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Challenge of cultural identity
Challenge of cultural identity
Challenge of cultural identity
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I immediately decided to to interview my brother, Henry Ropella, for this project after reading Borderlands/La Frontera: The New Mestiza by Chicano author Gloria E. Anzaldúa because I was struck by the poignancy of the preface, “Living on borders and in margins, keeping intact one's shifting and multiple identity and integrity, is like trying to swim in a new element” (19). Henry is twelve years old, in middle school, and is Latino, my family having adopted him from Guatemala when he was a baby. I want to know how he feels about his Latino heritage while living in a predominately white small town and what part he thinks it plays in his identity, especially since identity is often scrutinized in a cliquey environment of Middle school. By comparing …show more content…
He articulated that growing up in America with an all white family felt like ‘one life’ and that he often thinks about how he would have a completely different life if he had remained in Guatemala. Being adopted and raised by a white family in a predominantly white area while also being Latino has also made Henry feel as if he has a ‘white identity’ as much as a Latino identity. In Borderlands, Anzaldúa spoke of a similar plight being Chicano and not knowing how to answer when her heritage is questioned since she has Mexican roots, but was encouraged to speak English/act white to succeed in America. Anzaldúa believes that trying to balance two identities, especially when one is to please the culture one is raised in, “ makes for psychological conflict, a kind of dual identity… we are a synergy of two cultures with various degrees of Mexicaness or Angloness” (85). The similar plights of Henry and Anzaldúa of being unwilling/unable to conform and feeling conflicted about the identities they have to balance helped me gain insight of how important it is for people of color to have a space in which they are able to express their identity, especially if people often make incorrect assumptions about
Harvest of the Empire is a valuable tool to gaining a better understanding of Latinos. This book helps people understand how varied Latino’s in the United States are. The author also helped give insight as to how Americans reacts to differences within itself. It does this by giving a description of the struggles that every Latino immigrant faced entering the United States. These points of emphasis of the book were explained thoroughly in the identification of the key points, the explanation of the intersection of race, ethnicity, and class, in addition to the overall evaluation of the book.
Anzaldua grew up in the United States but spoke mostly Spanish, however, her essay discusses how the elements of language began to define her identity and culture. She was living in an English speaking environment, but was not White. She describes the difficulty of straddling the delicate changing language of Chicano Spanish. Chicano Spanish can even differ from state to state; these variations as well as and the whole Chicano language, is considered a lesser form of Spanish, which is where Anzaldua has a problem. The language a person speaks is a part...
This model examines the relationship between the dominant culture and one with minority status, such as Latinos. Attitudes towards self, same minority group, different minority groups, and the dominant group are examined through five stages within the model. These include conformity, dissonance, resistance and immersion, introspection, and integrative awareness. The stage most pertinent to Antonio at this time is the Dissonance stage. During this stage, one starts to acknowledge the existence of racism, that he cannot escape his own heritage, and experiences conflict between shame and pride felt for his culture. This same shame versus pride conflict is also extended to members of his own minority group. Held stereotypes about other minority groups are now questioned as well. One in the Dissonance stage is also starting to realize that not all beliefs held by the dominant group are valuable or even accurate (Sue & Sue, 2003). Because of the two incidents Antonio endured during his freshman year and their emotional impact on him, he is becoming aware that even though he has “assimilated,” others of the majority group will still identify him as different. Antonio is also experiencing conflict between what members of the minority group (his parents) and the majority group feel are important; his parents believe he
Gonzalez, Juan. Harvest of Empire a History of Latinos in America. New York: Penguin Putnam Inc, 2000.
Whether children of Mexican immigrants adopt pan-ethnic terms (Latino, Hispanic), American identities, or identities rooted in their home country (Mexican) reflects how they view themselves in relation to the ethnic stratification system in the United States (Tovar, Jessica, and Cynthia Feliciano, 2009). Biculturalism may be expressed using a Mexican-American self-label, as opposed to either an American or Mexican label (Rumbaut, 1994). For those who are viewed as non-white in the United States (including most recent immigrants from Mexico and their children), ethnic identity development is an important part of overall adolescent identity formation, and may be especially complicated for those who grow up in the United States, but have parents from another country (Rumbaut,
At the beginning of the essay, Anzaldúa recounts a time when she was at the dentist. He told her, “We’re going to have to control your tongue” (33). Although he was referring to her physical tongue, Anzaldúa uses this example as a metaphor for language. The dentist, who is trying to cap her tooth, symbolizes the U.S. who is similarly seeking to restrict the rights of minority groups. Nevertheless, the tongue is preventing the dentist from doing his job. Likewise, there are several minority groups who refuse to abide to the laws of dominant cultures and are fighting back. Anzaldúa also touches on a personal story that happened at school. When she was younger, she was sent to the corner because apparently, she spoke back to her Anglo teacher. The author argues that she was unfairly scolded because she was only telling her teacher how to pronounce her name. Her teacher warned her, “If you want to be American, speak American. If you don’t like it, go back to Mexico where you belong.” This short story provides an understanding of what Anzaldúa’s life was like. It demonstrates how even at a young age, she was continually pressured because of where comes
Above all else the ten Latino boys Richard Mora observes over this time, have a want for control. Mostly control of their social identity; however, due to various social inequalities and differences that come attached to being working or poor class Latino children in urban areas, the boys are forced to overcompensate and exaggerate the one favorable aspect and privilege they have: Male privilege. The socialization of this happens early on and in certain cases has to if the boys even expect to survive contently in their social environment or even get half of the recognition their white male peers receive.
The contrast between the Mexican world versus the Anglo world has led Anzaldua to a new form of self and consciousness in which she calls the “New Mestiza” (one that recognizes and understands her duality of race). Anzaldua lives in a constant place of duality where she is on the opposite end of a border that is home to those that are considered “the queer, the troublesome, the mongrel and the mulato” (25). It is the inevitable and grueling clash of two very distinct cultures that produces the fear of the “unknown”; ultimately resulting in alienation and social hierarchy. Anzaldua, as an undocumented woman, is at the bottom of the hierarchy. Not only is she a woman that is openly queer, she is also carrying the burden of being “undocumented”. Women of the borderlands are forced to carry two degrading labels: their gender that makes them seem nothing more than a body and their “legal” status in this world. Many of these women only have two options due to their lack of English speaking abilities: either leave their homeland – or submit themselves to the constant objectification and oppression. According to Anzaldua, Mestizo culture was created by men because many of its traditions encourage women to become “subservient to males” (39). Although Coatlicue is a powerful Aztec figure, in a male-dominated society, she was still seen
I remember going to preschool in Carson city during the later 1990’s. My mother would of always wake me up earlier to start walking towards my school from the trailer place called Trailer Heaven. Upon walking towards the school I felt really good that I was going to play with other kids from the barrio. However, once I saw my mom drop me off , I got really sad since it was all new to me since she stayed with me the first week of school. However, my classmates always cheered me up by us playing with building blocks, I remember counting every block and trying how much I could add in order to make a big pyramid like I seen in a Cantinflas movie. Throughout my time in preschool I started to overcome my first fear of starting to accept my mother
Latinos who were raised in the United States of America have a dual identity. They were influenced by both their parents' ancestry and culture in addition to the American culture in which they live. Growing up in between two very different cultures creates a great problem, because they cannot identify completely with either culture and are also caught between the Spanish and English languages. Further more they struggle to connect with their roots. The duality in Latino identity and their search for their own personal identity is strongly represented in their writing. The following is a quote that expresses this idea in the words of Lucha Corpi, a Latina writer: "We Chicanos are like the abandoned children of divorced cultures. We are forever longing to be loved by an absent neglectful parent - Mexico - and also to be truly accepted by the other parent - the United States. We want bicultural harmony. We need it to survive. We struggle to achieve it. That struggle keeps us alive" ( Griwold ).
Crouch, Ned. Mexicans & Americans : Cracking The Cultural Code. NB Publishing, Inc., 2004. eBook Collection (EBSCOhost). Web. 21 Nov. 2011.
Montoya, Margret E. "Masks and Identify," and "Masks and Resistance," in The Latino/a Condition: A Critical Reader New York: New York University Press, 1998.
The stylistic and narrative border crossings that Borderlands/La Frontera enacts allows it to help us understand how lives can be shaped and formed by multiple cultures but never fully belong to any of them. Rather than detracting from the work, this inability to fully belong is a dynamic state that allows for free agency through the embodying ambiguity of the borderlands. Each of the genres she chooses enriches the others rather than having the opposite effect. Thus Anzaldua can reach a wider audience by bridging genres and by ultimately bridging cultures. In her own words, “If I had made Borderlands too inaccessible to you by putting in too many Chicano terms, too many Spanish words, or if I had been more fragmented in the text than I am right now, you would have been very frustrated” (232). The accessibility of the writing remains of intense importance in the understanding of her themes. She pushes the rules of genre
Their past lives straddle two parallel cultures, and their mixed language reflects this geography. Chicano Spanish springs from their history and enables them to communicate their experiences, realities, and values. The challenges of a desert environment mirror the challenges of retaining language and identity. Like her tongue that pushes out the dentist’s instruments, Anzaldúa rejects those who use shame and other social control to push her toward assimilation. “I will no longer be made to feel ashamed of existing. I will have my voice: Indian, Spanish, White, I will have my serpent’s tongue-my woman’s voice: my sexual voice, my poet’s voice. I will overcome the tradition of silence” (Anzaldúa 20). Instead of assimilation, she embraces her identity and the idea of integration. She wants to inhabit both cultures without judgment. She wants to teach about both English and Spanish writers, she wants to listen to both rock-and-roll and Tex-Mex music, she wants to watch both American and Mexican film, and she wants to read both English and Spanish works. This is only possible when those around her accept all aspects of her
In Anzaldúa’s La Prieta, Gloria Anzaldúa identifies as a woman, as gay, and as feminist but not as white. This is due to the fact that she holds a bias towards Chicano culture. Rather than identifying as white, she asks herself what she does not identify as. In asking herself this question she recognizes, but does not elaborate the dialect that is missing, thus weakening her argument of “bridging out.” If she was to explore the subject, then the concept of “bridging out” becomes a contradiction. Therefore, this helps understand why Anzaldúa is afraid of writing this essay.