Chicana/o-Latina/o studies is concurrently a multidisciplinary and interdisciplinary field of academic inquiry broadly relating to people of Latin American descent within the hemisphere, in particular within the United States and the wider diaspora. Chicana/o-Latina/o studies is the “umbrella name” for distinct and important academic and critical inquiries which began to converge in the last 20 years. Chicana/o-Latina/o studies takes into account the intersections of race, ethnicity, class, culture, gender and sexuality. These courses are distributed across four areas of concentration that make up the Chicana/o-Latina/o studies major: 1.) Border and Transnational Studies; 2.) Education: Social Justice, Formation and Critical Pedagogy; 3.) Literature, Art and Representation; and 4.) Politics, Social Movements, and Labor. Chicana/o-Latina/o studies contributes to all fields in the humanities and social sciences, including professional programs such as education, social work, medicine and law.
Chicana/o-Latina/o studies is an intercollegiate program at the Claremont Colleges. Chicana/o-Latina/o studies emerged in the academy as a product of educational and social movements of the 1960s. These movements led to the initial creation of the program here at The Claremont Colleges in the 1960’s, making our program the second oldest in the nation. More recently, Chicana/o-Latina/o studies has emerged as a field of inquiry relating to Latin Americans in the hemisphere and has been the site for work seeking to transcend the gaps in area studies and ethnic studies.
Pitzer Advisers: M. Soldatenko.
Chicano/Latino/a Transnational Studies
The Chicano/Latino/a Transnational Studies has three primary purposes. The first is to understand the history of the Chicano/Mexican people and other Latinos living in the Americas. The second is to use these experiences as an analytical window into broader social processes such as social stratification, global economics, Diasporas, forced and voluntary migration, social reproduction, social movements, racial formation, political engagement, interlocking axes of sexuality. The third is to connect the classroom to the community through the application of critical pedagogy, participatory research, and community-based learning.
Pitzer Advisers: A. Pantoja, S. Portillo Villeda, M. Soldatenko.