In the documentary “Unrest”, there were various of authors as they all contributed by saying the history of what really happened in the process of making a Chicana/o studies department at San Fernando Valley State College. Also, showed what was happening at the school in the late 1960’s. The documentary showed the founding of The San Fernando Valley State College knows as CSUN today, Chicana/o Studies Department. The San Fernando Valley State College students and faculty made huge sacrifices to fight for the school's administration to teach Chicano studies and for the school to be inclusion. Wanting to bring Latinos and Chicanos to the school by including a Chicana/o studies department in the campus so they can feel like they can fit in.
Marking the last year of the Civil Rights Movement were the the East LA Walkouts of 1968; the 1950s and 1960s were times of social unrest. Thousands of high school students of Hispanic descent walked out of class in March of 1968 in protest of the discrimination they faced on a day-to-day basis, not only at school, but in society as well. This event in particular was so impacting and crucial to the development of society from that point forward. Along with the fact that they brought educational and social equality for Mexican Americans, the walkouts increased the diversity of language spoken in schools as well as the amount of inspiration brought to student protests today. It is for this reason that the East LA walkouts be kept in the newer
The Chicano movement was lead by Mexican-Americans in the 1940’s who wanted equal rights in the workplace, politics, and education systems. Through many marches and other demonstrations such as school walkouts, the Chicano movement has survived all the way up into today's world. In the late 40’s and early 50’s, Mexican-Americans started the movement to get rid of the poll tax they had to pay in order to vote. Unfortunately they did not accomplish their primary task. However, it did bring about a rise in Mexican-American voters, which in turn allowed more latino politicians to be elected.
The Chicano movement was formed by mexican-americans. They influenced the Chicano culture and Chicano artistic expression by giving it the power to find themselves and express. The Chicano culture allowed them to know about themselves. It can be different than other U.S cultures and can be under estimated. The Chicano artistic expression allows people to express themselves.
They believed that education was a tool for empowerment and social change. The East LA Walkouts were a response to institutional discrimination and prejudice against Chicano students in the LAUSD. The Chicano students faced racism and marginalization, which led to a lack of resources and opportunities for them. This event helps explain racial
The walkouts became widely known as the first Chicano Movement which was specifically for equality in education (education reform). This movement was important to the students since their needs were not being reached. The students also wanted immediate change since they were not getting proper guidance, or any guidance at all, from their counselors on the pathway to college and being successful. Instead, teachers and administrators were giving the students prejudice and stereotype what their future would be depending on their ethnicity. Teachers and administrators believed Mexican American students did not need the guidance since they would say the students would follow in their family’s footsteps and become a high school dropout and work as a mechanic, farm worker, or join the army.
The East L.A student walkouts were the outcome of discrimination from Southern California schools against Mexican-American students to pursue higher education. This impactful walkout occurred in 1968 and was a protest for equal educational opportunities. The walkouts were organized by students who wanted the same educational possibilities as white students. In the 1960’s the East Los Angeles District was not allowing Mexican-American students to take advanced placement classes because the school district did not think these groups of students were capable of succeeding in these advanced courses. These walkouts became known as “blowouts” and were organized by students with the help of their leader, Sal Castro.
The community, however, did not agree with this kind of thinking. They rose up and fought the district, and created strike schools. Strike schools were organized and run by Hispanic parents and community members. The schools were a place for students to learn without the fear of being discriminated. Some churches opened their doors for the community, often letting the strike schools use the basement.
Chicano students used a walkout as a way to express their feelings with the school's teaching strategies and treatment. Chicano students sought to demonstrate that they were not inferior to anybody else and that it was possible to be on level with everyone else. They acknowledged that there were challenges, but they were not impenetrable. The Chicano youth movement had incredible effects on the community as well as the school, and it also inspired and affected the older Chicano movement. The Chicano youth movement drew inspiration from historical struggles for the culture, which in turn had an impact on older communities and even younger generations.
As Chicana/os become aware of the unfair way they are treated they act on it through activism. In the 1960s the East Los Angeles Walkouts or Chicano Blowouts were by
According to Voight’s, Hanson’s, O’Malley’s, and Adekanye’s study, many black children reported of having less favorable relationship between their white instructors compared to white students, while black and hispanic instructors tend to have a steady report of positive relationship and attitude with their students from all races (Voight, Hanson, O’Malley, Adekanye, 2015). Moreover, in a sample from the Texas school districts, districts with more Hispanic and Black teachers have better success in their students’ academic performance for all races, compared to districts that have a larger number of white instructors (Voight, Hanson, O’Malley, Adekanye, 2015). This goes back to the discrepancies in a student-teacher relationship when both parties do not share the same understanding of each other’s background and cultures. The rift in the relationship is mended when a mutual understanding manifests between the two. Hispanic and Black instructors already have a similar background with the current students, which makes their attitude towards these groups more sympathetics and understanding compared to a white teacher who may had the mainstream
1. What are the primary issues in this scenario and what information is Principal Miller likely to need in order to demonstrate appreciation for and sensitivity to the diversity in the school community? The primary issues are the quality of instruction received by all students and Principal Miller’s lack of knowledge regarding the political, social, economic, and cultural context of the community. To gain a better understanding of the issues, Mr. Miller will need to collect and review data.
The criteria must be expressed in ways that reduce the potential of bias for or against any particular culture. It is important to recognize that parents and students of different cultures have different educational goals, values, and ways of
For some reason all the teachers at that school were Caucasian. The teachers had mediocre expectations and hardly pushed the students for success. This is very different from Palm Springs High School where the teachers help to push students to
In some cases, a greater cultural diversity existed within the school community than within the school
