Research & Academic Scholarship

Welcome We're an archival repository that preserves Latino history in Arizona and the Southwest. Since 1970, we've compiled a distinguished collection of manuscripts, photographs, books, newspapers, and ephemera. Today, we continue to acquire primary and secondary sources that complement the instructional and research needs of the ASU community and the general public. Somos un repositorio de archivos que preserva la historia de los latinos en Arizona y el suroeste. Desde 1970, hemos compilado una distinguida colección de recursos primarios y secundarios que complementan las necesidades de enseñanza y investigación de la comunidad de ASU y el público en general. What do we collect? / ¿Qué coleccionamos? Personal Records: Material that documents an individual’s life and achievements. (e.g. Diaries, Correspondence, Oral Histories) Family Records: Material that documents a family’s history and roots in Arizona and the Southwest. (e.g. Genealogy Records, Family Artifacts, Photographs) Organization Records: Material that documents an organizations history and their work with a community. (e.g. Meeting Minutes, Correspondence, Financial Records) Published Material: Material that focuses on Latino history and culture. (e.g. Rare Books, Newspapers, Recordings) Personales: Material que documenta la vida y logros de un individuo.  (e.g. Diarios, Correspondencia, Historias Orales) Registros Familiares: Material que documenta la historia y las raíces de una familia en Arizona y el suroeste. (e.g. Registros de Genealogía, Artefactos Familiares, Fotografías) Registros de Organización: Material que documenta la historia de las organizaciones y su trabajo con la comunidad. (e.g. Actas de la Reunión, Correspondencia, Registros Financieros) Material Publicado: Material que se concentra en la historia y cultura de Latinos. (e.g. Libros Raros, Prensa, Grabaciones) , Collections of note Franco and French Families Papers Documents the family's political and social presence in Arizona between the 1930s and the 1990s. Finding aid for the Franco and French Families Papers Los Mineros Photographs Documents the lives of Mexican and Mexican-American copper miners in Arizona and New Mexico between 1900s and 1970s. Finding aid for the Los Mineros Photographs Chicanos Por La Causa Records Documents the history of CPLC, an organization dedicated to improving the lives of Latinos through education, economic development, social services and affordable housing since 1969. Finding aid for Chicanos Por La Causa Records , Information Access the collection Materials in this collection can be viewed by appointment in the Wurzburger Reading Room at Hayden Library (rm. 138). Please make an appointment at least five business days prior to your visit by contacting Ask an Archivist or call 480-965-4932 for more information. Questions? Ask an Archivist Resources Chicano/a Research Collection Library Guide ASU Digital Repository Arizona Archives Online ASU Distinctive Collections Policies Camera Use Agreement Using our collections in publications , Nancy Godoy Associate Archivist nancy.godoy@asu.edu 480-965-2594

Welcome Black Collections, a new archival repository within the Community-Driven Archives Initiative at ASU Library, focused on creating a robust community collection dedicated to documenting the lived experiences of Black people living and thriving in Arizona. As part of the award-winning CDA Initiative established in 2017 with the support of the Andrew W. Mellon Foundation, Black Collections seeks to establish and implement programs and services that will engage, educate and empower Arizona’s Black community to preserve currently silenced narratives and history. Building this infrastructure and relationships with historically marginalized communities takes time and patience, a deep desire and passion to create change and highly trained students, staff and professionals. , Why create Black Collections? “I want Black Collections to be an important collection that the Black community of Phoenix and Arizona are proud of. Everybody deserves to have their stories documented and the ability to see themselves within the archival record. Black Collections is about working with community to preserve Black history and stories in Arizona.” – Jessica Salow, assistant archivist of Black Collections , Highlighted Collection J. Eugene Grigsby Jr. Documents the work and legacy of artist, educator and mentor of generations of young artists, Dr. Jefferson Eugene Grigsby, Jr. Visit the finding aid for the J. Eugene Grigsby Jr. Papers   , LIFT Initiative elevates Black Collections Black Collections was created as part of ASU’s LIFT (Listen, Invest, Facilitate, Teach) Initiative. In the fall of 2020, President Crow’s office shared a list of 25 actions to support Black students, faculty and staff. On point 23, the action reads, “ASU has committed to providing funding to sustain the Community-Driven Archives initiative in the ASU Library in order to enhance the historical record of and the university’s and library’s engagement with underrepresented communities.” You can help CDA and Black Collections recover ASU’s Black history to reflect the scholarship and academic accomplishments of the Black community. Make a gift today. , Information Access the collection Materials in this collection can be viewed by appointment in the Wurzburger Reading Room at Hayden Library (rm. 138). Please make an appointment at least five business days prior to your visit by contacting Ask an Archivist or call 480-965-4932 for more information. Questions? Ask an Archivist Jessica Salow Assistant Archivist of Black Collections jessica.salow@asu.edu , Resources Black Collections Symposium LibGuide Arizona Archives Online ASU Digital Repository ASU Distinctive Collections Policies Camera Use Agreement Using our collections in publications Connect with us Follow Community-Driven Archives on social media!     , News and blog More news Department of English celebrates 125th anniversary with special events, including a history exhibit Read more about the "Department of English celebrates 125th anniversary with special events, including a history exhibit" article Local athletes get crash course on Black history in Arizona Read more about the "Local athletes get crash course on Black history in Arizona" article ASU Library collection captures robust history of Arizona Read more about the "ASU Library collection captures robust history of Arizona" article University Archives chronicles more than 140 years of Sun Devil history Read more about the "University Archives chronicles more than 140 years of Sun Devil history" article , ASU Events

Join us in honoring Hispanic Heritage Month (September 15–October 15). Below is a roundup of blog posts, exhibits, and other resources from our member libraries. Arizona State University Chicano/a Research...

"Recent events have brought to the fore longstanding concerns about the nature of policing in the United States and how it undermines racial equity. As an institution policing needs significant reconsideration. It is time to rethink the structure and governance of policing. It is also time to engage in a deeper conversation about the meaning of public safety. In the meantime however the following is a list of urgently-needed reforms compiled by a small group of law school faculty each of whom runs or is associated with an academic center devoted to policing and the criminal justice system. The reforms are not intended as an entire agenda for what ought to happen around policing or what American policing should look like. Rather they offer immediate concrete steps federal state and local governments can take to address enduring problems in policing. The authors are scholars who are also deeply involved in the daily practice of policing and included among them are the Reporters for the American Law Institute's Principles of the Law: Policing which works with advisers from across the ideological spectrum in drafting high-level principles to govern policing though the recommendations here go beyond the scope of the ALI project."

"This article argues that "race" is an unnecessary and potentially pernicious concept. As evidenced by the history of slavery segregation the Holocaust and other human tragedies the idea of "race" can perpetuate prejudices and misconceptions and serve as justification for systematic persecution. "Race" suggests that human beings can be divided into subspecies some of which are morally and intellectually inferior to others. The law has important symbolic and expressive value and is often efficacious as a force that shapes public ideology. Consequently it must undermine the notion that "race" is a legitimate mechanism by which to categorize human beings. Furthermore the focus on rigid "racial" classifications obfuscates political discussion concerning affirmative action scientific research and social inequities. When we speak of "racial" diversity discrimination or inequality it is unclear whether we are referring to color socioeconomic status continent of origin or some other factor. Because the term "race" subsumes so many different ideas in people's minds it is not a useful platform for social discourse."

"In her evocative masterpiece The Alchemy of Race and Rights published in 1991 Patricia Williams captured a moment in American legal thought that marked a turning point in expressions about race and power and the implications for social equality. It contained lessons extending beyond America's unique race history to the general social and political dynamics in liberal democracy that create conditions of privilege and exclusion. She invited us to think about the place of law in the social and institutional practices that sustain status quo hierarchies despite proclaimed civil rights commitments to justice. She also inspired hope that the role of the lawyer could be one of mutinous agitator—struggling from the inside using the tools and skills of practice to support the causes of identifiable communities and social movements."

"A lawyer's cultural competence goes beyond avoiding bias. To serve diverse clients lawyers should have special communication and interpersonal skills. Those skills can be taught and learned."

"American jurisprudence and law have profoundly shaped defined and constrained the lives of Black people for over 400 years. Racial inequality has extremely deep roots in American society and our Constitution statutes court cases and regulations not only bear witness to this but are often the source of it. This timeline provides an overview of some of these laws beginning with the first known case marking the legal difference between Africans and Europeans in 1640 in Virginia and continuing with laws recently introduced in the wake of the killing of George Floyd and other Black Americans. While not exhaustive the timeline focuses on a number of key legal events and actions that have structured and systematized racism in America."

"Over the past two decades there has been an outpouring of scholarship that explores the problem of implicit bias. Through this work commentators have taken pains to define the phenomenon and to describe the ways in which it contributes to misunderstanding discrimination inequality and more."

"The Multiculturalism Policy Index is a scholarly research project that monitors the evolution of multiculturalism policies in 21 Western democracies. The project is designed to provide information about multiculturalism policies in a standardized format that aids comparative research and contributes to the understanding of state-minority relations. The project provides an index for each of three types of minorities: one index relating to immigrant groups one relating to historic national minorities and one relating to indigenous peoples. The Multiculturalism Policy Index and supporting documentation are freely available for researchers public officials journalists students activists and others interested in the topic."

"In several cases addressing the constitutionality of affirmative action admissions policies the Supreme Court has recognized a compelling state interest in schools with diverse student populations. According to the Court and affirmative action proponents the pursuit of diversity does not only benefit minority students who gain expanded access to elite institutions through affirmative action. Rather diversity also benefits white students who grow through encounters with minority students it contributes to social and intellectual life on campus and it serves society at large by aiding the development of citizens equipped for employment and citizen-ship in an increasingly diverse country."

No one is born racist or antiracist; these result from the choices we make. Being antiracist results from a conscious decision to make frequent, consistent, equitable choices daily. These choices require ongoing self-awareness and self-reflection as we move through life. In the absence of making antiracist choices, we (un)consciously uphold aspects of white supremacy, white-dominant culture, and unequal institutions and society. Being racist or antiracist is not about who you are; it is about what you do.

Administrators offer advice on dealing with controversial speakers -- white nationalist Richard Spencer, conservative rabble-rousers like Milo Yiannopoulos and others.

Conservatives must reckon with their policies’ discriminatory effects. That would be more likely if liberals stopped carelessly crying bigot.

Krishni Metivier provides a checklist of key actions that colleges and universities should take.

Reshmi Dutt-Ballerstadt provides a checklist.

We must understand our own racial positioning in this country and deconstruct our desire to assimilate into whiteness.

Compilation of theses on civility.

Anti-Racism Statement

To effectively address racial domination, we argue, one must have not only an idea of the means with which to struggle on behalf of a reconstructed racial order, but also an idea of the ends for which one is struggling.

The Center for Antiracist Research is dedicated to solving seemingly intractable problems of racial inequity and injustice.

Ibram X. Kendi is a contributing writer at The Atlantic and the Andrew W. Mellon Professor in the Humanities and the director of the Boston University Center for Antiracist Research. He is the author of several books, including the National Book Award–winning Stamped From the Beginning: The Definiti

Drawing on a range of critical race and anti-colonial writing, and focusing chiefly on Anglo-Western contexts of librarianship, this paper offers a broad critique of diversity as the dominant mode of anti-racism in LIS. After outlining diversity's core tenets, I examine the ways in which the paradigm's centering of inclusion as a core anti-racist strategy has tended to inhibit meaningful treatment of racism as a structural phenomenon. Situating LIS diversity as a liberal anti-racism, I then turn to diversity's tendency to privilege individualist narratives of (anti-)racism, particularly narratives of cultural competence, and the intersection of such individualism with broader structures of political-economic domination. Diversity's preoccupation with demographic inclusion and individual behavioural competence has, I contend, left little room in the field for substantive engagement with race as a historically contingent phenomenon: race is ultimately reified through LIS diversity discourse, effectively precluding exploration of the ways in which racial formations are differentially produced in the contextually-specific exercise of power itself. I argue that an LIS foregrounding of race as a historical construct - the assumption of its contingency - would enable deeper inquiry into the complex ways in which our field - and indeed the diversity paradigm specifically - aligns with the operations of contemporary regimes of racial subordination in the first place. I conclude with a reflection on the importance of the Journal of Critical Information and Library Studies as a potential site of critical exchange from which to articulate a sustained critique of race in and through our field.

The year 2020 will be known not only for the coronavirus pandemic that swept across the globe but also for the antiracist protests that focused attention on cascades of killings of Black people by police with impunity, a racial hoax that potentially placed a Black man in mortal danger because a white dog owner did...

This is a list of characteristics of white supremacy culture that show up in our organizations. Culture is powerful precisely because it is so present and at the same time so very difficult to name or identify. The characteristics listed below are damaging because they are used as norms and standards without being pro- actively named or chosen by the group. They are damaging because they promote white supremacy thinking. Because we all live in a white supremacy culture, these characteristics show up in the attitudes and behaviors of all of us – people of color and white people. Therefore, these attitudes and behaviors can show up in any group or organization, whether it is white-led or predominantly white or people of color-led or predominantly people of color.

The term "institutional racism" describes societal patterns and structures that oppress certain groups on the basis of race or ethnicity.

Article from "Liberal Education," Fall 2017.

This article reflects on an exercise I developed to enable students to identify the ways in which white privilege is embedded in archival institutions and to collectively strategize concrete steps to dismantle white supremacy in their own archival practice. It argues that, in the face of disastrous political events—such as the election of an explicitly racist protofascist as US president—LIS faculty must intervene pedagogically to meet the needs of their most vulnerable students and to model behaviors of critique and resistance if we aim to train students who will disrupt the status quo of oppression as LIS professionals. The article includes printable graphics designed by Gracen Brilmyer and generated by the class exercise to serve as a visual reminder of our obligation to dismantle white supremacy in archival studies and archives more broadly.

The inclusion of race-related content in college courses often generates emotional responses in students that range from guilt and shame to anger and despair. The discomfort associated with these emotions can lead students to resist the learning process. Based on her experience teaching a course on the psychology of racism and an application of racial identity development theory, Beverly Daniel Tatum identifies three major sources of student resistance to talking about race and learning about racism, as well as some strategies for overcoming this resistance.