Brown, Not White: School Integration and the Chicano Movement in HoustonStrikes, boycotts, rallies, negotiations, and litigation marked the efforts of Mexican-origin community members to achieve educational opportunity and oppose discrimination in Houston schools in the early 1970s. These responses were sparked by the effort of the Houston Independent School District to circumvent a court order for desegregation by classifying Mexican American children as "white" and integrating them with African American children--leaving Anglos in segregated schools. Gaining legal recognition for Mexican Americans as a minority group became the only means for fighting this kind of discrimination. The struggle for legal recognition not only reflected an upsurge in organizing within the community but also generated a shift in consciousness and identity. In "Brown, Not White" Guadalupe San Miguel, Jr., astutely traces the evolution of the community's political activism in education during the Chicano Movement era of the early 1970s. San Miguel also identifies the important implications of this struggle for Mexican Americans and for public education. First, he demonstrates, the political mobilization in Houston underscored the emergence of a new type of grassroots ethnic leadership committed to community empowerment and to inclusiveness of diverse ideological interests within the minority community. Second, it signaled a shift in the activist community's identity from the assimilationist "Mexican American Generation" to the rising Chicano Movement with its "nationalist" ideology. Finally, it introduced Mexican American interests into educational policy making in general and into the national desegregation struggles in particular. This important study will engage those interested in public school policy, as well as scholars of Mexican American history and the history of desegregation in America. |
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Page iv
... Discrimination in education— Texas—Houston—History—20th century. I. Title: School integration and the Chicano movement in Houston. II. Title. III. Series. lc2688.h8 s26 2001 379.263097641411—dc21 00-011204 Contents List of Illustrations ...
... Discrimination in education— Texas—Houston—History—20th century. I. Title: School integration and the Chicano movement in Houston. II. Title. III. Series. lc2688.h8 s26 2001 379.263097641411—dc21 00-011204 Contents List of Illustrations ...
Page xii
... discrimination in the early 1970s and explores the role that the ideology and practice of “Chicanismo” had on Mexican-origin grassroots ac- tivism in Houston, Texas. Houston was selected as a site of study because of the size of the ...
... discrimination in the early 1970s and explores the role that the ideology and practice of “Chicanismo” had on Mexican-origin grassroots ac- tivism in Houston, Texas. Houston was selected as a site of study because of the size of the ...
Page xiii
... discrimination. Identity became important to this quest, but it was not a central motivating or guiding force. This book is divided into several parts. The first three chapters focus on the historical background of the Mexican-origin ...
... discrimination. Identity became important to this quest, but it was not a central motivating or guiding force. This book is divided into several parts. The first three chapters focus on the historical background of the Mexican-origin ...
Page 7
... discrimination against Mexican workers. Although it was an important organization, it lasted only for several years.22 Table 1. Selective List of Ethnic Organizations in the Houston Diversification and Differentiation 7.
... discrimination against Mexican workers. Although it was an important organization, it lasted only for several years.22 Table 1. Selective List of Ethnic Organizations in the Houston Diversification and Differentiation 7.
Page 13
... discrimination that emerged during these years. Because of their immigrant or relatively powerless status as well as their racial and cultural characteristics, Mexicanorigin individuals were treated as a subordinate group and discriminated ...
... discrimination that emerged during these years. Because of their immigrant or relatively powerless status as well as their racial and cultural characteristics, Mexicanorigin individuals were treated as a subordinate group and discriminated ...
Contents
3 | |
19 | |
35 | |
rumblings and early school activism 196870 | 51 |
Rain of Fury | 97 |
All Hell Broke Loose | 119 |
Simple Justice | 133 |
Continuing the Struggle | 147 |
The Most Racist Plan Yet | 159 |
A Racist Bunch of Anglos | 174 |
Conclusion Reflections on Identity School Reform | 194 |
Notes | 211 |
Index | 275 |
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Common terms and phrases
Abraham Ramírez action activists activities African American Anglo argued barrio Barrios Unidos Ben Reyes boycott Cano Chicano movement civil rights community’s Council 60 cultural Davis decision Denver Harbor desegregation discrimination El Segundo barrio elementary schools enrollment established ethnic federal García Garver Gregory Salazar Collection High School HISD HMRC Houston Chronicle Houston Post huelga schools Ibid identity immigrants increased Independent School District instance integration plan interview by author Kreneck León Leonel Castillo López LULAC MAEC leaders MAEC members MAEC’s Magnolia Park MALDEF MAYO Mexi Mexican Ameri Mexican American community Mexican American parents Mexican American students Mexican children Mexican-origin children Mexican-origin community Mexican-origin individuals middle-class militant Northside ofthe organization pairing plan Papel Chicano percent picket political protest public schools racial rally Raza school board members school officials segregation senior high Sept social Spanish Sunbelt superintendent teachers Texas tion University of Houston youths