A new beginning

Happy new academic year!

Today is the start of the new academic year at the Claremont Colleges and I’m confident in saying it’s not going to be like any other before. We’re all online this semester, a first for me–and a first for most of us at the five colleges.

In lots of ways, the liberal arts model is the opposite of online education. It’s very personal. It’s about small, collaborative, and even intimate kinds of learning spaces. It’s as much about the conversations that happen in the hallways and in the quad, in the dining halls and in the dorms, as the ones that happen in the classroom.

Of course, online education can be a lot of these things. It’ll just take work, creativity, and a willingness to fail and grow. I’ve literally spent the last two months preparing my classes and while I feel as unprepared as I do for any other semester (maybe a little more so because it’s hard to anticipate what the normally predictable “feel” of the semester will be), I’m also excited about working with students to define what our new learning context can mean for us.

Maybe the most fun part of this is that I feel like a new professor again, despite the fact that this is my 19th year as a full-time professor (tenure-track and tenured combined). I got my first TA gig at Cal back in 1995. That makes this year the start of my 25th year as college instructor.

I first arrived at the Claremont Colleges in August 1990 as first-year undergrad at Claremont McKenna College. After graduating, I went straight to grad school at UC Berkeley and then got my first academic job straight out of Cal. That means I’ve been in this higher education world consistently for the last three decades, making this the start of my 31st consecutive year in higher education.

It’s always mind-blowing to write the above. None of it seems odd to me and all of it feels right but, at the same time, how have I been alive long enough to have been in a single industry for three decades?

And so it continues and, yet, begins anew. May it be a good year.

For the Inadvertent Online Professor

Like professors in colleges and universities across the country, I’m making the transition from face-to-face classes to the online classroom.

I have some experience with online classes, but not much. I don’t have anything against online education, it’s just that my work in higher ed has been limited to the traditional, physical classroom. As I prepared to make this change, colleagues who are experts with online teaching have been an amazing resource. I’m so grateful for their generosity in sharing what they know so that people like me can learn and, hopefully, be just a little bit better than we would have otherwise.

Of course, what me and others are doing isn’t exactly the same as just making the switch to online teaching. We’re being forced to make this change because of a pandemic, and not at the start of the term but midstream. What we’re grappling with isn’t just the move to online education but the challenge of making this switch with a class that has already begun and was not originally designed to be anything other than face-to-face.

As I make the transition, I’ve been giving myself advice, too. Here’s what I’m trying to do and remember to do:

Don’t pretend it’s the same.
We’re all living in––and teaching and learning in––an unstable and unpredictable context. Both students and faculty shouldn’t expect our experience to be the same. That doesn’t mean it can’t be good and productive. That doesn’t mean we can’t learn. But it does mean we should recognize from the start that it’s going to be different.

One of the ways this isn’t going to be the same is in the amount of work I expect out of my classes.  It’s both smart and fair to make reductions in the workload of our classes.  But how to reduce? Twenty years ago, when I began my first journey into the world of outcomes-based education, one of the most compelling lessons for me was to design courses around what the essential takeaways were for each class. What skills and understandings did I want them to leave with? How can I enable them to get there? As I make changes to the workload of my classes, it helps for me to identify (or remind myself of) those essential “need to know” outcomes and to try to foster an ability to reach them in as direct a way as possible.

Be sympathetic.
We’re all kind of stepping into the unknown and we’re doing so while our lives are in flux. I’m learning to be an online professor while my wife works and while I’m also homeschooling, feeding, and caring for three kids. The students I work with are going through their own adjustments. Students have a wide variety of home spaces and contexts in which they will now be learning, and the inequities of our society are only going to be more pronounced in the weeks ahead. Keeping all this in mind, we should be as sympathetic with each other (and with ourselves) as we can in the weeks ahead.

Be flexible.
I like beginning my smaller classes with a weekly check-in. I can’t think of anything more vital right now. How else can I be responsive to changing student needs if I don’t know about them?  Creating space to hear what’s going on in their lives and with their learning is not only smart, it’s ethical under these circumstances.   Being open to that information means also being prepared to be flexible.  All the changes I’ve made so far are really only a proposal to the students I work with.  None of us knows what the days and weeks ahead will bring. So, just like with our present––when we find ourselves in a place we could not have anticipated at the start of our term––we should anticipate having to make changes again as circumstances change and needs arise.

And so here we go! If you’re facing the same challenges in your life, I wish you the best of luck. Be patient and be kind and, please, stay put.

A new year for me

Today is the start of a new academic year at the Claremont Colleges. I’ll teach the first meeting of my “Intro to Chicanx-Latinx History” class and then I’ll attend our college’s opening convocation ceremony. That makes it a great day to me, but it’s a pretty momentous day in other ways, too.

First off, for those of you who read this blog or follow me on social media, you know this has been anything but a typical summer. Having the brain tumor and surviving the surgery has been a life-changing event for me and for my family. I wish it was something we didn’t have to go through, but we survived it and that’s something to celebrate. I’m happy to be alive and happy to be able to head back to the classroom to the job that I love.

The other noteworthy thing is that this year marks my 30th in higher education. My first 4 years were as an undergrad at Claremont McKenna College. The next 8 were as a grad student at UC Berkeley. And that means this is the start of my 18th year as a tenure-track/tenured professor. That’s kind of crazy to me, not just in a “time flies” kind of way but also because 18 years is a long time!

I’m so lucky to have been a professor of Chicana/o/x Studies at two incredible institutions in that time. And I’m lucky for all the relationships I’ve made in those years. The past few months——as I received cards, letters, emails, and messages from a lot of the people I worked with and taught in those 18 years——I’ve been lifted up by the love and friendship that’s come from that work. I’m here, right now, in part because of the people that have made those 18 years as good as they were.

So thank you! And happy new academic year to me and to you!

Fighting Racism in Higher Education

Throughout the last academic year, incited by the deaths of Michael Brown and Eric Garner and guided by the energy and example of the #BlackLivesMatter movement, students in colleges and universities across the country have increasingly turned to protest. Over the last few weeks alone, student protests at some campuses have reached important junctures, making headlines and creating a powerful moment of possibility.

The New York Times recently provided a cursory overview of some of the more high profile protests and their inciting events. I’m certain this is only scratching the surface when it comes to chronicling racist incidents at colleges and universities as well as student efforts for change.  Sadly, students and faculty at the community of liberal arts colleges where I work (and, specifically, the campus where I was a student) are facing a very similar example of our own this week.

These student protests have mostly been in response to racist incidents at the local level, but they’re not about those incidents, not really.  They’re about a larger and widely shared problem: 21st century racism in the university.

Each has its own shape and mood, it’s own set of assets and liabilities.  But these varied protests each voice part of a unified chorus of what it is like to be nonwhite in the university.  They’re about the lived realities that exist underneath the word “underrepresented.”  They’re about the feelings of inferiority, anger, and frustration incited by life in an institution devoted to whiteness.  They’re about that whiteness, an ideology our institutions do not see and, yet, can not see beyond.  They’re about the expectation for something better from institutions that sell themselves as places that are welcoming and “inclusive.”

Though these student movements are not formally connected, and while each campus has its own particular context to address, it’s hard not to view them as part of a critical moment in higher education, one forcing a reckoning with how our institutions act on issues of race, racism, and “diversity.”  One of the lessons that’s easy to take away from these (not yet concluded) struggles is that most of those in charge of our institutions of higher education are not adequately prepared to effectively hear (let alone address) students’ concerns.

Members of the student protest group Concerned Student 1950 hold hands following the announcement that University of Missouri System President Tim Wolfe would resign.

Members of the student protest group Concerned Student 1950 hold hands following the announcement that University of Missouri System President Tim Wolfe would resign.


Fundamental to this is the way these institutions view “us”–the underrepresented, the minorities, the people of color.  They languish in the conceit that they are “moving forward” and actualizing “progress” simply by opening their doors to us.  Despite the rhetoric, what is painfully obvious is that they do not understand the most fundamental truth related to their “commitment to diversity.”  That truth is this: we do not need them as much as they need us.

“Diversity” was always made to benefit them, of course.  The university who can paint its portrait with the faces of nonwhite students and faculty wears the hue of modernity and progress.  Through our presence we allow them to embody “the future” by helping them distance themselves from their white supremacist pasts.  What’s worse, we legitimate their most addictive myth–that the ivory tower is home to only the best and the brightest our society has to offer.  Our presence is proof of their contention that entrance is now guided by merit and merit alone.  We alleviate their mid-20th century inferiority complex, incited by the Black Freedom Struggle, that forced those who studied in these hallowed halls to come to terms with the fact that they were the beneficiaries of a racist system.

Our most palpable gift to these institutions is the way we animate their moral purpose.  As they admit and enroll us they are emboldened by what they see as their commitment to the “greater good.”  We’re lucky to be here, they tell us.  And how good are they to let us in!  It’s a paternalism the student of the past will be most familiar with, one that makes “diversity” evidence of their “commitments” and inherent goodness.

Of course, our presence in the university is good and it is meaningful.  We know this.  It is one small step toward something better.  It is this knowledge, in part, that fuels the current protests.  Our real and powerful value is also indicative of the extent to which they need us.  They need us to be their mirror, to show them to themselves as they are.  Only then can they move forward as institutions–as communities–and become more like the places they believe themselves to be.

We are here to give them a chance to understand how their ways of knowing, ways of being, and ways of dreaming are not the only ways.

Our colleges and universities are vessels of whiteness, proponents of an unacknowledged project of conversion.  This is the hangover of a history of formal white supremacy in the US, a system where racial prejudice became the rationale of deciding who could have power.  Even when you alter the system, if you do not actively dismantle the ideology, you risk doing little more than cosmetic change.

The palpable remnants of this ideology course through this conversion project to which most colleges and universities are committed.  They see our value only in so far as we are willing to surrender ourselves to that project and become like them.  It’s a tired notion, laughable if not for its resilience.  It deserves to be laid to rest.  If they can learn to listen to us, to see as as truly equal, they stand to be liberated from it too, from the cage it represents.  To be truly free, of course, they also have to learn to be more like us.  That’s its own struggle, to be sure, one that has few success stories.  (At least not yet.)

The student protests now taking place, and taking shape, are about this kind of liberation. But they can not make it come to fruition.  When it comes down to it, you see, that’s not our job to do.  There is no saving to be done here.  They’ve got to save themselves!  We can speak our truth and let it enable a culture of learning, even a culture of crisis.  But we can not make them learn from it.  That is a choice they have to make.  Let our voices be an alarm bell that the time for that saving is now.

What we can do is frustrate complacency and nurture empathic understanding.  That’s much easier said than it is done, not for the processes it represents but for the context in which we now struggling.  I was a “student of color” once, too.  I remember the epiphanies, the anxieties, the disappointment, and the anger.  I remember the frustration, and the exhaustion.  As a “professor of color” in the same institutions you’re in now, I remember these because they are a part of my present.  Daily I come to terms with the fact that they are also part of my future.

It’s from that place, a place of love and caring and respect, respect for what you feel and for what you know, that I offer these reminders:

Take care of yourself and each other.  Protest can be exhilarating and affirming when we experience it as a real community.  It is also tiring and diminishing.  Respect those costs and seek to care for each other through it.  Listen to each other.  Hug one another.  Make space to learn with one another.

Don’t mistake the symptom for the disease.  We engage oppressive institutions through episodes that wound the soul, instances when the realities it produces are unavoidably clear.  Each is easily removed or reprimanded without altering the system itself.  Do not let them think this is about Halloween costumes.  If we do, we lose. In fact…

The system of higher education is nimble.  It is self-critical, liberal, and able to agree with you as it defends the fundamental core of its problems.  Its reflex will be to co-opt your energy and welcome your protest because it is designed to do so by bending to give the illusion of substantive change.  Only vigilance, and an understanding of its inherent flexibility, can provide a check against this survival mechanism.

Remember that they, like us all, are learners.  Ignorance is our start in life.  Ignorance of these matters, at this point in time…that ignorance is made.  It must be unmade.  Do not let this stifle your need to speak your truth.  Do let it guide the work of finding solutions, real and meaningful solutions.

If I did not believe in the inherent value of education, as well as the ability of institutions of higher education to be better than they are, I would not be in the line of work I am in.  Change is possible.  These places can be the places they think they are, the places they need to be.  That takes work.  Real work.

As students, you have done–and are doing–more than your share, even as you know there is much more still to be done.  Let us hope the others come to realize that most of the work rests on their shoulders.  Let us hope they learn to hear and accept their part.

I’m at CSU San Bernardino today

I’m happy to be visiting the students at California State University San Bernardino on Tuesday, November 3, to talk about history and movements.


If you’re a part of that community I hope to see you later today!

On the radio

I recently did a radio interview with KPFA, the Berkeley-based flagship station of the Pacifica Radio Network. We talked about my book, Latinos at the Golden Gate.


My interview will be edited and aired at an upcoming date on the morning show UpFront. I’m not sure I’ll know in advance of it actual airing, so I’ll be sure and post a link when the segment is posted on their site.

The timing is fortuitous since Latinos at the Golden Gate is scheduled to be released in paperback in early 2016.

More on that when I know more…

No work, so I can work

The Claremont Colleges kick off another academic year today, but you can’t take any of my classes. That’s because I’m on sabbatical for the fall and spring semesters.

This is the second sabbatical I’ve been lucky enough to have during my career, the last one being six years ago. That doesn’t seem all that long ago and then I remember Bush was still president. The election of Barack Obama, the death of Michael Jackson, and our collective awareness of the “Great Recession” were all part of my year of research and writing. So was buying our first house, and my two kids (there were only two then) turning 3 and 1.

Back then I was still working on my first book, which became Latinos at the Golden Gate. I had much of it researched, and most of it written, but it was still really underdeveloped and kind of all over the place. My sabbatical not only made it a better book; I’m not sure I would have ever had the time to bring it all together and get it published if not for that year. (And now that first book will be coming out in paperback in the spring!)

It already feels like I have a lot going on, almost as much as I normally would at the start of a typical academic year. The big exception is that all of it is related to one, overarching project: Mexican Americans and the Vietnam War. That’s the topic of my second book, which is now officially in progress. I’m also partnering with a local arts center in Pomona on a public history project that’s also related to Latinos and the military, only with a focus on the Pomona Valley. That’s a two-year project that will involve a lot of interviews and culminate in a museum exhibit in 2017.

After a wonderful “family” summer filled with trips to Big Sur, Yosemite, Comic Con, and Palm Springs, I’m primed and ready to get a lot done during this sabbatical year. I’ve been reading a lot these past few months as well as doing a bit of archival work. The months ahead will involve a lot more primary research––both archival and oral interviews––but my primary goal is to write as much of book #2 as I can.

I feel privileged to work at a place where support for faculty research is real and meaningful. I also feel lucky to be in the position to write this book at this moment.

In the months ahead I might start making use of this space to write a little more informally about my work. In the meantime, I wish all my colleagues a productive and fruitful academic year 2015-16!



Graduation Day

I have a wonderful job.


Every year I get reminded of that fact on graduation day. It’s not that I don’t feel it at other times; I do, of course, even in the midst of all the less-than-fulfilling elements of my job. But on graduation day, no matter where I am emotionally and intellectually, I can’t ever forget what a lucky person I am to be doing the work I get to do as a college professor.

One of the most beautiful things about my job is the cycle of things. There is a pace to the work year, and a process that is part of that pace playing out. Classes begin and end. Students come and go. They begin as first years and leave after (we hope) four years. Our year has a beginning, and an end.

Today is that end. Graduation day brings an end to the year and to the process. It’s also about the next phase, the new beginning. It’s about the cycle.

On this day I am reminded about the power of education. I don’t mean this in the simplistic, neoliberal hope that the “individual” can improve their economic lot in life with a college degree. On days like this, I am reminded of the power of education despite this individualistic, market-driven ethos. I am reminded of what it can mean for a society like ours, for young people–people that are parts of communities whose worth and humanity has been measured by our distance from an education–to receive their degrees.

It’s an achievement for many of us to earn our degrees. But it’s also bigger than us. It’s an achievement that makes an impact on our families, our friends, and other loved ones. Watching the faces today, seeing the young adults I get to work with celebrate with their families, I can’t help but be grateful.

I am also amazed.

There are so many students for whom this is not a challenge. For many (perhaps especially at my college) this is just another step in a life of unfolding opportunity. It’s a rite of passage for them, and for their families.

For a precious few (perhaps especially at my college) this is a big deal. I am constantly amazed at the students who beat the odds; at the ones who did it all while bringing their families and their hearts along; at the ones who did it alone, but by carrying the spirits of those who loved them; at the ones who came, who showed us how amazing they are, and who leave more educated and still whole.

Academia in the 21st century United States produces a diverse set of workplaces. In lots of ways, the business model of higher education is undergoing a transformation. That produces changes in the work we do, the ways we do it, and the ways we feel about it.

I’d like to think that this is the part of the job that remains real, that remains sustaining in the face of all the rest.

I feel lucky to be a part of this process in the lives of others.  I feel lucky to get to learn with them. And I feel lucky to create spaces where they can discover, be challenged, and learn with each other and for themselves.

It’s been a great year because of these people. 

Chicanos and Vietnam

My current research relates to the history of Chicano/Latino military participation in the Vietnam War. It’s primarily based on oral histories with Chicano veterans, interviews that (with the help of my students) I’ve been recording for about four years.

A big part of that research is also analyzing large data sets (like the census and other federal surveys) to help tell the story of veterans and their families in the four decades since the end of the war.

Broadly speaking, then, I’m hoping to shed light on some of the ways the war impacted Latino communities. As the son of a Vietnam veteran, and the nephew of another vet, this is a very personal project for me.

It was a real honor to be able to talk a little bit about my research with a local reporter, as part of Time Warner Cable’s “Local Edition.” The segment will begin airing this Sunday throughout the LA region. But it’s also available online:

This will be my first time on TV. More importantly, I’m glad the project is already gaining some attention in the local media. It’s a reflection (I think) of the gaps in our collective understanding of the war in US society, gaps these stories help to fill.

First Reviews

Though my book was released in summer of 2013, it’s only now starting to be reviewed in various scholarly journals. I’m happy to report that the reviews have been generally positive, too.

Here’s a list with links, although some can’t be accessed freely:

The Journal of American History, vol. 101, no. 3 (Dec. 2014): 892-893.
Western Historical Quarterly, vol. 45, no. 4 (Winter 2014): 481-81.
Regeneración Tlacuilolli: UCLA Raza Studies Journal, vol. 1, no. 1 (Dec. 2014): 167-69.
Utah Historical Review, vol. 4 (2014): 257-59.

This last review seems to have a formatting error. It’s not listed in the Table of Contents and doesn’t have an author listed. It shares specific analysis with the one published in the online journal from UCLA. My guess is it was reworked by the same author for republication.

As you might imagine, it’s pretty great feeling. You spend years of your life working on something, making it better and better until you finally just let it go. Then you start second guessing yourself. Is it any good? Is it useful? Will people like it?

These first reviews are helping to put all those feelings of inadequacy into perspective. I think the most rewarding part is that I can be sure there are at least a few people out there who have read my book. As more reviews come in, hopefully that group will continue to grow–and that’s a great feeling.

So thanks for the support!