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• W1974787084 abstract "Reviewed by: Chicana/o Struggles for Education: Activism in the Community by Guadalupe San Miguel Gene B. Preuss Chicana/o Struggles for Education: Activism in the Community. By Guadalupe San Miguel. (College Station: Texas A&M University Press, 2013. Pp. 254. Illustrations, figures, notes, bibliography, index.) Guadalupe San Miguel earned his reputation as one of the foremost historian of the Mexican American experience in Texas public schools with his works “Let All of Them Take Heed”: Mexican Americans and the Quest for Educational Equality (1987; reissued 2001). He then furthered his analysis with Brown, Not White: School Integration and the Chicano Movement (2001), and Contested Policy: The Rise and Fall of Federal Bilingual Education in the United States, 1960–2001 (2004). In his latest work he brings the story into the twenty-first century by focusing on the effects of the Chicano movement on public education in the Southwest. In the present volume, San Miguel seeks to discover the effect of Chicano activism on improving educational opportunities for Mexican American students, at all levels of educational enterprise. He argues that the efforts since the 1960s have “both extended and intensified the historic struggle for education that earlier activists had initiated.” (5). He notes that previous histories have focused on Mexican American students gaining equal access to educational facilities. He [End Page 235] demonstrates, however, that the educational struggle was broader than previously recognized; influenced by various social, political, cultural, and economic factors; marked by efforts to maintain culture and language; and a grassroots movement. San Miguel’s study concentrates on the changing educational environment Mexican origin children encountered in the latter half of the twentieth century. This was a transitional period, he points out. In the 1960s, the educational community was focused on integration of minority students into the mainstream, especially by allowing them access to Anglo schools. Integration, however, led to concerns about language skills and battles over bilingual education in the 1970s and ’80s. By the 1980s, the publication of A Nation at Risk drew national attention to the quality of the education American students received. He also discusses efforts to maintain and reinforce students’ cultural heritage. There are qualifications to this work, however. First, the author clearly supports the Chicano movement. While he admits the movement did not accomplish all its goals, and that many of the efforts were limited, the work is a paean to Chicano activism. He does admit that infighting often doomed promising initiatives that already faced challenges due to an increasingly conservative political environment marked by decreasing allocations for education, and a growing skepticism of affirmative action programs. Second, he paints with a broad brush by including “all those individuals and organizations involved in seeking better educational opportunities for Mexican origin children” (5) in his definition of activists. This may be necessary, because as he point out, “The struggle for education then was not one monolithic, unified movement focused only on eliminating discrimination in the schools. Rather, it was a series of overlapping and staggered movements aimed at accomplishing a variety of goals” (142). Yet, by including “parents, students, community activists, civil rights leaders, educators, scholars, and a host of others who dared to speak up on behalf of improved schooling” (5), it becomes almost impossible to argue with his assertion that these efforts helped Mexican American educational opportunities progress. Finally, when considering efforts to maintain a Mexican American cultural identity, the work begs the questions, are all Mexican-origin children Spanish-speaking? Is language a problem for all Mexican-origin children? San Miguel’s study does not consider that successive generations of minority groups may have become more assimilated, especially in language skills, as the century progressed. Yet, it is worth noting that even if there has been greater acculturation of succeeding generation of Mexican American students, children of recent immigrants may have more limited English-language skills and cultural appreciation. Chicana/o Struggles for Education will stand as a pioneering work in the historiography of Mexican-American educational history. San Miguel is one of the first to attempt a synthesis of the limited literature on education for Hispanics in the late twentieth century. As such, he opens the door for further..." @default.
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• W1974787084 date "2014-01-01" @default.
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• W1974787084 title "Chicana/o Struggles for Education: Activism in the Community by Guadalupe San Miguel" @default.
• W1974787084 doi "https://doi.org/10.1353/swh.2014.0104" @default.
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