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The Latin American and Caribbean Area Studies (LACAS) is a transdisciplinary program that began in 1973 in response to on-campus student activism primarily by the Latin American Student Union (LASU). However, it is rooted in a broader national social movement by Mexican-American and Puerto Rican students during the 1960s and 1970s that advocated for labor and farm workers’ rights, educational and racial equality, housing and welfare issues.

Originally conceived as a curated selection of cross-listed courses that pulled from various disciplines, including classes in sociology, history, anthropology, comparative literature, human development and others, LACAS was transformed in the early 1990s when philosopher and Professor of Comparative Literature María Lugones came on as the program’s director.

Lugones is credited with laying the groundwork and creating coherence for the nascent program. She obtained funding to hire lecturers and develop four introductory core courses, including Intro to Latin America and Caribbean Studies and Research Methods. Under Lugones’s leadership, the program committee developed a permanent set of 300-level courses, still taught today, and created a certificate-level program that would eventually become the program’s minor track.

“Not only did she create a foundational program with an office, internships and courses, but she helped build an intellectually vibrant community,” said Nancy Appelbaum, professor of history and a former director of LACAS.

The program curriculum has evolved over the past decades, often in response to the particular expertise of faculty.

“The Romance Languages department, for example, has greatly expanded its faculty in Latin American and Caribbean literature and culture, which has been reflected in our course offerings,” Appelbaum said.

The program also reflects the Latin American community’s contemporary political and cultural concerns. Current course offerings cover topics including immigration, gangs, social movements, gentrification, human rights, speculative fiction, Latina writers and even Cardi B. Cross-listed courses range from Haitian literature to the war on drugs to environmental studies and include historical courses that examine the roots of current inequalities and controversies. Even STEM courses figure into the curriculum.

“Since LACAS was built by student engagement, we try to respond to that with courses that reflect what our students are interested in,” said Giovanna Montenegro, associate professor of comparative literature and romance languages and LACAS’s current director. “Migration is an important topic for many of our students and faculty members, as are climate change and climate disasters. We provide courses that tackle environmental racism and health disparities that are legacies of colonialism.”

There are opportunities for extra-curricular and off-campus experiential learning, including a recent trip to the Whitney Museum of American Art in New York City to see the groundbreaking “no existe un mundo poshuracán: Puerto Rican Art in the Wake of Hurricane Maria.” And study abroad opportunities include a three-week summer immersive program in Peru with a blend of instruction and service work in the Andean region of Cusco.

The program is currently home to eight major and 18 minor candidates; like many small programs, it was hit hard by COVID-19 and is rebuilding. Montenegro expects the department to continue developing with additional lecturers and the potential for collaborations with other departments. Montenegro’s course wishlist includes topics related to Latine health issues and the Caribbean and South American countries, specifically Brazil.

“We have a program review coming up, so it will be an excellent chance to reflect on what has worked and areas in which we need to grow,” she said. “Like many small programs, we work with limited resources. We have a small foundation account that we would like to develop to offer additional scholarships for internships and study abroad opportunities for our students.”

Latine or Latinx: language matters

Language is constantly evolving, and even the meaning of words can change over time. Gender neutrality in language is an ongoing issue, with the history of language sometimes at odds with ideals of inclusivity. LACAS students must show proficiency in a language relevant to the area of specialization and most typically do so through the Romance Languages and Literatures Department, one of LACAS’s closest campus partners. They actively promote gender-inclusive language in Spanish, Italian and French.

“Gender and sexuality, in language and in our communities, have been at the forefront of student interest,” Montenegro said. “It’s important to think about how language evolves and to realize that ‘les estudiantes’ is more inclusive than ‘los estudiantes.’ Language is an important part of instituting a culture of inclusiveness in an area often seen as influenced by patriarchal macho culture.”

Beyond gender-inclusive language, Montenegro is interested in developing a curriculum that includes teaching Quechua and other Indigenous and Creole languages of the Americas.

As for Latine or Latinx? “Latine is easier for Spanish speakers to pronounce,” Montenegro said.

Multidisciplinary approach creates critical thinkers

LACAS prepares graduates for multiple roles, including public administration, international relations, healthcare, education and law. Many LACAS majors also pursue a major in another school or department, ensuring a solid background in a complementary field—for instance, graduates with a LACAS and STEM double major have gone on to medical school.

“We even have one alum who is a ��ñ�� professor,” said Appelbaum.

Laila Hernandez ’13, deputy director at the American Civic Association (ACA), is a LACAS graduate. Hernandez, who is Hispanic and Muslim but grew up primarily identifying as Muslim, found in LACAS a way to connect and engage with her Latin heritage. She was also interested in understanding the historical roots of the disparities and injustices that Latines and other minorities face to best advocate on their behalf.

“I am proud to say that I was able to achieve both of my goals through LACAS,” Hernandez said. “My professors, especially adjunct lecturer Rigo Andino, encouraged me to explore my identity as a Muslim Latina and the strong connection between the two cultures, and I was able to present my research at the first LACAS conference in 2013.”

Hernandez also serves as a Department of Justice Accredited Representative, allowing her to represent clients before the United States Citizenship and Immigration Services and provide legal immigration advice without a law degree.

“I am able to advocate for people across the world, especially individuals and families from Latin America, one of the largest populations we serve here at the ACA. I credit LACAS with giving me the knowledge and tools to be successful, and I am extremely grateful for the education and guidance I received from the department.” Hernandez said.

Moving forward

Montenegro would like to see the program grow by establishing tenure-track positions within LACAS. Currently, most program faculty have appointments in different departments with inherent obligations and responsibilities; however, LACAS recently welcomed its first full-time faculty member, Marina Malli ’23. Malli, who has been teaching LACAS courses since 2019 in an adjunct role, will assume a lecturer position teaching core curriculum including “The Modern Caribbean,” “Latinx in the U.S.” and “Research Methods,” as well as 300-level courses: “Latin American Sexualities,” and “Latina Power.”

Fourth-year Stephanie Ramirez-Cisneros is a sociology and political science double major who learned about the LACAS minor through her mentor, Gladys Jimenez-Muñoz, professor of sociology and former interim LACAS director. Ramirez-Cisneros was motivated by the substantial faculty investment and the opportunity to learn more about Latin American and Caribbean history.

“I think what attracted me to this program and made it stand out was the way the teachers engage their classes and are passionate about the topics they teach,” Ramirez-Cisneros said. “The program was interesting and challenging and the community around events was very welcoming. It’s provided incredible opportunities to engage one-on-one with the program’s professors, network with them, and hold stimulating conversations about Hispanic/Latin culture and critical socio-economic issues that affect my countries of origin and so much more.”

Like many LACAS graduates, Amiya Castro ‘22 first became interested in the program as an avenue to learn more about her Puerto Rican roots. However, in her third year, she applied to the 4 + 1 Latin American and Caribbean Area Studies, BA and Master of Public Administration program. She is currently an Excelsior Service Fellow in the New York State Office of the Lieutenant Governor.

“As a student of color, LACAS was my holy grail,” Castro said. “I really connected with everything I was reading and writing about, and I can confidently say that LACAS has been a major support for me, professionally and who I am as a person. I am a proud LACAS alum who truly believes in this program.”