Status Of The Historiography Of Chicano Education

The United States Hispanic population continues to increase each year. In turn, school populations of Hispanics increase as well. Hispanics, although improving academically, continue to have high school dropout rates, higher than other racial and ethnic groups and continue to lag behind school peers. The discrepancy between Hispanic students and other students’ achievement is the result of many factors, including acculturalization, language acquisition, poverty, and school factors. Schools

“I'm not Mexican. I am not American. I am not American in USA and Mexican in Mexico. I am Chicano everywhere. I do not have to assimilate anything. I have my own history”, stated the writer and novelist Carlos Fuentes. The Chicano subculture is the mixture of the Mexican and the American cultures. This subculture has its own history and unique characterizations that make it stand out. According to the Merriam Webster dictonary the word subculture is defined as “a group that has beliefs and behaviors that are different from the main groups within a culture or society”. The Chicano subculture has a history, language, leaders, art, literature, and even their music, and it’s the perfect example for this definition of the word subculture.

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

Violence and discriminations against Mexican-Americans was experienced as negative affect that was organized in segregating our society in such places as the labor market, residential setting and in the educational system. Although many countries have overcome, name calling various ethnic groups they also struggled for equality and respect. However, people in America have placed a racial connotation in the minorities groups. Mexican Americans and Mexicans are one of the minorities in America that have been categorized and degrade to derogatory names. They have been considered lazy, dirty, unable to speak English and uneducated. Many people have a wrong image of the Mexican race because of the way they act and the way they dress therefore was assumed that all Mexicans are like that. Segregation has always been an obstacle that made an impact in our society and has change history with laws that outlaw any sort of discrimination towards others. Parents had an important role to changes that have been made in the history. The parents were the first ones to arrive to America because they wanted a better future for their children. Parents find the motivation in helping each other by supporting other parents to fight for their children’s right every step of the way. In the research I have done I will be addressing the many issues that the Mexican and Mexican Americans faced to earn the equality here in America in the labor market, residential

Professor. Guadalupe San Miguel Jr., the author of Brown, Not White: School Integration and the Chicano Movement in Houston, is a scholar of history. Born of Mexican parents, Prof. Miguel finds himself passionate about issues of segregation and minority’s rights violation. Prof. Miguel is widely schooled and specialized in Mexican education. He attained his

Various details, like teachers giving up on students, or teachers easily removing a student from class can attribute to the success young Latinos will have with their education thus impacting the surveys taken on education levels of Latinos as shown in Latinos in the United States. Many individuals had the knowledge of what education can lead to and what high standards were and part of the problem of why they do not follow it is their economic situation, as discussed in class. During class, we watched a documentary called “The Graduates” and undocumented students feel that education may not be a possibility and that reminds me how

When one thinks about Hispanics, all too often the image of a field full of migrant workers picking fruit or vegetables in the hot sun comes to mind. This has become the stereotypical picture of a people whose determination and character are as strong or stronger than that of the Polish, Jewish, Greek, or Italian who arrived in the United States in the early 1900's. Then, the center of the new beginning for each immigrant family was an education. An education was the "ladder by which the children of immigrants climbed out of poverty into the mainstream." (Calderon & Slavin, 2001, p. iv) That ideal has not changed, as the Hispanic population has grown in the United States to large numbers very quickly and with little fanfare. Now, the

If the income level indicated above does not represent the approximate income level of your parents ' household during your high school years, please explain.

Additionally, the primary language dispite discouragement from the teachers was english. Furthermore, the children who were darker skinned latinos often played with otther darker skinned latinos or black children, while the white students played with lighter skinned latinos, the divide on the playground was based moreso on the race a student appeared to be rather than their cultur. Moreover, in the reading groups the majority of white students were in the high reading group, with the mahoirty of biracial students in the medium reading group,the majjoirty of the latino students in the low and only the african american and black students were only in the low reading group. despite th eschool trying to teach the students about race and the harmfull effects of racism, the low percentage of black and african american students made them easily identified as different, and reulted in them being labeled as such, which negetivly effected their school work. The white students are priilaged because many of their parents hold power over the school, and have been able to attend an alternative school due to their parents ability to work within the

Discrimination has been the brawn of injustices done to people of color. Most don't know of the Chicano struggle in the United Stated for the past four to six generations. Chicanos in America were forced to face chaos, poverty, and pain. Chicano, by Richard Vasquez is a perfect example of how Mexican Americans and Chicanos were treated in America during the 90's. Although Chicanos faced a burdensome life in America, lots of customs and culture immigrated to America with them, which has fabricated the Chicano Culture. The book Chicano profoundly demonstrates how hard it was for a Mexican family to immigrate to America. Once Chicanos started a life in America, it was very hard to get out of it. Mexicans were not socially accepted because

According to Marta Tienda and Faith Mitchell in the book “Hispanics and the future of America” another problem may be teacher’s perceptions of their student’s abilities.

Next, Mont-Cors explains how most parents of children who come fro Mexico may not have had education opportunities available for them. Which this caused a communication gap between school and home, since it was difficult to help their children adjust to the new school or help with their assignments (2008, Home literacy). Even though my parents had a descent education it was still a big issue for me because they didn’t know English, but they were able to help me in other subjects like science and math.

The Mexican school was a two room shack building; “a small frame building at the edge of a muddy cow pasture, the Hoover School stood in stark contrast to the sleek 17th Street School, with its handsome green lawns and playing fields” (“A Tale of Two Schools”). The differences were striking, but the obvious was that a better education was to be had at the Westminster school. Not only were the white students receiving better shelter and materials for learning, but students at the Hoover school were being taught industrial and domestic tasks versus things like geometry and biology (“A Tale of Two Schools”). “The boys studied gardening, boot‐making, blacksmithing, and carpentry, to prepare them for the low‐paying trades that the schools assumed would be the only ones such boys could or should enter. The girls studied sewing and homemaking” (Strum, 2014). Another horrifying thought was the way the staff at Hoover elementary treated the children as assumed “dirty” beings. “…Children whom the teachers considered to be dirty were required to take showers and, if necessary, borrow clean clothing from a cupboard kept” (Strum, 2014). Many people supported this idea about Mexican-American children because their parents were typically first or second generation Mexican-American’s who worked on the fields and were hired by white farm

Articles VIII and IX of the treaty were written to promise the protection of the property and civil rights of Mexican Americans. “Mexicans who,… shall be incorporated into the Union of the United States, and be admitted at the proper time to the enjoyment of all the rights of citizens of the United States,…and in the meantime shall be maintained and protected in the free enjoyment of their liberty and property, and secured in the free exercise of their religion without restriction.” (Article IX, Treaty of Guadalupe Hidalgo). This promise and guarantee within the treaty proved to be false and unfulfilled. Mexicans were not provided with the funding for the same schooling facilities that white students were privileged with nor were they provided with the same quality of education. “These separate schools were unequal in many respects to those provided for Anglo children. In relation to Anglo schools, Mexican schools were older, their school equipment was generally less adequate, per pupil expenditures were generally lower, and the staff were less appropriately trained, qualified, and experienced.” (Miguel 365). School segregation and lack luster schooling for Mexicans became the norm and have not changed over time. Mexican American elementary and secondary (MAES) student’s reports on ethnic isolation confirm that inequality persists today. The

The school is only equipped with one fullt time Mexican worker who admits that he sees racism all around him in the school setting. “He estimated that 85 percent of the teachers make prejudicial comments about the Mexican American students” (Baker, 1995, p. 253). He has taught at the school for a significant amount of years but he still feels as an outcast when he attends teachers’ social events. The school does not support the needs of the Mexicans to their best ability, and they simply do not care. Studies indicate that individuals who do not speak English need at least 7 years of training in English, the grade school only provides three years (Baker, 1995, p. 254). This displays racism in the rural area of Idaho although these events have