ABSTRACT
This book proposes several theoretical expansions about how we think about Latinos and their educational process. Previous discussion on the education of Latino/a students-which include academic achievement, immigrant adaptation process, language adaptation and acquisition, and ethnic identification-explain such phenomenon with the assumption that uniformity exists within national Latino/a groups and across these groups. However, such assumptions operate with an unspoken understanding that each national Latino/a group has a unique experience within the United States that is common among all group members. However, several studies of national Latino/a groups assert that that is not necessarily accurate. These studies illustrate that within national Latino/a groups, such as Mexicans and Puerto Ricans, how skin color is perceived has a relational impact on educational attainment as well as on the identification they select (e.g., Murguia & Telles, 1996;
Rodriguez, 1992, 2000; Rodriguez & Cordero-Guzman, 1992). These studies not only substantiate the need to explore variation within national Latino/a groups but also the significance of this book in exploring skin color and its moderating affect on experiences of opportunity, mobility, and academic orientation. This book interjects skin color as a guiding mechanism in how these Mexican and Puerto Rican students perceive the opportunity available to them and others like them, and aspects of their academic orientation. In other words, how the students perceive others situating their skin color moderates how they conceptualize opportunity and mobility for themselves, as well as informs, in part, their orientation towards education and the schooling process. Thus, assumptions of uniformity overlook the significant impact of skin color variation among Latinos.
