Three and one-half decades have transpired since the establishment of the first Black, Chicano and Puerto Rican studies programs. Since then, a substantial body of scholarship on the African American and Latino experience in the USA has been produced. One area of recent scholarly interest is the origin, goals and trajectory of the Black, Chicano and Puerto Rican studies movements of the 1960s. New scholarship has generated important insights on the relationship between activist scholarship and community empowerment in the context of the 1960s nation-wide political struggle for social and racial justice. The intellectual and political need to further develop the historiography of the Black, Chicano and Puerto Rican studies movement and to asses its implications for community empowerment and institutional transformation is self-evident. This essay hopes to make a contribution to this emerging scholarship. However, it will do so by undertaking a comparative analysis that employs conceptualizations drawn from the social and cultural capital literature. These conceptualizations are heuristically useful for theorizing the movements' political action and goals in the context of a hi£her educational system that resisted demands for reform of racially oppressed sectors. This essay will rely primarily on the social capital literature of Pierre Bourdieu, John Coleman and Michael Woolcock.
Caban, Pedro, "Black and Latino Studies and Social Capital Theory" (2007). Latin American, Caribbean, and U.S. Latino Studies Faculty Scholarship. 36.