De Los Rios Summary

In the student essay “It’s Hard Enough Being Me” written by Anna Lisa Raya, the author portrays herself as a credible source for understanding the role of identity in an educational setting. Raya then appeals to an audience of Latinos and other minorities through her emotions such as stating, “I had never questioned who I was or where I was from” (Raya 121). In the end, she resolves the life-longing issues of identity crisis and cultural shock by staying true to herself and “Soy yo and no one else…Punto” (Raya 122). The author asserts the idea of “not only experienced culture shock, but for the first time I had to define myself according to the broad term “Latina”” (Raya 121) throughout the essay. Raya then appeals to her audience through

Sociologists have been studying the effects of education on Latino Americans and to their findings there are physical and conceptual issues which include: language barriers, issues with educators and peers which cause issues within their identity development and ultimately creating this separation of cultures which can effect Latino Americans success in school. While there are other factors that may be

Throughout the essay, Lugo-Lugo wants one to become informed on prevalent issues in the average college classroom by allowing the reader to appeal to her through emotions. She uses personal stories and thoughts on college profiting accordingly to portray the issue amongst her classroom. As she mentions in her essay that her “...position within both U.S. society and academia is an important component of [her] discussion… A woman of color who is a Puerto Rican…. And those markers mean something at the beginning of the twenty-first century in and outside the U.S. academy” (Lugo-Lugo 190). She also describes how her image and identity is automatically judged, “These identities, they inform the way I position myself in relation to other gendered and

Throughout the writing, the author, Gloria Anzaldúa conveys multiple times how her relationship with her language and her history have impacted her. The author says on page 26, “Ethnic identity is twin skin to linguistic identity – I am my language” (Anzaldúa, pg. 26). Prior to writing this, the author was writing about how she and other Chicano/Chicana people were being unequally and unfairly treated, simply due to their culture and the language(s) they spoke. By saying this, the author shows that even if the people were only scrutinizing her and her people for their language, it is just as bad as being blatantly discriminatory toward their race, ethnicity, background, culture, and more, as she expresses that one’s language and “linguistic

As a freshman college student I did not expect that through a fulfillment of graduation requirements, I would stumble across this particular Latino studies curriculum. When I registered for this course my mind was just focused on the fact of attending and perhaps learning a thing or two about my heritage. I also expected to find myself in a position of easy success for this course, and while I believe that I was quite successful, it was not as simple as I projected. The reason behind some of the challenges that I faced were because, unlike most college courses were students are just mindlessly completing homework assignments or writing essays for the purpose to be critiqued, this course engaged emotion and made the students truly immerse themselves

Based upon this, it is evident that other racial groups have a feeling of ethnocentrism towards Mexican Americans. Evidence of this is presented when the article states “Mexican Americans have been racialized throughout U.S. history and this limits their participation in society.” The discrimination and racial stereotyping of Mexican-Americans is further supported when the article discusses the educational inequality that has been experienced across multiple generations of Mexican American families living in the United States. This is evident when the article states, “school segregation has been extensive, both historically and in contemporary periods. Throughout history, Mexican children were sent to separate and inferior schools.” The article also continues on to mention that school segregation was repeatedly challenged in the

Throughout the essay, Lugo-Lugo uses personal experiences and builds bridges with her audience to further establish emotional appeals. Carmen Lugo-Lugo is a woman of color, specifically a Latina. Latinos have become so stereotyped, that people’s portrayals and descriptions of them have become so ingrained in their minds that

In the beginning, there is a little boy named Matt. He live in a land called Opium, which is in the Mexico area. He is a clone and has never known anybody but Celia. The Main problem about the story, was that Matt was a clone, and that was not a good thing. Everybody treated him like an animal and left him with nobody at the time of when they captured him. So, the problem was solved by having El Patron die, so that Matt was able to take his place, and become the new ruler of Opium.

Mendez recalled asking her parents to not return to school on several occasions because she was afraid of the students. Like Mendez, who had to walk passed the “white school” to the Hispanic school, Jessie had to walk a substantial distance to her school, “With her sisters, Jessie then walked three miles to their country school, one classroom in a wooden bungalow” (Soto 52). Even though both girls had different upbringings, each faced an unjustness. Mendez had money and attended a “white school” but was later kicked out due to her race. Her father, Gonzalo Mendez, was furious; thus, began the court case battle of Mendez v. Westminster. He strongly believed all children deserved an equal education. The young Hispanic students attended an old school with rundown facilities; yet, everyone said it was “separate but equal”. Mendez eventually won the case, and the Caucasian and Hispanic schools were integrated. In my school, I barely learned about these two huge events; I read Esperanza Rising as a child, but a single book was the extent of my education. Today, Sylvia Mendez is fighting for Hispanic history to be added to the curriculum, which I completely support. Teaching students only the glamorous, “white” side of history will result in society with skewed views of other races and cultures.

“The perpetuation of the idea that Latinos who don’t speak Spanish are less Latino because we speak a different colonizer’s language carries with it an incredibly exhausting burden of insecurity and isolation.” (Agrelo 2) Individuals who are non spanish speaker Latinos go through this phase where they start to think they are not part of this community because they were brought up what they different community. “I always marked off "white" and not "Latin" or "Hispanic" on forms, because I never felt that I proved my worthiness to identify as someone with a Latin heritage. ”(Jones/Coleman 1) Complementary, if certain individual felt as if they didn't look Latino enough, weren't taught Spanish, or they raised in a different country they believed they weren’t part of the Latino community. Their minds were instilled that if there is shift between one’s mother tongue that is far apart from one’s culture it meant they couldn't be considered

In summary, on 12/25/15 at 1557 hours Ofc. De La Fuentes #221 and I were dispatched to 1224 S. 49th Ave. in regards to a Domestic.

The Latinos education crisis is a prevalent issue in the United States. More and more research has uncovered magnanimous evidence that our education system is failing the students and thus creating a pipeline away from success and higher education and into gangs, prison and poverty. From 2011-12 alone Latinos made up almost a quarter of the enrolled students in public schools, Hispanic status dropout rate was 13% (higher than both African Americans at 8% and Whites at 4%), and 5% of all doctoral degrees conferred were earned by Latinos. (NCES, Digest of Education Statistics 2013). The crisis is a result of compounding failures and the perpetuation of stigmas within the educational, governmental and societal systems. As each of these systems are complex and composed of countless factors, addressing the issues the Latino population face, specifically within schools, is often overlooked and underaddressed. In light of the problems Latinos must compete against, this paper will address the potential for change and how it can be wrought, beginning on the microlevel of the educational system, by mandating and introducing culturally responsive teaching (CRT) into classrooms and school districts nationwide in an effort to counteract the lack of educational support and to decrease tracking of students onto the school to prison pipeline.. This paper will strive to answer the question of how culturally responsive teaching can address the educational deficits of the Latino/a

T-Rex, who is a very vocal advocate for the virtues of Nortena culture, did admitt that “...both groups have the same idea” and that they are all “...truly mexican till the day (we) die (Mendoza-Denton, 111).” When Nortenas and Surenas are viewed through the lens of only mexican girls, the differences between the two groups seem insurmountable. However, when Nortena and Surena girls are compared with other ethnic groups, such as caucasian and asian girls, their differences seem smaller. This isn’t to undermine the differences of each group, rather the girls have no choice. The world that many mexican girls live in is stacked against them. English as a Second Language classes do not count towards college requirements, many girls have family members who are in the states undocumented, and outside of their high school and immediate community, many latinxs face harsh racial stereotypes. Nortena and Surena ideologies may attempt to overcome these barriers different, but as a whole each group is working towards a better life. While Nortena girls would often call Surena girls “wetbacks” or tell them to go back to Mexico, they didn’t tolerate other non mexican doing the same. The obstacles that Nortena and Surena girls faced created a sense of sameness, an understanding that both groups faced the same discrimination, that helped maintain the overall California-Mexican

Huber and Cueva made a great point about how conocimiento is a great tool to fight back to all the oppression that Latinos like me face since early age that we take with us into the k-12 educational system “Conocimiento, developed by Anzaldua (2002), outlines seven interconnected stages ´ that invoke our ancestral wisdom, lived experiences, cultural knowledge, and resilience in a process that allows us to heal from the effects of race-based trauma and other forms of oppression as we strategically navigate within and outside of hostile educational environments” (Huber and Cueva p.396). This quotes highlights how by getting educated and learning about our culture and history is the most powerful tool to fight back to the discrimination and oppression

The second rationale is there is a gradual acculturation process that occurs from the time students enter Vanguard as freshman sophomore until they near the end at Vanguard as seniors. There is a breaking away of the dominant familial framework that they have entering Vanguard. Thus students are able to displace feelings of self-consciousness of being Hispanic, especially if they get involved and feel that the majority culture is receiving of them. They feel more integrated, thus their ethnicity/race feels like a secondary notion after the fact that they are students. By the time students are juniors and seniors, if they have generally found a sense of accommodation at Vanguard, this will help to displace feelings of self-consciousness of being