Asked by stevenqb18
Walkouts of the Chicano Movement Beginning in the 1960s, activist, sometimes radical, organizations became known as the Chicano Movement. This was also during the elevation of the national civil-rights movement. The Americans of Hispanic descent known as Latinos or in this case Chicanos have come to an understanding that they are being exploited, discriminated against and treated unequally whom have called for a social change. This fight for civil-rights for the Chicano community has made a direct impact on the youth of this society. High school students have felt cheated out of equal education, those same students who have parents that struggle with similar situations such as unfair employment and housing. The Chicano youth gave up tolerance for academic prejudices and discrimination against Mexican-Americans and begun to pass on the encouragement of better education for all students of Los Angeles. Groups of students created an alliance with all surrounding schools, initiating meetings that developed a call of action that later became the Walkouts. It was one of the most empowering protests because the voices of young minority were being heard. Students from schools like Lincoln High School, Belmont High School, and Roosevelt High School walked out of class at the same time to meet on the streets of Los Angeles to chant “Si Se Puede!” and have “CHICANO PRIDE! STAND AS ONE” signs (Walkout). These students could not go unheard, one of the main concerns at the time was certain events and situations were considered untrue or insignificant if it was not broadcasted on the news of the local radio stations or appeared on television. Now that has changed for the Chicano community for they did not give up until everyone knew about it and now the walkouts are set in history. This event is a great example of rebellion against authority because it holds the elements of questioning authority in which I have created. One, analyzing all facts that you do not agree with. Two, gathering support from outside individuals. Three, organizing a call of action. Four, executing the action. Five, dealing with the consequences whether it was successful or not. Six, repeating steps 1-5 until satisfied with the outcome. As shown in the HBO film, Walkout , Mexican history was not found in the history textbooks, Spanish speaking was not allowed in classrooms, and the drop out rates for Chicano students were high while the expectancy of a Mexican-American to attend college was low. These students experienced this neglect each day which only created ambition to fight for their rights as citizens. Several times they were told to stay away from “trouble” especially from their own parents. But by doing so that would only prolong any positive social change. The students have taken risks of expulsion from school, and loss of graduation privileges, by going against school rules only to demonstrate how serious of a problem the academic disadvantages in schools of Los Angeles. High school students were granted support by Mexican-American activists in universities, who later called for reforms in public school, including hiring of Mexican American teachers. The group that existed at this time whom created a prolific effect on society was known as La Raza Unida (Roberto 4-5). Many community leaders were considered conspiracy indictments to this act against authority were arrested as too were members of groups like La Raza Unida. Going against authority did have consequences for high school students as well, the day of the protest students were knocked down and beaten with the pitons of the officers that were regulating the walkouts if the students did not abide by the commands given (as shown in Taking Back the Schools VIDEO). These acts against authority did create great controversy but without a debate there would not be the positive growth in education and the Chicano society as there is today. A study shown in 2000 called the Regional locale and enrollment by race/ethnicity in California public high schools states, 209 high schools in the state of California have a majority of Chicano/Latino students enrolled. The average proportion of Chicano/Latinos in these schools was 70.6% (Teranishi NYU). The White majority is still the highest population for California in the public school system with Chicanos running closely second. California continues to seek a public higher education system; it is referred to as the largest, most comprehensive, and most distinguished in the United States (California Postsecondary Education Commission 1998). Many of the high school students involved in the 1968 protests attended UC and Cal State Universities the following school year. This made it clear for them to see that even the youth can make a change in society and politics. This further encouraged increased number of registered voters and activists in the college level. Unfortunately, still to this day our society experiences unequal educational opportunities, eligibility and college going rates from public high schools to higher education. Students attending Black and Latino schools were less likely to apply, be admitted or enroll in UC system than at the predominately White or Asian schools (Allen professor at University of California, Los Angeles). Each time an individual questions authority for a positive outcome it increases the growth of our society whether it is 1% or 40% difference.