Mestizaje,Córdoba's patria chica: beyond the myth of black disappearance in Argentina

This article examines the ‘disappearance of the black population’ by moving beyond the more traditional explanation of the blanqueamiento (whitening) movement at the end of the nineteenth century. In shifting the temporal framework to the republican period, 1820–1853, a more colorful explanation arises to address how the black population was first lightened which would lead to it being whitened during the second half of the nineteenth century. Ultimately because of mestizaje (racial mixture), blacks and other castas (a person who was not a Spaniard and often of a mixed racial heritage) became pardos. Pardos at first included those of mixed heritage with an elite status among other castas in the colonial period. As Córdoba joined the nation-building process, pardo encompassed all people of color, especially the growing, free black population. In order to explain this process, I traced African descendants who were originally labeled negro and changed to pardo in the 1813, 1822, and 1832 city censuses     

The Supreme Court Prohibits Gerrymandering: A Gain or a Loss for the States?

The 1986 Davis v. Bandemer decision of the U.S. Supreme Courtdeclared partisan gerrymandering to be justiciable, but overruledthe federal district court's judgment that the Indiana legislativeredistricting plan was unconstitutional. The Court split onthe question of justiciability, and those justices who favoredjusticiability disagreed on the appropriate tests to apply intesting a districting plan for unfair partisan gerrymandering.The Court did not specify a clear measure and standard for outlawinggerrymandering. This gives state districting authorities anddistrict courts little guidance in dealing with gerrymandering.If, however, a successful measure and standard are developed,this action is likely to be beneficial to the states.     

The European Parliament and the Commission Crisis: A New Assertiveness?

This article examines two claims made about the "Commission crisis" of 1999: first, that the accountability of the Commission to the European Parliament (EP) was significantly increased; and, second, that the model of parliamentary government in the European Union (EU) was advanced by events in 1999. In analyzing the crisis and its consequences, this article focuses upon the powers of dismissal and appointment, and what these powers reveal about the capacity of the EP both to hold the Commission responsible for its collective and individual actions and to influence its policy agenda. If a parliamentary model is to develop in the EU, the negative parliamentary powers of censure and dismissal have to be balanced by the positive powers of appointment and enhanced executive responsiveness. On both counts—dismissal and appointment—the 1999 "Commission crisis" did not point to the clear and unambiguous dawning of a "genuine European parliamentary democracy."     

Pilot study examining factors asscociated with academic success for hispanic high school students

This study examines characteristics that distinguish succeeding and failing Hispanic students at an inner-city high school. While research on this topic has historically focused on dropouts, this study seeks to better understand successful high school students. Participants in the study were 48 Hispanic tenth-grade students at a large, predominantly minority and low-income high school. High-and low-risk groups were identified on the basis of ninth-grade attendance rates and course failures. When compared to their high-risk counterparts, low-risk students were found to be more satisfied with their school and to maintain a social group predominantly free of gang members. The findings are discussed in terms of how the distinguishing variables contribute to students' success.Obtained degree in clinical-community psychology from DePaul University. Research focuses on adolescent risk factors, particularly as they relate to academic success and high school completion.Earned degree in clinical-community psychology from the University of Rochester. Has published extensively on issues related to prevention and community psychology. Most recently work has focused on strategies to help high-risk school transfer children adjust to the academic demands of their new schools.