In this collection, local experts use personal narratives and empirical data to explore the history of Mexican American and Puerto Rican education in the Chicago Public Schools (CPS) system. The essays focus on three themes: the historical context of segregated and inferior schooling for Latina/o/x students; the changing purposes and meanings of education for Latina/o/x students from the 1950s through today; and Latina/o/x resistance to educational reforms grounded in neoliberalism. Contributors look at stories of student strength and resistance, the oppressive systems forced on Mexican American women, the criminalization of Puerto Ricans fighting for liberatory education, and other topics of educational significance. As they show, many harmful past practices remain the norm--or have become worse. Yet Latina/o/x communities and students persistently engage in transformative practices shaping new approaches to education that promise to reverberate not only in the city but nationwide. Insightful and enlightening, Latina/o/x Education in Chicago brings to light the ongoing struggle for educational equity in the Chicago Public Schools.

"Brown in the Windy City" is the first history to examine the migration and settlement of Mexicans and Puerto Ricans in postwar Chicago. Lilia Fernandez reveals how the two populations arrived in Chicago in the midst of tremendous social and economic change and, in spite of declining industrial employment and massive urban renewal projects, managed to carve out a geographic and racial place in one of America's great cities. Through their experiences in the city's central neighborhoods over the course of these three decades, Fernandez demonstrates how Mexicans and Puerto Ricans collectively articulated a distinct racial position in Chicago, one that was flexible and fluid, neither black nor white.

Like other industrial cities in the postwar period, Chicago underwent the dramatic population shifts that radically changed the complexion of the urban north. As African American populations grew and white communities declined throughout the 1960s and '70s, Mexicans and Puerto Ricans migrated to the city, adding a complex layer to local racial dynamics. "Brown in the Windy City" is the first history to examine the migration and settlement of Mexicans and Puerto Ricans in the postwar era. Here, Lilia Fernandez reveals how the two populations arrived in Chicago in the midst of tremendous social and economic change and, in the midst of declining industrial employment and massive urban renewal projects, managed to carve out a geographic and racial place in one of America's great cities. Over the course of these three decades, through their experiences in the city's central neighborhoods, Fernandez demonstrates how Mexicans and Puerto Ricans collectively articulated a distinct racial position in Chicago, one that was flexible and fluid, neither black nor white.

A renaissance in Illinois history scholarship has sparked renewed interest in the Prairie State's storied past. Students, meanwhile, continue to pursue coursework in Illinois history to fulfill degree requirements and for their own edification. This Common Threads collection offers important articles from the Journal of the Illinois State Historical Society. Organized as an approachable survey of state history, the book offers chapters that cover the colonial era, early statehood, the Civil War years, the Gilded Age and Progressive eras, World War II, and postwar Illinois. The essays reflect the wide range of experiences lived by Illinoisans engaging in causes like temperance and women's struggle for a shorter workday; facing challenges that range from the rise of street gangs to Decatur's urban decline; and navigating historic issues like the 1822-24 constitutional crisis and the Alton School Case. Contributors: Roger Biles, Lilia Fernandez, Paul Finkelman, Raymond E. Hauser, Reginald Horsman, Suellen Hoy, Judson Jeffries, Lionel Kimble Jr., Thomas E. Pegram, Shirley Portwood, Robert D. Sampson, Ronald E. Shaw, and Robert M. Sutton.

In this collection, local experts use personal narratives and empirical data to explore the history of Mexican American and Puerto Rican education in the Chicago Public Schools (CPS) system. The essays focus on three themes: the historical context of segregated and inferior schooling for Latina/o/x students; the changing purposes and meanings of education for Latina/o/x students from the 1950s through today; and Latina/o/x resistance to educational reforms grounded in neoliberalism. Contributors look at stories of student strength and resistance, the oppressive systems forced on Mexican American women, the criminalization of Puerto Ricans fighting for liberatory education, and other topics of educational significance. As they show, many harmful past practices remain the norm--or have become worse. Yet Latina/o/x communities and students persistently engage in transformative practices shaping new approaches to education that promise to reverberate not only in the city but nationwide. Insightful and enlightening, Latina/o/x Education in Chicago brings to light the ongoing struggle for educational equity in the Chicago Public Schools.