So you are a mestiza

Exploring the consequences of ethnic and racial clumping in the US academy

Bibliographic Data

ID2150369
AuthorsC R Lugo-Lugo (0000-0002-5097-0684, corresponding author)
Year2008
Volume31
Issue3
Pages611-628
Publication date2008-03-01
Open AccessNo
TypeARTICLE
VenueEthnic and Racial Studies (JOURNAL)
Journal identifiersISSN: 0141-9870 • E-ISSN: 1466-4356
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01419870701568882
OpenAlexW2029490296
LanguageEN
Citations received6
References cited9

This paper intends to open a dialogue about the use of two specific labels in the US (i.e. 'Chicanas' and 'Latinas'), with a special emphasis on how they are used in the US academy as both markers and identities. More specifically, this paper explores recent trends in the US academy by which women of Latin American descent are lumped together under the rubric Latinas, and in many cases assumed to be equivalent to Chicanas. Arguing that academia must learn to be more thoughtful when creating, defining and adopting categories, the article warns against recreating the very power dynamics we find in mainstream US society by way of these specific labels. Finally, 'So you are a mestiza' reminds its readers that, as a practice, social justice asks for a fundamental recognition of a culturally pluralist, democratic society. In this kind of society, histories must endure and multiple realities must be acknowledged. Maldonado and José Anazagasty for giving me feedback on an earlier (and definitely rougher) version of this essay. Also, thanks to the reviewers for their valuable insights and recommendations. Finally, thanks to my Boricua and my Chicano friends for always understanding that, even though we are in this together, we are not the same. Notes 1. For the purposes of this paper, Chicanas are American women of Mexican ancestry. 2. Basically, it is a mis-translation because, as Gracia points out 'hispánica/o' is an adjective, not a noun. The noun in Spanish is 'hispana/o'. 3. It is interesting to hear accusations of lack of language skills when it comes to Latino immigrants, for they do speak Spanish and, in many cases, they may speak indigenous dialects specific to the countries from which they are migrating. 4. I am withholding the name of the professor who taught the course. The purpose of the example is not to embarrass any particular person, but to illustrate the workings of racial/ethnic clumping within the context of Latinas. 5. Two-thirds of the Latinas in This Bridge Called my Back are Chicanas. In Making Face, Making Soul Haciendo Caras, the ratio becomes more evident when approximately three of every four writings by Latinas are actually by Chicanas. 6. In her book Loving in the War Years: Lo que nunca pasó por sus labios, Moraga (2000) presents a non-linear chronology of the path that took her to embrace the term Chicana. Anzaldúa's (1999) book Borderlands/La Frontera: The New Mestiza articulates her own definition of Chicana and Chicana feminist by way of her development of the new mestiza. Additional informationNotes on contributorsCarmen R. Lugo-Lugo CARMEN R. LUGO-LUGO is Assistant Professor in the Department of Comparative Ethnic Studies, Washington State University

Adjective · Democracy · Ethnic group · Linguistics · Mainstream · Media studies · Noun · Pedagogy · Political science · Politics · Power (physics · Rubric · Sociology · Anthropology · Gender Studies · Latin American and Latino Studies · Law

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