CHI 10 Final

Felix Longoria

WHO: Decorated Mexican-American soldier who served in the United States Army during WWII. WHEN: Died in 1945, but wasn't buried until 1949 because his body was badly mutilated-- taking a while to identify him and have him returned to his family. WHAT: the only funeral home in his home town refused to hold a wake for him because he was "Mexican" and because "the whites would not like it" WHERE: Three Rivers, Texas WHY: Important because his affair launched a national civil rights movement lead by Mexican Americans. For the first time their voices were heard and they were able to bury him at the Arlington National Cemetery where all the heroes rest. Felix Longoria represented hope for the Mexican civil rights movement.

Mendez vs. Westminster

WHO: Gonzalo Mendez complained to the school board about a failed bond to build a new Mexican school in Westminster. This meant that he had to send his kids to the old, run down school separated from the Anglo children. The board tried placating Mendez by allowing only his children to go to an "American" school. Mendez refused and grouped up with the Latin American Organization (LAO) and several others to sue 4 different school districts (Westminster, Garden Grove, Santa Ana, and El Modena). WHAT: A federal court case that challenged segregation in Orange County, CA based on the idea that Mexican students were culturally, educationally, or racially inferior. Mendez claimed that their equal rights protection clause under the 14th amendment was being violated on the basis of their national origin. WHERE: Santa Ana, Orange Country, CA WHEN: filed suit on March 2, 1945 WHY: This event holds significance because in its ruling, the Court of Appeals held up the ruling that the segregation of Mexican and Mexican American students into separate "Mexican schools" was unconstitutional. 2 months later CA became first state to desegregate its public schools.

Braceros

WHO: Mexicans (usually young men) used as temporary workers in America. (4.6 million workers over the years and averaged 200,000/year) WHAT: It was a migrant labor agreement between US and Mexico to fill the labor gap in agriculture in the US. Truman commission agreed to it for 3 reasons - (1) would eliminate illegal migration from Mexico (2) would bring order to farm-labor market, and (3) would protect foreign nationals from abuse. However, it did none of these things. Mexicans were attracted to the program for 2 main reasons, money and a better life. These individuals were provided transportation, housing, food, and travel back to Mexico. However, they were treated poorly. In the process of becoming a bracero, one had to go through a disinfecting protocol which made them all stand nude while being examined by doctors for TB and other things. Further, they were also fumigated with chemicals that were later reported to have been cancer causing agents. Housing was very poor, in fact, some where given train boxes to live in. The braceros worked 10+ hours a day (from sunrise to sunset) and did not receive overtime pay, water, healthcare, or bathroom breaks. 5-10% abandoned their contracts due to mistreatment. The farm work demanded them to use certain tools that forced them to constantly bend over, which later lead many to develop permanent back injuries. Braceros were also exposed to pesticides during farm work. WHERE: Throughout the entire US but especially in the southwestern states (CA, AZ, TX). WHEN: 1942-1964 (First braceros arrived September 27, 1942 in Stockton,CA) WHY: The braceros hold significance because it demonstrated the dehumanization of the Mexican people, as they were treated as dispensable and temporary ("birds of passage"). Also important because the workers had to give 10% of their earnings to the Mexican government -- which was money that was supposed to be returned to them once they had retired. At the time, and when the program ended, the workers received no money back. It was not until recently, in 2005, that the Mexican government decided to give back the money to the workers, if they had proof that they worked as a bracero. They were paid back $3500.

Dolores Huerta

WHO: A chicana activist who bore 11 children. WHAT: She was highly involved in the chicano movement. Educated with teaching credential in Delta College. Carries a lot blame for being an activist "poor mother", fearless lobbyist. WHERE: Dawson, New Mexico WHEN: Born April 10, 1930, strike on 1970. WHY: She is important because she stopped teaching because she couldn't stand seeing the children of farmworkers starving. She thought she could be of better help, helping the farmworkers (the parents). In 1960 she crossed paths with Cesar Chavez in a community service organization at San Jose, Ca. Both wanted workers to have rest breaks, bathroom breaks, lunch breaks, and to ban the short handled hoe. She wanted workers to have better pay. Used cultural icon La Virgen de Guadalupe in their movement (=protection).

Americanization Programs

WHO: Americans and Mexicans. Women did much of the work (women=center of the family/ influence the family/ culture transmitter). Targeted ethnic Mexican women. White middle class women taught Mexican women about childcare, how to read and write in English. WHAT: Jane Addams and Ellen Gate's co founded the Hull house. It was a progressive movement, to make Mexicans "Americanized" WHERE: Chicago (Hull House location) WHEN: founded in 1889. By the 1890s, 1000 people had attended. WHY: Important because it forced Mexicans to question/change their culture. They believed that that Mexicans could assimilate into American society. They Americanized Mexicans by teaching them how to cook, taught them about the government, taught them English. It became popular and other states wanted to incorporate it in their state (1915 CA was one of them - Home Teacher Act of 1915 allowed white middle class females into the barrio to teach Mexican mothers how to be American). It was somewhat effective because Mexicans did change some traditions and ways but not everything they absorbed was liked and Mexican mothers did not adapt to what they didn't like (agree with). Schools were also an effective means of Americanization - cultural practices (thanksgiving), learning Eurocentric history, and taught gender norms and roles in school.

The Americanization programs of early 1900s were beneficial to Mexican immigrants and their American-born children. Do you agree or disagree with this statement? Why or why not? In your response, be sure to provide the history of Americanization programs and to discuss the main goals, methods, and assumptions of the Americanization programs, especially as they were applied to Mexican immigrants.

Intro: Americanization programs in the early 1900s started because of the growing xenophobia toward Mexicans due to the rapid increase of Mexican immigrants. Founders of organizations such as LULAC were tired of Mexicans being treated as second class citizens and insisted that the best way to advance in American society was to embracing the American culture. MAIN GOAL: not be treated like second class citizens but to be part of American society and be represented. METHODS: strong emphasis for desegregated public schools, encouraged Mexican Americans to register, pay their poll taxes, and vote for those who represent their views, and to support legal campaigns to combat discrimination against Mexican Americans in public figure and on juries. THESIS: I agree that the Americanization programs of early 1900s were beneficial to Mexican immigrants and their American born children because the programs like the ,,,,,,,,,,,,,,,,,,,,,, helped Mexicans move forward to attaining racial equality. Body 1: Americanization schools -taught children how to write, speak, and read english - taught them about American culture Body 2: Hull House -taught immigrant women about American culture - social reform Body 3: Home Teacher Act of 1915 - taught ethnic Mexican women about American culture Conclusion:

The Bracero Program was a success. Do you agree or disagree with this statement, why or why not? In an essay be sure to outline the stipulations of the Bracero Program, the way braceros were recruited, and their experiences once they arrived to the U.S. to work. Would you support another guest worker program, why or why not?

Intro: Def of bracero = manual laborer. *insert basic summary of bracero program including stipulation and how they recruited (recruitment centers got crowded, many used bribery to get in* THESIS: I argue that the Bracero Program was not a success because stipulations for the Bracero Program between the United States and Mexico were not met. Body 1: "during the war, the Mexican aliens were victims of the xenophobic and nationalistic upswell of the times" (Gamboa 266). Racial Discrimination "Idaho, like Texas, was blacklisted by the Mexican government for its mistreatment of Braceros" (Gamboa 265). Anti-immigrant and nativism sentiment were high during this time because of the rapid influx of immigrants + Japanese internment. Plus US-Mexican ties weaken because of repeated complaints of mistreatment of Mexican workers. Body 2: low/discriminatory wages "The men exercised their right to organize and struck in protest of low and discriminatory wages...and for that reason violated their contracts and disrupted farmers' production" (Gamboa 254). Gave 10% of every paycheck was taken and was guaranteed to be returned to workers once their contract was up. No such thing happened. Body 3: Poor to no medical treatment = poor health care = diminished profits = not success "most health problems were not life-threatening but... the incompetence of private medical authorities made them so." (Gamboa 267). "most serious outbreak of food poisoning ... where 500 of 511 workers fell sick" (Gamboa 260). Conclusion: I would support another guest worker program if the requirements and guarantees of the stipulation are met and enforced. I would only agree however, if there is a significant amount of labor shortage in the united states. SOURCE: Erasmo Gamboa "Mexican Labor and World War II"

Repatriation

WHO: Mexicans living in America, sent back in the same train they came in. (President Hoover) WHAT: Mexicans were deported to Mexico, regardless of their citizenship. WHERE: United States, specifically Los Angeles suffered the greatest loss in its Mexican population. (1/3 of Mexican population) WHEN: 1931-1934 (500,000 Mexicans deported during this time) WHY: Important because Mexicans were blamed for causing the great depression and repatriation was a method used to alleviate the problems caused by the depression. It was essentially to free up jobs taken by Mexicans for "real Americans". In 1931, CA passed the Alien Labor Act which made it illegal for any company doing business with CA to hire an alien. Many Mexicans left voluntarily due to racism. Mexicans would be picked up from the streets and deported (nothing mattered. home, belongings, family, citizenship). Responses such as LULAC (league of united latin american citizens) arose which protected Mexican Americans from discrimination.

Push and Pull Model

WHO: Mexicans migrating to the US. Usually those that don't have enough money to feed their families, have no education, and hear about job openings (primarily by word of mouth). WHAT: Push factor involves a force which acts to drive people away from an area and the pull factor is what draws them to a new location. The "push" factor consisted of the Mexican revolution (1910-1917), which initially drove away refugees and political figures out of Mexico; President Profirio Diaz confiscated ejidos to sell to large companies which forced small farmers to look for new homes and employment. "Pull" factor consisted of low-status and low- income Mexican men who sought stability in employment and a better life for their families pulled into the US due to words of job openings. Job openings in US during WWII labor shortage. WHERE: US and Mexico WHEN: 1860s-70s - around the time the US transcontinental rail road was constructed. Early 1910s-20s - Mexican revolution and Labor shortage from WWI 1940s-50s - US labor shortages from WWII WHY: This is significant because it led to an influx of Mexican immigrants which led to creation of Americanization and immigration restriction. Great racial animosity towards Mexicans for "taking jobs" away from American citizens.

Alvarez vs Lemon Grove

WHO: Roberto Alvarez was chosen by the community to represent the segregated children because he was a great student and he spoke english well. Mexican parents formed the Lemon Grove Neighbors Committee. Principal Green turned away Mexican children at the front doors of the Lemon Grove Grammar School and directed them to the new school. Mexican consulate provided legal support to the Mexican community. WHAT: The lemon grove school board constructed a separate school for Mexican children. Mexican parents organized a committee and got the help of the Mexican consul to file a suit against the Lemon Grove School Board. On March 30, 1931, the judge ruled in favor of Roberto Alvarez. The court ruled the separation as an act of segregation and since Mexicans were "of the caucasian race" according to CA state law, the laws allowing segregation of orientals, negroes, and indians did not apply. WHERE: Lemon Grove, San Diego WHEN: January 5th, 1931 - Mexican and white students are physically segregated. March 30, 1931 - court proceedings WHY: It was important because the community took action to defend their children's rights and won despite the regional/national sentiment that favored segregation and deportation of the Mexican population. It was also the first successful school desegregation case and set the precedent for Brown vs Board of Education.

Pocho

WHO: a slang/derogatory term for Mexican Americans raised in the US. WHAT: Mexican immigrants didn't trust Mexican Americans and viewed them as Mexicans that had "sold out". On the other hand Mexican Americans saw immigrants as vulgar and dirty, and they knew the Anglos couldn't tell the difference between immigrants and Mexican Americans. WHERE: migrant workers from Texas moved to Wyoming to work in the sugar beet fields WHEN: 1949 WHY: important because Mexicans who adhere to their culture felt that the Mexicans who have subconsciously picked up the American culture have abandoned their native culture.

Walkouts / Blowouts

WHO: students of Wilson, Garfield, Belmont, Roosevelt, and Lincoln High School WHAT: students inspired by Cesar Chavez took to the streets. They were tired of the current school system and were inspired the UFW (United Farm Workers) to make a change. They claimed "ya basta" which meant "enough already". Received help from UCLA students who taught and worked with them. They learned to use words to fight battles. Students from Wilson High School were the first to walk out and the students from other schools followed. During the walkouts, a couple of students were harassed and beaten by LAPD. This lead to parents engaging and supporting the kids in the walkout. Along with this, a group known as the Brown Berets (pro-chicano organization that emerged during the Chicano movement in the late 1960s) joined and protected the students during the walkouts to prevent further abuse from LAPD. ((Sal Castro helped the kids during the walkouts and Bobby Kennedy was in favor of the students)) The students wanted to end the walkout by having the schools accept their 52 demands that would bring change. WHERE: East LA region WHEN: March, 1 1968 WHY: Important because it brought more racial equality within the schools and motivated other students to walkout. It shed light to the overwhelmingly high drop out rates, lack of chicano classes and teachers. Inspired a group of college students in Santa Barbara to make a plan that led to the development of Chicano studies. Student actions of 1968 inspired later protests that used similar tactics.