examine how the discourse intersects with or rejects Euro-American or European models of feminism. In addition, we will examine the ways in which contemporary Chicana Feminists have moved towards a more third-world and/or transnational model of feminism that takes into account the inequities that exist between first and third world subjects. Previous enrollment in La Chicana recommended.

MAS 374 • Latino Migrations And Asylum

35674 • Mena, Olivia
Meets TTH 9:30AM-11:00AM MEZ 1.216
(also listed as LAS 322)
show description

The purpose of this seminar is to study the politics of asylum practices in the United States and forced migration from Latin America. Students will gain knowledge on Latino migrations, asylum and detention through both the lens of global political economy, critical race theory and neo-Gramscian theory and through practical engagement with refugee and migrant organizations/legal practitioners. The course will focus on asylum policies and practices from the 1980s to the present and will draw upon case studies based on asylum seekers from Mexico and Central America among other migrant sending regions. There will be an emphasis on how groups with competing interests and visions struggle to conserve or transform the contemporary asylum regime in a transnational model of society and economy between the United States and Latin America. Finally the seminar will also consider the relationship between asylum and the growth of detention practices and explore the efforts of refugees and legal practitioners to challenge and reform the contemporary asylum regime.



  • Andrew I. Schoenholtz, Philip G. Schrag, Jaya Ramji-Nogales(Eds). Lives in Balance: Asylum Adjudications by the Department of Homeland Security. New York, NY: NYU, 2014.
  • Elena Fiddian-Qasmiyeh, Gil Loescher, Katy Long, Nando Sigona (Eds).

The Oxford Handbook of Refugee and Forced Migration Studies. Oxford, UK: Oxford Univesity Press, 2014.

  • Garcia, Maria Cristina. Seeking Refuge: Central American Migration to Mexico, The United States, and Canada. Berkeley: University of California Press, 2006.
  • Gonzales, Alfonso. Reform Without Justice: Latino Migrant Politics and the Homeland Security State . New York , CA: Oxford University Press, 2014 .
  • Loyd, Jenna Et al. Beyond Walls and Cages: Prisons, Borders and Global Crisis. Atlanta, GA: University of Georgia Pess, 2012.
  • Paley, Dawn. Drug War Capitalism. AK Press, 2014.
  • Rosa Linda Fregoso and Cynthia Bejarano (Eds.). Terrorizing Women: Feminicide in the Américas. Durham, NC: Duke University Press, 2010.



Participation (20 points)

Students are required to participate in course discussions and are expected to attend all the course sessions. Participation will be evaluated based upon the student’s contributions to class discussion and presentations.  Each student will be required to facilitate select reading assignments during a week of class discussion.  Students must turn in a summary of the readings for the day that they chose to facilitate discussion. The two-page summary and analysis should also have thoughtful discussion questions for the class.

Asylum Group Project (30 points) 

Each student will be required to work on an immigration relief project/case study. This will require doing country specific research on a particular social group seeking relief from deportation. Each student will be required to be responsible for one of four components of each project. The Four components are 1) Coordinator, 2) Expert Witness, 3) Researcher 1, and 4) Researcher 2.

Midterm (25 Points)

Students will receive a take home midterm comprised of a series of questions related to the contents covered in class. The midterm will be in essay format and will be roughly 6-8 pages long.

Final (25 Points)

Students will receive a take home final comprised of a series of questions related to the contents covered in class. The final will be in essay format and will be roughly 6-8 pages long. As an alternative to the final advanced students may do a research paper under the supervision of the professor.

MAS 374 • Mexican Immigratn Cul Hist

35680 • Menchaca, Martha
Meets MWF 11:00AM-12:00PM CLA 0.112
(also listed as ANT 322M, LAS 324L)
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This course seeks to develop a student's understanding of the history of Mexican

immigration to the U.S. It will provide an overview of migratory patterns dating

back to the late pre-historic period through contemporary times. The focus of the

course, however, will be current immigration issues dealing with: 1) causes of

Mexican immigration: globalization, Mexican politics, agribusiness, 2) U.S. Law,

3) incorporation, and 4) citizenship.

MAS 374 • Texas, 1914 To The Present

35695 • Zamora, Emilio
Meets TTH 12:30PM-2:00PM MEZ B0.306
(also listed as HIS 320R, URB 353)
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The reading and lecture course surveys change and continuity in the history of Texas within the context of U.S. history and Mexico-U.S. relations.  Special attention is given to Mexico-U.S. relations, politics and social relations between 1900 and 1970, as well as the home front experience of Texans during the Second World War.  The overriding theme is the incorporation of Texas into the national socio-economy from the state’s early “colonized” status to its modern position as a fully integrated part of the nation.  The course is organized around our readings.  The De la Teja/Marks/Tyler text provides a synthesis of Texas history while the Zamora text provides a closer examination of home front experiences.  The two chapters from the Campbell book will serve as a basis for an examination of the post-war period extending into 2001.
            Three semester hours of Texas history may be substituted for half of the American history requirement.  Course materials, including a copy of my resume, this syllabus, lecture notes, bibliographies, and notes on interviewing techniques, will be available on Blackboard (, UT’s course management site.  Call the ITS help desk (475-9400) if you have problems accessing the site.
Randolph B. Campbell, Chapter 16, “Modern Texas, 1971-2001,” In Gone To Texas, A History of the Lone Star Stateby Randolph B. Campbell (New York: Oxford University Press, 2003): 438-67.
Jesús de la Teja, Paula Marks, and Ron Tyler, Texas, Crossroads of North America (New York: Houghton Mifflin Company, 2004).
Emilio Zamora, Claiming Rights and Righting Wrongs in Texas, Mexican Workers and Job Politics during WWII(College Station: Texas A&M University Press, 2009).

Research paper (35%), 5 chapter reports (25%), and 4 film reports (40%).

MAS 374 • Young Adult: Fiction & Film

35690 • Perez, Domino
Meets TTH 12:30PM-2:00PM WAG 214
(also listed as E 344L)
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E 344L  l 7-Young Adult: Fiction and Film


Instructor:  Perez, D

Unique #:  34990

Semester:  Spring 2018

Cross-lists:  MAS 374

Restrictions:  n/a

Computer Instruction:  No


Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.


Description:  This course will focus on young-adult fiction (also known as young adult literature) that has broad critical and/or popular appeal beyond its intended audience.  As an additional critical component of the course, we will augment the readings with films and books inclusive of diverse experiences and interests but that do not necessarily have the benefit of popular or commercial appeal.  While conversations about YA fiction generally focus on the protagonist’s coming-of-age or strategies for incorporating these works into the classroom, our discussions of the works will be framed by critical approaches such as feminist, cultural, ethnic, and gender, as well as genre and film studies.  One major goal is to consider how these works by British, Mexican American, American, and American Indian authors speak to global, social, and political concerns.


Required Texts:  Rowling, J.K. Harry Potter: The Sorcerer’s Stone (1998); Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian (2007), Collins, Suzanne. Hunger Games (2008); Murphy, Julie. Dumplin’ (2015), Older, Daniel José. Shadowshaper (2015), Yoon, Nicole. Everything, Everything (2015), and Mathieu, Jennifer. Moxie (2017).


Requirements & Grading:  Book/Film Review 15%; Reading Quizzes 25%; Final Project 30%; Group Presentation 30%.