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Examining the Mexican American struggle for equal education during the 1960s and 1970s in the Southwest in general and in a California community in particular, Donato challenges conventional wisdom that Mexican Americans were passive victims, accepting their educational fates. He looks at how Mexican American parents confronted the relative tranquility of school governance, how educators responded to increasing numbers of Mexican Americans in schools, how school officials viewed problems faced by Mexican American children, and why educators chose specific remedies. Finally, he examines how federal, state, and local educational policies corresponded with the desires of the Mexican American community.
The study's purpose was to identify the existence of upward mobility patterns of Mexican American upper-level academic administrators and to discover factors related to their upward mobility. Objectives were to determine the presence of upward mobility patterns, identify factors related to upward mobility processes, determine administrators' perceptions regarding factors leading to upward mobility, and determine if discrepancies existed between actual progression and perceived requirements for upward mobility. Data were obtained from questionnaires sent to 40 individuals identified by their institutions as Mexican American upper-level administrators. Responses were coded for SAS System computer analysis yielding frequency distributions and other descriptive statistics. Cohen and March's (1974) normative career ladder and Salimbene's (1982) variations to this norm were selected as the models against which the career data would be compared. Respondents were grouped by type of institution, current position, type of career path, and movement into and out of higher education. A profile was developed giving several types of information. Profile components were salary, tenure, rank, work schedule, preparation and education, mentors, membership in organizations, gender, age, height, weight, eye color, hair color, skin hue, voice timbre, religion, political affiliation, ethnic label, "home"/birth states and cities, "brand-new" positions, and job-change plans. The results of the research indicated that 93% of the respondents did not follow the normative career ladder and that their variations were similar to those in Salimbene's model. For all respondents, 55% had been a faculty member, 15% had been a department head, 45% had been a director, and 70% had been a dean. It was found that three variables (hometown, color of skin, and field of study) were related to a higher job level and that, in general, the majority of the factors perceived as necessary for upward progression were possessed by most of the respondents. Conclusions were drawn from the findings of the study, and recommendations for further study were made
2022 National Association for Chicana and Chicano Studies Book Award Tejas Foco Non-fiction Book Award, National Association for Chicana and Chicano Studies 2021 Tejano Book Prize, Tejano Genealogy Society of Austin 2021 Jim Parish Award for Documentation and Publication of Local and Regional History, Webb County Heritage Foundation 2021 Runner-up, Ramirez Family Award for Most Significant Scholarly Book The first book on the history of escuelitas, Reading, Writing, and Revolution examines the integral role these grassroots community schools played in shaping Mexican American identity. Language has long functioned as a signifier of power in the United States. In Texas, as elsewhere in the Southwest, ethnic Mexicans’ relationship to education—including their enrollment in the Spanish-language community schools called escuelitas—served as a vehicle to negotiate that power. Situating the history of escuelitas within the contexts of modernization, progressivism, public education, the Mexican Revolution, and immigration, Reading, Writing, and Revolution traces how the proliferation and decline of these community schools helped shape Mexican American identity. Philis M. Barragán Goetz argues that the history of escuelitas is not only a story of resistance in the face of Anglo hegemony but also a complex and nuanced chronicle of ethnic Mexican cultural negotiation. She shows how escuelitas emerged and thrived to meet a diverse set of unfulfilled needs, then dwindled as later generations of Mexican Americans campaigned for educational integration. Drawing on extensive archival, genealogical, and oral history research, Barragán Goetz unravels a forgotten narrative at the crossroads of language and education as well as race and identity.