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Chicano Movement In The 1960s

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During the 1960s, the Civil Rights movement was making its mark on the Unites States history. The Civil Rights movement was not just one single movement it included the feminist movement, gay/lesbian movement, the disability movement, and the Chicano/a movement. Activists wanted change and equality for its people. For example, the feminist movement wanted to be able to divorce and work a job. It was a time for change throughout the United States. Overall, people wanted to gain some sort of right from these movements.
Structured Inequality/Rationale:
The Chicano/a generation that rose between 1950-1970 wanted to have their own culture, they did not want to be known as “Mexican-Americans.” The Chicano/a movement wanted to achieve “justice and equality for their group” (Gutierrez, 2011). According to Gunckel (2015), the movement gained …show more content…

The struggles that the Chicano/a community faced included low pay wages for field pickers, harsh work conditions, and students were treated as a failure by teachers. The jobs that Chicanos would work in mentioned by Rico (2009) included “mining, crop irrigation, and the garment industries. Rico (2009) also mentions that those jobs were where Chicanos suffered discrimination and were paid a small amount of money. On the other hand, Chicano students were treated as a failure by teachers because they had low statistical academic backgrounds (Gutierrez, 2011). In the Walkout movie by Esparza and Katz (2006), the students protested and walked out of their classrooms because university and college recruiters including the students’ own teachers were not guiding them to college or universities because they were Chicanos; instead, the

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In these protests, students would stand outside of their school with picket signs protesting the racist actions within their schools, as well as calling for freedom of speech and the hiring of Mexican American teachers. These protests by students were one of the first major protests by Mexican Americans against racism and helped greatly to ignite the Chicano Movement. (Muñoz) Rodolfo Gonzales addresses the importance of these youthful students and their actions in his speech with the words “…we need actions such as the ‘blowouts,’ because the youth are not afraid of anything. Because the youth are ready to move. The whole party will be based on the actions of the youth, and the support of the old.”

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The continuous action of student walkouts on March 6 through March 8 in 1968: gained momentum as 2,700 students from Garfield, 500 students from Roosevelt, 15,000 Students from Lincoln, Wilson and Belmont decided to join the Student Walkout movement. The ties between political and militant activist Chicano groups began to formulate their demands through the formation of the Educational Issues Coordinating Committee (EICC) after the board of education decided to listen to the student’s demands of school reformation on March 11 in exchange to halt the progress of student walkouts. According to the “East L.A Blowout: Walking Out for Justice in the Classrooms” students identified thirty-eight demands to the Los Angeles Board of Education. The demands proposed by students were a set of reformations that the students wanted the board of education to consider like new school resources, Chicano school representatives, the freedom to practice their traditional language which in this case meant of allowing Chicano students to speak Spanish in school facilities but unfortunately not all demands were met because the board of education claimed that there wasn’t enough funding for Chicano programs. From another point of view, the government was not the only groups that was against student movements but also middle class Hispanics.

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The Chicano movement derives from early oppression of Mexicans. Robert Rodrigo, author of “The Origins and History of the Chicano Movement” acknowledges that, “At the end of the Mexican American war in 1848, Mexico lost half of its territory to the United States and its Mexican residents became ‘strangers in their own lands.’” In stating this fact, Rodrigo exemplifies the United States’ relations with Mexico, that, ultimately, led to their oppression. Moreover, these early relations led to social injustice for the Mexican community. Carlos Muñoz, author of The Chicano Movement: Mexican American History and the Struggle for Equality reports, “As a conquered people, beginning with the Texas-Mexico War of 1836 and the U.S. Mexico War of 1846-48, they have

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The high issues were the labor rights for the farm workers. They work in any type of weather outside, hot sunny days to temperatures up to 100, even freezing cold days with temperatures down to negative. Farmworkers go through any condition still do not get enough pay. They are the ones feeding all Americans across America. Finally, the Chicano movement has granted many reforms as they demand, having bilingual programs, improving the working conditions, even hiring Chicano teachers (Carrillo).

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In summary, Chicanos have been through awful and numerous events in order to fights for their rights. Specifically, these events, the Zoot Suit Riots have been called “the worst mob violence in Los Angeles history”. The Zoot Suit Crowd was just trying to have a good time and were dressing to demonstrate their individuality and to put themselves in a certain status in the community. After, what the Zoot Riots showed the world was how the Zoot culture was perceived by everyone and the tension it provoked by living in a multicultural and multiethnic metropolis like Los Angeles. These riots were not only about freedom, antiracism and segregation, but also to show how youth culture movements were controlled and undertake by the government;

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Therefore Chicanos believe that they were not “good” enough to go to college and would do nothing to stop the inequality treatment. However in March 1968 in Los Angeles, a group of students had enough of the injustice actions and decided to take a stand by walking out of their school.

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