Two common themes in el movimento, the women’s movement, and Chicana feminism included employment and education . Employment and education are universal terms applied to various social movements but possess different meanings across movements. Their difference in meaning for Anglo women and Chicanas influenced Chicana’s reason to disassociate with the Women’s movement. Both groups of women agreed for the change in employment and education, but as Chicanas would soon argue, what these issues meant to white, middle-class women did not hold the same meaning to Chicanas. Adelaida R. Del Castillo explains in her article the difference between Chicana feminism and the women’s movement, “This includes welfare, education, child care, birth control,
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As Vasquez claims, “I believe that one of the big problems we will find is the racism in education. We know that in school they are not given a culture that they can identify with. They are not taught who we are…Our own history books in the schools tend to wipe us out as people.” Eradicating the racism which existed in school may decrease the dropout rate and improve the overall educational climate. High school students wanted a quality education and fed off the thoughts of the Chicano movement. Students across the country, especially in the American Southwest organized and participated in school blowouts. Students orchestrated blowouts or walkouts for the revision of public schools. As Vickie Ruiz writes, “They demanded a revised curriculum to include Mexican/Chicano history and culture; the recruitment of more Mexican-American teachers; an end to the tracking of Chicano students into vocational education; and the removal of racist teachers. They also desired smaller classes and upgraded libraries.” Negligence of Mexican American cultural in public school created what Henry Gutierrez called “pushout” rates. In contrast to dropping out, Mexican Americans were pushed out of schools as their needs were not …show more content…
For example, an active feminist and active member of La Raza Unida Party in Crystal City, TX, Martha Cotera aided students who participated in the blowouts. Cotera, who lived in Austin, TX at the time, recruited tutors, moved to Crystal City for several weeks and provided free tutoring services to students active in the walkout. Chicana feminists did not simply promote educational reform for the betterment of themselves, but of the
As Vasquez claims, “I believe that one of the big problems we will find is the racism in education. We know that in school they are not given a culture that they can identify with. They are not taught who we are…Our own history books in the schools tend to wipe us out as people.” Eradicating the racism which existed in school may decrease the dropout rate and improve the overall educational climate. High school students wanted a quality education and fed off the thoughts of the Chicano movement. Students across the country, especially in the American Southwest organized and participated in school blowouts. Students orchestrated blowouts or walkouts for the revision of public schools. As Vickie Ruiz writes, “They demanded a revised curriculum to include Mexican/Chicano history and culture; the recruitment of more Mexican-American teachers; an end to the tracking of Chicano students into vocational education; and the removal of racist teachers. They also desired smaller classes and upgraded libraries.” Negligence of Mexican American cultural in public school created what Henry Gutierrez called “pushout” rates. In contrast to dropping out, Mexican Americans were pushed out of schools as their needs were not …show more content…
For example, an active feminist and active member of La Raza Unida Party in Crystal City, TX, Martha Cotera aided students who participated in the blowouts. Cotera, who lived in Austin, TX at the time, recruited tutors, moved to Crystal City for several weeks and provided free tutoring services to students active in the walkout. Chicana feminists did not simply promote educational reform for the betterment of themselves, but of the