The Courtney Sale Ross University Professor
Suárez-Orozco, Marcelo M. Vita
Marcelo M. Suárez-Orozco
University Professor &
The Courtney Sale Ross University Professor
of Globalization and Education
Co-Director, Immigration Studies at NYU
The Steinhardt School of Culture, Education and Human Development
726 Broadway, 5th Floor
New York, NY 10003-6644
(212) 998-5284
fax (212) 995-4199
cell (646-329-2125
email:
EDUCATION
Ph.D., Department of Anthropology, University of California, Berkeley (1986).
M.A., Department of Anthropology, University of California, Berkeley (1981).
A.B., Department of Psychology, University of California, Berkeley (1980).
EXPERIENCE
The Fisher Membership Fellow, Institute for Advanced Study, Princeton, NJ, 2009-2010
University Professor, New York University, 2005-
The Courtney Sale Ross University Professor of Globalization and Education, New York University, 2004-
Co-Director. Institute for Globalization and Education in Metropolitan Settings (IGEMS), New York University, 2005-
Co-Director, Immigration Studies at New York University, 2004-
Scholar in Residence, Ross Institute, East Hampton, New York, 2003-2004.
The Victor S. Thomas Professor of Education, Harvard University Graduate School of Education 2001-2004
Professor, Human Development and Psychology, Harvard University Graduate School of Education, 1995-2001.
Co-Director, Harvard Immigration Projects, Harvard University Graduate School of Education, 1997-2004.
Member of the Executive Committee, David Rockefeller Center for Latin American Studies, Harvard University, 1996-1999 & 1999-2003.
Chair, Interfaculty Committee on Immigration and Well-Being, Harvard University, 2002-2003.
Chair, Interfaculty Committee on Latino Studies, Harvard University, 1998-2003.
Faculty Associate, The Weatherhead Center for International Affairs, Harvard University, 1997-2004.
Norbert Elias Lectureship, Amsterdam School for Social Sciences, The Netherlands, May 1996.
Directeur d’Etudes Associé, école des hautes études en sciences sociales, Paris, 1997.
Visiting Associate Professor, Department of Human Development and Psychology, Harvard University Graduate School of Education, 1994-1995.
Associate Professor, Department of Anthropology, University of California, San Diego, Fall 1992-1995.
Adjunct Associate Professor, Department of Psychiatry, University of California, San Diego, Fall 1994-1995.
Visiting Associate Professor, Facultat de Psicologia, Universitat de Barcelona (Spain), Summer 1993.
Fellow, Center for Advanced Study in the Behavioral Sciences, Stanford, 1992-1993.
Assistant Professor, Department of Anthropology, University of California, San Diego, 1988-1992.
Visiting Associate Professor, Centrum voor Sociale en Culturele Antropologie, Katholieke Universiteit te Leuven (Belgium), Winter 1989.
Lecturer, Department of Anthropology, University of California, San Diego, Fall 1987 and Spring 1988.
Visiting Assistant Professor, Anthropology Board, University of California, Santa Cruz, Fall 1986 and Spring 1987.
Visiting Assistant Professor, Graduate School of Education, University of California, Santa Barbara, Winter 1987.
Visiting Lecturer, Department of Education, University of California, Santa Barbara, 1986.
Visiting Lecturer, Anthropology Board, University of California, Santa Cruz, 1986.
Teaching Associate, Department of Anthropology, University of California, Berkeley. (Introduction to Socio-cultural Anthropology, Fall 1985).
Research Assistant, Institute of Human Development, University of California, Berkeley. 6/85-11/85.
Teaching Assistant, Department of Anthropology, University of California, Berkeley. (Introduction to Socio-cultural Anthropology, Summer 1985).
Teaching Associate, Department of Anthropology, University of California, Berkeley. (Culture and Personality, Spring 1984).
Research Assistant, Institute of Human Development, University of California, Berkeley. 9/83-6/84.
Teaching Assistant, Department of Anthropology, University of California, Berkeley. (Introduction to Socio-cultural Anthropology, Spring 1983).
Teaching Associate, Department of Anthropology, University of California, Berkeley. (Culture and Personality, Winter 1983).
Teaching Assistant, Department of Anthropology, University of California, Berkeley. (Introduction to Socio-cultural Anthropology, Summer 1982).
Research Assistant, Graduate School of Education, University of California, Berkeley. 2/81-1/83.
Reader, Department of Anthropology, University of California, Berkeley. Responsible for grading examinations for the following courses: Psycho-social Problems in Changing Cultures (Fall 1983); Folk Narrative (Spring 1982); Psycho-social Problems in Changing Cultures (Winter 1982); The Forms of Folklore (Fall 1982); The Forms of Folklore (Summer 1981); Myth (Summer 1981); Culture and Personality (Winter 1981); Mexico and Central America (Fall 1981); Psycho-social Problems in Changing Cultures (Summer 1980).
PUBLICATIONS
Books, Edited Books, & Volumes
1. Central American Refugees and U.S. High Schools: A Psychosocial Study of Motivation and Achievement. 1989, Stanford, CA: Stanford University Press. Pp. vii-xi, 1-177.
2. Status Inequality: The Self in Culture. (George A. De Vos and Marcelo M. Suárez-Orozco). Volume 15, Cross-Cultural Research and Methodology Series. 1990, Newbury Park/London/New Delhi: Sage Publications. Pp. 1-311.
3. Belonging and Alienation: A Special Issue of The Journal of Psychohistory and Psychoanalytic Anthropology. (Marcelo M. Suárez-Orozco, Editor) 1991, 18(4): 371-546.
4. Migration, Minority Status and Education: European Dilemmas and Responses in the 1990s. (Marcelo M. Suárez-Orozco, Editor). Theme Issue of Anthropology and Education Quarterly. 1991, 22(2): 99-199.
5. Antropología psicoanalítica. Volúmen 9, Psicología dinámica en la Universidad. Translation and Preface by C. Joanne Crawford. 1991, Barcelona, Spain: Hogar del Libro. Pp. 1-90.
6. The Making of Psychological Anthropology II. (Marcelo M. Suárez-Orozco, George Spindler and Louise Spindler, Eds). 1994, Fort Worth, TX: Harcourt Brace. Pp. 1-310.
7. Transformations: Immigration, Family Life, and Achievement Motivation Among Latino Adolescents. (Carola E. and Marcelo M. Suárez-Orozco). 1995, Stanford, CA: Stanford University Press. 1995. Pp. 1-334.
8. Crossings: Mexican Immigration in Interdisciplinary Perspectives. (Marcelo M. Suárez-Orozco, Editor). 1998, Cambridge, MASS: David Rockefeller Center for Latin American Studies and Harvard University Press. Pp. 1-440.
9. Cultures under Siege: Collective Violence and Trauma. (Antonius C.G.M. Robben and Marcelo M. Suárez-Orozco, Editors). 2000, London and New York: Cambridge University Press. Pp. 1-285.
10. Children of Immigration. (Carola and Marcelo M. Suárez-Orozco). 2001, Cambridge, MA: Harvard University Press. Pp. 1-206.
11. Interdisciplinary Perspectives on the New Immigration: Theoretical Perspectives. (Marcelo Suárez-Orozco, Carola Suárez-Orozco, and Desiree Qin-Hilliard, Editors). 2001, New York and London: Routledge Pp. v-348.
12. Interdisciplinary Perspectives on the New Immigration: The New Immigrant in the American Economy. (Marcelo Suárez-Orozco, Carola Suárez-Orozco, and Desiree Qin-Hilliard, Editors). 2001, New York and London: Routledge. Pp. v-388.
13. Interdisciplinary Perspectives on the New Immigration: The New Immigrant in American Society. (Marcelo Suárez-Orozco, Carola Suárez-Orozco, and Desiree Qin-Hilliard, Editors). 2001, New York and London: Routledge. Pp. v-372
14. Interdisciplinary Perspectives on the New Immigration: The New Immigrant and the American Family. (Marcelo Suárez-Orozco, Carola Suárez-Orozco, and Desiree Qin-Hilliard, Editors). 2001, New York and London: Routledge. Pp. v-296.
15. Interdisciplinary Perspectives on the New Immigration: The New Immigrant and American Schools. (Marcelo Suárez-Orozco, Carola Suárez-Orozco, and Desiree Qin-Hilliard, Editors). 2001, New York and London: Routledge. Pp. v-332.
16. Interdisciplinary Perspectives on the New Immigration: The New Immigrant and Language. (Marcelo Suárez-Orozco, Carola Suárez-Orozco, and Desiree Qin-Hilliard, Editors). 2001, New York and London: Routledge. Pp. v-256.
17. Latinos: Remaking America. (Marcelo M. Suárez-Orozco and Mariela Páez, Editors). 2002, Cambridge, MA and Berkeley, CA: David Rockefeller Center for Latin American Studies at Harvard University and University of California Press. Pp. xi-490.
18. La infancia de la inmigración. (Carola and Marcelo M. Suárez-Orozco). 2003, Madrid, Spain: Ediciones Morata. Pp. 1-291. (Spanish version of Children of Immigration).
19. Globalization: Culture and Education in the Millennium. 2004, (Marcelo M. Suárez-Orozco and Desiree Qin-Hilliard, Editors). Berkeley, CA and East Hampton, NY: University of California Press and Ross Institute. Pp. vii-275.
20. The New Immigration: An Interdisciplinary Reader.(Marcelo Suárez-Orozco, Carola Suárez-Orozco, and Desiree Qin-Hilliard, Editors). New York and London: Routledge. Pp. vii-366.
21. Learning in the Global Era: International Perspectives on Globalization and Education. 2007, (Marcelo M. Suárez-Orozco, Editor). Berkeley, CA and East Hampton, NY: University of California Press and Ross Institute. Pp. vii-317.
22. Learning a New Land: Immigrant Students in American Society. (Carola Suárez-Orozco, Marcelo Suárez-Orozco, and Irina Todorova). 2008. Cambridge MA: The Belknap Press of Harvard University Press. Pp. vii-426.
23. Històries d´immigració: la comprensió dels patrons de rendiment escolar dels joves immigrants nouvinguts. (Carola Suárez-Orozco and Marcelo Suárez-Orozco) 2008 (Barcelona, Spain: Fundació Jaume Bofill). Pp. v-91.
24. Latinos: Remaking America. Second Edition. (Marcelo M. Suárez-Orozco and Mariela Páez, Editors). 2009, Cambridge, MA and Berkeley, CA: David Rockefeller Center for Latin American Studies at Harvard University and University of California Press. Pp. xi-526.
25. Educating the Whole Child for the Whole World: The Ross School Model and Education for the Global Era. (Marcelo M. Suárez-Orozco and Carolyn Sattin, Editors), 2010. New York: New York University Press. Pp. vii-212.
Articles, Book Chapters, & Reviews
1. A Study of Argentine Soccer: The Dynamics of Its Fans and Their Folklore. The Journal of Psychoanalytic Anthropology. 1982, 5 (1): 7-28.
2. Freud Encounters fin de siècle Anthropology: The Case of Totem and Taboo.Kroeber Anthropological Society Papers. 1983, 61 & 62: 129-147.
3. The Piropo and the Dual Image of Women in the Spanish-Speaking World. (Alan Dundes, junior author). Journal of Latin American Lore. 1984, 10 (1): 111-133.
4. Men's Lives: A Review. American Anthropologist. 1984, 86 (4): 1050-1051.
5. Child Development in Japan and the United States: Prospectives of Cross-Cultural Comparisons. (George A. De Vos, senior author). InChild Development and Education in Japan. Harold Stevenson, Hiroshi Azuma and Kenji Hakuta, eds., pp. 289-298. 1986, New York: W. Freeman and Company.
6. Spaanse Amerikanen: Vergeli jkende beschouwingen en onderwijsproblemen. Tweede Generatie Immigrantenjongeren. Cultuur en Migratie. 1986: 21-49.
7. Towards a Psycho-Social Understanding of Hispanic Adaptation to United States Schooling. InSuccess or Failure? Learning & the Language Minority Student. H. T. Trueba, ed., pp. 156-168. 1987, Cambridge, MA: Newbury House.
8. Transformations in Perception of Self and Social Environment in Mexican Immigrants. InPeople in Upheaval. S. Morgan and Elizabeth F. Colson, eds., pp. 129-143. 1987, Staten Island, NY: Center for Migration Studies.
9. The Piropo and the Dual Image of Women in the Spanish-Speaking World. (Alan Dundes, junior author). InParsing Through Customs: Essays by a Freudian Folklorist. Alan Dundes, pp. 118-144. 1987, Madison, WI: University of Wisconsin Press. [Reprint of entry 3]
10. Hispanic Americans: Comparative Considerations and the Educational Problems of Children. International Migration (Geneva). 1987, 25 (2) 141-164.
11. The Treatment of Children in the "Dirty War": Ideology, State Terrorism and the Abuse of Children in Argentina. InChild Survival. Nancy Scheper-Hughes, ed., pp. 227-246. 1987, Dordrecht, The Netherlands: D. Reidel Publishing Company.
12. 'Becoming Somebody': Central American Immigrants in U.S. Inner-City Schools. Anthropology and Education Quarterly. 1987, 18: 287-298.
13. Sacrifice and the Experience of Power. (George A. De Vos and Marcelo M. Suárez-Orozco). The Journal of Psychoanalytic Anthropology. 1987, 10 (4): 309-340.
14. Is Aversion a form of Repression? The Journal of Psychohistory and Psychoanalytic Anthropology. 1988, 15 (3): 266-270.
15. A Review of Shamanism, Colonialism, and the Wild Man: A Study in Terror and Healing by Michael Taussig. The Journal of Ritual Studies. 1988, 2 (2): 272-275.
16. A Review of Freud, Women, and Morality by Eli Sagan. The Journal of Psychohistory and Psychoanalytic Anthropology. 1988, 16 (2): 213-216.
17. A Footnote to the Idea of Cultural Evolution in Anthropological Perspective: Comments on the Role of Adaptation in Psychohistorical Evolution. The Journal of Psychohistory and Psychoanalytic Anthropology. 1989, 16 (4): 372-379.
18. Psychosocial Aspects of Achievement Motivation among Recent Hispanic Immigrants. InWhat do Anthropologists Have to Say About Dropouts? H. T. Trueba, George Spindler and Louise Spindler, eds., pp. 99-116. 1989, London: The Falmer Press.
19. A Review of Ethnic Differences: Schooling and Social Structure among the Irish, Italians, Jews, and Blacks in an American City, 1880-1935 by Joel Perlmann. The Annals of the American Academy of Political and Social Science. 1990, 510, July: 208-210.
20. Expressive Behavior: The Study of Folklore, Projective Tests and Ritual in Psychoanalytic Anthropology. Connecticut Review. 1990, 12 (2): 53-69.
21. Speaking of the Unspeakable: Towards a Psychosocial Understanding of Responses to Terror. Ethos. 1990, 18 (3): 353-383.
22. Una Interpretación Psicocultural del Piropo. (Marcelo M. Suárez-Orozco and Alan Dundes). Revista de Investigaciones Folklóricas. Instituto de Ciencias Antropológicas, Universidad de Buenos Aires (Argentina). 1990, Volume 5(1): 17-25. [Spanish version of entry 3]
23. George A. De Vos and the Making of Psychoanalytic Anthropology. Special Issue of The Journal of Psychohistory and Psychoanalytic Anthropology. 1991, 18(4): 371-407.
24. The Heritage of Enduring a 'Dirty War:' Psychosocial Aspects of Terror in Argentina, 1976-1988. Special Issue of The Journal of Psychohistory and Psychoanalytic Anthropology. 1991, 18(4): 469-505.
25. Migration, Minority Status and Education: European Dilemmas and Responses in the 1990s. Theme Issue of Anthropology and Education Quarterly. 1991, 22(2): 99-120.
26. Dialogue and the Transmission of Culture: The Spindlers and the Making of American Anthropology. Anthropology and Education Quarterly. 1991, 22(3): 281-291.
27. Preface: An Ethnography of Empowerment. (George A. De Vos and Marcelo M. Suárez-Orozco). InCrossing Cultural Borders: Education for Immigrant Families in America. Concha Delgado-Gaitan and Henry T. Trueba. 1991, London: The Falmer Press. Pp. 1-9.
28. Immigrant Adaptation to Schooling: A Hispanic Case. InMinority Status and Schooling: A Comparative Study of Immigrant and Involuntary Minorities. Margaret A. Gibson and John U. Ogbu, eds. 1991, New York: Garland Press. Pp 37-61.
29. A Grammar of Terror: Psycho-Cultural Responses to State Terrorism in 'Dirty War' and Post 'Dirty War' Argentina. InThe Paths to Domination, Resistance and Terror. Carolyn Nordstrom and JoAnn Martin, eds. 1992, Berkeley, Los Angeles and Oxford: University of California Press. Pp 219-259.
30. Learning Culture: The Spindlers' Contributions to the Making of American Anthropology. InThe Psychoanalytic Study of Society. L. Bryce Boyer and Ruth Boyer, eds. 1992, Hillsdale, N. J: The Analytic Press. Pp. 45-58.
31. 'Becoming Somebody:' Central American Immigrants in U. S. Inner-City Schools. InMinority Education: Anthropological Perspectives. Evelyn Jacob and Cathie Jordan, eds. 1993, Norwood, New Jersey: Ablex Publishing Co. Pp. 129-143. [Reprint of entry 12]
32. La Psychologie culturelle des immigrants hispaniques aux Etats-Unis: Implications pour la Recherche en éducation. (Marcelo and Carola Suárez-Orozco). Revue Française de Pédagogie. 1992, 101: 27-44.
33. A Psychoanalytic Study of Argentine Soccer. InThe Psychoanalytic Study of Society Volume 18. L. Bryce Boyer, Ruth M. Boyer & Stephen M. Sonnenberg, eds. 1993, Hillsdale, New Jersey: The Analytic Press. Pp. 211-234.
34. Hispanic Cultural Psychology: Implications for Education Theory and Research. (Marcelo M. and Carola E. Suárez-Orozco). InRenegotiating Cultural Diversity in American Schools. Patricia Phelan and Ann Locke Davidson, eds. 1993, New York: Teachers College Press. Pp. 108-138. [English version of entry 32]
35. Preface. (Marcelo M. Suárez-Orozco, George Spindler and Louise Spindler). InThe Making of Psychological Anthropology II. Marcelo M. Suárez-Orozco, George Spindler and Louise Spindler, Eds. 1994, Fort Worth, TX: Harcourt Brace. Pp. vii-viii.
36. Remaking Psychological Anthropology. InThe Making of Psychological Anthropology II. Marcelo M. Suárez-Orozco, George Spindler and Louise Spindler, Eds. 1994, Fort Worth, TX: Harcourt Brace. Pp. 8-59.
37. Doing Psychological Anthropology at the Fin de Siècle. InThe Making of Psychological Anthropology II. Marcelo M. Suárez-Orozco, George Spindler and Louise Spindler, Eds. 1994, Fort Worth, TX: Harcourt Brace. Pp. 158-194.
38. Terrorized Bodies: Torture, Disappearances and the Exegesis of the Unspeakable. InBody Image in Cultural Context: Interdisciplinary Essays. Irma Dosamantes, Ed. 1994, Los Angeles: DMT Publications, UCLA Center for Pacific Rim Studies. Pp. 108-130.
39. The Cultural Psychology of Hispanic Immigrants. (Carola E. and Marcelo M. Suárez-Orozco). InHandbook of Hispanic Cultures in the United States: Anthropology. Thomas Weaver, Ed. 1994, Houston, TX: Arte Público Press. Pp. 129-146.
40.Culture and Achievement Motivation in Education. (Marcelo M. Suárez-Orozco and George A. De Vos). In The International Encyclopedia of Education. Second Edition. Torsten Husén and T. Neville Postlethwaite, Eds. 1994. Oxford: Pergamon. Pp. 1236-1241.
41. Ambivalent Liaisons: George A. De Vos and the Psychoanalytic Study of Society. InThe Psychoanalytic Study of Society. L. Bryce Boyer, Ruth M. Boyer, and Howard F. Stein, Eds. 1994. Hillsdale, NJ & London: The Analytic Press. Pp. 89-122.
42. Anxious Neighbors: Belgium and Its Immigrant Minorities. InControlling Immigration: A Global Perspective. Wayne A. Cornelius, Philip L. Martin, and James F. Hollifield, Eds. 1994. Stanford, CA: Stanford University Press. Pp. 237-268.
43. Perspectivas etnográficas en la época post-moderna. InLa socialización en la escuela y la integración de las minorías: Perspectivas etnográficas en el análisis de la educación de los años 90. Isabel Martínez and Ana Vásquez-Bronfman, Eds. 1995. Madrid (Spain): Aprendizaje, S. L. Pp. 83-96.
44. The Need for Strangers: Proposition 187 and the Immigration Malaise.Multicultural Review. 1995, 4(2):17-23 and 56-58.
45. The Cultural Patterning of Achievement Motivation: A Comparison of Mexican, Mexican Immigrant, Mexican American, and Non-Latino White American Students. (Marcelo M. Suárez-Orozco and Carola Suárez-Orozco). InCalifornia’s Immigrant Children: Theory, Research, and Implications for Educational Policy. Rúben G. Rumbaut and Wayne Cornelius, Eds. La Jolla, CA: Center for U. S. - Mexican Studies. 1995. Pp. 161-190.
46. What Do Immigrants Want? Enfoque. La Jolla, CA: Center for U. S. - Mexican Studies. 1995. Pp. 3-11.
47. Migration: Generational Discontinuities and the Making of Latino Identities. (Carola Suárez-Orozco and Marcelo M. Suárez-Orozco). InEthnic Identity: Creation, Conflict, and Accommodation. Third Edition. Lola Romanucci-Ross and George A. DeVos, Eds. Walnut Creek/London/New Delhi: Alta Mira Press. 1995. Pp. 321-347.
48. Migrazione e Status de Minoranza: L’Adattamento dei Giovani Messicani negli Stati Uniti. (Marcelo M. Suárez-Orozco, Carola E. Suárez-Orozco, and George De Vos). InCriminologia Psychiatria Forense e Psicologia Giudiziaria. Vicenzo Mastronardi, Ed. Rome (Italy): Univesitá di Roma. 1996. Pp. 467-493. [Italian version of entry 45]
49. Writing a Grammar of Immigration. DRCLAS Newsletter, David Rockefeller Center for Latin American Studies, Harvard University. 1996, 8: 3-8.
50. California Dreaming: Proposition 187 and the Cultural Psychology of Racial and Ethnic Exclusion. Anthropology and Education Quarterly. 1996, 27(2):151-167.
51. Etnografische perspectieven in het Postmoderne tijdperk: Implicaties voor transcultureel-pedagogisch onderzoek. Cultuur en Migratie. 1996, 13(2): 11-10. [Dutch version of entry 43]
52. Unwelcome Mats. Harvard Magazine. 1996, July-August. 32-35.
53. 'Becoming Somebody:' Central American Immigrants in U. S. Inner-City Schools. InBeyond Black and White: New Faces and Voices in U.S. Schools. Maxine Seller and Lois Weis, eds. 1997, Albany, New York: State University of New York Press. Pp. 115-129. [Reprint of entry 12]
54. Psychological Anthropology. InThe Dictionary of Anthropology. (Thomas J. Barfield, Ed.) 1997. Oxford: Blackwell. Pp. 381-383.
55. Interdisciplinary Perspectives on Latino Adolescence (Carola and Marcelo M. Suárez-Orozco). Society for Research on Adolescence Newsletter. 1997, Fall: 3-6.
56. The Cultural Psychology of Immigration. InHealth and Social Services Among International Labor Migrants: A Comparative Perspective. Antonio Ugalde and Gilberto Cárdenas, Eds. 1997, Austin, TX: The University of Texas Center for Mexican American Studies Books. Pp. 131-149.
57. State Terrors: Immigrants and Refugees in the Post-National Space. InEthnic Identity and Power: Cultural Contexts of Political Action in School and Society. Yali Zhou and Enrique T. Trueba, eds. 1998, Albany, NY: State University of New York Press. Pp. 283-319.
58. Introduction. Crossings: Mexican Immigration in Interdisciplinary Perspectives. InCrossings: Mexican Immigration in Interdisciplinary Perspectives. Marcelo M. Suárez-Orozco, Ed. 1998, Cambridge, MASS: David Rockefeller Center for Latin American Studies and Harvard University Press. Pp. 1-50.
59. Epilogue. InCrossings: Mexican Immigration in Interdisciplinary Perspectives. Marcelo M. Suárez-Orozco, Ed. 1998, Cambridge, MASS: David Rockefeller Center for Latin American Studies and Harvard University Press. Pp. 413-419.
60. Cultural, Educational, Legal Perspectives on Immigration: Implications for School Reform (Marcelo M. Suárez-Orozco, Peter Roos and Carola Suárez-Orozco). InLaw and School Reform: Six Strategies for Promoting Educational Equity. Jay Heubert, Ed1999, New Haven, Conn.: Yale University Press. Pp. 160-204.
61. Perspectives Ethnographiques dans le Contexte Post-Moderne. InRecherches Ethnographiques en Europe et Amérique du Nord. Ana Vasquez and Isabel Martinez, Eds. 1999. Paris: Anthropos. Pp. 111-130. [French version of entry 43]
62. Latin American Immigration to the United States. InThe United States and Latin America: The New Agenda. James Dunkerley and Victor Bulmer-Thomas, Eds. 1999. Cambridge and London: David Rockefeller Center for Latin American Studies, Harvard University and Institute of Latin American, University of London. Distributed by Harvard University Press. Pp. 227-244.