Felipe Ruiz: Straight Outta the Barrio

STRAIGHT OUTTA
THE
BARRIO
.
Felipe Ruiz
English-103
Section #0479
Spring of 1997
Los Angeles City College
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TABLE OF CONTENTS
Mi Barrio ..........................................1
(My Barrio)
Las Raices De Un Desmadre...........................2 to 5
(The Roots Of A Chaos)
Raza Que Nos Pasa?..................................5 to 9
(People What's Going On?)
Diosito Santo.......................................10
(Holy God)
La Vida Loca En Mi Barrio...........................11 to 16
Crazy Life In My Barrio)
Se Hacen Pendejos................................... 16 to 19
(They Act Stupid)
The Underdogs:
Barrio and Ghetto Students........................... 20 to 22
Sam Is Not Our Uncle, Nor
That Fool Named Pete................................. 22 to 27
Mente Pala Gente..................................... 27 to 31
(Mind For The People)
Maldito Destino...................................... 31 to 32
(Misearble Destiny)
Tenemos Que Parar Este Desmadre...................... 33 to 36
(We Have To Stop This Chaos)
.
Mi Barrio (My Barrio)
Mi barrio is located near Downtown Los Angeles. It is part of the Crown Hill area and is one of the city's older neighborhoods. In the late 1970's and early 1980's Latinos became the majority in the area and older Mexican-American residents left the area. And it soon became the home to many Mexican and Central American immigrants. It also became one of the city's poorest communities. Los Angeles, once a thriving industrial city, is now considered the Third World capital of the United States.
Like many communities in Los Angeles, mi barrio suffers from gang violence, drug problems, poverty, and especially substandard academic deficiency in all levels of education. My objective in this project is to study and research the cultural, social, and political reasons and factors why many minorities, especially Latinos do not prepare themselves academically nor pursue an academic career. Upon the conclusion of my study, I also intend look to for solutions and make suggestions that could improve academic progress and attainment for Latinos. What has gone wrong with mi gente? Instead of filling out an application for college, many would rather fill out an application for a minimum-wage job. How did this come about? Tragic patterns of unused and wasted potentials are seen in every community of Los Angeles. What has happened to mi gente whose instinct to be creative and educable have been lost?
Las Raices De Un Desmadre
(The Roots Of A Chaos)
"In case you didn't know, Aztlan is the original home land of the Aztecs what is now California, Colorado, Nuevo Mexico, Arizona and Texas... Now the truth is known, my brothers and sisters died for the land, di la verdad de como robaste, raptaste mujeres, y a sus hijos mataste." Chicano Soul & Power1
During the time of the great Indian civilizations in Meso-America an area ranging from the Panuco, Lerma and Sinaloa rivers of modern Mexico south to the Nicoya Peninsula in Costa Rica. Indian civilizations like the Olmecs discovered that it takes the earth 365 days to go around the sun. The Teotihuacanos developed the first city in the America's Teotihuacan. The Mayas made advances in architecture, mathematics, astronomy, agriculture, writing, chronology and devised the world's most accurate calendar. The Aztecs made advances in medicine, such as performing brain operations and also in other disciplines. Our ancestors were building stone cities out of the jungle while Paris and other European civilizations were villages. As stated by Frederick A. Peterson:
Most of us were prone to believe that all European and Asiatic cultures were far superior to the indigenous cultures of pre-Columbian America. This ethnocentric view stemmed from our European heritage and cultural affiliations. Many marvelously successful cultural integration was achieved in all manner of native institutions in Mexico, many of them even superior to those of Europe. Clearly Europe had mechanical superiority over America, but in the fine arts, and the practical crafts in social and ethical values, and in many branches of knowledge, America was easily on a par with Europe. Several million Indians were killed to prove that Europeans were more civilized.2
Sometimes I wonder what happened to our ancestors, that hardly if ever, appear in today's educational textbooks as contributors to the fields of knowledge. Europeans such as Louis Pasteur, Charles Darwin, Galileo Galilei, Sir Isaac Newton and others have contributed to a field of study and most are considered the father in their field. Why weren't the Indian advancements in these fields of study given any acknowledgement or consideration? The combination of the conqueror ethnocentrism reduced all their creations to a level of shame. The majority of their art, literature and records were destroyed. This might be one reason why they don't appear in today's educational textbooks; except in Chicano Studies and some geography and history books.
The invasion of the Europeans in the so-called New World (though it was one thousand years old) brought tragic consequences to what has become of the Indian population and the mixture of races that developed. The new beliefs that were forced upon and the oppression of a whole culture brought a different perception and a mentality of inferiority. During the Spaniard Encomienda System, brutal methods were used to convert Indians to christianity. They were subjected to every imaginable abuse, over worked, separated from their families, cheated, and physically mistreated. The excessive Christian zeal has played a significant role throughout history with many people from Latin descent. The Cristero Rebellion which took place from 1926 to 1927, was the confrontation between the Mexican government and the Roman Catholic Church. The Mexican Government wanted to disband religious processions and began deporting foreign priests and nuns. They also closed church schools, monasteries and convents. Catholic leaders began organizing the masses to resist the godless government. Fighting under the banner and cry of "Viva Cristo Rey", the Cristeros rebelled against the government. There was sordidness on both sides. For example, the Cristeros burned down the new government schools, murdered teachers and covered their bodies with crude banners marked "Viva Cristo Rey". On the other side, the government troops tried to kill a priest for every dead teacher, encouraged children to throw rocks through stained glass windows, looted churches, and took great pleasure in converting them into stables. The conflicts and struggles of the lower class in Mexico, and in Latin America in addition with the injustice, corruption and abuse of power throughout history have deprived the minority masses with the necessary socials and educational resources. Some effects are seen in ranchos, pueblos and cities that appear to have a strong religious orientation and have an extreme deficiency academically. It is also seen in many Latino immigrants that migrate to the United States.
Since the destruction of our Indian ancestors our people have been labeled savages, wetbacks, greasers, beaners and now illegal-aliens, as if we were from a another planet. Latinos in the United States face the same situation; racism, negligence, and oppression in education, social services, and employment. This has contributed to the misfortunes and decline of minorities. Today, these cycle continues, the bashing of illegal or legal immigrants and other minorities. As stated by Rodolfo F. Acuna "In the course of the twentieth century we have seen the United States shift from that prejudice against the foreign-born called nativism, directed at immigrants from certain European countries, to a full-fledged racism toward Third World immigrants."3 This tends to discourage and divert many Latinos from moving up the social ladder and pursuing an academic career. Also, cultural, social and political factors contribute to the decline of Latinos academically.
Raza Que Nos Pasa?
(People What's Going On?)
"No me critiquen por que vivo al otro lado no soy un desgarrado vine por necesidad. Ya muchos anos que me vine de mojado mis costumbres no han cambiado ni mi nacionalidad... Soy como tantos otros muchos Mexicanos que la vida nos ganamos trabajando bajo el sol, reconocidos por buenos trabajadores que hasta los mismos patrones nos hablan en espanol." Tigres Del Norte4
Traditional gender roles and some other aspects of Latino culture has not fit in or coincided with norms in the United States and conflict with educational attainment. Traditionally our culture has accepted the role of forming a large family. This is mainly due to the fact that in the agricultural society many parents expected their children to go help work in the fields or in the household.* Therefore the more children one had the more hands available to help pick the crops, and the higher the profit. In the urban society this tradition has had negative consequences and effects on how the children are raised. Sometimes the necessary attention that a child needs is not given, especially when it's hard for the parents to put food on the table and provide a roof above their heads. The lack of attention tends to divert the child to look for attention somewhere else, such as being the class-room clown, in gangs or just do drugs. Many parents continue the tradition to form large families and in some cases it leads to poverty.
Many parents do not take an active role in the education of their children. Some fail to become involved in their child's schooling and will take the easy way out not helping them in doing their homework, and letting them watch television.* Also a study found that middle-class parents viewed schooling as a shared responsibility, whereas working-class parents regarded their children's educations as the responsibility of professional educators.5 Many Latino parents leave the education of their children fully to educators. One reason for this might be due to how in ranchos and pueblos parents depended in religious institution and small government school to educate their children. Therefore many still continue with this idea and are not involved in their child schooling or activities. Another reason in particular, low esteem for education is supposedly the reason for the limited Mexican parents involvement in school activities and irregular communication with teachers and counselors. Also, English-language skills often bar parental involvement in school activities.6 Some parents from a working-class background with limited education might feel at a further disadvantage when interacting with school personnel, whom they regard as the "professionals".7 Many parents think that they are going to feel dumb or stupid when talking to a person higher educated and not having a good understanding of the school curriculum and not being able to communicate in English. Many parents fail to question what their children are being thought and just leave things like they are hoping that it will get better with out taking an active role.
The level of education parents receive also influences their child academic development. In California, forty-two percent of Latino high school seniors' parents had not graduated from high school, compared with only three percent of whites'. Moreover, sixty-four percent of Mexican immigrants had eight years or less of schooling, compared with 13 percent of Koreans and 18 percent of Filipinos.8 A study found a correlations between Student's SAT scores and parental educational level and income: Parents of California seniors with average SAT scores of 600 to 649 had average income of $54,000 in 1985, while parents of those with average scores of 350 to 399 had average income of $39,000. Studies also showed that the mother's education indicated how well students would score on the California Assessment Program reading scores. Students whose mother had graduated from high school averaged a score of 277, while those whose parents had not averaged 188.9 It appears that educational attainment by parents might reflect how their children are influence and how they perceive school. Many Latino parents have a low level of education and are not able to help their children with homework and can not relate to or guide them through their academic development. On the other hand, White and Asian parents tend to have a higher level of education and a better understanding of how to prepare their children. They also tend to be more economically stable compared to most Latino families.
The machismo personality still predominates in many Latino families and tremendously influences their way of thinking; boys are assumed to get a job and help with household expenses and girls are to do the house chores assuming their role as housewife. Within many families, parents typically expect their sons to be more ambitious, highly educated and career-oriented than their daughters. In contrast, daughters are expected to be kind and nurturing and to prepare for good marriages.10 In the way girls are raised some fathers don't want their daughters to study. Some don't push their girls to become professionals. Even when the girl is a teenager or adolescent and she meets a guy, the way the macho man controls the women is by not allowing them to succeed and move on. From experience, one of the factors that leads to women failure is having a man that does not help her.** This has a severe impact not only in their education, but in many aspects of their daily life. The typical macho man conditions their woman to be less and to expect less, making them believe that is a "Man's World". This mentality prevents women from utilizing their potential and creativity. The machismo mentality has many sorts of negative effects on young Latino students, it prevents them from showing any weakness. They do not look tough or cool with educational text-books in their hands. Their backpacks are mainly use to carry spray cans or weapons. Also they are less likely to ask questions in class or go for tutoring when it is needed. Many also tend to work while attending college, and will only as a last resort apply for loans. Many still believe doing things the old fashion style "con el sudor de mi frente" (with the sweat of my forehead).
Many adult and adolescent Latinos are conformed and satisfied with what they have and do not use nor fulfill their potential to improve their social status or to know how society functions. Although many are economically stable, many lack the ambition of contributing to their communities and the feeling of conquering the world. They just think about themselves and don't care what goes on elsewhere. Others due to economic hardships have no choice but to apply for a minimum-wage job. Many people would think they do this because they are ignorant or naive, but it is simply because of the need of money. Who is going to care about the future when thinking where the next meal is going to come from? Some Hispanic, especially those from the poorer classes and recent immigrants are unaware of the importance of education as an instrument of mobility.11 It is hard for an individual to see the pay-off of a long term education under harsh and stressful conditions.
Diosito Santo
(Holy God)
Ayudate que yo te ayudare. Mi Madre
Although religion meets many basic human needs and provides moral values, some individuals put more devotion into their religious faith than to their own life. Many think that God put them in the position they are in and have accepted their caste as if it were their destiny. I have heard people say, "God gave me this destiny, and I'm going to follow it, because in the next life I'm going to live in his kingdom." Some don't realize how vulnerable they are to harassment and mistreatment in many aspects of their daily life. My mother has always told me, "Son if you expect God to help you, first you have to help yourself." Many people leave their life to God's will without taking control over it. Most Latino religious institutions don't take an active role to educate their members. Unlike Jewish and White institutions where they advertise on radio and billboards to fund services and scholarships for the education of their members. It is important in today's society that religious institutions take the responsibility to prepare their members not just for the after-life, but for this life as well.
La Vida Loca En Mi Barrio
(The Crazy Life In My Barrio)
Smile now and cry later. LA Street Slang
Despite access to education, a large proportion of Latino students do not prepare themselves academically in order to progress or to pursue an academic career. Many Latinos in my community don't put much importance into education. They would rather party and have a good time instead of breaking their heads to solve a math problem. I see this pattern from the young adults down to young children. The combination of ignorance and naivete has a dramatic impact upon the Latino community. Many don't realize that education is one of the last avenues of upward mobility for rising above the minimum-wage limbo. There are night schools for adults, but there is a low percentage that take the opportunity to study or to learn a trade. I have seen that many adults would rather watch soap-operas or other television programs, instead of helping their children with their homework. Many have been living in Los Angeles for many years and they haven't tried nor given an effort to learn the language. Some, because of economic hardships, haven't had the opportunity and others feel that is unnecessary. It is the classic case of "do what I tell you, but don't do what I'm doing." I believe that adults must set the example for young children to follow.
Many parents despite their dire circumstances, have made great sacrifices to educate their young and work hard to give their children opportunities they never had. Sometimes their expected results are not yielded, although they emphasized education, and the importance toward a better standard of living. A trend repeats it self in school drop-outs, teen-pregnancy, gangs, drugs and other social problems. Many young Latinos and Latinas get into romantic relationship at a young age and don't see or know what they leave behind. Some do poorly in school, just messing around, and others are more interested picking up young women and do not put the necessary effort into school. In some cases girls end up running away from home with their considered "Man of their dreams", and it does not take long for them to wake up from their sweet little fantasy. Many dig themselves into a hole and then lament not taking advantage of the opportunity. Some individuals simply have the idea that school is only for "smart people". There is a saying that states "El que nase paser burro, de burro se queda" (He who is born to be a dummy, so a dummy he shall be). They just believe that school is not for them and would rather work their rest of their life with their hands and back than with their heads. Others don't pursue a higher education because of the fear of failing and low educational aspirations. Many have low self esteem, under estimate their potential and give up with out trying. Many young students go through school without comprehending the purpose to obtain good grades and prepare themselves academically. They are unable to relate in how preparatory courses will help them obtain a better standard of living. They don't consider college to be part of their life, it is sad to say that many just go to school because their best meal is served there.
When it comes to education Latinos don't have a good reputation. People sometimes make the assumption that Whites and Asians are school nerds, while thinking that Latinos are nothing but gangsters or up to no good. I believe that the White and Asian community simply put more emphasis on and are more oriented toward school than the Latino community. The reality is that many Latinos don't put the effort into their education. Our financial circumstances sometimes make students quit school and go to work. But the ones that do have the opportunity to study don't take advantage of it. Many young Latinos get influenced by gangs and drugs and completely forget about school. Many that choose the gangster life style don't realize the great destruction they do to their own community and to their future. It seems that they are doing what other people want them to do. Many fall into the mentality that since they are labeled as trouble makers or gangsters they are just going to be one. Instead of proving other people wrong, they are destroying each other. Out in the streets you see minorities against each other or themselves (brown against brown, black against black) and no one is benefiting from the gang-warfare. The ones that lose and suffer the most are the youths.
Sometimes I wondered how academic officials compare the IQ of students and measure their academic potential from standardized tests scores, not taking into consideration their inadequate preparation and the environments where they live. I don't think that Little Loco's environment that is infected with gangs and drugs would be suitable for his academic development. In 1993 a Los Angeles Times article contrasted the difference between experiencing school in Pico-Union and in Palo Alto (near Stanford University):
Ten-year old Yuri de Paz wakes up each morning in a cramped Pico-Union apartment she shares with eight other family members and walks to school through a Los Angeles neighborhood that is so dangerous that police have barricaded it to keep drug dealers out... More than 400 miles away, in the Northern California town of Palo Alto, nine year old Patrick McKowan eats a homemade pancake breakfast, then sets off for his campus along quiet streets with names such as Oberlin, Yale and Princeton.12
It is hard for individuals to stay positive when living in barrios and ghettos; all the negative aspects affect everybody that lives in them. Who is going to care about math, biology or english, when you only think about surviving one day at a time? While O.G. Loco is doing drugs, robbing, and making fast money, Little Loco is more likely to follow his brother's foot-steps. This gangster mentality that life is nothing but bitches and money, disorientates our young from focusing in and putting their attention into school.
In a major critique of schooling in the United States Bowles and Gintis contend that the school's basic function is to reproduce a hierarchically organized class society. A meritocratic ideal, which attributes success only to individual hard work, can mask institutional practices. IQ testing and curriculum placement (tracking) limit the level and quality of education received by working-class and minority children, compared to middle- and upper-class children.13 In addition there is research that indicates that many teachers have low academic expectations of working-class minority children.14 Thus within schools, both organizational practices such as curriculum tracking and social dynamics, in particular relations between teachers and students, can negatively affect educational achievement.15 Although there are good educators that care for the success of their students, others do not care if students pass the course with an A or D. There are educators that put a damper on students academic preparation. Many get discourage by the instructor's negative attitudes and comments towards them. It seems that the low percentage of Latino educators reflects the low attainment and percentage pursuing a higher education. Latino students don't have the luxury of having Latino instructor in all levels of education. In 1989, Hispanics comprised 529 (4.33 percent) of the CSU's 12,230 tenured, probationary and lecture faculty, with less than two percent of the tenured faculty being of Mexican descent.16 Many students are not push into school when being stubborn or encouraged when doing poorly. Having more Latino faculty in educational institutions can provide a positive role model, and mentor that Latino students can relate to and make them believe that is possible to accomplish an academical career despite the obstacles that need to be overcome. This might uplift their confidence and reinforce that by working hard and putting dedication on their studies, they will be able to accomplish their career goals. The lack of role models in society have made young people look elsewhere. Unfortunately many are not aware and do not know their own history in order to fight por una causa (for a cause).
Se Hacen Pendejos
(They Act Stupid)
"It's really a shame young brothers and sisters today, have a lack of understanding of what really means to be Black/Brown." Ice-Cube/Flip17
The lack of role models and leaders within our communities reflect our social problems and the decaying of our inner cities. Young people do not value nor appreciate the fight and struggle that our predecessors like Martin Luther King Jr, Cesar Estrada Chavez, Black Panthers, Brown Berets and others have done to fight the unfair system and improve our quality of living standards. Many don't feel like continuing the struggle, now in day's most youth see professional athletes as their role model. They would rather be like Michael Jordan, or Julio Cesar Chavez (the boxer). Magazines like Low-Rider and Teen-Angel have become of more interest to young Latinos, than educational text-books. Gangster rap and hip-hop has become an alternative press in the communities bringing out in music the oppression, and discrimination in society and also reinforcing and emphasizing deviant behaviors. Rappers have become the barrio and ghetto super-heroes. In some cases like many other individuals that become successful, do not give back to the place that they came from. Many young people would rather learn about street-knowledge to know what's up? instead of educating themselves to know what really goes on? Many take their education for granted and might be one reason why the educational gap between Latinos and other ethnic groups and recent Latino immigrants are slightly increasing.
Studies have found aspiration gap between recent Latino immigrants and native born Latinos. A study reported a trend that immigrant children in the United state are more motivated to get an education than their native-born peers and are more likely to continue school all the way through college.18 American born Latinos tend to take their education for granted and don't value the importance of it. According to a to RAND analyst Georges Vernez and Allan Abrahamse, Mexicans who come to the United States have surprisingly high aspirations to get an education, and immigrant children who enroll in school generally stick with it. These immigrants children don't do as well as native whites, on average, but differences are narrow 70% of immigrant Latino high school sophomores go on to graduate, compared with 85% of native whites, and 65% of Latino immigrant grads actually enroll in college, compared with 62% of native whites.19 The study also notes that aspirations and attainment then drop precipitously for subsequent generations of Latinos born here. For example, only 45% actually enroll in college. Immigrants who abandon homes to make new lives here tend to be usually motivated and ambitious; their descendants, whose motivation and other personal characteristics are distributed more typically, are less likely to have these virtues. But the falloff is, for some indicators, more drastic for Mexican-Americans than for other groups. For Example, while Mexican-American mothers who want their children to attend college falls by 30% from immigrant to subsequent generations, for white immigrants it declines by only 14%. It is also uncommon for first-year Chicano university student to talk about reverse racism toward whites or express anti-immigrant sentiments. Or for the matter, for the second-generation Mexican to look down upon the first generation Mexican.20
Also tensions and frictions between American born Latinos and recent immigrants are more frequent. Recent Latino immigrant are subjected to ridicule and are look down upon by their own people. A 1995 Los Angeles Times article embodies all the elements of a conflict that plagues many Latinos students today: Alienation and prejudice that divide American-born Latino kids and their immigrant classmates. They make fun of the immigrant boys who dress in white buttoned shirts instead of T-shirts and high-water cotton trousers instead of oversized jeans. They ridicule the immigrant girls in their ruffled starched blouses and pleated skirts and braids tied with bows wearing Payless shoes. The U.S. born Latinos call the Mexican kids "quebradita people" because of their banda music and quebradita dances. American born Latino kids wear baggy clothes with Doc Martens or Nikes and listen to deep-house and hip-hop. They make fun of the immigrants children shyness, respectfulness and dedication to academics. They make fun of the immigrants "nerdy" Mickey Mouse-adorned backpacks and have even coined a term for them: "Wetpacks." They called the immigrants students names "beaners", "Wehac" (a derogatory term for a Mexican immigrant of Indian descent) and tell them to "go back where you come from" and shout "Corrale! La Migra! ("Run! Immigration").21 This stupidity might be due to the fact that American-born Latinos think they are privileged to be born here and that they are superior to the person who was not. I believe that immigrant students tend to do better in school and value it more due from where they come from. Economically unstable countries with low possibility of social mobility. The Latinos that have been living here for a long period of time sometimes forget where they or their parents came from. This incident also shows the differences, greed and envy that exist within the Latino community. Instead of helping and supporting each other sometimes people humiliate and bring down the one's that need a hand.
The Underdogs: Barrio and Ghetto Students
"It's just my luck a fucken history book open up and I see pictures of some crooks, some fools that kill indians by the millions... If them putos didn't had taken the land away, may be today we be getting decent pay. May be we wouldn't be selling food on the off ramp or may be Chicano face would be in the U.S. stamp." Proper Dos22
"Now I'm sitting in history learning about a sucker who didn't give a fuck about me... They try to shape us, but I know Uncle Sam is a mother fucken rapist." Ice-Cube23
Like in any other part of society their are going to be people that are going to help you and those that are not. There are individuals that do not want to see minorities succeed. There are obstacles to be overcome, in addition to the racist and reactionary politics not only at the primary and secondary school levels but also in higher education. Many minorities are not receive with open arms by universities, during the notorious incident of fraternities on California campuses holding theme parties depicting Mexicans as well as African American in grossly racist ways. For example, portraying Mexican heroes as bandits and thieves.24 Meanwhile the making of the United States came on expense of Native-Americans, African-Americans, Latinos and other minorities. Many Americans ignore the fact that the U.S. has a history of violence. It was told that the land was bought from Mexico, but the land wasn't for sale. The fraternities mirrored a larger campus racism: the film school at the University of California, Los Angeles, for example even showed a student film called Animal Attraction, which featured a Mexican woman having sex with a donkey. The most serious incident occurred when a song to 'Lupe' was found in Theta Xi education manual for new members by a UCLA student. The song was about an eight-year old Mexican girl:
Twas down in Cunt Valley, where Red Rivers flow Where cocksuckers flourish, and maidenheads grow, Twas there I met Lupe, the girl I adore My hot fucking, cocksucking Mexican whore ... She'll fuck you, she'll tickle your nuts And if you're not careful, she'll suck out your guts, She'll wrap her legs round you, till you think you'll die I'd rather eat Lupe than sweet cherry pie.25
In addition many Latinos get confuse and lose their identity while attending college. The problems of identity facing my middle-class Chicano students at California State University, Northridge, provide a case in point. These students often pass through a crisis in their first year of college, when they come into contact with a critical mass barrio students for the first time. Raised in predominately white neighborhoods, they identify with their white neighbors and white classmates to the point that they adopt a white sense of identity. Looking at and listening to barrio Chicanos, who are more often than not from working-class families, the Anglo-oriented students are often ashamed of them. The barrio students are poor, dress differently, and speak differently from Chicanos raised in Euroamerican neighborhoods. Becoming aware of this false identity, many Chicano youth have sought to reject it.26 This has a profound psychological effects on barrio students that tend to be rejected not only by other ethnic groups, but by people from their own heritage. This brings a sense of being at a place were they are not supposed to be. It decreases their self esteem even further knowing that they are in an environment where they are looked down upon. Also by not having peers around they can relate to or form study groups with makes it harder upon barrio and ghetto students to receive positive feedback on their attempts to obtain an education. Hispanics continue to be underrepresented in higher education. This inequity can be remedied by instituting policies and programs that will tackle the problems that Hispanic students face, such as low finances, inappropriate assessment methods, poor understanding of college life and a hostile campus.27
Sam Is Not Our Uncle Nor That Fool Named Pete
"Hay que rodear a nuestro pinche enemigo para darle en su madre con el cuerno de chivo. Amarrar lo de las manos y colgar lo al cabron, soltar lo, pisar lo como un pinche raton." Tha Mexakinz28
The access to public schools for Hispanic children throughout the twentieth century has increased over time, but owing to their subordinate status, they were provided with segregated and unequal facilities.29 Most schools attended by Hispanic children are among the most overcrowded, the most structurally unsound and the most crime-ridden in the nation. A study concluded that the U.S. educational system consistently falls short when it comes to fulfilling the needs of Hispanic children.30 It was also reported that the inadequate funding for most of what ails school systems, and noted that Hispanics are more apt to suffer the consequences. While dropout rates have fallen among black and white non-hispanic, they continue to rise for Hispanic children. Many of the Latino students badly needed more educational resources. Some 200,000 of 625,000 students were limited English Placement (LEP) students, and this number was growing by ten-percent a year. The gap in reading scores between Latino and white students in California was marked. In 1987, Latino third graders averaged scores of 500 in the California Assessment Program (CAP) math and reading tests, compared with 614 for whites. By the eighth grade the gap was 414 to 567. Latino high school seniors performed at the ninth-grade level in reading. Statewide, their high school dropout rate was double that of white; 54 percent of the 19,381 high school students dropping out of the LAUSD in 1987-1988.31 Latino students have a higher dropout rates and lower academic achievement. Hispanic are still drastically underrepresented on the nation's campuses, they account for only 4.9 percent of all college enrollments. Spiraling college costs, along with reductions in financial aid programs, have hit Hispanic students especially hard because they tend to come from low-income families. College and universities must work to channel aid to students who need it most and must demystify the financial aid application.32 It is a tragedy almost two-thirds of Latinos drop-out of high school, we are allowing a significant population to go under-educated in our society. Those students have potential giving the opportunity and having the motivation, they are creating a struggle future for themselves and for their families.*
In July of 1996 the University of California Board of Regents voted to end racial preferences in hiring, contracting and in student admissions. This ban will close the doors to many Latinos and minorities. I don't believe that minorities are unable to compete academically with top students. The situations and the circumstances they go through to get there sometimes is reflected in their grades. Many disadvantaged student don't have the financial resources to afford an academic career. It is hard trying to study and concentrate with an empty stomach and also take care of the necessary living expenses. I know that it is not other person's fault for the financial and personal circumstances that we are in or go through, but many people don't understand nor take this into consideration. There are many adversities that minorities have to confront in order to achieve an academic career. But while colleges and universities have increased the tuition rate, the window of opportunity is going to be closed to many individuals.
As result of the tirades against illegal aliens hundreds of California students brought here as babies by parents without government paper. Youngsters who have lived here all their lives found themselves ejected from universities. Most of these students worked full time to pay for their education in an effort to leave behind economic hardship and gang pressures. Many were forced out just weeks before graduating. Within weeks of graduation, students were notified that unless they paid out-of-state tuition, they must leave school. The push-out policy is aimed not just at students without documents. It extends to legal immigrants, as well. Regardless of high grades or outstanding accomplishment, regardless of their potential in a country increasingly dependent on global commerce, these students will find it far more difficult to get federally subsidized loans and grants.33
History does repeats itself and it was more evident during propositions 187 and the welfare reform. The Governor of California, Pete Wilson, will earn his place in history with Adolf Hitler. He mastered the Orwellian game of politics by code word, substituting criminal for Mexican and putting the blame for the state's budget crisis and the impact of recession and defense cuts on immigrants.34 He also referred to welfare recipients "sitting on a couch collecting welfare and called on poor mothers to give up their children for adoption," using highly charged terms like "not mature enough...financially unstable enough ...lacking the capacity to provide a loving, stable and secure environment."35 Statement like this demoralize individuals and adds to the prejudice and problems that already exist in our society. Instead of finding solutions to the problems, Wilson and other politicians are making their political career on the expense of illegal immigrants and minorities. Making the public believe that poverty is a crime, the passage of the propositions are going to have tragic consequences upon children and affect their well being; such as in health and education. In addition fifty-one percent of Latino homes come from one single parent. Women end up raising their kids being the father and the mother, usually the case Latino men abandoned their family. About sixty percent of them don't even support their kids, they leave young a generation of young kids with a women who is struggling and sometimes is helpless because the men is not there, it does have a profound effect in the life of the children. As stated by new state Assembly Speaker, V. Bustamante (D-Fresno) "I don't think the average welfare recipient is a couch potato. There are members of this House who where on welfare."36
The current anti-immigration movement is the most repressive in the past fifty years. These efforts have portrayed immigrants as criminals, economic parasites or health risks. The crackdown is based on political propaganda, not reality. Immigrants are not the drain on the social budget they are made out to be. Immigrants pay much more in taxes than they receive in education and social services. Over the course of their working lifetime, immigrants pay an average of $89,437 in state income and sales taxes, far more than the $62,600 it costs to educate a person from kindergarten through twelfth grade, according to a study released June of 1996 by the Tomas Rivera Center in Claremont, California. The Urban Institute found that legal and illegal immigrants contribute $70.3 billion in tax payments into the system but draw-out only $42.9 billion in total services. Immigrants add billions more to the U.S. economy in consumer spending.37 I believe that polarizing people will bring more problems to our community. A lot of people have jumped to the anti-immigrant hysteria and bandwagon instead of looking at the whole picture. Although Latinos contribute to some of the problems, I don't believe that just deporting immigrants, and cutting back in welfare is going to solve the problem.
In January 1997 I attended forum regarding the welfare reform and the impact on immigrants students in Los Angeles public schools. The majority of the people who were present were educators, and advocates. Few Latinos were present, the language barrier and not having the knowledged of how to fight back, reflect the low presence of Latinos protesting when they are being attack. Antonio Villaraigosa, (D-45th) the majority leader of California State Assembly emphasized during his speech, that "we need to help legal and illegal immigrants, so they can help themselves." It appears that many Latinos and minorities always complain of what is done to our communities and do nothing about it. We always blame the system or the so called "White Man", not realizing that we also contribute to this cause, because of our vulnerability and unable to defend ourself.
MENTE PALA GENTE
(MIND FOR THE PEOPLE)
"I challenge you because I love you." Jesse Jackson38
Since the conquest and colonization of Latin America by Europeans, Latinos have been assimilating another culture. Many people don't know or understand the great racial and ethnic diversity that exist's within the Latino culture. Many have rejected and discontinued to assimilate into the dominant group culture and norms, for example, the Indian populations in Mexico and Central America. This is also seen here in the United States by many Latinos. It is been a matter of pride for many Latinos not to become "Americanized". Aspects of our culture prevent many Latinos from assimilating into the American norms and values. Many are distrustful and believe that by continuing higher education, they are going to lose their Latino roots, therefore leading to be sell-outs. The rejection is expressed in our music such in rancheras and corridos having lyrics: "It is better being poor and humble than being rich and greedy", and also expressing the miseries of living in poverty and inequalities that has occurred through-out time. This rejection has had a serious impact in our development, especially in capitalist America where what you have and earn makes who you are and also represents your status. People that are humble and have a lack of understanding about how society functions tend to be exploited. The negative views that Latinos have towards the American norms, tends to break the window of opportunity, because in order to progress in this society, we need to make the transition of letting go of traditional gender roles and some customs. And adopt some American norms in order to claim the social ladder, it was said better by Mr. Avelar, "When doing business in America you must do it like an American, but no one is going to prevent you from partying like a Latino".
It order to take steps for academic progress, Latinos need to make the transition by changing aspects of their culture brought from their native land and adopt some aspects of the American culture. There are traditional gender roles that we need to let go, such as the machismo personality that prevents many Latinas from pursuing their personal goals in life and also that has negative side-effects for Latino students. Many Latinos still believe and have the attitude that women role in life is as a house-wife.
Although the Latino community believes in education, it has not taken a strong launch, it is of great importance for parents to teach by example and to participate in their schooling. Parents need to program their child to succeed, and it starts at a young age, teaching them good values and providing them with a loving home. Many Latinos intentions when coming to the United States are to earn money and return to their native lands. Many end up staying here and do not take advantage to go to school or to learn the basic language. Many let time fly and have the mentality of "Hay seva, a lo mejor manana" (There it goes, may be tomorrow). There is a tremendous lack of discipline by adults that don't transpire nor pass on basic educational skills to their children. It is also important for parents to have no more children than they can afford. Some people laugh when I tell them that I come from a twelve member household, saying that my parents did not have televisions. I reply, "Ellos no andan con chingaderas" (They don't mess around). It is going to be hard for Latinos to change some traditional roles and customs, but we have to start somewhere, and it needs to start with us.
Latino religious institutions need to be more active when it comes to the needs of their members. It is necessary to have educational services and resources, so that their members can have the opportunity or option to attend school. Many do not inform their members of the importance of obtaining an education, to defend themselves against the evil forces that exist in our society. Some religious leaders do not help their members by criticizing students, putting more attention and dedication into educational textbooks instead of the bible. This tends to discourage many devoted people to explore the possibilities of an education. By the way, their leaders have negative views of other institutions. Many people pray for what they want, but do not work for the things they need.
It also seems that many young Latinos have the attitude that the World owes them, for being in the position that they are in. Many expect other individuals to do things for them while they are not helping themselves. This attitude makes many individuals become lazy and not put to use their skills and talent. I believe that individuals should take the responsibility for their actions and not blame their parents or teachers for not doing well in school or for their wrong doings. Although there are children that come from broken homes and the neglect of their parents is difficult to judge; some individuals pass through tremendous disorder throughout their lives and it is hard for them to recover and to move on. The major part of one success falls on the shoulders of the individual who has the desire and motivation to learn and to accomplish goals in life. Many look for alternative and sacrifice themselves for a prosperous future for their family. Although many individuals dig themselves into a hole they can dig themselves out.
Maldito Destino
(Miserable Destiny)
"Me di cuenta que la ambicion es cosa mala, que traia la pobreza en el alma: Por que en estos barrios pobres el hombre pasa su vida luchando contra el destino. Yo de nino via mi viejo que al final de la jornada venia soriendo por fuera y con el alma destrozada. Mi madre nada decia, eran gigantes los dos cuando mas hambre tenian le daban gracias a Dios." Los Tigres Del Norte39
Also it seems that our culture has confused some individuals that don't try to progress as poor people. There are many individuals that live in distress and in miserable conditions but there are some who don't work in order to uplift their economic situation or look for alternatives, so that their children would have better opportunities in life. Some believe that their destiny is to be poor many become conformist and satisfied. Some individuals would say in conversations, "We are very poor my son, but God is with us, so we need to live with what we got." Also when it comes to relationships some individuals say, "He is a poor guy but he is a good man. Although he is a good person, he is being a good loser for his lack of effort." Therefore some individuals end up not being ambitious in life.
There are negative psychological effects that barrio students go while living in poor conditions and aspects of their environment. Many do not have an idea or understanding of what they are going to face during their attempts in pursuing an education. Many barrio students think that they are fighting their destiny by getting an education and are not sure if they are going to be able to accomplish it. Many cut themselves short, especially when most of their friends do not attend college, and when they go back to the barrio it is hard to avoid the negative aspects. In addition it is hard ignore and to defeat the negative stereotypes that exist in our society. It seems that this white supremacist society has conditioned some people to underestimate their potential and accept less out of life. Many individuals lack the guidance in the community that is essential to push them when feeling down or doing poorly in school. Many give up easily by not having the encouragement, and social and financial resources. Some people ignore the fact of how crucial the environment and surroundings in which people live play a role in their outcome.
Tenemos Que Parar Este Desmadre
(We Have To Stop This Chaos)
"When I give food to the poor they call me a saint.
When I ask why the poor have no food they call me a communist."
Dom Helder Camara40
Nuestra Lucha es tuya!
(Our Struggle is yours!)
Zapatistas41
Many people blame minorities for everything they do and say that they get what they deserve, not knowing the conditions they are subjected to. In addition, the inconsistencies and negligence by the system upon minorities, make people loose their heads and look for alternatives to make a living. The poor living conditions, the lack of access to good social services such as health care, and educational resources. Many people do not understand the miseries that individuals go through living in barrios and ghettos. Many even go as far as calling minorities animals but don't understand why and how many become that way. Throughout time it is been the same song, in how minorities are neglected and overlooked. Why doesn't the system provide the adequate resources, instead of using minorities as political propaganda. Any other ethnic group will act and respond the same way under the same conditions. In addition, the antipathy, hostility and discrimination by law enforcement, employers, and politicians.
Things have been unfair and unequal to minorities since the great discoverer Columbus got lost. People don't see what is done to oppress minorities, and how the system manipulate the situation so that minorities don't work together and see each other as rivals. They deprived the masses and want to keep them ignorant, for example, the elimination of affirmative action, the passage of proposition 187, and welfare reform are not just flukes. Those are actions to discourage and create more obstacles for minorities who want to continue an education. Because people in the system realize that they can't control us from reproducing, but they can prevent us from moving up the social ladder. Because just by becoming the majority does not mean that we will have a strong political voice or power, when our people are not educated or united. The elimination of affirmative action based in favor of individual merit denies the living conditions of minorities. The policymakers don't take into consideration the background where individuals come from and expect minorities to compete against upper and middle class students that clearly have an advantage. Little Billy, who is born into a family where both parents are professional and has access to good educational services throughout his academic development and everything he needs, has a good headstart. Little Loco who parents barely received an elementary education, struggling with household expenses and inadequate academic preparation, we do not want only hand-outs, we want equal opportunity.
Life is not fair and probably will not be. Although our people have been neglected and oppressed in many respects in our native countries and in the United States, we need to take the initiative and adopt the Emiliano Zapata mentality "I would rather die on my feet than on my knees." We can not change the past, but we can work towards improving the future. Instead of waiting for the system to helps us out, we need to help each other. We need to invade the educational institutions and bring the information back into barrios and ghettos and inform the people of the importance of an education to bring about a change. The only way to balance the system is by having knowledge and unity among people, because when people are ignorant they get treated that way in society. Let's overcome obstacles, instead of fighting each other and destroying our own communities let's prepare to fight against those that discriminate and oppress our people and the best weapon for that is an education.
Many Latinos saw no importance to apply for citizenship. Some thought or felt they were going to betray their native countries or be a sell-out. The only good thing that Proposition 187 brought to our communities was an increase of citizenship. Instead of just being proud of where we come from, and claiming "Brown Pride", we must convert it into "Brown Knowledge", so we will not be vulnerable to political attacks or to discrimination that still exist's and won't stop. We have to work together to improve our communities and minority education and make way so that our children could have better opportunities and a brighter future.
Like the African saying that states, "It takes a whole village to raise a child", here in Los Angeles we must change it to "It is going to take a whole city to raise a child." It could be possible with a community, educational institutions, employers, law enforcement and a system that cares about the well-being of others. Although many Latinos and minorities for one reason or another will not attend college, regardless of class status and their humble employment, we should treat every individual with respect and dignity, from mi gente selling oranges on freeway off-ramps to the President in the White House.
Notes
In this project Latino/a refers to persons (male or female) of the following categories that includes Chicanos (Mexican-American), Hispanics, Mexicans, Central-American and not forgetting the Indian populations in Mexico and Latin-America. Because like it or not people from Latin heritage all have a little bit of Indian in them. And many are susceptible and vulnerable to the same prejudice, discrimination and conditions in society.
Chicano/a typically refer, respectively, to men and women of Mexican descent residing in the United States or raised here since early childhood. It is used interchangeably with the term Mexican-American. The term Mexicano/a refer to immigrant from Mexico. Latino, commonly associated with peoples of Latin American or Spanish origin. Hispanic is a term coined by the U.S. Census to identify all Spanish-speaking and/or Spanish-origin population in the United States. While is commonly used in data sets, it is considered an imposed identifier.
REFERENCES 1. Chicano Soul "N" Power. Album: Chicano 2 DA Bone. Song Chicano 2 Da Bone.
2. Frederick A Peterson. Ancient Mexico: An Introduction to the Pre-Hispanic Cultures. illus. Jose Luis Franco, New York: Capricorn Books, 1962.
3. Rodolfo F. Acuna. Anything But Mexican: Chicanos in Contemporary Los Angeles. 1996.London:Verso, p. ix.
4. Los Tigres Del Norte. Album: El Otro Mexico. Song: El Otro Mexico.
5. Lareau, Annette Patricia. "Social Behavior and the Family-School Relationship in Two Communities." Ph.D. diss., University of California, Berkeley.1984.
6. De la Torre, Adela and Pesquera. Building With Our Hands: New Directions in Chicana Studies. University of California Press, Berkeley.1992.p200.
7. Lareau, Annette Patricia. "Social Behavior and the Family-School Relationship in Two Communities". Ph.D diss., University of California, Berkely.1984.
8. Rodolfo F. Acuna. Anything But Mexican: Chicanos in Contemporary Los Angeles. 1996.London:Verso, p.290.
9. Rothstein, 'In Search of the American Dream', pp. 181-2; Rothstein, 'When Johnny's Whole Family Can't Read', Business Week, 20 July 1992, pp. 68-9; Ronald Grover and Eric Schine, 'The Other Fault Lines Slicing Through California's Future' Business Week, 20 July 1992 p.67.
10. De la Torre, Adela and Pesquera. Building With Our Hands: New Directions in Chicana Studies. University of California Press, Berkeley.1992.p200.
11. Nicolas Kanellos. The Hispanic-American Almanac: A Reference Work on Hispanic in the United States. Detroit: Gale, 1993.p.301
12. Sandy Banks and Stephanie Chavez, "Yuri and Patrick: 2 Faces of State's Troubled Schools, Los Angeles Times, 30 October 1993.
13. Bowles, Samuel, and Herbert Gintis. Schooling in Capitalist. New York: Basic Books.1976.
14. Persell, Caroline Hodges. Education and Inequality: A Theoretical and Empirical Synthesis. New York: Free Press.1977.
15. De la Torre, Adela and Pesquera. Building With Our Hands: New Directions in Chicana Studies. University of California Press, Berkeley.1992.p200.
16. Rodolfo F. Acuna. Anything But Mexican: Chicanos in Contemporary Los Angeles. 1996.London:Verso, p.299.
17. Ice-Cube. Album: Death Certificate. Song: US
18. Bachman, S.L. Knight-Ridder/Tribune Newspapers, Immigrant Studies Find Aspiration Gap. July 3, 1996 p703k4369.
19. Richard Rothstein, Labor Market, Not Schools, Will Aid Latino Education Woes. Los Angeles Times. 21 July 1996.
20. Rodolfo F. Acuna. Anything But Mexican: Chicanos in Contemporary Los Angeles. Subsection: The Pendejo Factor London: Verso, 1996. p. 8 & 9.
21. Michael Quintanilla, 'The Great Divide: They' ve fled poverty and even wars in their homelands. Now, immigrants children face ridicule and exclusion by many of their U.S.-born Latino class mates, Los Angeles Times, 17 November 1995.
22. Proper Dos. Album: Mexican Power. Song: First Day of School.
23. Ice-Cube. Album: Kill At Will. Song: The Product.
24. Rodolfo F. Acuna. Anything But Mexican: Chicanos in Contemporary Los Angeles. 1996.London:Verso, p.296.
25.Theta Xi Songbook, quoted in Kelly Besser and Heather Skinazi, 'A Theta Xi Education', together, 28 September 1992, p.3.
26. Rodolfo F. Acuna. Anything But Mexican: Chicanos in Contemporary Los Angeles. 1996.London:Verso, p.xii.
27. Justiz Manuel J., Hispanic in Higher Education. Hispanic. July 1995 v8 n6 p96(1).
28. Tha Mexakinz. Album: Zig-Zag. Song: Push Up-N-Da Wrong.
29. Nicolas Kanellos, The Hispanic-American Almanac: A Reference Work on Hispanic in the United States. Detroit: Gale, 1993.p.301.
30. Fabiola Santiago,Knight-Ridder/Tribune Newspaper, Hispanic Students Shortchanged, Report Says. 12 September 1996.
31. Rothstein, 'In Search of the American Dream', pp. 176-8; Elaine Woo, 'L.A. Confronts Dropout Crisis Among Latinos', Nuestro Tiempo, 31 August 1989; Elizabeth Shogren, 'College Aspiration Have Increased but Stats Haven't', Los Angeles times, 24 November 1993.
32. Justiz Manuel J., Hispanic in Higher Education. Hispanic. July 1995 v8 n6 p96(1).
33. General Periodicals ASAP abr. Heartbreak for Latinos. (Baiting Immigrants And Anti-immigrant Politics). The Progressive. September 1996. v60. n9. p18(3).
34. Teun A. van Dijik, Communicating Racism: Ethnic Prejudice in Thought and Talk (Newburry Park, Calif.: Sage, 1987),pp.31-2.
35. Peoples Weekly World. Governor Wilson's attack on welfare recipients blasted. Vol. 11, No. 33. 25 January 1997. p.9.
36. Peoples Weekly World. Governor Wilson's attack on welfare recipients blasted. Vol. 11, No. 33. 25 January 1997. p.9.
37. General Periodicals ASAP abr. Heartbreak for Latinos. (Baiting Immigrants And Anti-immigrant Politics). The Progressive. September 1996. v60. n9. p18(3).
38. Cadwell quoted in Ishmael Reed, 'Living at Ground Zero", Image, 13 March 1988 p.15; Jackson quoted in Times, 18 May 1988.
39. Los Tigres Del Norte. Album: El Otro Mexico. Song: Barrio Viejo.
40. Dom Helder Camara. Northland Poster Collective. P.O. Box 7096 Minneapolis, MN 55407-8131. 1(800) 627-3082.
41. Resistant Strains (Cepas Resistentes). Zapatista Poster Series 1996. Poster by Carlos Cortez.
BIBLIOGRAPHY
1. Meyer, Michael C. and Sherman, William L. The Course of Mexican History. Fourth Edition. Oxford University Press, 1991.
2. Acuna, Rodolfo F., Anything But Mexican: Chicanos in Contemporary Los Angeles. London:Verso, 1996.
3. Kanellos, Nicolas, The Hispanic-American Almanac: A Reference Work on Hispanic in the United States. Detroit: Gale, 1993.
4. De la Torre, Adela and Pesquera, Beatriz M. Building With Our Hands: New Directions in Chicana Studies. University of California Press, Berkeley.1992.
INTERVIEWS
. Jose L. Robledo President of Los Angeles City College Date: 07 March 1997
. Francisco Avelar Gutierrez Educator and host of radio talk-show "Pancho Del Rancho: Mundo de Avelar" KTNQ 1020 AM; La radio que habla Date: 11 March 1997
. Fernando J. Rodriguez Instructor in Sociology Los Angeles City College Date: 11 April 1997 Thanks for sharing his opinions and knowledge for the conclusion of my project.
****. I thank my homebody Nick and Tony for the cover.