40 yrs of Chicano Studies

[Jeanfromfillmore]

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Old 10-09-2009, 08:29 AM
ilbegone ilbegone is offline
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This is a study based in the American south. The majority of the "Latinos" in the study are from Mexico, which has been race obsessed for 500 years. The racial classifications of "castes" involve dozens of words to describe race and racial mixture.

Octavio Paz has an interesting take in his book The Labyrinth of Solitude expressed in the chapter Sons of Malinche concerning a racial attitude by "The Mexican" and other Mexicans.

Scholars Ask Why Latinos View Blacks Poorly

by Christina Asquith, July 12, 2006


Quote:
Latino immigrants often hold negative views of African-Americans, which they most likely brought with them from their more-segregated Latin American countries, a new Duke University study shows.

The study also found that sharing neighborhoods with Blacks reinforced Latino’s negatives views, and reinforces their feelings that they have “more in common with Whites” — although Whites did not feel the same connection towards the Latinos.

“We were actually quite depressed by what we found. The presence of these attitudes doesn’t augur well for relations between these two groups,” says Dr. Paula D. McClain, a professor of political science at Duke University, who led the study along with nine graduate students.

The study, “Racial Distancing in a Southern City: Latino Immigrants’ Views of Black Americans,” is based on a 2003 survey of 500 Hispanic, Black and White residents in Durham, N.C., a city with one of the fastest-growing Hispanic population.

This study reiterated a similar conclusion reached a decade earlier out of Houston, which found that U.S.-born and foreign-born Latinos expressed a more negative view of African-Americans than Blacks expressed of Latinos. In both studies, it’s interesting to note, Blacks did not reciprocate the negative feelings.

However, Duke’s study found that the more educated the Hispanic respondent, and the more social contact they had with Blacks, the less likely they were to harbor negative stereotypes.

“It was interesting that the greater social contact with Blacks, the less they had negative stereotypes,” says Rob Brown, assistant dean of students for Emory College. “I think that’s a pivotal variable, especially for Latino immigrants who are learning English and who have not had much contact with Blacks, who are unfortunately influenced by the American lens and vocabulary of race and what White America has constructed in terms of stereotypes of Backs.” [This appears to be an opinion from an "educator" who commented on the study for the reporter rather than being a quoted part of the study itself. Regardless, it is opinion.]

McClain focused her study on the South because Latinos have only appeared in significant numbers there in the past 10-15 years. Recent and limited research suggests that migration has been encouraged by the 1994 North Atlantic Free Trade Agreement, global economy and an expanding market for unskilled, low-wage workers.

In 1990, Latinos made up 1 percent of the population of the city of Durham. However by 2001, they represented 8.6 percent, even as the city’s overall population also grew. The majority of Durham’s Latino population is from Mexico.

This increase prompted McClain to examine what difference Hispanic integration into the South was going to make on the Black/White dynamic.

“No section of the country has been more rigidly defined along a Black-White racial divide [than the South]. How these new Latino immigrants situated themselves vis-à-vis Black Americans has profound implications for the social and political fabric of the South,” McClain writes.

Among the results: almost 59 percent of Latino immigrants reported feeling that “few or almost no Blacks are hard working.” One third said that Blacks are “hard to get along with.” And 57 percent found that “few or no Blacks could be trusted.”

When Whites were asked the same questions, fewer than 10 percent responded with similar negative attitudes towards Blacks. McClain says that finding came as a positive surprise, and prompted her to conclude that Hispanics were not adopting their negative views from Whites.

The study concluded that most likely Latinos are bringing negative views with them from their home countries. Previous research on race and Latin America found that Blacks “represent the bottom rungs of society” and Duke researchers surmise Latino immigrants “might bring prejudicial attitudes with them,” the study states.

Dr. Ronald Walters, a professor of political science at the University of Maryland, has spent a lot of time in Brazil and calls the study “right on target.”

He also says that although most Hispanics are indigenous, they overwhelming consider themselves as “White” because of the overall negatives associations with being Black in Brazil.

“We’re dealing with a conflict between a Latin American conception of color and an American conception of color,” Walters says.

At the University of California, Davis School of Law, professor Kevin R. Johnson points the finger at Hollywood. He says movies portraying Blacks as gang members and criminals send out a global message that influences foreigners’ expectations when they arrive in the United States.

“These stereotypes are propagated on television and film that are broadcast all over the world,” he says. “We have some foreign judges and lawyers come through UC- Davis School of Law, and I’m surprised sometimes about their stereotypical views and their concern with crime and African-Americans.”

While some have said that such poor relations represent a missed opportunity for two working-class groups to partner politically, a recent Gallup poll showed that Blacks and Hispanics now both share a low opinion of the Bush administration. While Blacks opinion was low during the 2004 election (and has dropped further), Hispanics’ support of Bush has dropped drastically, due to the immigration and other issues, Walters says.

McClain intends to start a larger survey in the next year, and include Memphis, Tenn., Greenville, S.C., and possibly Greensboro, N.C. and Dalton, Ga. She hopes her findings will be more positive.

“If large portions of Latino immigrants maintain negative attitudes of Black Americans, where will this leave Blacks?” she asks. “Will Blacks find that they must not only make demands on Whites for continued progress, but also mount a fight on another front against Latinos?”

— By Christina Asquith

http://diverseeducation.com/artman/p...cle_6086.shtml

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Old 10-09-2009, 09:22 AM
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An LA Times Opinion piece by LA Sheriff Lee Baca:


Quote:
In L.A., race kills

Black-Latino tensions, not gangs, are at the heart of the county's violence, Sheriff Baca says.

By Lee Baca|June 12, 2008

Conversations about race are fraught with emotion, confusion and controversy. But that doesn't mean we should avoid or sidestep the issue.

As a Latino raised in East Los Angeles, and as the elected sheriff of Los Angeles County for the last decade, I have seen many sides of the race issue. I have lived it, in fact.

So let me be very clear about one thing: We have a serious interracial violence problem in this county involving blacks and Latinos.

Some people deny it. They say that race is not a factor in L.A.'s gang crisis; the problem, they say, is not one of blacks versus Latinos and Latinos versus blacks but merely one of gang members killing other gang members (and yes, they acknowledge, sometimes the gangs are race-based).

But they're wrong. The truth is that, in many cases, race is at the heart of the problem. Latino gang members shoot blacks not because they're members of a rival gang but because of their skin color. Likewise, black gang members shoot Latinos because they are brown.

Just look at the facts. In February 2006, our jail system erupted into a full-scale riot involving about 2,000 black and Latino inmates at the North County Correctional Facility at Pitchess Detention Center in Castaic. One black inmate died and numerous others were injured. Through extensive interviews with participants, our investigation revealed that race -- not gang affiliation -- was the motivating factor.

Furthermore, we have evidence linking inmates who are known as "shot callers" directly to street shootings based entirely on race. These shot callers at Pitchess and elsewhere are affiliated with gangs, to be sure, and in many cases they may give the order to kill a particular person or a member of a particular gang. But if that person or gang cannot be found, the shot caller will often order the gunman to find someone -- anyone -- who is black or brown and shoot them instead. Gang affiliation does not matter. Only the color of the victim's skin matters.

I would even take this a step further and suggest that some of L.A.'s so-called gangs are really no more than loose-knit bands of blacks or Latinos roaming the streets looking for people of the other color to shoot. Our gang investigators have learned this through interviews in Compton and elsewhere throughout the county. L.A.'s gang wars have long been complicated by drugs, territory issues or money. Now, it can also be over color.

Race-based violence has even found its way into our school system, although no deaths have been reported. Some say it's always been there, but it certainly is rearing its ugly head now more than ever. Most recently, fighting broke out in May between more than 600 black and brown students at Locke High School in South L.A.

The racial divide is being driven by the ongoing population growth and demographic changes that have buffeted L.A. for decades. The perception that one group has more opportunities and advantages than another can lead to resentment, competition and, ultimately, spontaneous eruptions of violence.

So where does this leave us? How does this information help?

I have begun a process in my headquarters in which analysts are poring over data collected from various sources throughout the county to help us understand exactly what gang crimes are underway -- and where -- in real time. I call it a Gang Emergency Operations Center.

It's about more than just identifying problem areas and moving more police there. In fact, it is not a suppression model at all, but an intervention and prevention model aimed at ensuring that those who need social services get them. Most important, it will serve as a fusion center for sharing information. Such centers -- like the federal Joint Regional Intelligence Center, which combats terrorism -- have more than proved their worth.

But as we gather this data, the race issue must be part of the equation -- because if it isn't, we are not analyzing the data correctly. Crimes with a racial component must be categorized and studied to help us better understand the problem. Racial issues must then be addressed through education and awareness.

The problem of interracial violence is not intractable; we've made progress in other settings. I have seen it on a small scale in the Sheriff's Department's Domestic Violence Prevention Program in our jails.

It happened like this. Inmates with a history of domestic violence -- sometimes known members of opposing gangs -- were forced to attend this program or be remanded to custody for a significant amount of state prison time. Those who agreed to participate would sit together and discuss various topics of interest. They would eat meals together and live together in housing set aside for them.

The program was designed to address issues of domestic violence. But over a period of weeks, the participants overcame barriers by being exposed to those they were supposed to hate. They began to form friendships -- friendships that, in some cases, have lasted outside the jail walls.

This may seem like an insignificant occurrence to those who are uninformed about gang life and racial tension. But it is not. People who would shoot each other as easily as kick a can were taking meals together, talking together and living together without violence.

The better we understand the crisis, the better chance we have of solving it. It is difficult to believe that something as simple as gathering information, analyzing it and then putting it into action -- whether through suppression, intervention or prevention -- will have any effect. But it will. It is a proven formula.

The unification of information, dispassionately collected and analyzed, will lead us toward a disarming of the gang culture. And through disarmament, we will make the streets safer. And that's the whole point.

Lee Baca has been sheriff of Los Angeles County since 1998.
http://articles.latimes.com/2008/jun...oe-baca12?pg=3
This opinion piece by Sheriff Lee Baca does not indicate affiliation with or endorsement of any organization or cause.

[Jeanfromfillmore]

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looks like 40 years of Chicano studies has enabled and propelled Latino gangs and gang crime

[Jeanfromfillmore]

Old 10-09-2009, 01:38 PM
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This is what to expect after 40 years of Chicano studies in place of AMERICAN ones!

[Jeanfromfillmore]

Old 10-09-2009, 03:13 PM
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This is really a great thread. Thanks so much for all the research, postings and insight in regards to the schools and race relations. It confirms what most of us have known for years, yet those who get quoted by the press seem have kept hidden as long as possible. Even with all the brainwashing by our politicians and media, there are still those who continue to ask questions and know the truth.

The time has come, due to our dwindling resources, to start asking the hard questions and demanding the honest facts of why more and more each year, we are starting to resemble a third world county. The illiteracy and poverty have grown to the point where it cannot be ignored any longer.

[Jeanfromfillmore]

Old 10-09-2009, 11:28 PM
ilbegone ilbegone is offline
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The failure of Chicano studies isn't the failure of Chicanistas to ursurp the educational system or insert themselves into politics (as evidenced by that loony bin masquerading as the California State Legislature).

The failure is that the Chicano "visionaries" of the early years miscalculated the effect of cultural memory of Mexico and the imprint of its history on its people as well as many who are derived from both Mexico and America but belong to neither.

Including the founders of the movement.

Yet, let's bring in more Mexico to make America into something radical, racist Chicanismo can't actually live with but pretends to be - Mexico and Mexican. (Why else would they push such a selectively interpreted parody of Mexican culture in school?)

Take Villaraigosa, for example. He was a radical Mechista who instigated a lot of shit for his racist cause in college. Which, of course, he now has to distract from whenever it is brought up. Makes him look so like a racist. Politics, you know.

Now that he is the Mayor of Los Angeles, what is he presiding over?

A bankrupt bag filled full of imported foreign poverty and an over sized number of their American born children throwing it all away through ignorance and fratricide.

With rich white people still living on the hill getting non stop richer from it all.

[Jeanfromfillmore]

Old 10-09-2009, 11:53 PM
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Part One

Department of Chicana and Chicano Studies
University of California, Santa Barbara
*
Chicana/o Studies 168E
The History of Chicano Movement
Winter 2007

Instructor: Roberto Hern�ndez
Time: Mon & Wed 10-11:15am
Email: [email protected]
Place: GIRVETZ 2115
************************************************** ************************************************** ***Mailbox: 1713 South Hall
Office: 4511 South Hall
Course Website: http://socrates.berkeley.edu/~tochtli
Office Hours: Tues 2-4pm or by appt.
****************************************** ************************************************** ** *
Course Description: This course is an introduction and examination of the Chicano Movement of the 1960's and 1970's.

We will consider the historical context, political institutions, cultural formations, questions of identities and resistance that gave rise to El Movimiento.

The course will consider both the History and Historiography of the Chicano Movement and analyze its ongoing legacies. As such, we will investigate the mobilization of diverse groups of people including farm workers, students, youth, community activists, women and artists.

In particular, we will explore the various issues and struggles that Chicanas and Chicanos organized themselves around, such as labor rights, education, the Vietnam War, police brutality, racism, sexism, class exploitation, political exclusion, and cultural awareness/recovery.

Students will gain insight into diverse ideologies, theories and legacies of the Chicano Movement and consider their relevance for contemporary issues, debates and scholarship in the interdisciplinary field of Chicana/o Studies.
*
*Objectives: Students completing CH ST 168E will be familiar with:
�***** History of the Chicano Movement and organizations
�***** History of the fields of Chicana Studies and Chicano Studies
�***** Intellectual History of various Chicana/o Studies theories
�***** Contemporary relevance and relationship between Chicana/o movement, Chicana/o Studies' intellectual production and society at large

Required Readings:
*
Ernesto Ch�vez, ��Mi Raza Primero!� Nationalism, Identity, and Insurgency in the Chicano Movement in Los Angeles, 1966-1978. Los Angeles: University of California Press, 2002.

George Mariscal, Brown-Eyed Children of the Sun: Lessons from the Chicano Movement, 1965-1975.* Albuquerque: University of New Mexico Press, 2005.
Lorena Oropeza and Dionne Espinoza, Enriqueta Vasquez and the Chicano Movement: Writings from 'El Grito del Norte'.* Houston: Arte P�blico Press, 2006.
*
COURSE READER: Additional readings will be in a Course Reader that will be available at Alternative Copy in Isla Vista (6556 Pardall Rd; 805-968-1055) by the end of the week.
*
HANDOUTS: On a few occasions, I may supplement some of the book and reader material with short handouts. When this is the case, I will announce it in advance.
*
Organization of Course:* This will be a lecture/discussion-based course, which will require you actively and critically read and engage the course materials. The course will also be focused on developing your research and writing skills. Students will have a written midterm (3 pages) and a written final (4 pages) that will emphasize critical thinking, analysis and writing. You will also conduct a multi-phased, historical research project (10-12 or 12-15 pages).

Course Requirements/Grading Scale:
*
ATTENDANCE AND PARTICIPATION IN CLASS DISCUSSIONS************* 10%
Your presence/participation is vital your success.* Active participation requires that you complete readings before class, come prepared to discuss and share your own insights, questions, and criticisms. More than two unexcused absences will lower your grade.* If you need to miss class, please let me know ahead of time.
*
Facilitate Discussion: You will be responsible for leading one discussion on an assigned reading. This includes a brief summary of the main arguments and ideas and bringing points of discussion for the class, such as your own questions, things you appreciated about the article, a critical assessment, how it relates to larger questions or themes we�ve studied or to other authors� arguments and/or ideas.
*
MIDTERM: 3 pages written, take home exam—
(DUE: Monday, Feb. 12)******** 20%
The midterm will be based on the readings, lectures and films. It will require that you show understanding of the course material, both in content and analysis. Two possible questions will be provided and you must choose one to write about.
*
MULTI-PHASED RESEARCH PAPER
*
Topic Statement: One paragraph—
(DUE: Monday, Jan. 29)****************************** 5%
Identify your research topic and relate it to course themes.
Your research topic must be approved before proceeding.
*
Annotated Bibliography—
(DUE: Wednesday, Feb. 21)************************************* 15%
Identify at least three books and three articles you will use for your paper.
Write three sentences on the relevance of each or a two-page literature review.
*
Final Paper: 8-10 pages, w/bibliography—
(DUE: Wednesday, March 14)* 30%
Make sure to make use of Office Hours early and throughout the Quarter.
*
FINAL EXAM: 4 pages written, exam—
(EXAM DATE: Tuesday, March 20)** 20%

The final exam will be based on the readings, lectures and films after the midterm. It will similarly require that you show understanding of the course material, both in content and analysis. However, two study questions will be provided in advance and on the day of the exam, I will decide which one you will write about.
********************
EXTRA CREDIT: There will only be one extra credit opportunity (TBA).

NOTE:** All writing for this course must be typed in 12-point font, Times New Roman (or equivalent), double-spaced, with 1� margins and a standard form of citation. All late papers will be penalized. Do not use websites as main sources for your assignments, however you may use official academic journals available on-line. Do not go over length limits given on assignments. If you have difficulties with course requirements please come see me early in the quarter to discuss goals for improvement.
Course Outline / Reading and Lecture Schedule
*
Please have readings done for the day that they are listed.
*
*
Week 1: Course and Syllabus Overview and General Introduction
*
January 8: ****** Welcoming and Introductions
*
January 10: **** History, Historiography, and Chicano Studies
******************** Roberto Rodriguez, "The Origins and History of The Chicano Movement"
******************** http://www.jsri.msu.edu/RandS/research/ops/oc07.html
******************** Handout: First NCCSS (National Caucus of Chicano Social Scientists) Newsletter
*
*
Week 2: Historical Overview: Before El Movimiento—Before Chicano Studies
*
January 15: **** Martin Luther King, Jr.'s Birthday* (HOLIDAY) ************* NO CLASS
*
January 17:***** The Mexican American Generation and Scholarship
Lorena Oropeza, �Raza Si! �Guerra No!: Chapter One (IN READER & On Reserve)
Octavio Romano, "The Anthropology and Sociology of Mexican-Americans" and "The Historical & Intellectual Presence of Mexican-Americans" (IN READER & On Reserve)**********
*
Continued :