Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Brown, Not White

Brown, Not White

San Miguel, Guadalupe, Jr.

Paperback

Series: University of Houston Mexican American Studies, Sponsored by the Center for Mexican Americ, Book 3

20th Century United States HistoryGeneral Racism & Ethnic StudiesSocial Movements

ISBN10: 1585444936
ISBN13: 9781585444939
Publisher: Texas A&M University Press
Published: Apr 4 2001
Pages: 298
Weight: 0.95
Height: 0.68 Width: 6.16 Depth: 9.27
Language: English
Strikes, boycotts, rallies, negotiations, and litigation marked the efforts of Mexican-origin community members to achieve educational opportunity and oppose discrimination in Houston schools in the early 1970s. These responses were sparked by the effort of the Houston Independent School District to circumvent a court order for desegregation by classifying Mexican American children as white and integrating them with African American children--leaving Anglos in segregated schools. Gaining legal recognition for Mexican Americans as a minority group became the only means for fighting this kind of discrimination.

The struggle for legal recognition not only reflected an upsurge in organizing within the community but also generated a shift in consciousness and identity. In Brown, Not White Guadalupe San Miguel, Jr., astutely traces the evolution of the community's political activism in education during the Chicano Movement era of the early 1970s.

San Miguel also identifies the important implications of this struggle for Mexican Americans and for public education. First, he demonstrates, the political mobilization in Houston underscored the emergence of a new type of grassroots ethnic leadership committed to community empowerment and to inclusiveness of diverse ideological interests within the minority community. Second, it signaled a shift in the activist community's identity from the assimilationist Mexican American Generation to the rising Chicano Movement with its nationalist ideology. Finally, it introduced Mexican American interests into educational policy making in general and into the national desegregation struggles in particular.

This important study will engage those interested in public school policy, as well as scholars of Mexican American history and the history of desegregation in America.

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