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Chapter 5 Image URL

https://www.pinterest.com/srakelleher/alphabet/

https://www.youtube.com/watch?v=gs2tdjzla8Y

http://www.muralmaster.org/writings/AmerProp/

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A Mexican child is foreign in his thinking and attitudes' until he learns to 'think and talk in English'

Gilbert Gonzalez, Chicano Education in the Era of Segregation

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Just as we become more American, America is simultaneously becoming more Latino

Christy Haubegger, editor of Latina magazine

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Methods of Deculturization

Segregation and isolation.

Forced change of language.

Curriculum content that reflects culture of dominant group.

Textbooks that reflect culture of dominant group.

Denial of cultural and religious expression by dominated group.

Use of teachers from dominant group.

(Spring 108)

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Americanization Policies in Public Schools in Puerto Rico

Required celebration of U.S. patriotic holidays which had not been celebrated prior to conquest.

Patriotic exercises designed to create allegiance to the United States.

Replaced local textbooks and curricula with ones reflecting the way of life in the United States.

Attempts to expel teachers and students who engaged in anti-U.S. activities.

Attempts to use teachers from the United States as opposed to local teachers.

Introduction of organizations to promote allegiance to the United States.

Attempts to replace Spanish with English as the language of instruction.

(Spring 102)

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Americanization of Mexican American Children

Ending the use of Spanish

Educators argued that learning English was essential to assimilation and the creation of a unified nation. 

It was also believed that changing languages would create a cultural revolution among Mexican Americans. 

In 1918, Texas passed legislation with stricter requirements for the use of English in public schools. The legislation made it a criminal offense to use any language but English in the schools.

Anglo’s thoughts on Mexican culture and values

Many Anglos thought Mexican culture and values discouraged the exercise of economic entrepreneurship and cooperation required in an advanced corporate society. 

Mexicans were criticized as having a fatalistic acceptance of human condition, being self-pitying, and being unable to work with others in large organizations.

Mexicans were criticized for being “too attached to their families” as well as too small organizations and local clubs.

The attempt deculturalization of Mexicans did not always extend to superficial cultural aspects such as food, music and dance.

Individuals advocated that cultural traditions could be maintained while trying to socialize Mexican children into an entrepreneurial spirit. 

Most Mexican children did not face these deculturalization programs.

There was little to no enforcement of compulsory education laws and the necessity for children to help support their families.

There were reports of Mexican children dropping out of school due to the anti-Mexican bias of the curriculum, especially in Texas.

Many children of migrant farmworkers received little opportunity to attend school. State laws on school attendance were routinely violated by local school boards to ensure the availability of children for farmwork. 

(Spring 98-99)

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Hispanic/Latino American Education Time Line (Prior to Civil Rights Movement)

1855: California requires all school instruction to be conducted in English

1870: Texas law requires English as a language of school instruction

1895: Plessy v. Ferguson-”Separate but equal”

1900: Foraker Act- Americanization of Puerto Rico

1912: Puerto Rican Teacher’s Association organized to defend Spanish as language of instruction

1915: Students strike at Central High School, San Juan, demanding Spanish as language of instruction

1918: Texas makes it a criminal offense to use any language by English in school instruction

1929: League of United Latin American Citizens (LULAC) supports bilingual instruction and maintenance of Mexican cultural traditions

1930: Texas courts uphold right to segregate Mexican Americans for educational purposes

1934: Padin Reform- Restricted English-only rule in Puerto Rican schools

1935: California law allows segregation of Mexican Americans as Indians

1951: Commonwealth of Puerto Rico-Spanish is restored as language of instruction

(Spring 90-91)

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Hispanic/Latino American Citizenship Time Line

1790: Naturalization Act for whites only

1848: Treaty of Guadalupe Hidalgo- Grants U.S. citizenship to residents of lands ceded to U.S.

1866: Civil Rights Act- U.S. citizenship for native-born except for Native Americans

1896: Plessy decision- “Separate but equal”; restriction on voting rights

1897: Texas courts declare Mexican Americans “nonwhite”

1898: Puerto Rico conquered

1917: Jones Act-Grants U.S. citizenship to Puerto Ricans

1929-1935: Repatriation programs- Native-born U.S. citizens sent to Mexico

1935: California law declares Mexican Americans are foreign-born Indians

1952: McCarren-Walter Act- Rescinds the racial restrictions of the 1790 Naturalization Act

1965: Voting Rights Act- Full citizenship granted

1975: Amendment to Voting Rights Act- Requires electoral ballots and information must be multilingual

(Spring 88-89)

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The Difference Between Hispanic and Latino

It seems that people still don’t understand that there is a difference between the terms “Hispanic” and “Latino.” Many people believe they are the two terms are interchangeable when they are not. 

Hispanic: people of Spanish-speaking origin

Latino: people of Latin-American origin

Therefore, people from Spain are Hispanic, but they are not Latino. 

People from Brazil are Latino, but they are not Hispanic.

People from Puerto Rico are both Hispanic and Latino.

(Spring 87-88)