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Stereotypes and racial profiling
Racial profiling and how it effects stereotypes
Latin American Culture literature
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The poem, “Mexican” Is Not A Noun” written by Francisco X. Alarcon was a poem that the reader can feel the frustration from the author. As stated by Alarcon in his subtitle, “to forty-six UC Santa Cruz students and seven faculty arrested in Watsonville for showing solidarity with two thousand striking cannery workers who were mostly Mexican women, October 27, 1985 (Kirszner & Mandell, 2012, p. 542).” Alarcon believes that Mexicans are more of verb than a noun or adjective in this world because of the events they experience on a daily basis especially in America. Alarcon used the different literary devices beautifully in this poem; it made the words pop out to the reader. He used all sorts of different similes and metaphors. The reader could feel the pain and frustration from the words that Alarcon was using, such as, “hurts, burns, strikes, offends, and cries (Kirszner & Mandell, 2012, p. 543).” The use of “Mexican” at the beginning of the first two stanzas was very interesting, but Alarcon had a reason for doing …show more content…
He wanted to bring attention that the life of a “Mexican” is not an easy one, because of the generalization that is given to each “Mexican.” Alarcon stated, “Mexican” is not a noun or an adjective, Mexican is a lifelong low-paying jobs (Kirszner & Mandell, 2012, p. 542).” The first two lines in this poem, and the words that are used by Alarcon are very telling of how it feels to be “Mexican” in the
In a story of identity and empowerment, Juan Felipe Herrera’s poem “Borderbus” revolves around two Honduran women grappling with their fate regarding a detention center in the United States after crawling up the spine of Mexico from Honduras. While one grapples with their survival, fixated on the notion that their identities are the ultimate determinant for their future, the other remains fixated on maintaining their humanity by insisting instead of coming from nothingness they are everything. Herrera’s poem consists entirely of the dialogue between the two women, utilizing diction and imagery to emphasize one’s sense of isolation and empowerment in the face of adversity and what it takes to survive in America.
In Richard Rodriguez’s “Proofs,” Mexican immigrant’s destination is described, as well as their perceptions and expectations of America. Rodriguez describes the passage to the United States as difficult, yet worthy. He states: “The city will win. The city will give the children all the village could not- VCR’s, hairstyles, drum beat. The city sings mean songs, dirty songs. But the city will sing the children a great Protestant hymn.You can be anything you want to be.” He also states: “Mexico is poor. But mama says there
...th authors as is nearly always negative. Both authors take the reader within the very small, limiting, and confusing world of migrants, a world defined by an overall physical and emotional segregation. But their separation from Anglos is counterbalanced by their intimacy with their family and community. In both book and article, the families wash, eat, sleep, and work together; in fact they work tremendously hard. Also, the characters value education, although this theme is better developed by Rivera, since his narrative spans a full year, while Bacon is limited only his experience he remembers throughout his interview. In particular, Rivera's historia "It's That It Hurts" presents the complex dilemma faced by migrant children entering racist school systems while carrying the high hopes of their family that schooling will be the children's ticket out of the fields.
This book was published in 1981 with an immense elaboration of media hype. This is a story of a young Mexican American who felt disgusted of being pointed out as a minority and was unhappy with affirmative action programs although he had gained advantages from them. He acknowledged the gap that was created between him and his parents as the penalty immigrants ought to pay to develop and grow into American culture. And he confessed that he got bewildered to see other Hispanic teachers and students determined to preserve their ethnicity and traditions by asking for such issues to be dealt with as departments of Chicano studies and minority literature classes. A lot of critics criticized him as a defector of his heritage, but there are a few who believed him to be a sober vote in opposition to the political intemperance of the 1960s and 1970s.
Torres, Hector Avalos. 2007. Conversations with Contemporary Chicana and Chicano Writers. U.S.: University of New Mexico press, 315-324.
This poem written by Francisco Alarcon describes the life of an illiterate man who finds himself signing away his freedom by placing his mark on a contract. He is unable to read the contract he is signing or even write his name. Being unable to read he leaves himself vulnerable to be taken advantage of and deceived. Alarcon, who was raised in a Hispanic community, was surrounded by illiteracy. Wanting to change the situation in which he was raised in he went to school to become a teacher and now focuses his efforts on eliminating illiteracy. This poem was written from the experience of watching those he cared about around him being taken advantage of because they were unable to read or write. "The X in My Name" shows the mistakes and ill consequences that illiteracy can bring upon those uneducated. It also sheds light onto how social structure and financial class play into illiteracy, and how detrimental illiteracy can be to those on the low end of the monetary spectrum. Though Alarcon only uses a few words it is easy to understand and see how the illiterate can be effortlessly be taken advantage of.
I grew up in a Mexican family listening to corridos, which are a type of song, since at every party, every celebration, and every occasion, that’s what the family would play. As I became more aware and conscious, I began to realize what these songs were actually saying. These corridos were telling a life story, ranging from life issues such as poverty, hard times, immigration, social and political problems, and/or life in general. A prominent and recurring theme that I saw developing throughout was immigration. Many of these songs, were expressing strong feelings that many Mexican immigrants, including my parents and other family members, were feeling regarding they’re citizenship status, how they were being discriminated against, and ultimately how they were feeling.
The popular revolutionary poem “I am Joaquin” by Rodolfo Corky Gonzales influenced many Chicana/os to embrace their heritage in the Chicano Movement in the 1960s. The poem created psychological work for the Chicano identity. Moreover, this poem developed and promoted social consciousness, commitment to activism, and cultural pride for many Chicanos. However, Gonzales primarily focuses on the identity and struggles of a Mexican-American male which excludes other narratives. Thus, the lack of inclusivity influenced me to recreate the popular poem, which centers on women from Central America who are rarely acknowledged in Chicano Studies. Therefore, our poem “I am Dolores” is focused on these three main themes: empowerment of women of color, resistance
Being so naïve about the country I came from being influenced by the way other people look at Mexico made me ashamed of who I was. Even taking it as far as dreading the color of my skin and despising the blood that ran through my veins. Not knowing of course that blood and the way I am and look is what ties me to my ancestors and my future family. Now, having the ability to block out the unnecessary opinions of outsiders and finally having the courage to love myself and my roots; I’m able to fill my own head with information. Learning from how people in Mexico treated the land like a part a part of themselves, I decided that I’m as important as the seasonal fruits, as intricate as el mole, sweet life the pineapple, and as bright and persuading as the sunflower. For the first time everything I see and am is as beautiful as it should be.
...community, equal rights and the right to follow your roots) with the central focus of the poem. As Susan Bassnett states in her essay Bilingual Poetry: A Chicano Phenomenon , there is a “Latin American tradition of the poet who occupies a prominent place in the struggle for freedom and national unity”, and as Cervantes and Gonzales demonstrated, the poet’s role in Latin America has not been diminished.
I decided to analyze the poem English con Salsa by Gina Valdes, because I can identify myself with this poem in many different aspects. Both my parents and I were born in Mexico, but decided to move to the United States on February of 2000. With us moving here, we brought along our traditions and customs. My family has a blend of American culture with Latino culture since a few of my uncles married American women and had children. I feel that Valdes poem is about finding that “in between” feelings that are brought up when two cultures are mixed together.
The struggle to find a place inside an un-welcoming America has forced the Latino to recreate one. The Latino feels out of place, torn from the womb inside of America's reality because she would rather use it than know it (Paz 226-227). In response, the Mexican women planted the seeds of home inside the corral*. These tended and potted plants became her burrow of solace and place of acceptance. In the comfort of the suns slices and underneath the orange scents, the women were free. Still the questions pounded in the rhythm of street side whispers. The outside stare thundered in pulses, you are different it said. Instead of listening she tried to instill within her children the pride of language, song, and culture. Her roots weave soul into the stubborn soil and strength grew with each blossom of the fig tree (Goldsmith).
The first stanza of the poem discusses the author’s preference of red chilies as well as how they are important to Mexican culture. The green chile is then described as being
When Gloria Anzaldua writes in The Homeland Aztlan “this land was Mexican once, was Indian always and is and will be again” one can assume or conclude that she recognizes that the land was taken away from the Indians by Americans. Therefore, you can say that she catecterize the border as Indian Land. To my way of thinking,Gloria Anzaldua blends poetry, personal narrative and history to present the view and experiences of people affected by living in the borderlands and to establish credibility to the poem. On the other hand, this chapter and the two poems present a connection because the three of them express the drwabacks of being Mexican- American.
In Francisco X. Alarcon’s 2002 poem “Mexican Is Not A Noun”, we see that the author is writing using cinquain stanzas. The author is also writing in a lyrical form as evidenced by his strong expression of thought and feeling on what “Mexican” is or is not. As I read this poem, I can feel the author’s intense frustration in the systematic generalization of “Mexican” as versed “Mexican is a life long low-paying job A check on the welfare police form” (Kirszner and Mandell, 2012). Likewise, the use of alliteration by using the word “it” to emphasize Mexicans in this piece allows the reader through the author’s viewpoint to feel the empathy in his writing as he states “it hurts it points it dreams it offends it cries” (Kirszner and Mandell, 2012).