Teacher By Teacher traces the journey of the tenth U.S. Secretary of Education and is a deeply personal love letter to all the teachers in our lives. The story of John B. King Jr.’s inspiring path to President Obama’s Cabinet begins the day that his mother died. He insisted on going to school that day, knowing he would find comfort in his classroom. As he navigated living alone with a father dying from undiagnosed Alzheimer’s, it was public school teachers who saved his life, believed in him and saw his potential. They made school a safe, supportive, and engaging place where he could be a kid despite the challenges at home. While some might have dismissed a rebellious young Black and Puerto Rican teen whose life was in crisis, King’s teachers and counselors gave him a second chance. He went on to earn degrees from Harvard, Columbia, and Yale and committed his career to trying to do for other young people what educators did for him.

Teacher By Teacher shows how dedicated educators—both Dr. King’s own teachers and the phenomenal teachers who he has encountered throughout his career as a teacher, principal, and education policymaker—can profoundly shape the lives of their students.

Our guest is: Dr. John B. King Jr., who served in President Barack Obama’s cabinet as the tenth U.S. Secretary of Education. Over the course of his influential career in public education, he has been a high school teacher, a middle school principal, the first African American and Puerto Rican to serve as New York State Education Commissioner, a college professor, the president and CEO of the Education Trust, and the chancellor of the State University of New York (SUNY). His parents were career New York City public school educators. He lives in Brooklyn with his wife, an education researcher and former teacher, and his two daughters.

Our host is: Dr. Christina Gessler, who works as a writing coach and developmental editor. She is the producer of the Academic Life podcast, and the author of the Academic Life newsletter found at christinagessler.substack.com.

Playlist for listeners:

Welcome to Academic Life, the podcast for your academic journey—and beyond! Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 275+ Academic Life episodes? Find them here. And thank you for listening!

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While media pundits continually speculate over the future leanings of the so-called “Latino vote,” Benjamin Francis-Fallon historicizes how Latinos were imagined into a national electoral constituency in his new book The Rise of the Latino Vote: A History (Harvard University Press, 2019). Francis-Fallon, Assistant Professor of History at Western Carolina University, examines the rhetorical construction of a national voting bloc by politicians, parties, and a national network of Latino political elites. This interview explores some of the major themes in the book, including the essential role of Latino congressmen, the ideological struggles between Latino elected officials and radical activists, and the ongoing appeals to a panethnic Latino voting bloc from presidential campaigns. Of course Democratic Party politics is only half of the story, with the efforts of the Republican Party featuring prominently in the text as well. By discussing the parallel Latino engagement strategies of both parties, Francis-Fallon underscores the fact that the “rise of the Latino vote was a multiparty phenomenon.” Building upon existing studies that detail how panethnic Latinidad was constructed in the twentieth-century United States, Francis-Fallon adds national and presidential politics to the list of forces that continue to define what it means to be Latino.

Jaime Sánchez, Jr. is a Ph.D. Candidate in the Department of History at Princeton University and a scholar of U.S. politics and Latino studies. He is currently writing an institutional history of the Democratic National Committee and partisan coalition politics in the twentieth century. You can follow him on Twitter @Jaime_SanchezJr.

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In the financial chaos of the last few decades, increasing wealth inequality has shaken people's expectations about middle-class stability. At the same time, demographers have predicted the "browning" of the nation's middle class--once considered a de facto "white" category--over the next twenty years as the country becomes increasingly racially diverse. In this book, Joseph O. Jewell takes us back to the turn of the twentieth century to show how evidence of middle-class mobility among Black, Mexican American, and Chinese men generated both new anxieties and varieties of backlash among white populations.
Blending cultural history and historical sociology, Jewell chronicles the continually evolving narratives that linked whiteness with middle-class mobility and middle-class manhood. In doing so, Jewell addresses a key issue in the historical sociology of race: how racialized groups demarcate, defend, and alter social positions in overlapping hierarchies of race, class, and gender. New racist narratives about non-white men occupying middle-class occupations emerged in cities across the nation at the turn of the century. These stories helped to shore up white supremacy in the face of far-reaching changes to the nation's racialized economic order.

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In Learning to Lead: Undocumented Students Mobilizing Education (Duke University Press, 2024), Jennifer R. Nájera explores the intersections of education and activism among undocumented students at the University of California, Riverside. Taking an expansive view of education, Nájera shows how students’ experiences in college—both in and out of the classroom—can affect their activism and advocacy work. Students learn from their families, communities, peers, and student and political organizations. In these different spaces, they learn how to navigate community and college life as undocumented people. Students are able to engage campus organizations where they can cultivate their leadership skills and—importantly—learn that they are not alone. These students embody and mobilize their education through both large and small political actions such as protests, workshops for financial aid applications, and Know Your Rights events. As students create community with each other, they come to understand that their individual experiences of illegality are part of a larger structure of legal violence. This type of education empowers students to make their way to and through college, change their communities, and ultimately assert their humanity.

Jennifer R. Nájera is Associate Professor of Ethnic Studies at the University of California, Riverside.

David-James Gonzales (DJ) is Assistant Professor of History at Brigham Young University. He is a historian of migration, urbanization, and social movements in the U.S., and specializes in Latina/o/x politics and social movements.

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In How Schools Make Race: Teaching Latinx Racialization in America, (Harvard Education PR, 2024) Laura C. Chávez-Moreno uncovers the process through which schools implicitly and explicitly shape their students’ concept of race and the often unintentional consequences of this on educational equity. Dr. Chávez-Moreno sheds light on how the complex interactions among educational practices, policies, pedagogy, language, and societal ideas interplay to form, reinforce, and blur the boundaries of racialized groups, a dynamic which creates contradictions in classrooms and communities committed to antiracism. Dr. Chávez-Moreno urges readers to rethink race, to reconceptualize Latinx as a racialized group, and to pay attention to how schools construct Latinidad (a concept about Latinx experience and identity) in relation to Blackness, Indigeneity, Asianness, and Whiteness.

The work explores, as an example, how Spanish-English bilingual education programs engage in race-making work. It also illuminates how schools can offer ambitious teachings to raise their students’ critical consciousness about race and racialization. Ultimately, Dr. Chávez-Moreno’s groundbreaking work makes clear that understanding how our schools teach about racialized groups is crucial to understanding how our society thinks about race and offers solutions to racial inequities. The book invites educators and scholars to embrace ambitious teaching about the ambivalence of race so that teachers and students are prepared to interrogate racist ideas and act toward just outcomes.

Our host is: Dr. Christina Gessler, who is the producer of the Academic Life podcast.

Playlist for listeners:

Teaching About Race and Racism in the College Classroom

Transforming Hispanic Serving Institutions for Equity and Justice

We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States

Presumed Incompetent

Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by downloading and sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 250+ Academic Life episodes? Find them here. And thank you for listening!

Our guest is: Dr. Laura C. Chávez-Moreno, who is assistant professor in the César E. Chávez Department of Chicana/o and Central American Studies at the University of California Los Angeles. Her research has been recognized with multiple awards, including from the American Educational Research Association and the National Academy of Education/Spencer Foundation. She is the author of How Schools Make Race, winner of a 2025 AAHHE Book of the Year Award​, and a 2025 Nautilus Silver Book Award.

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In Banned: The Fight for Mexican American Studies in the Streets and in the Courts (Cambridge UP, 2025), readers are taken on a journey through the intense racial politics surrounding the banning of Mexican American Studies in Tucson, Arizona. This book details the state-sponsored racism that led to the elimination of this highly successful program, and the grassroots and legal resistance that followed. Through extensive research and firsthand narratives, readers will gain a deep understanding of the controversy surrounding this historic case. The legal challenge successfully overturned the Arizona law and became a central symbol in the modern-day Ethnic Studies renaissance. This work is a must-read for anyone interested in understanding the power of community activism, the importance of fighting for educational equity, and why the example of Tucson created an alternative blueprint for how we can challenge states that are currently banning critical race theory.

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Today I’m speaking with Asad L. Asad, Assistant Professor of Sociology at Stanford University. He is the author of Engage and Evade: How Latino Immigrant Families Manage Surveillance in Everyday Life (Princeton UP, 2023). A highly relevant book, Engage and Evade documents the interactions between undocumented people and the agents and institutions of government. One might expect undocumented people to avoid the IRS, but as Asad demonstrates, many engage with government institutions in the hopes that positive interactions and compliance might help their immigration cases down the road. Published in 2023, immigration policy and treatment of undocumented people by the government has shifted dramatically in a short time. I’m grateful today to be able to speak with Asad about this thoughtful book.

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Despite progressive policy strides in health care reform, immigrant communities continue to experience stark disparities across the United States. In Not All In: Race, Immigration, and Health Care Exclusion in the Age of Obamacare (Johns Hopkins UP, 2025), Tiffany D. Joseph exposes the insidious contradiction of Massachusetts' advanced health care system and the exclusionary experiences of its immigrant communities.

Joseph illustrates how patients' race, ethnicity, and legal status determine their access to health coverage and care services, revealing a disturbing paradox where policy advances and individual experiences drastically diverge. Examining Boston's Brazilian, Dominican, and Salvadoran communities, this book provides an exhaustive analysis spanning nearly a decade to highlight the profound impacts of the Affordable Care Act and subsequent policy shifts on these marginalized groups.

Not All In is a critical examination of the systemic barriers that perpetuate health care disparities. Joseph challenges readers to confront the uncomfortable truths about racialized legal status and its profound implications on health care access. This essential book illuminates the complexities of policy implementation and advocates for more inclusive reforms that genuinely cater to all. Urging policymakers, health care providers, and activists to rethink strategies that bridge the gap between legislation and life, this book reminds us that in the realm of health care, being progressive is not synonymous with inclusivity.

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The first birth control clinic in El Paso, Texas, opened in 1937. Since then, Mexican-origin women living in the border cities of El Paso and Ciudad Juárez have confronted various interest groups determined to control their reproductive lives, including a heavily funded international population control campaign led by Planned Parenthood Federation of America as well as the Catholic Church and Mexican American activists. Uncovering nearly one hundred years of struggle, Lina-Maria Murillo reveals how Mexican-origin women on both sides of the border fought to reclaim autonomy and care for themselves and their communities.

Faced with a family planning movement steeped in eugenic ideology, working-class Mexican-origin women strategically demanded additional health services and then formed their own clinics to provide care on their own terms. Along the way, they developed what Murillo calls reproductive care— quotidian acts of community solidarity—as activists organized for better housing, education, wages, as well as access to birth control, abortion, and more. In Fighting for Control: Power, Reproductive Care, and Race in the US-Mexico Borderlands (UNC Press, 2025), Murillo lays bare Mexican-origin women's long battle for human dignity and power in the borderlands as reproductive freedom in Texas once again hangs in the balance.

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This interview includes Jeffrey Herlihy-Mera, Professor of Humanities, Universidad de Puerto Rico-Mayagüez (UPR-M); Annette Martínez-Iñesta, Instructor of Italian, UPR-M; and Baruch Vergara, Artist and Professor of Plastic Arts, UPR-M. This episode has been sponsored by the Mellon Foundation, the Department of Humanities at the UPR-M, and the Instituto Nuevos Horizontes. 

This is the second podcast with Ilan Stavans about Latino USA; the first, in Spanish, is available on the New Books Network en español. About the book:

In Latino USA, Latin American and Latino scholar Ilan Stavans captures the joys, nuances, and multiple dimensions of Latino culture within the context of the English language. Combining the solemnity of so-called serious literature and history with the inherently theatrical and humorous form of comics, this cartoon history of Latinos includes Columbus, the Alamo, Desi Arnaz, West Side Story, Castro, Guevara, the Bay of Pigs, Neruda, the Mariel boatlift, Selena, Sonia Sotomayor, and much more.

To embrace the sweep of Hispanic civilization and its riot of types, archetypes, and stereotypes, Stavans deploys a series of "cliché figurines" as narrators, including a toucan (displayed regularly in books by García Márquez, Allende, and others), the beloved Latino comedian Cantinflas, a masked wrestler, and Captain America. Their multiple, at times contradictory voices provide unique perspectives on Latino history, together creating a carnivalesque epic, democratic and impartial.

Updated to bring the book up to the present moment, this twenty-fifth anniversary edition includes thirty new pages of Latino history, from Hamilton to George Santos. Latino USA, like the history it so entertainingly relates, is a treasure trove of irreverence, wit, subversion, anarchy, politics, humanism, and celebration.

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