Chicano studies - Knowledge

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studies was how Mexican-Americans, and in turn the greater Latino community, were represented negatively in American history. An example where Mexican Americans were portrayed negatively in American history is during the 19th century, when the territories of New Mexico and Arizona were not allowed to become states until there were more people of European descent living there to balance out the Mexican Americans, who were thought of as lazy, talentless idlers. It also must be noted that these stereotypes have continued throughout the 20th and 21st centuries. Additionally, Chicano scholars such as Felipe de Ortego y Gasca claim that Mexican Americans are not seen as vital parts of general American history, but neglect to remember that after historical treaties such as the Treaty of Guadalupe Hidalgo of 1848, land originally belonging to Mexico has been a part of the United States for an extended period of time, and that those of Mexican descent have been "American" for over 160 years. Therefore, many Chicano scholars feel the need to have necessary programming that restructures the way in which Mexican-Americans are perceived in American education. Another reason for Chicano studies was that traditionally Mexican Americans had been exposed to "Western" culture and European history through the standard educational system, but those of European descent had never had to learn Mexican history or the history of Mexican Americans. Additionally, the little material the European-American community was taught about Mexican Americans was framed in the context of European-American narratives, in other words meaning that the historical focus was not placed on Mexican Americans and Mexican Americans were often portrayed negatively. For that reason, Chicano studies was created to combat traditional education that excludes Mexican-American history and furthers harmful stereotypes about Mexican Americans.

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Chicano studies as a discipline. Additionally, it is vital that resources such as staff and offices are acquired in order to institutionalize the discipline. Rafael Pérez-Torres, author of "Chicana/o Studies's Two Paths", highlights that this approach has faced criticism due to its tendency to allow for the over politicization of Chicano issues. He identifies the argument that it creates a forum focused on "separatist politics" and neglects the furtherance of the institutionalization of the field of study. In other words, the ideology fails to fulfill the aim of integrating Chicano studies into the US educational system and, instead, places exclusive focus on the political issues surrounding ethnicity. However, Sarita E. Brown et al. argue that political mobilization is key to the Pragmatic approach. They contend that Chicano political advocacy should emphasize the lobbying of government officials for pro-Chicano studies policies.

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Chicano educator Curtis Acosta noted the shift in Chicano students' minds after they were exposed to literature that was written by Chicanos and intended for Chicanos. For according to Acosta, Chicanos often felt excluded by traditional educational systems, and felt as if they are not meant for educational success, or that success is tied to "whiteness," an educational standard that they can not attain. Acosta noted that the students that were exposed to Chicano literature felt empowered and believed that educational success and higher education was meant for them. Therefore, those who view the studies as positive believe Chicano education assists in Chicano students' academic growth and in their realization that education is not inextricably linked to being white.

2160:, signed House Bill 2281, or HB 2281. This bill prohibits course curricula within a school district or charter school from advocating ethnic solidarity or promoting insurgency, racism, or classism. Additionally, the course curriculum may not be designed exclusively for one ethnicity. However, Native American classes still comply with federal law. In addition, the grouping of classes based on academic performance is still permissible. Course curriculum concerning the history of a specific ethnic group or about controversial history which is available to all students is acceptable, as well. Another provision of the law stated that any school district or charter school breaching its stated provisions would be liable to lose state funding as a public institution. 2132:

In addition, opposers believe that Chicano studies allow Mexican-American students to feel as if they are victims or sufferers of Anglo-America. Furthermore, some believe that having education dedicated for a certain type of student creates self-segregation and further separation from the non-Chicano, particularly white, students. Another type of criticism comes from some Chicanos as well, who believe that Chicano studies create students who become bothersome activists and generate a new wave movement that is not needed or wanted. Either way, opposers of the studies remain a strong voice (in addition to the supporters) in the continued conversation surrounding Chicano studies.

1870:(MAPA) Education Committee, reported on "serious discriminatory policies and practices" at his university in relation to hiring Mexican Americans, especially considering that there had been an increase in the number of Mexican American students. According to scholar Rodolfo Acuña, serving Mexican American students without providing Mexican American faculty was considered a sort of colonialism and cultural assimilation. In addition, many Mexican American students were put at a disadvantage because speaking 2141: 1685: 2064: 2014:

the group. In 1981, the Mexican American Studies and Research Center (MASRC) at the University of Arizona was established. In 2009, MASRC became a department and continued public policy research and addressing issues of concern to Mexican American communities. As of 2019, MASRC is now known as the Department of Mexican American Studies and offers bachelor's degrees, master's degrees, and a Ph.D. degree in Mexican American Studies. The idea of the "borderland" or

2005:. The NACCS allows scholars in Chicano studies to exchange ideas, share research, communicate, and it also has an annual conference. The conferences were important to help bring together scholars and legitimize Chicano studies, since other disciplines have similar annual conferences. Through these conferences and the many other initiatives organized by Chicano students and educators, many Chicano studies programs were in place at major universities by 1975. 36: 1810:

education were rarely Chicano. Even at the nascency of Chicano studies, the first teachers of this material were the only Chicano professors at the institution. Therefore, another reason Chicano studies was implemented at colleges and universities was to ensure diversity in the faculty of higher education and to demonstrate to Chicano students that professional careers surrounding education can be an option for them as well.

1874:(even outside of class) was considered "degrading" or "un-American." Opportunities such as the Educational Opportunity Program (EOP) helped increase the number of minorities entering colleges and universities. Educators and students alike began to visualize "an academic program that could serve and transform the Mexican American community," a program that would become Chicano studies and which was built by and for Chicanos. 153: 1845:. Chicano studies was seen as a way to advance Mexican American perspectives on culture, history and literature. The major push for universities and colleges to include Chicano studies came within the context of the African-American civil rights struggle. During the 1960s, Mexican American educators demanded that colleges and universities address the pedagogical needs of Mexican American students. Scholar 1824: 2105:

individual ambition, pursuit of respect, and the studying of relevant Chicano issues will lead to the institutionalization of Chicano studies. Additionally, the creation of intellectual communities, research centers, and other forums for academe further validate the field of Chicano studies. This validation continues to help facilitate the institutionalization of the discipline.

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decided that the course must be disbanded instead of relinquishing state funding. Thus, in January 2012, the TUSD school board came to a 4-1 decision that the program was to be disbanded as to not lose state funding for the district. Furthermore, HB 2281 facilitated more challenges and limitations on

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noted that this was especially important because Mexican American student populations grew significantly in the 1960s. In addition, many young people and students were becoming very politically active and began to organize for political causes. A student organization that grew out of the civil rights

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Those who view Chicano studies as negative believe that the area of studies creates further problems for Chicano students and the greater American educational system. Chicano studies opposers cite that the education in Chicano classes teach anti-whiteness and a disdain for those of European descent.

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have also been involved in varying degrees of Chicano studies. Today, most major universities in areas of high Chicano concentration have a formal Chicano/a studies department or interdisciplinary program. Providing Chicano studies to Chicano students has helped these students find a community which

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Rodolfo Acuña, former chair at the Department of Chicano Studies at California State University, Northridge, and prominent scholar in the field, fervently emphasizes the importance of sacrifice and struggle in order to institutionalize and gain formal respect for the field of Chicano studies. Acuña

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requirements. During the mid 1990s, however, a study found that most Chicano studies programs were still very non-uniform. Part of the reason that many Chicano studies programs were not consistent in what was studied is that a core curriculum had not yet been formally published. The first primer of

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Chicano studies went through structural shifts in its message and mission during the late 1970s and 1980s. During this period, Chicano studies began to include women, the LGBTQ+ community, and other minority groups under the umbrella of "Chicano" while also acknowledging the many differences within

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students responded positively to Chicano studies and also to bilingual classes. Many scholars felt that the philosophy of education in the United States at the time was "inconsistent with the values of the Chicano movement" and that Chicano studies needed to create tools for students to use in the

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by its editors was that Mexican Americans, in contrast to other ethnic groups, have kept their Mexican-American culture intact and have "refused to disappear into The Great American Melting Pot." The consequence of this, said the editors, was that Mexican Americans were kept in an economically and

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In addition, Michael Soldatenko, the former chair of the Department of Chicano Studies at California State University, Los Angeles, and a prominent scholar in the field of Chicano studies, has discovered a new popularity surrounding the perspectivist approach. The ideological approach to Chicano

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In 2017, scholar S. M. Contreras noted a change in the language surrounding Chicano people, as they have begun to add an "X" or an "@" in place of the "o" or "a/o". This new language is a result of the movement towards gender inclusivity and as a way to recognize Chicano people whose gender

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Furthermore, Chicano studies was created to ensure Chicano students have access to Chicano education that is taught by Chicanos. In addition to the exclusion of Mexican-American narratives in American education and the negative perceptions of Mexican Americans, professors and educators in higher

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Perspectivism is another ideological approach to Chicano studies. This ideology emphasizes intellectualism, introspection, and academic expertise. This ideology neglects the needs for social change and, instead, exclusively focuses on engagement with relevant scholarship. Perspectivists believe

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Responses to Chicano studies and its impact on the greater American educational system can be separated into two categories, positive and negative. Those who see the programs and studies as positive believe that Chicano studies create positive academic changes in Chicano students. For example,

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Pragmatism is an ideological approach to Chicano studies. This ideology emphasizes political activism and social responsibility. Adherents to this approach believe it is the community's job to insert themselves into the workings of the current educational system to demand formal recognition of

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The establishment of Chicano studies in colleges and universities was in response to fundamental issues in the American educational system and how many Chicanos felt excluded from educational success in the United States. Specifically, one of the issues that led to the establishment of Chicano

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recognized the need to provide quality library materials to support the Chicano studies programs, and in a more general sense to have academic spaces for Chicano studies and Chicano students. Researchers began to study the impact that these new programs had on students, finding that

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both grew out of and signifies this change. Chicano studies became less about nationalism, and more about belonging to a group and contributing to "something greater." This shift helped reshape the mission of Chicano studies and gave it "new life" and "new authority."

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real world and also a new type of research to solve problems. It was also important to find ways to recruit Chicano teachers and administration within the schools to support students and research. Further support for Chicano studies came in the form of the

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However, the Chicano studies discipline is not limited to these perspectives. Scholar Raoul Contreras, for example, considers Chicano internal colonialism and Chicano self-determination to be important issues that are explored within Chicano studies.

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There are two ideological approaches to the institutionalization of Chicano studies as a formal discipline. The first approach is Pragmatism, an approach which emphasizes social responsibility and is supported by prominent scholar,

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to highlight problems that Mexican American students faced. As students became more organized, they began to develop "experimental colleges" where informal classes on topics important to the Chicano movement were taught.

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studies has shifted from pragmatic to perspectivist since the 1970s. Thus, according to Soldatenko, the approach's widespread popularity signals its significance to the furtherance of the field of Chicano studies.

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The 1980s saw more Chicano studies programs integrated into institutions of higher learning while it also created a "canonical approach" to its studies and "gatekeeping procedures" to evaluate promotions and

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did, however, lead to the creation of the Chicano Studies Institute in 1969. Another important document in Chicano studies was also produced in 1969. In March 1969, the Chicano Youth Conference held in

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had a big influence on the discourse surrounding Chicano studies and was the reason behind the founding of many Chicano studies in colleges and universities. The name of the journal came directly from

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Many Chicano scholars agree that Chicano studies came about as a result of the Chicana@ student movements, whether they were in the form of protests, activism or just taking part in

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Nuñez, Anne-Marie (2011). "Counterspaces and Connections in College Transitions: First-Generation Latino Students' Perspectives on Chicano Studies".

1885:. Many of the ideas surrounding the formation of later Chicano studies programs stemmed from this publication. One major idea that was put forth in 4100: 1777:. The area of studies additionally emphasizes the importance of Chicano educational materials taught by Chicano educators for Chicano students. 2422: 1699: 1694: 2079:. The second approach is Perspectivism, an approach which emphasizes introspection and is supported by prominent scholar, Michael Soldatenko. 1541: 2647: 2355: 2018:

grew stronger than the idea of Aztlán by the 1980s and Chicanos celebrated the many different (often conflicting) aspects of themselves.

1527: 587: 1984:. These papers addressed topics such as Chicano curriculum, goals of the educational program and how to achieve academic recognition. 3574:

Padilla, Raymond V. (1973). "Providing Library Services for the Chicano Studies Program at the University of California, Berkeley".

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Acosta, Curtis (November 2007). "Developing Critical Consciousness: Resistance Literature in a Chicano Literature Class".

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helped to "establish Chicana/o studies as an entity incorporated into the structures of academia." However, while the

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Brown, Sarita E.; Santiago, Deborah; Lopez, Estela (March 2003). "Latinos In Higher Education: Today and Tomorrow".

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This is an abbreviated list of programs throughout the United States which can be associated with Chicana/o Studies.

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Soldatenko, Michael (2012). "Empirics and Chicano Studies: The Formation of Empirical Chicano Studies, 1970-1975".

2301: 1659: 1428: 53: 2613:(1973). "The Short and Turbulent Life of Chicano Studies: A Preliminary Study of Emerging Programs and Problems". 950: 4689: 2448: 2405: 1407: 943: 609: 86: 2493: 2168: 2145: 894: 57: 1854:(MAYO), which began to work towards educational reform. MAYO was very active in promoting student walkouts in 4699: 2967:

Paredes, Rayamundo (November 30, 1991). "Chicano Studies at UCLA: A Controversy with National Implications".

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In many universities across the United States, Chicano studies is linked with other ethnic studies, such as

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Pulido, Alberto Lopez (2002). "In the Spirit of Ernesto Galarza: Recent Publications in Chicano Studies".

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Aranda Jr., Jose F. (2002). "Making the Case for New Chicano/a Studies: Recovering Our Alienated Selves".

2148:'s Mexican-American studies program. A new state law effectively ended the program saying it was divisive. 1972: 1934: 1890:

politically impoverished state. Also in 1967, political scientist Ralph Guzmán conducted a study with the

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Cabán, Pedro A (March 2003). "Moving from the Margins to where? Three Decades of Latino/a Studies".

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Gándara, Patricia (November 1986). "Chicanos in Higher Education: The Politics of Self-Interest".

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frames the quest for institutionalization as a gritty battle to be waged by students and faculty.

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Felipe de Ortego y Gasca (Founding Director Chicana/o Studies, University of Texas—El Paso, 1970)

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In 1967, anthropologist Octavio Romano and Nick C. Vaca, in addition to graduate students at the

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Current Mexican-American and Chicano Studies Undergraduate College Programs in the United States

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In 1963, Manuel H. Guerra, professor at the University of Southern California and chair of the

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articulated a need for education, it did not specify how to create a program of study. The

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The Current Status and Future of Chicano Studies Programs: Are They Academically Sound?

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is generally considered to be the manifesto of Chicano studies. Drafted in 1969 at the

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classes teaching Chicana/o studies not just in Arizona, but across the United States.

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Soldatenko, Michael (2012). "Chicano Studies as an Academic Discipline, 1975-1982".

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Latin American, Caribbean, U.S. Latinx, and Iberian Online Free E-Resources (LACLI)

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Soldatenko, Michael (2012). "The Genesis of Academic Chicano Studies, 1967-1970".

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director of the Hutchins Institute for Public Policy Studies and Community Action.

1846: 4537: 4532: 4517: 4507: 4497: 4427: 4417: 4352: 4252: 4215: 3999: 3011: 2734: 2430: 2426: 2176: 2037:. In addition, Chicano studies programs helped universities and colleges fulfill 1039: 936: 724: 658: 558: 364: 314: 299: 3872: 2976: 2929: 2884: 4628: 4592: 4567: 4562: 4552: 4547: 4512: 4502: 4447: 4437: 4377: 4302: 4292: 4282: 4240: 4125: 3966:"Chicano Studies Programs at the Crossroads: Alternative Futures for the 1980s" 3461: 3133: 3121: 2610: 2592: 2579: 2574: 2230: 1894:

which laid the foundation for a national center of Mexican American studies at

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Intecollegiate Chicana/o Latina/o Studies Department at the Claremont Colleges

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Administrative Reorganizational Needs in Chicano Studies at Cerritos College

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Chicano Studies and Self-Concept: Implications for the Community Colleges

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experience. Chicano studies draws upon a variety of fields, including

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de Ortego y Gasca, Felipe (October 6, 2008). "Why Chicano Studies?".

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Foster, David William (2005). "Recent Chicana/O Cultural Criticism".

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César E. Chávez Department of Chicana/o and Central American Studies

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The making of Chicana/o studies : in the trenches of academe

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Acuna, Rodolfo (2011). "From Student Power to Chicano Studies".

3075:. Tucson, Arizona: University of Arizona Press. pp. 12–37. 1219: 2306: 2034: 1925: 1830:'s work emphasizes the struggle of the Mexican American people. 1599: 201: 2525: 2516: 2042:

Chicano studies was published in 1980 by Diego Vigil, called

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Pérez-Torres, Rafael (2013). "Chicano Studies's Two Paths".

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El Grito: A Journal of Contemporary Mexican-American Thought

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The Ideology of the Political Movement for Chicano Studies

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offers a curriculum that is unique to their own heritage.

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Gonzalez, Phillip B. (2012). "Chicano Studies Examined".

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The Making of Chicano Studies: In the Trenches of Academe

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The Making of Chicano Studies: In the Trenches of Academe

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Acuna, Rodolfo (2011). "The Sixties and the Bean Count".

2909: 2907: 2905: 2903: 2901: 2315: 1946:." The idea of the mythic homeland of the Aztec people, 4164: 2534:

Department of Chicana/Chicano and Hemispheric Studies,

1942:) and it contains a concept of "ethnic nationalism and 2766:

Julian Samora Research Institute Latino Studies Series

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of the late 1960s and 1970s, and is the study of the

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National Association for Chicana and Chicano studies

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National Association for Chicana and Chicano Studies

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National Association for Chicana and Chicano Studies

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National Association of Chicana and Chicano Studies

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New York, New York: New York University Press. 3120: 2913: 2044:From Indians to Chicanos: A Sociocultural History 4671: 4082:"Racial Lens Used to Cull Curriculum in Arizona" 4063:"Arizona Bans Chicano Studies in Public Schools" 2862: 2860: 2858: 2856: 2854: 2711: 2709: 2707: 2705: 2703: 2701: 2699: 2697: 2695: 2693: 2112: 3004: 3002: 3000: 2998: 2996: 2994: 2992: 2990: 2988: 2986: 4199: 4185: 3963: 2851: 1896:California State College, Los Angeles (CSCLA) 1719: 4130:College of Education - University of Arizona 3824:Chicano Studies: The Genesis of a Discipline 3616:Chicano Studies: The Genesis of a Discipline 3417: 3296:Chicano Studies: The Genesis of a Discipline 3073:Chicano Studies: The Genesis of a Discipline 2759: 2690: 2384:Department of Chicana/o and Latina/o Studies 2356:California State University, Dominguez Hills 2261:Department of Chicana/o and Latina/o Studies 4056: 4054: 3964:Burrola, Luis; Rivera, Jose (30 May 1983). 2983: 2411:Department of Chicana & Chicano Studies 2240: 4192: 4178: 3821: 3716:The Department of Mexican American Studies 3613: 3500: 3293: 3157: 3070: 2316:Center for Mexican American Studies (CMAS) 1726: 1712: 4060: 3862: 3751: 3728: 2867:Rodriguez, Roberto (September 28, 2000). 2866: 2352:Department of Chicana and Chicano Studies 2307:Department of Chicana and Chicano Studies 2270:Department of Chicana and Chicano Studies 2058: 1976:and under the direction of the historian 1928:produced a plan written by Chicano poet, 120:Learn how and when to remove this message 4051: 3654: 3337: 2969:The Hispanic Outlook in Higher Education 2917:The Hispanic Outlook in Higher Education 2715: 2338:California State University, Bakersfield 2265:California State University, Los Angeles 2139: 2062: 2021:Borderlands/La Frontera: The New Mestiza 1868:Mexican American Political Association's 1822: 1087:Borderlands/La Frontera: The New Mestiza 4079: 3931:Change: The Magazine of Higher Learning 3885: 3573: 2966: 2311:University of California, Santa Barbara 2274:California State University, Northridge 1909:University of California, Santa Barbara 1301:Mission Cultural Center for Latino Arts 14: 4672: 4065:. Mexican-American.org. Archived from 4029: 4027: 4025: 4023: 4021: 4019: 4017: 3981: 3979: 3817: 3815: 3813: 3811: 3777: 3775: 3773: 3706: 3704: 3702: 3676: 3674: 3538: 3496: 3494: 3492: 3490: 3488: 3486: 3484: 3482: 3413: 3411: 3409: 3407: 3405: 3289: 3287: 3285: 3283: 3281: 3279: 3277: 3275: 3273: 3239: 3237: 3158:Hinrichsen, Keith A. (25 April 1975). 3008: 2801:Journal of College Student Development 2661: 2609: 2365:California State University, Fullerton 2343:Transborder Chicano/a Latino/a Studies 2325:Department of Mexican American Studies 2189:Curtis Acosta (Professor of Education) 1749:or Xicano studies originates from the 4173: 4099:Castellanos, Dalina (April 4, 2012). 3985: 3781: 3534: 3532: 3403: 3401: 3399: 3397: 3395: 3393: 3391: 3389: 3387: 3385: 3333: 3331: 3243: 3235: 3233: 3231: 3229: 3227: 3225: 3223: 3221: 3219: 3217: 3187: 3183: 3181: 3179: 3177: 3153: 3151: 3116: 3114: 3112: 3110: 3108: 2798: 2760:Vélez-Ibáñez, Carlos G. (July 1998). 2721:"The ethnic studies kids are alright" 2293:University of California, Los Angeles 2135: 2001:(NACCS) which was created in 1972 in 1964:University of California, Los Angeles 2794: 2792: 2790: 2755: 2753: 2751: 2657: 2655: 2570:UCLA Chicano Studies Research Center 2397:Metropolitan State College of Denver 2320:The University of Texas at Arlington 2298:Department of Chicano/Latino Studies 1960:Aztlán: A Journal of Chicano Studies 1068:UCLA Chicano Studies Research Center 58:adding citations to reliable sources 29: 4014: 3976: 3808: 3770: 3699: 3671: 3479: 3270: 2472:Center for Mexican American Studies 2445:Chicana and Chicano Studies Program 2361:Chicana and Chicano Studies Program 2233:(Founder Smithsonian Latino Center) 1852:Mexican American Youth Organization 1464:DHS v. Regents of the Univ. of Cal. 1401:Espinoza v. Farah Manufacturing Co. 24: 4080:Winerip, Michael (19 March 2012). 3529: 3382: 3340:Journal of American Ethnic History 3328: 3214: 3174: 3148: 3105: 2603: 2485:University of Texas at San Antonio 2256:University of California, Berkeley 1989:University of California, Berkeley 1879:University of California, Berkeley 930:The Revolt of the Cockroach People 25: 4711: 4147: 2787: 2748: 2652: 2226:María Guillermina Valdes Villalva 2152:On May 11, 2010, the Governor of 1962:was published by students at the 1792:. Many students who have studied 4061:Rodriguez, Tito (May 13, 2010). 4035:"Arizona House Bill 2281 (2010)" 2873:Black Issues in Higher Education 2481:Mexican American Studies Program 2302:University of California, Irvine 2165:Mexican-American studies program 2099: 1683: 151: 34: 4118: 4092: 4073: 3957: 3922: 3879: 3856: 3826:. University of Arizona Press. 3745: 3722: 3648: 3607: 3567: 3454: 3358: 3352:10.5406/jamerethnhist.31.4.0069 3064: 3039: 2960: 2512:University of Wisconsin–Madison 2449:University of California, Davis 2406:University of Northern Colorado 2393:Department of Chicana/o Studies 1394:San Antonio I.S.D. v. Rodriguez 320:California agricultural strikes 45:needs additional citations for 2936: 2827: 2664:Latin American Research Review 2641: 2494:University of Texas at El Paso 2252:Chicanx Latinx Studies Program 2169:Tucson Unified School District 2146:Tucson Unified School District 1850:movements of the '60s was the 895:From This Wicked Patch of Dust 13: 1: 4165:Tomás Rivera Policy Institute 3888:American Journal of Education 3754:Keywords for Latina/o studies 2634: 2536:Western New Mexico University 2476:University of Texas at Austin 2086: 1958:In 1970, the first volume of 1800: 951:...y no se lo tragó la tierra 490:Occupation of Catalina Island 4000:10.1057/palgrave.lst.8600014 3822:Soldatenko, Michael (2012). 3786:. Rutgers University Press. 3729:Jaramillo, James A. (1995). 2402:Chicana/o and Latinx Studies 2203:Cecilia Preciado de Burciaga 2113:Responses to Chicano studies 1973:El Plan Espiritual de Aztlán 1940:The Spiritual Plan of Aztlán 1935:El Plan Espiritual de Aztlán 1607:Indigenous Mexican Americans 1311:Self Help Graphics & Art 7: 2971:. Vol. 2, no. 3. 2541: 2463:Chicana and Chicano Studies 2388:Loyola Marymount University 2183: 2126: 2117: 909:The Dirty Girls Social Club 282:Treaty of Guadalupe Hidalgo 10: 4716: 3712:"What is the Soul of MAS?" 2508:Chican@ and Latin@ Studies 2454:Chicano and Latino Studies 2436:Chicana/o-Latina/o Studies 2415:San Diego State University 1813: 1108:This Bridge Called My Back 854:Who Would Have Thought It? 4601: 4208: 3943:10.1080/00091380309604092 3863:Contreras, Raoul (1993). 3466:Chicano Studies Institute 3420:American Literary History 3370:search.credoreference.com 2530:Michigan State University 2378:Claremont McKenna College 2283:Portland State University 1892:Los Angeles State College 1612:Punjabi Mexican Americans 1344:Great Wall of Los Angeles 916:The House on Mango Street 768:Mexican-American folklore 500:Plan Espiritual de Aztlán 325:Cantaloupe strike of 1928 3752:Contreras, S.M. (2017). 2615:Social Science Quarterly 2517:Latina/o Studies Program 2503:University of Washington 2467:University of New Mexico 2347:Arizona State University 2241:Programs and departments 2049: 2008: 1953: 1818: 1690:United States portal 1101:The Church in the Barrio 961:Poetry and Short Stories 697:Mexican-American cuisine 538:1985–1987 cannery strike 3782:Acuña, Rodolfo (2011). 3655:Gonzalez, Jess (1975). 2948:Encyclopedia Britannica 2458:University of Minnesota 1790:Native American studies 1429:Flores-Figueroa v. U.S. 1273:Royal Chicano Air Force 1132:Coyolxauhqui imperative 944:Under the Feet of Jesus 4690:Latin American studies 3595:Cite journal requires 2526:Chicano/Latino Studies 2420:Chicanx/Latinx Studies 2279:Chicanx/Latinx Studies 2149: 2071: 2059:Ideological approaches 1831: 1786:Asian American studies 1408:U.S. v. Brignoni-Ponce 1291:Centro de Arte Público 1253:East Los Streetscapers 992:Pensamiento Serpentino 582:Great American Boycott 460:Las Adelitas de Aztlán 430:Conferencia de Mujeres 218:Anti-Mexican sentiment 3515:10.1353/arq.2002.0011 3462:"About the Institute" 2813:10.1353/csd.2011.0077 2719:(September 5, 2018). 2676:10.1353/lar.2005.0021 2521:University of Wyoming 2329:University of Arizona 2143: 2066: 1904:Plan de Santa Barbara 1826: 1486:Madrigal v. Quilligan 1443:Mendez v. Westminster 1380:Botiller v. Dominguez 1172:Youth control complex 548:2019 El Paso shooting 505:Plan de Santa Bárbara 400:Católicos por La Raza 330:Citrus Strike of 1936 272:San Elizario Salt War 243:Early-American Period 4700:Critical race theory 3553:10.1353/aq.2002.0041 3047:"The Future is Here" 2553:Chicano art movement 2068:Francisco H. Vázquez 1436:Leal Garcia v. Texas 1058:MAS Programs, Tucson 847:Living Up the Street 599:Justice for Janitors 465:Los Siete de la Raza 420:Colegio César Chávez 340:Mexican Repatriation 291:Pre-Chicano Movement 262:Mexican–American War 54:improve this article 4624:Culture by location 3642:chapter 772929 3322:chapter 772927 3264:chapter 423820 3208:chapter 423819 3099:chapter 772926 3025:10.58680/ej20076244 2835:"Mission Statement" 2565:Hijas de Cuauhtémoc 2559:Hijas de Cuauhtémoc 2440:Stanford University 1978:Juan Gomez-Quiñones 1475:Federal Court cases 1369:Supreme Court cases 687:New Mexican cuisine 649:Abrazos, no balazos 570:Chicano Art Exhibit 543:1992 Drywall Strike 529:Post-Chicano Period 520:United Farm Workers 470:Los Seis de Boulder 455:Land grant struggle 445:Hijas de Cuauhtémoc 360:Sleepy Lagoon trial 135:Part of a series on 4659:Vernacular culture 4383:Germanic languages 4086:The New York Times 4069:on April 27, 2011. 3682:"History of NACCS" 3541:American Quarterly 3432:10.1093/alh/ajt029 3126:de la Torre, Adela 3122:Rochin, Refugio I. 3053:. 14 February 2019 2611:Rochin, Refugio I. 2425:2019-12-10 at the 2374:Claremont Colleges 2163:Subsequently, the 2150: 2136:Legal restrictions 2072: 2039:affirmative action 2003:San Antonio, Texas 1944:self-determination 1841:also known as the 1832: 1775:Chicano literature 1511:Population by City 1387:Hernandez v. Texas 1296:Galería de la Raza 1263:Mujeres Muralistas 1162:Spiritual activism 816:Chicano literature 811:Chicana literature 616:South Central Farm 440:East L.A. walkouts 415:Chicano Moratorium 305:Bisbee Deportation 257:Las Gorras Blancas 4667: 4666: 4649:Political culture 4105:Los Angeles Times 3970:Shri Publications 3846:Project MUSE 3833:978-0-8165-9953-0 3793:978-0-8135-5001-5 3763:978-1-4798-8330-1 3638:Project MUSE 3625:978-0-8165-9953-0 3503:Arizona Quarterly 3444:Project MUSE 3318:Project MUSE 3305:978-0-8165-9953-0 3260:Project MUSE 3255:978-0-8135-5070-1 3204:Project MUSE 3199:978-0-8135-5001-5 3095:Project MUSE 3082:978-0-8165-9953-0 2726:Los Angeles Times 2717:Arellano, Gustavo 2598:Stand and Deliver 2213:Amalia Mesa-Bains 1743:Chicano/a studies 1736: 1735: 1673: 1672: 1655:Mexican Americans 1620: 1619: 1560:Dallas–Fort Worth 1495: 1494: 1457:Perez v. Brownell 1450:Bernal v. Fainter 1422:Medellín v. Texas 1352: 1351: 1282:Art organizations 1180: 1179: 1008: 1007: 985:Moment of Silence 786: 785: 624: 623: 390:Black-brown unity 355:Porvenir Massacre 350:Plan de San Diego 345:Operation Wetback 225: 224: 145:Mexican Americans 130: 129: 122: 104: 69:"Chicano studies" 18:Chicana/o studies 16:(Redirected from 4707: 4695:American studies 4639:Official culture 4619:Cultural studies 4308:Central European 4202:cultural studies 4194: 4187: 4180: 4171: 4170: 4141: 4140: 4138: 4137: 4122: 4116: 4115: 4113: 4111: 4096: 4090: 4089: 4077: 4071: 4070: 4058: 4049: 4048: 4046: 4044: 4039: 4031: 4012: 4011: 3983: 3974: 3973: 3961: 3955: 3954: 3926: 3920: 3919: 3883: 3877: 3876: 3860: 3854: 3853: 3819: 3806: 3805: 3779: 3768: 3767: 3749: 3743: 3742: 3726: 3720: 3719: 3708: 3697: 3696: 3694: 3692: 3678: 3669: 3668: 3652: 3646: 3645: 3611: 3605: 3604: 3598: 3593: 3591: 3583: 3571: 3565: 3564: 3536: 3527: 3526: 3498: 3477: 3476: 3474: 3472: 3458: 3452: 3451: 3415: 3380: 3379: 3377: 3376: 3362: 3356: 3355: 3335: 3326: 3325: 3291: 3268: 3267: 3241: 3212: 3211: 3185: 3172: 3171: 3155: 3146: 3145: 3118: 3103: 3102: 3068: 3062: 3061: 3059: 3058: 3051:The UCSB Current 3043: 3037: 3036: 3006: 2981: 2980: 2964: 2958: 2957: 2955: 2954: 2940: 2934: 2933: 2911: 2896: 2895: 2864: 2849: 2848: 2846: 2845: 2831: 2825: 2824: 2796: 2785: 2784: 2782: 2780: 2757: 2746: 2745: 2743: 2741: 2713: 2688: 2687: 2659: 2650: 2645: 2630: 2221:Jacinto Quirarte 1994:Mexican-American 1932:. It was called 1843:Chicano movement 1751:Chicano Movement 1747:Chican@ studies, 1741:, also known as 1728: 1721: 1714: 1688: 1687: 1686: 1633: 1632: 1508: 1507: 1365: 1364: 1268:Teatro Campesino 1193: 1192: 1094:Brown, Not White 1035:Chicana feminism 1023: 1022: 902:Mexican WhiteBoy 874:Bless Me, Ultima 830:Autobiographical 799: 798: 763:Lowrider bicycle 637: 636: 604:Murder of Selena 515:Raza Unida Party 375:Chicano Movement 310:Bloody Christmas 240: 239: 166: 165: 155: 132: 131: 125: 118: 114: 111: 105: 103: 62: 38: 30: 21: 4715: 4714: 4710: 4709: 4708: 4706: 4705: 4704: 4670: 4669: 4668: 4663: 4597: 4558:Southeast Asian 4483:Native American 4204: 4198: 4150: 4145: 4144: 4135: 4133: 4126:"Curtis Acosta" 4124: 4123: 4119: 4109: 4107: 4097: 4093: 4078: 4074: 4059: 4052: 4042: 4040: 4037: 4033: 4032: 4015: 3984: 3977: 3962: 3958: 3927: 3923: 3884: 3880: 3861: 3857: 3850:book 21767 3834: 3820: 3809: 3794: 3780: 3771: 3764: 3750: 3746: 3727: 3723: 3710: 3709: 3700: 3690: 3688: 3680: 3679: 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2600: 2595: 2590: 2582: 2580:Latino studies 2577: 2575:Gender studies 2572: 2567: 2562: 2555: 2550: 2543: 2540: 2539: 2538: 2532: 2523: 2514: 2505: 2496: 2487: 2478: 2469: 2460: 2451: 2442: 2433: 2417: 2408: 2399: 2390: 2381: 2367: 2358: 2349: 2340: 2331: 2322: 2313: 2304: 2295: 2286: 2276: 2267: 2258: 2242: 2239: 2238: 2237: 2234: 2231:Refugio Rochin 2228: 2223: 2218: 2215: 2210: 2205: 2200: 2195: 2190: 2185: 2182: 2167:taught in the 2137: 2134: 2128: 2125: 2119: 2116: 2114: 2111: 2101: 2098: 2088: 2085: 2060: 2057: 2051: 2048: 2010: 2007: 1955: 1952: 1820: 1817: 1815: 1812: 1802: 1799: 1734: 1733: 1731: 1730: 1723: 1716: 1708: 1705: 1704: 1703: 1702: 1697: 1692: 1677: 1676: 1671: 1670: 1668: 1667: 1662: 1657: 1652: 1647: 1642: 1636: 1631: 1628: 1627: 1624: 1623: 1618: 1617: 1615: 1614: 1609: 1604: 1603: 1602: 1597: 1595:Nuevomexicanos 1592: 1581: 1578: 1577: 1573: 1572: 1570: 1569: 1568: 1567: 1562: 1552: 1545: 1538: 1531: 1524: 1516: 1513: 1512: 1506: 1503: 1502: 1499: 1498: 1493: 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Doe 1412: 1410: 1409: 1405: 1403: 1402: 1398: 1396: 1395: 1391: 1389: 1388: 1384: 1382: 1381: 1377: 1376: 1374: 1373: 1370: 1367: 1366: 1358: 1357: 1345: 1342: 1340: 1337: 1335: 1332: 1330: 1327: 1326: 1324: 1323: 1319: 1318: 1312: 1309: 1307: 1304: 1302: 1299: 1297: 1294: 1292: 1289: 1288: 1286: 1285: 1281: 1280: 1274: 1271: 1269: 1266: 1264: 1261: 1259: 1256: 1254: 1251: 1249: 1248:Culture Clash 1246: 1244: 1241: 1240: 1238: 1237: 1233: 1232: 1226: 1223: 1221: 1218: 1216: 1213: 1211: 1208: 1206: 1203: 1202: 1200: 1199: 1195: 1194: 1186: 1185: 1173: 1170: 1168: 1165: 1163: 1160: 1158: 1155: 1153: 1152:New tribalism 1150: 1148: 1145: 1143: 1140: 1138: 1135: 1133: 1130: 1128: 1127:Barrioization 1125: 1124: 1122: 1121: 1117: 1116: 1110: 1109: 1105: 1103: 1102: 1098: 1096: 1095: 1091: 1089: 1088: 1084: 1083: 1081: 1080: 1076: 1075: 1069: 1066: 1064: 1061: 1059: 1056: 1055: 1053: 1052: 1049:Organizations 1048: 1047: 1041: 1038: 1036: 1033: 1032: 1030: 1029: 1025: 1024: 1019: 1014: 1013: 1001: 1000: 996: 994: 993: 989: 987: 986: 982: 980: 979: 975: 973: 972: 968: 967: 965: 964: 960: 959: 953: 952: 948: 946: 945: 941: 939: 938: 934: 932: 931: 927: 925: 924: 920: 918: 917: 913: 911: 910: 906: 904: 903: 899: 897: 896: 892: 890: 889: 885: 883: 882: 878: 876: 875: 871: 870: 868: 867: 863: 862: 856: 855: 851: 849: 848: 844: 842: 841: 837: 836: 834: 833: 829: 828: 822: 819: 817: 814: 812: 809: 808: 806: 805: 801: 800: 792: 791: 779: 776: 774: 771: 769: 766: 764: 761: 759: 756: 754: 751: 749: 746: 745: 743: 742: 738: 737: 731: 728: 726: 723: 721: 718: 716: 713: 712: 710: 709: 705: 704: 698: 695: 693: 690: 688: 685: 684: 682: 681: 677: 676: 670: 667: 665: 664:Chicano names 662: 660: 657: 655: 652: 650: 647: 646: 644: 643: 639: 638: 630: 629: 617: 614: 612: 611: 607: 605: 602: 600: 597: 595: 592: 590: 589: 585: 583: 580: 578: 577: 573: 571: 568: 566: 563: 561: 560: 556: 554: 551: 549: 546: 544: 541: 539: 536: 535: 533: 532: 528: 527: 521: 518: 516: 513: 511: 508: 506: 503: 501: 498: 496: 493: 491: 488: 486: 483: 481: 478: 476: 473: 471: 468: 466: 463: 461: 458: 456: 453: 451: 448: 446: 443: 441: 438: 436: 433: 431: 428: 426: 423: 421: 418: 416: 413: 411: 408: 406: 403: 401: 398: 396: 393: 391: 388: 386: 383: 382: 380: 379: 376: 373: 372: 366: 363: 361: 358: 356: 353: 351: 348: 346: 343: 341: 338: 336: 333: 331: 328: 326: 323: 321: 318: 316: 313: 311: 308: 306: 303: 301: 298: 297: 295: 294: 290: 289: 283: 280: 278: 275: 273: 270: 268: 265: 263: 260: 258: 255: 253: 250: 249: 247: 246: 242: 241: 236: 231: 230: 219: 216: 215: 214: 213: 209: 208: 203: 200: 198: 195: 193: 190: 188: 185: 183: 180: 178: 175: 174: 173: 172: 168: 167: 159: 158: 154: 150: 149: 146: 142: 139: 138: 134: 133: 124: 121: 113: 102: 99: 95: 92: 88: 85: 81: 78: 74: 71: – 70: 66: 65:Find sources: 59: 55: 49: 48: 43:This article 41: 37: 32: 31: 19: 4614:Area studies 4609:Anthropology 4523:Scandinavian 4453:Kremlinology 4373:Filipinology 4312: 4134:. 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