Texas Significantly, before Mexican Americans could seek relief against discrimination in court, Hernandez affirmed that the Fourteenth Amendment extended "beyond the racial classes of white or negro. As historian Guadalupe San Miguel, Jr. Board of Education school desegregation cases. In a subsequent ruling, Keyes v. Supreme Court stated that Mexican Americans had the constitutional right to be recognized as a separate minority. The work of Chicano activists in the Southwest had a parallel among Puerto Rican leaders in the Northeast and the urban Midwest.
The outcome of the civil rights movement among Puerto Ricans and Chicanos affected most areas of society, including higher education. One tangible result was the creation of Chicano and Puerto Rican studies and research centers on college campuses. Scholars organized to ensure that social science research on Latinos was included in traditional research agendas and that more Mexican, Puerto Rican, and other Spanish-descent faculty were hired.
The first generation of Chicano and Puerto Rican Ph. In the post-Civil Rights era, Latinos have had to maintain vigilance to avoid a rollback of the hard won advances of the s and s. At least two broad factors have negatively affected educational progress for Latinos in the post era, although none have brought Latinos back to a pre level. First, the Immigration and Nationality Act Hart-Cellar Act which removed national origin numerical quotas in place since the s and favored reunification of family members and workers with needed skills, led to the second largest wave of immigration to the U.
Second, after decades of liberal reforms, economic and political pressures ushered in a new wave of conservatism in the U. Under the Reagan Administration, severe cuts in taxes and government agencies resulted in reduced support for student grants, among other beneficial programs, and the number of Latino students in college began to level off after years of gains in the s and s.
These two macro societal shifts, coupled with economic stagnation and debt from the long Vietnam War, resulted in negative repercussions towards Latinos, whether new arrivals or long time descendents of Spaniards. In Miami, Florida, angry individuals fought against the federal government's decision in under President Jimmy Carter to permit additional Cuban refugees, "Marielitos," to enter the U. Approximately , Marielitos were allowed to enter.
Distinct educationally, socially, and economically from the earlier "Golden Wave" of Cuban exiles admitted during the height of the Cold War, the new refugees were viewed as inferior, possessing few skills, and possibly criminals or mentally ill. Latinos also experienced forms of backlash through English-Only movements, which sprang up at the local, state, and federal levels throughout the country.
Race, Class, And Choice In Latino/a Higher Education: Pathways In The College-for-all Era
For instance, in Senator S. Hayakawa of California formed an organization called U. English calling for English to be the official language of the country. In other forums, non-Hispanic individuals and groups argued that bilingual education programs were merely employment agencies for Latino teachers and launched other accusations based upon nativist sentiments rather than documented information.
In Texas, the state's attempt to pass legislation which would deny public school entrance to undocumented children was successfully challenged and stopped by the U. Supreme Court in U. As of , Plyler v. Doe remains the law of the land, despite recent efforts in several states to challenge the Supreme Court case. As the number of Latinos grew dramatically between the and censuses, not only in historically familiar states, but also into the American South, the Far West, and the Mid-Atlantic, anti-immigrant groups fueling nativist rhetoric passed exclusionary legislation.
Voters in s California, for example, eradicated bilingual education in the state and also voted for measures requiring teachers to report students whom they believed were undocumented to federal immigration authorities. Communities marched in rallies during the s and early s, asserting their rights as citizens in a democracy to be in this country, have their children receive English language services without denigrating home languages, and resist marginalization at all levels of school and university systems.
In newer areas of the country, Salvadoran immigrants in the Washington, D. In a parallel move, organizations that had previously identified with only one Latino sub-group, such as the Puerto Rican Legal Defense Education Association now LatinoJusticePRLDEF have changed their names and orientation to be more inclusive of all Latinos and also leverage collective action. The latest challenge to educational opportunities and access for youth resides in the phenomenon of children brought to the U.
As they reach high school age, and discover that they are not documented, they see little future for themselves and are at risk for deportation along with their undocumented parents. Senate in The DREAM Act would allow these minors to enroll in college or enlist in the military and have a pathway to permanent residency.
Congress has failed to pass the bill despite attempts since From the earliest days of their arrival in the Americas' "Anglos, Mexicans, Puerto Ricans, Cubans, and other members of the Latin American diaspora" have placed a high value upon education as a means of economic, political, social maintenance, and upward mobility. Equitable opportunities and access to quality educational facilities have posed a formidable challenge to Latinos throughout U.
The Latino community has displayed persistence, courage, sacrifice, and heterogeneity in its response to discrimination. Whether the issue concerns undocumented students' ability to receive in-state college tuition, if Spanish can be utilized in the schools without punishment, or resisting the eradication of Mexican American history courses such as has recently happened in Tucson, Arizona , Latino communities have never taken for granted their constitutional rights.
Through collective action, lawsuits, lobbying, petitions, and other measures, they have not remained silent, but reminded the U. Her research examines how historical legacies impact policy, access, and equity for contemporary Latino and African American students. Her latest article with student Benjamin P.
Hoffman is "Compromising La Causa? She received her B. A Spencer postdoctoral fellowship from the National Academy of Education supported her research on Latino educational history. When there is a specific reference to girls or women, "Latina" will be utilized. If a specific reference is to boys or men, then the word will be prefaced with the appropriate indicator. Augustine, ," in Knight, Documentary History of Education , For discussion of "ladinos" and other aspects of this era see James F. Davis, ed.
London: Academic Press, , Martinez and J. Steele, Paul Rhetts, and Barbe Awalt, eds. Albuquerque:LPD Press , Jose F. Moreno, Cambridge: Harvard Education Press, , State of California. Special Collections, Monroe C. Published by the Texas State Historical Association. Austin: University of Texas Bulletin, No. Gammel, comp. Monroe C. Laird and Mexican American Education. Journal of San Diego History , 32 , A documentary entitled The Lemon Grove Incident was produced in The two schools University of Texas at Brownsville and Southmost are dissolving their unification formed in and the split will be finalized in Westminster: Helping to Pave the Way for Brown v.
Westminster School District of Orange County et al. Civil Action No. California, Central Division, February 18, A recent documentary of this case is " Mendez v. Westminster : Desegregating California's Schools.
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Westminster School District et al. Civil Action no. Arturo Rosales, Chicano! United States U. Hoffman, "Compromising La Causa? Butler, ed. The views and conclusions contained in this document are those of the authors and should not be interpreted as representing the opinions or policies of the U.
Mention of trade names or commercial products does not constitute their endorsement by the U. National Park Service U. Department of the Interior. Search: '' this park '' NPS. American Latino Theme Study. Education This essay explores the struggles for equal educational opportunities for American Latino children in the 19th and 20th centuries. Yet the truth about Baltimore is far more complicated—and more fascinating. To help untangle these apparent paradoxes, the editors of Baltimore Revisited: Stories of Inequality and Resistance in a US City have assembled a collection of over thirty experts from inside and outside academia.
Together, they reveal that Baltimore has been ground zero for a slew of neoliberal policies, a place where inequality has increased as corporate interests have eagerly privatized public goods and services to maximize profits. But they also uncover how community members resist and reveal a long tradition of Baltimoreans who have fought for social justice.
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