Meet the Scholars
Claudia Lucia Galindo, PhD
Galindo, C. & Pong, S. (2011). Tenth grade math achievement of Asian students: Are Asian students still the “Model Minority”?—A comparison of two educational cohorts. In X. L. Rong (Ed.), Asian American Education—Identities, Racial Issues, and Languages (pp. 1‐29). Charlotte, NC: Information Age Publishing Inc.
Galindo, C. & Fuller, B. (2010). The social competence of Latino kindergartners and growth in mathematical understanding. Developmental Psychology, 46, 579‐592.
Galindo, C. (2010). Language minority students’ math and reading achievement in early childhood. In E. E. Garcia & E. Frede (Eds.), Young English‐language learners: Current research and emerging directions for practice and policy (pp. 42‐59). New York, NY: Teacher's College Press.
Reardon, S. & Galindo, C. (2009). The Hispanic‐White achievement gap in math and reading in the elementary grades. American Educational Research Journal,46(3), 853‐891.
Jung, S.*, Fuller, B., & Galindo, C. (2012). Family functioning and early learning practices in immigrant homes. Child Development, 83(5), 1510‐1526.Galindo, C. (2013). Math performance of young Mexican American children. In A. Sawyer, & B. Jensen (Eds.), Regarding Educación: Mexican American Schooling the 21st Century (pp. 66‐91). New York, NY: Teachers College Press.
Willow Lung-Amam, PhD
Lung-Amam, W. 2017. Trespassers?: Asian Americans and the Battle for Suburbia. Berkeley: University of California Press.
Lung-Amam, W. 2015. Malls of Meaning: Building Asian America in Silicon Valley Suburbia. Journal of American Ethnic History 34, 2: 18-53. (Special issue: Asian Americans in Suburbia). Republished in: Bukowczyk, John (ed). 2016. Immigrant Identity and the Politics of Citizenship. Urbana-Champaign: University of Illinois Press.
Lung-Amam, W. 2015. The Vibrant Life of Asian Malls in Silicon Valley. In Making Suburbia: New Histories of Everyday America, edited by John Archer, Paul J. P. Sandul, and Katherine Solomonson, 208-226. Minneapolis: University of Minnesota Press.
Lung-Amam, W. 2013. “Dumb White Kids” and “Asian Nerds”: Race and Ethnic Relations in Silicon Valley Suburban Schools. In Transcultural Cities: Border-crossing and Placemaking, edited by Jeffrey Hou, 177-190. London: Routledge.
Lung-Amam, W. 2013. That “Monster House” is My Home: The Social and Cultural Politics of Design Reviews and Regulations. Journal of Urban Design 18, 2: 220-241. Republished in: Nicolaides, Becky and Andrew Weise (eds). 2016. The Suburb Reader. 2nd ed. New York: Routledge.
Richard Marciano, PhD
Professor and Director
Travis, D. M., Lee, M., Rojas, M., Gunn, A., Nimkar, A., Jansen, G., Diakopoulos, N. & Marciano, R. (2016, April). Unlocking the archives of displacement and trauma: Revealing hidden patterns and exploring new modes of public access through innovative partnerships and infrastructure. In Archiving Conference (Vol. 2016, No. 1, pp. 135-139). Society for Imaging Science and Technology.
Melinda Martin-Beltrán, PhD
Martin-Beltrán, M., Guzman, N. L., & Chen, P.-J. J. (2017). “Let”s think about it together:’how teachers differentiate discourse to mediate collaboration among linguistically diverse students. Language Awareness, 1–18. http://dx.doi.org/10.1080/09658416.2016.1278221
Martin-Beltrán, M. (2010). Positioning proficiency: How students and teachers (de) construct language proficiency at school. Linguistics and Education, 21(4), 257–281.
Martin-Beltran, M. (2013). “I don’t feel as embarrassed because we’re all learning”: Discursive positioning among adolescents becoming multilingual. International Journal of Educational Research, 62, 152–161.
Martin-Beltrán, M. (2014). “What do you want to say?” How adolescents use translanguaging to expand learning opportunities. International Multilingual Research Journal, 8(3), 208–230.
Jeff MacSwan, PhD
Artiles, A., August, D., Botana, X., Houtchens, B.C., Conger, D., Durán, R., Espinosa, L., Garcia, E., Genesee, F., Hakuta, K., Hernandez, A., MacSwan, J., Romo, H., Sera, M., Takanishi, R., Tamis-LeMonda, C., Thomas, K., Toppelberg, C. & Fillmore, L.W. (2017). Promoting the educational success of children and youth learning English: Promising futures. National Academies of Sciences.
MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167–201. DOI: 10.3102/0002831216683935
MacSwan, J. (2016). Codeswitching and the timing of lexical insertion. Linguistic Approaches to Bilingualism, 6(6), 786-791.
MacSwan, J. (2016). Codeswitching in adulthood, pp. 183-200. In Nicoladis, E., & Montanari, S. (eds.). Lifespan perspectives on bilingualism. Washington, DC: American Psychological Association & Berlin: Walter de Gruyter.
Rolstad, K., MacSwan, J., & Guzman, N. (2015). Bilingual learners and the purposes of language assessment. Miríada Hispánica, 10, 207-224.
Rolstad, K., & MacSwan, J. (2014). The facilitation effect and language thresholds. Frontiers in Psychology, 5. doi:10.3389/fpsyg.2014.01197.
MacSwan, J. (ed.) (2014). Grammatical Theory and Bilingual Codeswitching. Cambridge: MIT Press.
MacSwan, J. (2014). Programs and proposals in codeswitching research: Unconstraining theories of bilingual language mixing, pp. 1-33. In J. MacSwan (ed.), Grammatical Theory and Bilingual Codeswitching. Cambridge: MIT Press.
MacSwan, J. & Colina, S. (2014). Some consequences of language design: Codeswitching at the PF interface, pp. 185-210. In J. MacSwan (ed.), Grammatical Theory and Bilingual Codeswitching. Cambridge: MIT Press.
MacSwan, J., & Stabler, E. P., Jr. (2014). A minimalist parsing model for codeswitching, pp. 257-282. In J. MacSwan (ed.), Grammatical Theory and Bilingual Codeswitching. Cambridge: MIT Press.
Rolstad, K., MacSwan, J., & Mahoney, K. (2014). The ineffectiveness of English immersion in Arizona. In G. McField (ed.), The Miseducation of English Learners. Charlotte, NC: Information Age Publishing.
MacSwan, J. (2013). Code switching and linguistic theory, pp. 223–350. In T. K. Bhatia & W. Ritchie (eds.), Handbook of Bilingualism and Multilingualism, 2nd edition. Oxford: Blackwell.
Rolstad, K., MacSwan, J., & Mahoney, K. (2012). The ineffectiveness of English immersion in Arizona. International Journal of Language Studies, 6(2), 137-150.
Krashen, S., Rolstad, K. & MacSwan, J. (2012). Review of “Research summary and bibliography for Structured English Immersion programs” of the Arizona English Language Learners Task Force, pp. 107-119. In C. Faltis & B. Arias (eds.) English Learners in Arizona. Bristol, UK: Multilingual Matters.
Safa Motesharrei, PhD
Systems Scientist at National Socio-Environmental Synthesis Center (SESYNC)
Motesharrei, S., Rivas, J., Kalnay, E., Asrar, G. R., Busalacchi, A. J., Cahalan, R. F., … Zeng, N. (2016). Modeling sustainability: Population, inequality, consumption, and bidirectional coupling of the Earth and Human Systems. National Science Review, 3(4), 470–494. https://doi.org/10.1093/nsr/nww081
Julie Park, PhD
Park, J., Nawyn, S. J., & Benetsky, M. J. (2015). Feminized intergenerational mobility without assimilation? Post-1965 U.S. immigrants and the gender revolution. Demography, 52(5), 1601–1626. https://doi.org/10.1007/s13524-015-0423-0
Megan Madigan Peercy, PhD
Associate Professor; LLSI
Peercy, M. M., DeStefano, M., Yazan, B., & Martin-Beltrán, M. (2016). “She’s my right hand”: Teacher collaboration for linguistically diverse students’ equitable access to curriculum. In J. C. Richards & K. Zenkov (Eds.), Social justice, the Common Core, and closing the instructional gap: Empowering diverse learners and their teachers (pp. 39-56). Charlotte, NC: Information Age Publishing.
Peercy, M. M. & Austria, M. (2016). “It’s just really relevant to them”: One school district’s efforts to teach ELA credit-bearing newcomer ESOL courses. In L. de Oliveira & M. Shoffner (Eds.), Teaching English language arts to English language learners: Preparing pre-service and in-service teachers (pp. 215-239). London: Palgrave Macmillan.
Peercy, M. M., Ditter, M., & DeStefano, M. (2017). “We need more consistency”: Negotiating the division of labor in ESOL-mainstream teacher collaboration. TESOL Journal, 8(1), 215-239.
Peercy, M. M., Martin-Beltrán, M., Silverman, R. D., & Nunn, S. J. (2015). “Can I ask a question?”: ESOL and mainstream teachers engaging in distributed and distributive learning to support English language learners’ text comprehension. Teacher Education Quarterly, 42(4), 33-58.
New Books by Subject
Find lists of books published in 2012-2017.
Selected books published in 2016
These archival collections contain some records related to Immigration and the U.S. Labor Movement.
Click on the link to open a PDF of the finding aid.
AFL-CIO Information Department. AFL-CIO News Cartoons, 1955-1984 (2014-001-RG20-004)
This collection consists of original artwork created for reproduction in the AFL-CIO News. These editorial cartoons appeared regularly in the publication and reflect a wide variety of issues important to organized labor, immigration, and many other topics.
AFL-CIO Legislation Department. Testimony, 1953-1994 (2014-001-RG21-002)
This collection consists of testimony and statements made primarily by officers and employees of the AFL and AFL-CIO to Senate and House committees on a variety of economic, social, and political issues. Also included is some correspondence in lieu of testimony or statements; there are also a few speeches and addresses to non-governmental organizations and fact sheets.
AFL-CIO Photographic Print Collection (2014-001-RG96-001)
This collection consists of photographs on the following: subject files (1890-1995) – images acquired by the Information Department from various press sources and independent photographers; includes substantive coverage on committees, conventions, affiliated unions, legislation, testimony, strikes, and work.
United Brotherhood of Carpenters and Joiners of America (UBCJA)
The United Brotherhood of Carpenters and Joiners of America (UBCJA) is one of the largest and most influential labor unions in North America. The union was founded in 1881 and continues to train and advocate for carpenters and others in the building trades. The UBCJA archives consists of correspondence, publications, reports, meeting minutes, charters, bylaws, financial materials, newspaper clippings, photographs, memorabilia and audiovisual materials. Subjects covered in the records include the information about union leadership, the Brotherhood's Carpenters' Home for retired members, celebrations of the union's 75th and 100th anniversaries, jurisdictional disputes between the UBCJA and other unions, member' benefits, anti-communism, and the organization of locals. The collection covers the period from 1826 to 2015.
You may find additional archival materials on this topic by consulting resources in the Labor History Subject Guide
This guide gives you information about how to access the archives in the Maryland Room
For more information contact us at firstname.lastname@example.org