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How Did The Chicano Movement's Impact

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Reclaiming Our Roots: Reflecting on the Chicano Movement's Impact. A Chicano constantly trying to decide on what side they belong on the most, but why should they have to decide when they are both? The definition of a Chicano is an American that has Mexican origin or descent. Nobody truly knows the origins of this word, but it is commonly and openly used now; many believe it originated from being used as a slur and derogatory term that was used against Mexicans who were considered less cultured due to being from Mexico. Chicanos decided to use the word that was used to hurt them in the past and make it into how they identified themselves. They turned such a word into something powerful that described them, and they were proud of it. Chicanos …show more content…

They wanted to blend in as much as possible so they wouldn't be targeted. After a while of trying their hardest to fight back to get their rights, they decided to stop trying to blend in and embrace their full heritage from both sides. They no longer needed to choose a side because they were both Mexican and American. Chicanos weren't treated like U.S. citizens, even if they were. They were downed by white people for being too “Mexican” for them. Despite all their problems, they weren't going to rest until they got justice. So they started The Chicano movement which greatly impacted not only them but the future generations that would follow after them. The Chicano movement was one of the biggest civil rights movements up to date that fought for the rights of those with Mexican ancestry. This particular movement started in the 1940s to the 1970s but before Mexican Americans pushed to fight for their rights and failed so they connected that movement with the Chicano movement. Although these two movements wanted the same thing, that didn't mean they were the same. The Chicano movement was started to give Chicanos a choice in their …show more content…

The Chicano students were forced to take classes in dogmatic training, but their white peers got to take classes to prepare them for college. They were training the Chicanos to have labor jobs instead of educating them to have what they considered “important” jobs. In an interview with Sal Castro in 2011, he stated, “Despite many years of effort by Mexican Americans to change these schools, including legal struggles, the basic nature of these schools continued into the 1960s. These schools were characterized by high dropout rates, a heavily vocational curriculum and a marginalized academic one, low reading scores, few academic counselors, overcrowded conditions, and worst of all, low expectations of the Chicano students by a mostly Anglo or white faculty.” These students often dropped out of high school due to people having low expectations of them so they started to believe that and had low expectations for themselves. They felt like they were unimportant and that they weren't going to go far in their life. The acknowledgment of the discrimination the Chicanos were facing was finally coming to light and

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This poem “I Am Joaquin” helped establish the term “Chicano” and helped the concept of Chicanoism. Prior to the 1960s the term “Chicanos” was not used, but through this poem it was able to establish this Chicano identity. It helped bring this identity together and people began to call themselves as Chicano/as. (Lecture 10/8) Roldofo Gonzales insisted that we as Mexican Americans needed to stand up and work for justice.

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In the 1960’s, the United States went through a period of clarity and diversity in thought, analysis and action for people from Mexico or those who practiced the Mexican culture. Issues of deep resonance and problems both Mexican and American communities faced were brought to light through different platforms that include multiple socio-political mobilizations, art, and music all throughout the country (Cockcroft, 1993). This later ensued into battles of cultural reclamation and self-determination that combined into a national consciousness called the Chicano Movement. The Chicano Art Movement represents the attempts made by Mexican-American artists in establishing a unique artistic identity in the United States. Most of the Chicanos belonged

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Annotated Bibliography for The Chicano Movement The Chicano movement helped improve the lives of all Chicano and Mexican generations in the United states in the way of helping end educational discrimination, Better Job pay, and having basic human rights. I hope to show the positive outcomes of the Chicano Movement and how the lives of Mexican-Americans today were changed. Chicano [chi-kah-noh, -kan-oh] (in North America) a person of Mexican origin or descent.

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They considered the Mexicans as a problem and an inferior race due to their ethnic origin of

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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.

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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.

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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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“According to the U.S. Census,” Muñoz writes, “by 1930 the Mexican population had reached 1,225,207, or around 1% of the population.” As a result the discrimination became more widespread and an overall greater problem in the U.S. Soon, this racism became propaganda and was evident throughout the media, “Patriots and Eugenicists argued that ‘Mexicans would create the most insidious and general mixture of white, Indian, and Negro blood strains ever produced in America’ and that most of them were ‘hordes of hungry dogs, and filthy children with faces plastered with flies [...] human filth’ who were ‘promiscuous [...] apathetic peons and lazy squaws [who] prowl by night [...] stealing anything they can get their hands on,” Muñoz writes. This exhibits the vulgar racism that evolved into the Chicano movement. The Chicano movement started with injustice in education.

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In conclusion, Chicanos began to use this unconvention practice as cultural

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One of the first leaders of the chicano movement came out of chicago and was named Oscar Zeta Acosta. Oscar started of by leading a group of independent activists that called themselves the Aztlán in reference the the lands taken by the US from mexico. The brown berets were group that had many chapters across the united states and their goals aligned with the chicano movement agenda of wanting to create better lives for mexican americans. The brown berets were an extremely visible and active organization. The brown berets led lots of marches and protests across the country and often had clashes with law enforcement.

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Unity for Chicanos came in the form of an idea, of a dream, called El Plan Espiritual de Aztlán (The Spiritual Plan of Aztlán). ‘Plan of Aztlán’ became one the Chicanos signature ideas, this ‘Plan’ “sought to connect Chicanos to their indigenous past while… reminding them of the colonial implications of the Mexican-American war.” The ‘Plan’ become a method through which Mexican-Americans could be united through their shared ancestry and culture. Simultaneously, the Young Lords pushed for unity through a much more radical avenue. The Lords aimed to liberate their fellow Puerto Ricans and thus “rejected the established norms and American values…

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Civil Rights Movements of 1960’s and the 1970’s were a stepping-stone to what these movements are today. The Chicano Movement, which is also known as the Brown Power movement, was created to support Mexican Americans mainly in the 1960s that pushed for restoration of land grants, farm workers rights, enhanced education, and voting and political rights. In 1962, Cesar Chavez founded the National Farm Workers Association, which later became the United Farm Workers. This Association pushed for better pay and working conditions.

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The Chicano movement wanted to make major strides and show the United states that they are also people and want to be treated the same, The moratorium wanted to express their displeasure on the war in Vietnam and how Chicanos

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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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societies in the world. These sub-cultures include Whites, African Americans, Asians, Irish, Latino, and European among others. Chicano refers to the identity of Mexican-American descendant in the United State. The term is also used to refer to the Mexicans or Latinos in general. Chicanos are descendants of different races such as Central American Indians, Spanish, Africans, Native Americans, and Europeans.

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