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Chicano movement
Mexican american cultural identity
Chicano movement
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The course, Chicano Studies 50, introduced me to many topics that I never was taught in high school. The differences between high school and college is that in college students are available to many courses and recourses to further develop their knowledge in their culture. Professor Montoya teaches his students in a deeper concept of how Chicanos ideals were developed in comparison to my previous course Chicano Studies 10. The course showed the class brief experiences of farmworker’s struggles and to movements Mexican-Americans decided to accomplish to provided better life for those who were undocumented and for them as well. Culture was introduced in a small description, but like Professor Montoya expressed “… would be impossible with a subject …show more content…
Chicanos study 50 made me want to discover more into what music helped motivate people in their everyday life or just brought their spirits up. Chicano Rock will always be a part of history and will continue to evolve even though some people will not have political views in their songs anymore. Mana is part of modern day rock in Spanish, but his songs are more about love. Music will continue to follow what society is asking for and since modern society is not as heavily opened to discrimination anymore rock and other genre will not focus in that. Just like Chicano movements’ leaders, Chicano Rock was there to push individuals to keep fighting for peace and acquire their rights. Chicano Rock was like Caesar Chavez and Rodolfo Gonzales; it brought hope to people when hearing their favorite artist speaking about incorrect politics and how it should be put to an end. Los Lobos, Zapatistas, and Los Curdos were small popular bands in the Chicano Rock that inspired Chicanos during the movements. Chicano Rock will probably will not be as big as other Latin genre and other modern genres, but like me and other people, there will always be followers who will continue to hear Chicano Rock and will be forever a part of history that will never be
Chapter eight form the book From Indians To Chicanos by Diego Vigil, talks about the intact and stable social order. There are three subtopics in this chapter the first one is the industrialism and urbanization in classes. The second one is assimilation vs acculturation and the third one is the color of the intergroup that has to do with racism. All these subtopics are important because it was what made the social classes get united or separated.
Introduction to Chicano Studies or Chicano Studies 1A is an introductory course at UC Santa Barbara on the historical development of Chicano people that covers topics ranging from the Aztec Society to the contemporary Latino Generation. The class includes a lecture, with 500 students, and is taught by Professor Mario T. Garcia. It is held on Tuesdays and Thursdays from 2:00 to 3:15 PM in Isla Vista Theater 1. There is also a mandatory section which is taught by a teacher’s assistant. The section is 50 minutes long, and in my case led by Sarah Latanyshyn on Friday afternoons in Girvetz Hall.
The first article I have chosen is, “Juncture in the road: Chicano Studies Since: “El plan de Santa Barbara” by Ignacio M. Garcia. I have chosen this particular article for various reasons. One is because reading the first few paragraphs of the article stirred up many emotions within me. I found myself growing angry and once, again, repulsed by the United States discrimination system. The more knowledge I obtain on the United States, on its past and how it develops today, I can finally say that I resent everything it stands for and embarrassed being part of it. I would rather say that I am a country of one…myself. The second reason for choosing this article, was because it was an easy read for me as well as the topic being discussed was intriguing.
On page 277, what does the author say about gender issues within the Chicano Movement? Notably, on page 277 Vigil states that “When Chicanas began to raise the issue of gender inequities, some movement activists responded by arguing that feminist concerns diverted attention from the ‘real’ issues of racism and class exploitation.” Furthermore, I believe that racism and class exploitation are equally as important in acknowledgment as is feminism exploitation because women in the media are constantly being exploited for their sexuality. Further, Vigil also states “Chicano intellectuals ‘interpreted the condition of Mexican men and women to be synonymous; gender was irrelevant in determining life experience and power’” (277). In all honesty,
Armando Rendon in his landmark 1970 wrote the book I am a Chicano. This book is about how activist in the Chicano movement pointed to an empty monolog of the word Chicano. Chicano means an activist. Chicanos describes themselves it was a form of self-affirmation; it reflected the consciousness that their experiences. Chicanos means, nations, histories, and cultures. This book talks about how Mexican American also used the term of Chicano to describe them, and usually in a lighthearted way, or as a term of endearment. In a text it talks how Chicanos haven’t forgotten their Mexican origins, and how they become a unique community. The book talks about how Mexican American community’s long-suffering history of racism and discrimination, disenfranchisement, and economic exploitation in the United States. The
Latino grassroots politics in the academic realm has been considered as predominantly Chicano in nature. However, the geometry of this academic sector is no longer one dimensional, due to the formation of a Chicana feminist consciousness; the rise of an identified gay community within the Chicana/o student populace; and the emergence of “Latinos” in era of Chicanismo, The abrupt growth of Latinos (e.g. Spanish speaking of Mexican, Central or Latin American decent) in the United State’s educational system led the general population to characterize them as subjects on the cusps of political power and influence. But this widespread depiction of Latinos as an untapped potential is intrinsically linked to an impression of civic cohesion within the Latino student population. Although there is a correspondence between these parties in terms of the alienation they have felt and the discrimination they have endured throughout their academic careers, there is a minimal collective effort in confronting against their oppressive status. This is mainly a result of conflicting ideologies and social agendas within the Latino student community, as well as the relegation of Hispanic subgroups into the lower echelons. Latino students, nevertheless, have demonstrated their capacity, when both Chicanos and the marginalized Hispanic subgroups join efforts to reach a communal objective. This debunks the historical notion that Chicano students are the only group of Hispanics in the academic sphere that have been actively challenging the processes of social exclusion, and also displays the capacity of a collaborative effort.
A question that every high school student is faced with is: “What extracurricular activities so you participate in?” Some can answer confidently while others are slapped with a moment of sudden realization. These people are just floating along with the crowd, with no driving force or motivation. What I believe differentiates me from my peers and gives me a sense of uniqueness, is what I do outside of my academia. Out of the deluge of activities that are available, Latinos In Action is the one that I feel the most passionate about and shapes my persona the most.
When someone say’s “hispanic,” what definition comes to mind? Hispanics are not one nationality, nor one culture. Instead, Hispanics are greatly diverse people. Our language and cultural origins are Spanish and Latin American, regardless of race and color. Hispanics can be European, Indian, or of African descent, or any combination of the three. The culture could be linked to Mexico, the Caribbean countries, Central America, South America and Spain. Hispanics were once considered a rarity in the United States, now we are found throughout the country.
Students were grouped by IQ, those who had an above average or higher were helped to go to college and those who had a low IQ’s were not given the support or the push needed to get them into college. Educators allowed low education standards and refused to see students as equals. The advisors set students sights low for the future by encouraging how service jobs were a practical choice for us Mexicans. Cleaning houses were the normal thing to do for Mexican-American females. Students were tired of the inadequate staff and the staff's lack of concern for their students. The students sent out a survey among the other students to see if they were satisfied with what they were getting from their education. The result was that the schools and instructors were not meeting the needs of the students’ more so of the Chicano students.
In American history, civil rights movements have played a major role for many ethnics in the United States and have shape American society to what it is today. The impact of civil rights movements is tremendous and to an extent, they accomplish the objectives that the groups of people set out to achieve. The Mexican-American Civil Rights Movement, more commonly known as the Chicano Movement or El Movimiento, was one of the many movements in the United States that set out to obtain equality for Mexican-Americans (Herrera). At first, the movement had a weak start but eventually the movement gained momentum around the 1960’s (Herrera). Mexican-Americans, also known as Chicanos, began to organize in order to eliminate the social barriers that prevented them from progressing in American society (Bloom 47). Throughout the years of the Chicano Movement, Mexican-Americans had a “desire to integrate into the mainstream culture while preserving their own identity” (Bloom 47). The Chicano Civil Rights Movement was a progressive era when Mexican-Americans had goals that they wanted to accomplish and sought reform in order to be accepted as a part of the United States.
The increase and changing demography in the United State today, with the disparities in the health status of people from different cultural backgrounds has been a challenge for health care professionals to consider cultural diversity as a priority. It is impossible for nurses and other healthcare professionals to learn and understand theses diversity in culture, but using other approaches like an interpreter is very helpful for both nurses and patients. In this paper of a culturally appropriate care planning, I will be discussing on the Hispanic American culture because, I had come across a lot of them in my career as a nurse. The Hispanic are very diverse in terms of communication and communities and include countries like Mexico, Cuba, Puerto Rico, South and Central America, and some of them speak and write English very well, some speaks but can’t write while some can’t communicate in English at all but Spanish.
Each and every day is hard to live through since whatever that can happen to my family absolutely terrifies me. Being a Chicana in the late 1960s hasn’t been a bed of rose petals, but I’m seizing every opportunity America will grant me. One of the biggest challenges is arriving home one day and my family is no longer there and they’re deported back to Mexico. Another huge obstacle is discrimination, we’re often called demeaning terms by complete strangers and it’s difficult to understand why or how they could be so cruel to someone they don’t know. It’s been tough to also learn a whole new language than the one I had been accustomed to. English is difficult with their pronunciations and strange spelling
A significant part in being Chicano is embracing your roots and fighting for your rights. Chicano culture was at its peak in the 60’s and 70’s when Chicanos were exhausted of being oppressed. Chicanos young and old, decided that it was time to take a stand by not only expressing their feelings but their pride. This inspired the rise in Chicano art coming out at that time as well as a bunch of sayings going around like “Brown pride” and “We didn’t cross the border, the border crossed us”. Most of my mom’s side identify as Chicano, especially the ones that were growing up at that time. They appreciate the movement, the art, and the lifestyle. In fact, I know that at least one of my tias participated in the school walkouts for Chicano rights. When I’m at a family party, I still notice that Chicano pride even in my older cousins who were born years after the peak. I understand that to some, Chicanos are perceived as cholos. There are some but not all, but all the older ones do show off their pride as I’ve seen.
The 1960s Chicano movement had a lot to do with the Treaty of Guadalupe Hidalgo of 1846-1848 that was the result of the Mexican war ending, Mexico ceded land to the United states and American ensured that Mexican landowners would keep their
Again we would see the celebration of Dia De Los Muertos. In the 1970s, Self Help helped encourage the art that participated. It helped bring to community together and create large ensemble of art, parades, and festivals revolving around in the Chicano community.