Ncr 503

A parent of one of the students that were left feels the teachers should be thanked not punished.

Parents took to social media to show their support for the civilly disobedient students and disparage the school’s “political correctness.”

Through her personal experiences, Lugo-Lugo reels in her audience by connecting with them emotionally. She recalls many stories of when she was a victim of discrimination due to her race and sex. As a professor, students viewed her differently from her colleagues, due to the fact that she is Latina and a woman. On the first day of classes Lugo-Lugo explains one of the incidents that took place in her classroom, “Student: I do not feel like being in the classroom today, and since my parents pay for your

As my school made news yet again this year, I felt panicked. How was I supposed react? Students hanging a “build a wall sign”, didn’t directly target me, I am not latino. But as ASB president I am not here to just represent those who look like me, but also

This decision led to them trying to recruit and maintain staff members who were African American and Latino parents. As a parent of four school aged African American students I commend them for taking the time and effort to consider this as a viable approach to bringing the school together as a cohesive community. Students who are a part of a school community that values the input of parents and had staff members who resembled them will in turn feel as if they have representatives who will consider their best

The Chicano Movement also called, the Chicano Civil Rights Movement or El Movimiento was formed in the 1960’s. Majority of youths who participated in the protest activities were not directly part of the student organization to come out of the Chicano Movement (Gonzales, 58). Students were discriminated by racist administrators, they not able to learn about their culture or ancestry, they were banned from speaking Spanish at school, especially during lunch, and they were not allowed to use the bathroom during breaks. All these actions made the walkouts and protests come together for these students to have the education they deserve. None of the staff believed that these students had potential to become someone in this

This comparison lends a sense of deep and sincere respect and awe for the teacher’s ability to educate their students to their fullest potential. The infallibility of these teachers becomes quickly contrasted against the malevolent legislators who have been targeted throughout the review. Tom Horne, in particular, is attacked for his overbearing and unnecessarily personal barrage against the Ethnic Studies program. His extreme disrespect and willingness to either stretch the facts, or completely invent them, make him a formidable enemy in a war where perception and public rapport are paramount. Horne has “openly lied in the past about his history of bankruptcy and has the unique distinction of being banned forever from the Securities and Exchanges Commission” ultimately showing just how insincere and conniving he truly is (Biggers 2). The legislator's inclination toward personal attacks and deception makes them even more able to dismantle the Ethnic Studies program Acosta had worked so hard to put in place. In a battle where the enemy supremely overpowers the students, changes need to be made.

Emergence into a new culture requires courage, toppled with humiliation. Despite the energy or the will, unfamiliar territory/language and events present unrelenting and unavoidable tensions. Hispanic students encounter teachers who fail to support them in maintaining aspects of their cultural identity. For some ELL students honoring and respecting another’s culture may diminish some of the struggles these students face.

The first appeals filed against this discriminatory bill began in October of 2010. The initial appeal was filed by 10 teachers, The director of the Mexican-American Studies program, and 3 students with their parents. Due to various circumstances however, Many of them dropped their appeals, or they were dismissed. Eventually there was only 1 student and their parent left. The judge ruled in favor of the plaintiffs, and decided to further appeal the case. The case eventually reached a federal court, reversing part of the ruling by the lower courts. The federal judge found that that the bill was created with the intention of targeting solely The Mexican-American Studies program, and so was partially unconstitutional. The final ruling on the matter by the federal judge affirmed part of the bill to be unconstitutional, however the ruling of the district court was upheld. Holding the bill as not “overboard”. The bill was sent back for review of the claim that the bill is

Members of such groups had walkouts from schools in Denver and Los Angeles in 1968 to protest Eurocentric curriculums, high dropout rates among Chicano students, a ban on speaking Spanish and related issues.

A.  Hook “The most urgent problem for the American education system has a Latino face.” (Gándara)

In the 1960s, Mexican Americans began organizing to address a broad range of issue of bilingual education. In New York, Puerto Ricans began to demand that schools offer Spanish-speaking children classes taught in their own language as well as programs on their culture. Latinos were demanding the right for school to teach students in their language because they feared abandoning Spanish would weaken their extinct culture. Additionally, women were excluded from education because it was believed that if women were well educated it would ruin their marriage prospects and be harmful to their mind. In this saying, Latinos were allowed to have education but it was the belive that a woman must stay home. Women with little education often believed that

However, many Hispanic families were and in some cases, still are viewed as lower-class citizens. According to Barrientos, “To me, speaking Spanish translated into being poor. It meant waiting tables and cleaning hotel rooms. It meant being left off the cheerleading squad and receiving a condescending smile from the guidance counselor when you said you planned on becoming a lawyer or a doctor” (561). They are not respected in a lot of communities, they live dirty, and they have bad jobs. These stereotypes are reasons why Barrientos did not want to be called Mexican and never wanted to learn Spanish. If diversity had been celebrated when Barrientos was a child, as it is celebrated and honored now, she would have grown up speaking Spanish and being proud of her heritage.

The week following the presidential election of Donald Trump was particularly difficult for me. Although largely concerned of his fit for office, I was most concerned about how to address his presidency with the Latina students in my after-school program. I worried specifically about how they were handling his election in a county where over 60% of the electorate voted for someone whose primary platforms were mass deportation and wall construction. The Monday following the election, I walked into the classroom intent on ensuring the safety of my Latina mentees only to find that they had found it within themselves. The two girls, who I would later find out were cousins, demonstrated the kind of unconditional love and support that I hoped to

The video we watched in class gave us the story of a mother and a daughter who decided that because their views and closed mindedness was more important than allowing students to learn what