CALH'ORNIA STATE UNIVEHSI'l'Y, NOH'l'HHIDGE
!l
HEXICAN/HEX.ICAN AMERICANS
A thesis submitted 1.n pnrtial sRth;faetio:n of Uu:l
FAl.ucation, liXlu.cationa.-1· .Psychology, Counseling and GuJ.dBWY9 by
Ofelia Romero Dave.ie~·Hot1agh
Jtme, 1977 : il '

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. x.s npprcvedz
California St,a.te University, Northridge i

DEDICLTlON'
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'l'his thetd.s hDB been comp:th:.d ·Hi t.l1 gr<J.J.t effort i many sources~ I Hckno¥11edge those '\<IhomI 1ove
•n paHt and present., I
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:especially rw.r:t to give heBrt.fu1 i~hex•ks and appreciutj..rm to my dearest
I trvmk you. for your youJ:_,
I l
!today~
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I give thanks and :n.:Bpect t.o rny deaJ:ly b<i:J.ovcd.
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·~-
···.....
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. . diJJ. E:e.f.ug1o Perez Ronw:ro
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Cl .. ovo and prcJvj_ded for tiS..
You tfo.:~.ght us th8 importn:r'lt'~ of life rw.d
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I . t .. o;xc
. 'i . d
"! lm~quenes;o; ~ JJ. ·~C.J
I also eivo ltamu. 'J _ p a:po.~ you for your indi vidu.n1 perEo:r.tal'3.t-y,
ithank l
,ke·~p
of
IO"Y-. from the bottom
and bless RlJ. of you forBW:<rv my hoaxt., I p.r·ny thELt God Hill
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You rr.L1l aJ.~:iays be a part of me,
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I OfoJ.ia l1omex·o Davnie,.f.iotlagh
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SELF--AHMtEW:.:ss 'l'HRU CUJ)I'UHE IN
MEXTC.AN/liti:XICAN AHJ.!:HlCl.N0 by
'I'his t.befi:l.s can best bo described aB
1:1. sourc•3 for edu.cv.:U.onnJ ,,;n •.. a.ppro~wh to er.l.ncat:l.onaJ. p1·ocess.. Th•.:l format th~tt this c1;~ss syJJ .. t:thus hns tnken
(with mi:n:i.ma.l rnodlficat.ion) has faci1i tated working at a more fluent resea.r'ch aspect. of thJ.s thesis '{part two) has reinforced a greater
... -------------undcrstm1ding of rr.y culturee I am e. Mexican American.. This ' has investigated different ~mpects in nry person::<]. end pro=
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of gro~1th of peop1<3 in m.n:· society can be :reinfo:rced for the ge:n.<3X'al benefit of society.,
\ in people o.f other cultures, I have p:copor:wd thi:3 p:co.jed. to a :Local and cotmseling pr·ocesses 1.Ji th people uho CJ.J."e diff'ere:ut?
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SYLT.,A13US FOR~
Class 'l'i tlE·:
; Duration~
Cla.s.s f3ize:
11ess~
PAR'r ONE cult.l'l..re h.•J.\'\C\
Ol1 them~ evaluation of .r. . .nd fonnat.Son of vclu.es and gor~ls, der:JJ.ng ;q:J.th d:tscrim•>
(s) v

PART 'fvlO
The foJ.lmdng has been compiled to gJve people a deeper under·· standing and lr.nowlE:dge of GhietJ:no:;; :m.d He:Kicnns.. I usually refer to
Chicanos in this thesis because the majority of tho peopJ.e ·I vrorked l<Tith in con;pi1:lng thls ttu~sls wert: Cbj.c.:mos., For l'OSO'l.Lccos I have
B:t.bliogre.phy.,
CO'l.mselora and n11 1;eoplo vho dea1 w:t th
"Chicanos and ftle::deGJ:lsn art; a.r:d iio tmderste.nd .:md lessen the conflicts they have encountered. mld. 1dil contimu3 to encounter., :Future coun= selors lib::l myself ·wi.11 be able.,. it is hoFacl, to hn1p thr;;~>B peopJ.e
•wrk tbeir problems out b;:.:.d:.ter vi th thf::i fol1m~·.Lng info:rmat.i.on I have supplied~ 'l'hls is 'the Ghica:no as I have kno{m him~
I •
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PAI?.'f orm
\-leek 1 I Day 1
OVERVI~'\v
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INTRODUC'I'IONS each tcJi11 introduce himself to the oth0r ~md visa ve:rs.s.~ T:ry to est.Bn b1ish n
!le\J acqt1a5ntence., Come back and introdu.ce your partm;r to tha group (necrr:e, <mythi.ng you feel you learned about. )·t'}UI· p8rtner you f.'ee1 'i'Tll1 be benefie:i.el for thK.; entire group ·to 1earn about him/bel'.
Se1f' Introduct:hm: 'Ihe leader introduces h:bnse1J' to the g~coup ~ t
F..XPECTA'l'IONS
St1.1dent · ~:::xpcctations:
Distribute 3 x
5 ce>.:rds. Ask students to respond to t.he folJo1,.Jing:
Name
Li.fe Goal
arc you in this class? i
LtJbat.do
1

:vlhat do you vw.nt to accomplish in this class?
Leader Overview and Expc"e:ts:t:tons:
Smnma:r:i.t.e student e.xpectB.tions (abO\l"t3) e
V.M.dor ovorv:LeH of coux'se: vle w:i.ll focus· on se1f~·E·Har·eness and the a .. f.fccts Y0\.1 f.md ymn'
'fmnily and et11ttLre hav•:3 on you.; Use ·Hill gP:Ln skills 1n creating a
[ cre~lt.O .t.md. evnll.itLte vnJ.UC!!'; and goals, deal ¥ri th dosc:t':lm5.:naticm Dnd
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'cor•n•·'1n·l ....
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,,t.! Q:·~
,.,l,{ 1-1 ,. r;
2 vlorkbook exerc:ist:s uill be done in cle.stJ~
*The common pronot\.nr; hG) h1m, ,r,.ml his ·v:i1l l.'if~fer to porsonc of ei tbe:t" sex.
~~(D) "' student '<JOrkbook page.

1. Acquir:iug l'J.1owledge of oneself t.h:;•ot1gh observation or h,(s)2
).
So long ~:.s th(~ personally, cul t.1xca.I1y.,
l ___ . --··--------- ---- --·------

:other
Br:tefly state three things you. 1.i.ke a.bout yourself ..
1 ..
...
~
-..r.,:<,;~:!I>-C>">';<o-.c;·\;;N~,Z.;J..":•_Y,,...-,·:..··;; '<-<~~~ 7~·!.-'\~"""'.:;o":.o.:C~-:>.:~..<e~'-"""'"t'."'.';.'J<\.".<Y.7f;:l'1.._=(!.!f~tt·~"l.~~,-=~;«:~~=-<:;.·.~
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.. .;:;:-. .-:~':'~-~-::;;>~,;.-.om">•:L>.::~-~~r,.r:.;~=.<.-e.-7<>
1
B:cief1y :c;tnte thrE;O tb:l.ng~1 you d:tf,J.ike about. yourself.
<OEJW."•~~'"""'Oi"-"" '~!!'>-.:.,',;:~==• '~--"-'l.-.-.<2~•_,-_r,_~ ~:".<:~!:<:
·!
<="•v.l'~:>'o;.WH.-t'-'"""-"!'0:: ~>i.C::.>;\o\ "'-'.¥'$-" Y.V~.I>'f~."H.J."j.~.}f_":i.&",_,UA-.E::.·"'!':"'"~'>=cff~>:;:;·:;,::>'<'\7';;.."'1
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·~.··-.c~;.:;>cU"~<!>::<::.~.""''~R;>.'r~O=;~.f-..!o,_, ;:1>.'.::.I,......,.
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...... ~...-R-::'J,Mio...--,.u-,_.,.,=,._~, ,_~,.,._~,~
'l'he most sigrdficant person in my J.ife is
I am rebellious
·
_,....111i'Q'~:;.r,.~-.c- .-.4'3JJ¥->•-""-''"5!'''~~~<A>>r'..a~.,_,r~"""'""''--"'''*11'-""-;."E--'~~...,=-.~~""~-...,..,a~..-;.<"""".1R,"'<:".<">'f-''"'''''-'·"-"'""",..h i
Two things others may say or do to me that \<rill ma_ke me feel good are: i
L
I a<n
2.
6, (s)h

One thing most people do not knoH about me is
7,(s)S
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Week 3 I Day 3 i i
:ovEHVIEW
Al1 encounter with the Hexican/Nexicm1 Amerlca.ll. ( Chicruw) cu.l ture, ide-fine Hmd.can/Hexican JIJneriean, dc-'!fi.ne freed0m, importance of culture;
1ENCOUN'l'ERHIG CULTURE
' Defino cul tm:'e a.s a clm::e.,
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: sk:l.ll.s, arts, lif~1atyle £md
I of a given pcopleo heritage~ residence and allegienco,
List student defj_ni tions and meanings of f:ccedomo
FrcHxlom«!exemption from control of some JJEn·son or po;.Jer. Freedom culture: to partake in one's customs tmd .speak one's inherited language,.
IHPO!d'Al!CE OF CULTURE
Is culture important to you? How? Why? Are customs practiced
'
! or forgotten by you? By people in general? Shou~d customs be ~ prac"" f
ticed or not? Explain.
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JOURNAJ .. INPU1'
Allow· time for input or discussion if E.'i.nylJody volunteers e
Read thesis: 'l'he Role of the Nexican/Chica..no j_n Conflict located the back of the st,ndont, \tarkbook~
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·week i h I
Day h
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Studying 11exlcar.ts/Hexica!"1 American: d:tscuss thesis: 1'he Role of the Moxlcan/Ch:tce.no in Conflj_ct, domina.<'1t cuJ.tu:r,'CD j_n Sc:n1.thern C£!.1:tf'or ... n:la, E:x:perj_encing Culture exerd.se., journal :input; ass1gnmcmt~
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'THE HOI,E OF ~?HE HEXICAr~/CHICAl~O IN CONJt'LIC'l'
10 farrd.:ty ibe:iJJ.g a usac•.rcd i uni tu? Do you believe this nsnc1Y3d 1.mi iother cnlt,ures? 1-Jhich ones? What. are their beliefs? t11 ex..i..sts ::l.u · rlhat are your ideas about the de::;cription gi'l."en of t;he UrbJ':l.n~·
!Anglo fmuily? j
How are the Mexican Americans and Anglo cultures slmilnr?
Hm1 is the sectic·n of this thesis regru:ding ech .. wtJ.t.:l.on of Hexicans/ •
Hhat is your ovorall irnpressior.1 o.f thi::J thes:i.s?
DOHINANT CUL'fURES IN SOUTHERN CALIFOPJUA
Define these domimmt cu.l tures and describe them., rlhat. similarities do they have "rl.th the Chicano cultur·e? Differences?
WOR1."BBOK EN'rRY: r-;xi>EPJEllCHIG CULTURE ( s)
Do and discuss.. 'Hention any insights gained in doing this exercise.

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JOURNAL D~TUT
ASSIGNBEN'I'
Family 'l'ree (s)
11

F..xpe:.d\mcing CuliiUJ'e
.Jnst.:ructlons : Ans...,rer the fo11mdng quest1o.ns briefly~ yet fully$ Be
!prepared to discuss your expericncus in doing this exerch:o and yot1.r
'find1ngs \d.th e. group of four peopleo Look for siirdlH.ri ties
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• "rRri ties u and d:i..ffel'ences to share ;Ji th the my(,ire cJ.n.ss ~
...
_.~.:V>V-4 7
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.. l~d. ,.,
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~~-.w.r~JC"><.O.n":l"'-~"V:"......-•"""~:'-·~~--J.t'fl>.-;.....-~-.....:-.!-««;,t~-.,.,._-~-~~ •. -,;;;;--'""''"" ... _"'_,.,_':'~~-·~ .:..::..-<~-' .!~4'fi<"~.i.-7<::,.·-"'~--..p..,_~_,;..,y.~"""-.:<~.f.">J'-,:,&!OiC>p_, ·~u>'=·=''~""-""--~'i<-;.,Y.l..,Y):;._.,;;:,..~.:.-· •. Jo,.\l.~-:.-.-.;-..:;,
........ i
I
IJ,. ]·,11 culhn•vs are H:tmilar in t.hn.t
..
··:o.,.,.-~ •. ~~'"""""'ll.~"""'"'""'""b<;~~·;"'.~~=-·M<r.l..'";!.
!
~-;;c-~<:.-~~~"''e'>~~-~~"~o-s•....-:~;.::o:.u'~--~r~·:-.~s~~~·~~-~~~~v=:;.,.,.,._..""'<A<.~r=~:-.-.~·,:-
...
~"l'-....,__•~_,,.or;;7."0l-~n..-u.-:v"7"~'1'~~-~.·"-'TJ.-=-.:IO~•::.t";...~;;.".;_.-_,...v~~.....,
: i
[L.
I f:i. t into my cul t.ure becm1.se
I do not fj_ t, int.o rny cul.ture because . . .
~~~~,.~-~'rx.•:.O:~$~,.._~.,_;:;.,.~~.TI:'·~:t,o·;..-_=!,<.=':.•~"'::-.t;T~~""b'.!n •
:
Pick a. c1.tlt1J.re ot.h> .. n: tha11 your
O'i>'l1e
HovJ is th:i.s culture dif.fer1;'nt and s:J.Ird.1m.' tn terms of: fa:mi1ia1 roles and j_n se1f~·concept? ·
~..,:z.-~-;e-,.,.:.::-.=""-'"""'"_, •.••
'\-That hns you..t' culture done to or for you?
. ----~,_.<e"-"'ili!~;.....
8., \IJb.at reaBons can you give for wa:nt.ing mJ.lture to disappear?
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Fa:rrd1y Tree
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Make your fmo:ily tree as far back as possible., (See footnot.e·l~ at t.he
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I i bottom of this page). vlhorn. ftt'€
YOU iGOS t J.ike 1
~-~"<>l.arG'l,i.--..u-~.""..Jo~l[~.;e..~~~~,...--.r.:.~'AA>
E-t:pl.a:i-.11
~*"•:O··. :.~~~-"""'>';,B'>:r;...o""-~.-=.c.
I
I
..... -,.~~=·h':.'·=>>•'W>'L.....,.,.;'~~"="-'-",...-,$~-"'>OlQ~~":lJ'-._
I j3 .. HutJ are you JjJ:e most of you1' ancost.ors? Unlike?
I
~-..,.~a:=-~-e"~"""'""'"''-''~~·~_..,.,..,...~~~~~·'l1'al~"'-~~~~=~-~~u~·lt,..,..~ ~i:!>:~.,._,.,,._.,.._,.:t>..:l!'-....:c•
•
..._,.;;~=--~~~l!CM:o-.r~~t:·'"'~>~.~-:»t<<-.<li';«V!..;2-<">
•
;
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4 vlhat customs have bE!E!l1 kept :i.n yom~ family? "1~ost? Is 'I'h:i.s good, bad, :right, wrong, etc .. ?
· 1-Jhy h&:ve customs been kept or lost in your ferilily?
.
_.,..,.._.._,.__..<IG~~--.,o~~~~,<!:-.~"' .'
.
6s \·J11at mm th:l.ngs d:l..d you l.eaJ:'n about your f['Jn:i.ly you did not. l;:now
·before?
Describe your react:i.ons to this exercise: doing :i.
your findings, ' upsets, joys, etc~
* f"'father m""ffiother grmgrand gg=great grand

!rJeek 5 I Day
Discuss F'a.m:Uy tree, Familia~ roles: male, f€,male s male child,
/emale child, extended family, nuclear family, discipline, expect,ations l chauvi.nlsm verses liberalism .• i i
I ivJORKBOOK EJ,j1'RY: FAHILY TREE (s)
The cl;.:.ss "~>nl1 discuss their fi.nd:h~g,s.
I
I i1., Define male, fema.1e$ malo child.~~ f'cnw.le child ro1€s
!
! i2~ Ho,,r urc they iru-por-tant in the family structure? In your frun:i.ly?
I j3.. Discu.s~> fmn:UJ.a~ roles -within your oHn ftmlily.
I
Are ro1fl[5 acquired {gained by one's efforts)_, 1e;Jrned or gi von?
'
;5..
Ce.n roles be chRnged? Hm·J?
:6..
Sho-uld roles be clu;mged comd.dr:~rin~ their affects on si.gru.ficmYt. others?
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!EX'l'ENDED FA1'1ILY/NUCU~A..-rt F.Alt!ILY
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:Define both terms.
1. rJhy do you believe the nuclear family pattern prev-ails today? i
!2. What gains can you see in both lifestyles? l,osses?
:DISCIPLINE
:class will define discipline. t i
'Defini tion~acceptanc:e of or submission to authority and controL i
'1. Who should discipline others?
I
~2.
14

).. Is disd.pline necessary? i'lhat iTOUld happen if
did not. exist?
,I i i
!}a
-te
Hovr does it feel to take and
give orders?
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YAHILIAL EXPEC'l'A'riONS
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:1. Are they justifiable? E'xpl~:d.n.
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1
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2-. \vho sets e:J<;:pectat.ions?
3~ Aro 02-::pect.at:i.ons good, right, bad, wrong_, etc.? Ex.pla:i.n.,
4.. Shrt.ro your feelings Rnd experiences regard1ng fa..'Tiil:i.a1 e:xpectB.t:i.ons
Share yo-v.r idea.s concerning self ex:pect.a.tions.
CHAUVINIS11 AlW LIB.ERAJ~ISH
Def:t.ne both terms. other rac12ls or opposit.e sex,.
Libe:ralism-quali ty or state of bEd.ngd liberaL
1 • Are these traits learned? Given? Necessary? Heal thy?
2. Do you see society wanting chauvi.n5.sm end liberalism to exist or disappear? Ho1or do you f;ee these traits?
3.. Wn:l .. ch of thsse tuo traits 1~·f;re yo11 e:xposBd to in your fc.mi1y life?
How do you feel about this?
4. If you have changed from the trait common in your family, "rha.t were the repercussions or gains that uccompa.nied it.'?
15

,Week
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:OVERVIEW
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Values Imrentory exerclse
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Values: ho-~r acqu.ired, look at
:familial$ social
~nd cultural values, values review~ jourmu input~
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)woRKBOOK IDITRY: VALUJI:S INVJ.<"liTORY ( s)
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Do fl nd discuss ymJJ: f:i.nding:::: •
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1 VALUES
;Definit:ion-tho social princ:tples, goa18 or f;trmdards heJd or accept£-;d by an j_ncli.vidu.al, class, society$ etc ..
1 • Ho1>1 are vaJ.u·ss acquired? Are values stab1r.:-:? · E}:pln.in<;
2.. Can values b{l right or wrong, good or bad? · Expla.:i.n~
, PEESONAL/FAMILIAI/SOCIAL V.U.JU:ES
1. Are personal values tmique? Is it possible that other people have your personal values? &:plain.
2. rJhich values are common of a family?
3. Which valueR are common of a classroom of stud.enbJ?
Are values desired or imposed on people?
CIJLTURAJ,
Discuss different exe:mp1es of cultural values: religion, sexual practices, respect for others, concept of afterlife, foods eaten, cures for illnesses,
1. Holr are culturv.l values acquired 1 Should these values continue l_
or be eliminated? Expl-£d.n,.
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1" What nim.ilar:tties do e.ach of those different kinds of values contain? i
:2. Wnat d:Lfference:s do e2.ch of the::;e different kinds of values contain?
1 3., Dlsc1.ws putting aside
O!' ghrjjlg up a value fur somEJthing else; i,e. not relaxing at home t<.> attend ela.f>S(iS, etc ..
'4.,
Frequently ma1dng dec:Lsions in·1mlves rit;k t8k:Lng,. Dism;tss., l.S..
Dec:Lsio:n making com>t:itutes respomd.bili t,y for actions., Discuss ..
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:6..
\'Jhat does the term .HORAI, imply"?
1
Ca:n morals be :right for you and t-a·ong for othe:r·s'f
I j8.. Can values bft right for you and. vn:ong for <rLhers ..
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I iJOUII11AJ .. INPUT
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/1., 'Vv'hat is something you h(rlfe al-ways desired in your life? Desired
vJhat obstacles ha:ve been keeping you from obtaJ.ning them?
~~~···""""='""-
...
.....
--~...,..._._.u;rt,·~~=..........._~~=><-==r<><r_,._~,..,...,..-~.._,-..,..-~,-...-~"""''.,.,.......-,I.'F.!~
: _
Ex:plain ho11r you
help yourself Hccomp1lsh these goals?
List four of your values in their o.rder of :iJnportance ~ .
-~:no
6c Briefly descr:i.bn one of your values from each of the~:e Etreas i perso:nnJ~, famiJ.lal,. soc:lal and cu.ltur2~
~-
..
!:.!Pil'~.............-~-~-~-~=~~-=r.:.""=""'~
7. Describe a value you chose to chH.nge. IJist the advantages and disadvantages involved which helped you in making your decision.
Value
~ - - - · ---~- - - - - - - - - - - - - - - - - - - - f
- - - - - - - - - - ---~-- - - - - _!

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...
~-._,.~--..,.._~---....~-<e
........
·~~,_,.,.'U..~·>I~P.,... ,.:t".J" ....
Taking respo:nsibilj_ty for my actions makes me feel fu you cons:tde.r Bilingualism a value? -~---~~yes
How do you v:i.cn'r bilingualtsm? no
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11 .. Are the te.r:ms MORAL ~md VALUE synonymous? Explai.n briefly"
One value I will not change is
I because
A moral I would like
change is
,because
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,vleek
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Day
[OVERVIEH
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L.S .. To and He exercise, I and Me Game, J...ove/Security/ i
journal
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I ivlORKBOOK ENTRY: L .. S.T .. AND ME (s)
/Assignment is done in classo Class discussion vrlll follow.. Students l
1 will respo:nd to: This exorcise made me a\'ntre of
I AND ME GAME
Two people who do not lmm• each other very well will engage in a fifteen mj.nute conversation., Anything ca11 be said as long as both per-
! sons learn somethlng new about their partnere After the conversation ask each person to respond to the following responses concerning their partner:
I like you because
make me
~=--------~=~~---------~--·....,.,.,._
IDVE/SECURITY/1'RUST
Ask the class to define these terms ..
1. Do we acquire, learn or receive L.S.T.?
2. Can I .• sg T ~ be harrnful to oneself? Others? Briefly explain.
3. Can human beings exist without L.S.T.? F.xplain
ASSIGNNENT
Journal are due next week for review.
20
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21,{s)10
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!
!
L ..
~-
T. (I..ove/Secu:rity/Trust) and l-1e
- - - - - - - - ---
I i1 ..
Choose _only ten of the below choices and number them in order of
1
I preferencee
I
.I JJ)VJ~: i
Lbeing me
America
I
I
L
,.securi ty
I h:dng dependent r----~
! being
I l
I ! i__,.,~. independent
I
! _____
loved i ·
t th ers
-
_
_,.,.,..~
--being alone so c:i.a1t zing nature
God music
-~~-~ r·
I
I
I to play
I i
~~
i
)_being heal thy
·-literature
hobbies other
freedom food sex·
v-;rork anim.als
I i i j
I school
2. 'l'o me love tllCBllS
..
Security is
5. To trust someone I must first
----------------~----------------------
I need security when I
-- -----. --- ----·- -----. --~-··------- ----------~---··-·- ··- ------·----~---------~ -------------------~--------·_j

l7. I Jove othfJrs ·when
Something you can say or do for me to help me feel secure with a group of people is
~---"lQ!!.S'~-~
......
--~~....,.._--,_-~--~~----~___.~acr~ with myself is
I knoH when others love, feel secm·e and tt"'ust me beca11.se
22, (s) 11
10~ Are
learned or innate?
I
---------·--·--· --· .. ---·---------
~--··
-...
---·--·- ----·--· ------------·---
------------·-·-
____________________________
)
I

" vleek 8 I
OVERVIE~l
Journal input, mid-term examination, collect journals
'JOURNAL INPUT i i
Students may volunteer to share their journals v,'i th the class,
I
;11IDw'l'ERH l':XAHINATION
I i i
COLLECT .JOUPJqALS
Collect student journals for revietr.,

24,(!3)12
1
,-
···--
----- -------
---
----· --------
...
-
..
--------- -- ------------- --- ----- -- ------
·-
--MID-TERH EXA.11I~A~'I;l~---~------ ~--------- ---------------~--~
-I i l
[Instructions: Answer the follov-li.ng esseys fuJ.J.y, honestly and i
I j
:carefully.
!
I
I ·1. Dif1cuss and evaluate insights you ha.ve been exposed to in this class ..
I
I
2. Discuss and evaluate th:a :progress you have made in this class,
I
- - - - - -
. .
-
.
· - - - .
----~----·-----------··---------__)

'\'Jeek 9 I
Day
9
·' OVERVIE\'l
Education? exercise, Education: personal meaning and goals
J fam.ilial meaning ~md goals, societal meaning and goals, cul tu:ral meaning and goals; jou:r'TiaL input
WORKBOOK Im~rRY: E'.DUCA'J'ION? (s)
Assignment is don('~ :i.n classo Discussion -wrlll follow the assi.gn-
.... ~-.-~~'tt-->= ~...-~
~~,..
•
RDUCNf'ION: HEANIHGS .AND GOAI.S
Personal: Students wil1 express and discl.\Ss what educaticm means to them personally in terms of: person;:l grorrth, r•;onetary gains, and acceptance of self. Educational goals-define what they aree Ho1-: are they fonrrulated? Are you pleased with your goals? Are they stable?
Changeable?
Farnilial: Discuss what education means rd thin their families,. How was this definition formuJ.ated? (through parents, gra:ndpaJ:ents, society, etc?) Educational goals .... defi.ne l'rhat they aree How wore/are they formulated'? Are you happy with the goals your family has set?
Are they changeable'? Have they changed?
Societal: What does education mean in our society? Do you accept or reject this meaning? Educational goalswmust you conform to meet society's goe~s? Are these goals changeable or stable? wbat are the
; consequences if one adheres to or rejects society's educational
L

Cu.ltural: vvhat does education signify in your culture? Do you accept lor reject this meaning?
F.xplain~
·Educational goals- l>rha.t obstacles
:regar·ding education hav-e permeated in your culture? Hm-1 he.ve these
'
' iobstacles hindered the education of your people? Do you fee1 compelled
I i
!to meet your cnl t s expectations? Please explain.. Ho--r,-r does this
,make you feel? Does your cul tur.e impose its ideas on you? Is l t
. i
'
I y01.U" _ ct1.lture' s people impose ideas, beliefs, et;c_. un you 7 i
!Explain.
INPUT
I
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I

27,(s)13
---------------------- ---··--·-----------·- -··---------·------- ----·--·---------
---·
..... -----··--······----····------·-·-·---· ---- --------------}
Education?
E-ducation ro.eans
....,
--=--------=-~--s-•=--
I i
I
!
~---~-~
I
1
2. The areas in education that I find (a) enjoyable and (b) unpleasant
·are:
'(a) enjoyable
!
(b) unpleasant
--M-------·------~---~-~-
~•-><no
"
'
In getting an education, a value I had to give up was
~
.
!
5.
could attain the ultimate in education,
would educate myself '
~------~-------because
!
\llhen pe<lp1e "intellectua~ize 11 I _
-----------·------------------------~--~--------
I
!
:7. I hav--e gotten where I am today because i
l l I could take another class similar to this one, I would want
:to learn more about myself by emphasizing the following areas:
-------·- ---- -----·---.---·----~------------·------- _________ :_ ------------- -------------- ___ j

.. ---- -····----·-·------·--- -··- ----·-·---·-----1
I
·Heek 10 / Day 10
OVERVIEW
Goa~s: Choice or Chance exercise, Goals:
,chance or choice, personal goals:
definition, decisions: :
I your present situation, your future, ~
I i
J
! i
,your present and future fmnilial goals, yom~ present and future cultural i l :goa ... s, JOU.rna .
I
! i
~~'ORKBOOK t
ENTRY: GOAI.S: CHOICE OR CHANCE {s)
!Exercise 1-Jill be c_onrp1eted in class. Discuss1.on
follow. Respond
! ito: Hou do you feel NOH after this exercise?· &:plaine
I
I
IGOAl$ DID'INED i
!Goal-an
I
! object or
:Discuss rlhat end that one goals mean to striVt?.S to each person in attain: the class aim. in groups of fm.1r.
·Discuss goals and decisions as a matter of choice or chance.
I
I
PERSONAL GOALS
Are you responsible for your present situation? Explain.
:.AJ.·e you able to formulate your future? Expla.in. i i'Jhat goal is most important i formulated? to you now? Explain. ~Jhen was this god
F At1Il~IAL GOALS
Define and discuss each person's fand.lial goals. J.:ro these goals i hecess~rry? Expla:S.n. What obstacles,· affects, etc. do they incorporate?:
~
How have fmnilial goals affected or influenced you? How do you feel
:about this? What familial goals have you renounced? Why?
[._
-------
-··-· ··-·--···-
---··--··- - - -·-----·----------·---------------··----·--------·--·-·---·------·-----··-------------'
! i j
28

_
1
----------------- ------------------------------··- ---- ·--·-·----· -·---------------------·------ ------------------------- ---------------------------------------- --1
CULTUHA1 GOALS i
!Define a:nd discuss your cultural go·als. Are these goals necessary? l
I
.How have 9ultu:r·al goals affected you? Your lifestyle? Whe.t are ym.n·
'
~eelings concerning this matter? What cultural goals have you incorporated into your 1ife?
Explain~ i
~TOUIDIAL INPUT

30,(s)1h
i
! Goals: Choice or Chance I
A goal is
i i
!
:2. Three goals
I of mine are:
I
-~~-..,..,"""""""'--~.--~-~~ i
------------~-~--------~_,
I
.... ,,.,,.~--~~-, ................. ~,.,.-, .. ,.,......,_. __ -~~ !
. I
- - - -• ..
I
In reference to :my three goals~ my personal t:direngths and \'re.r;k.,.
I hesses are:
Strengths Wea.knesst~s
I
I
4. I believe goals happen by ~·choj.ce _chance because _ _
5.
Three of my weaknesses
I will try to change in this next yee:r are: i
I run special or u11ique e,s a person in that
. .... ~"-""'"-~;'Pn'·~'=.'t::_,.~ l1y present situation is
B. Recent decisions (in order of importance) I have made arB
9. A goal I could mB.ke r1hich would affect someone I care for • s
!
L_ _____ ------... ------·-- ·-----·--·--· ----------------------··--··-------------.......... - ·-----

31,{s)1S
-
_,
___ -··--·--·--·---
--~- -~-----~------,
110. A goal I could mBke v:hich could keep rne from do:i.ng something I i i
I
do i s - - - - - - - - - - - - - - - - - - - - ·
I _
I
I
I
I
I
I
I
I
I t
I i
!
·------···· .... ... .. ...
----i

i iWeek 11
I
Day 11
I
:oVER VIETti
!I
.
I
"If I.,., .. 11 exercise, Time: define according to personal, familial
I
I
;and cultural meanings, journal input, assignment~
\ i i i\"lORKBOOK :ENTRY: "IF L •• 11 (s) i
I
I
I
I
!complete and discuss this exercise,.
I
I
I
/What insights did you gain in doing this exercise?
. i
I
I ..
!PersonalJ.y: \mat does time mean to you.? Explain., Y.Jhat obstacl£:sJ
I
!situations, people, e"i.;c,. have influenced your dt;Jfinit:ton of t.ine?
I
!Familially:
does time mean in ym.u· family?
I
I
:situations, people,
! etc., have influenced your f arnily r s def'inH:,ion of itime? Hou do you feel about this?
I
:culturally: What meaning does time have in your cultm·e? Where or
I
Jho~>I do you believe this concept of time was form"'..Uated'? Do yon agree
I
th this concept of time? 'Wbat implications has yo\tr c1.1lt1.u.'e '.:> con-
I . . i cept of time had on y•-;;u? Bxplttin.
! JOURNAL INPUT
I
I ASSIGJlHENT
I
I
!Myths/Folklore/Superstitions exercise I
I l
-~--~--~------------------~"~-~----·---- ------------------· ------~------ .. ------· ----------~----------~---·
!
I

,---
"----------------
------~-----·----------·
-------·------------
--------
~-~
11
If I ••• n
I i il· l l
I f I bad 100 years to live I would
If I had a yea:r to live I ;muld
33,(s)16
Q .
--
------------·-----~
I
I
~~~~·•<.,QM·lll•a:l~;-~~-~;.~.v~,..-~~~¥--:.:!$t.~«:o:..~~.:...~v.~:o~;~...~ p•
If I had a day to live- I woul.d
----·--~=------~~-~--~~-.;...
I
....
~....-
.......
~~,=--~~~~~~,.,
1
4. The t~ne element makes rne feel i ~ ~-----------;..·-..... ~~~,.~~~-......
\ because
-------JC'~I.nt~Q\..._,_
...
.___,OIW:Ift<.:..:ot"~~~~"'1,""""--
'
5. Time is important because
'
If I had control over time I would
Time is
}zy concept of time after death is i
I
!
--------·--------------------------------------------------------------------J

r--------------------------------- --------·----- -----------·------------------- ------- ----· ---·--·-- ---------------
---~-
----------------------------
1
Myths/Folklore/Superstitions
I
1The follo1t"'ing is an exercise that may permit you to understand better
! i
'some of your beliefs and ways of life.
I i j1. Briefly tell of a myth and folklore that you have encountered in
;your culture., \\'hat implications or tru.ths do they have for you? Your i
!family? Explain .. i
I
I i
~~--------,.,.__~-·~~---7""'Crm____.....$......__,.~ i i
•..
~__,.-~_.r........-~~w~~~~~~-~-"'-~
I
__
Brlefly tell of a superstition that you have encountered ir1 yoU!'
What implications or truths does it have for you? Your life?
'
family? Explaino l •- ••
•c•·-,l
~--------~--
I
'
.. e~,';: ---·~..-..,.....------~--~~~-! j~-
& . . .
~.,~---·------.-....·-llli~-·------~-~----------------t--------"--
·
~~---------~
I
1
------------------------------------,-----~--------------------·----------~--------------------·---------------1

35,(s)18
,-~-
'
- - · - - - - - - --------------- -·------ ----------- - ---------- --------- -------- - - --- ---- -------. --- -.. -- -·- --------------------·---------1
). List any similarities you encountered bet.ween your myth, folklore i and superstition.
I
-----------==-~-~~~~~=r--~~~~--~--~~~-----~--~-~~~-=----~-~~~~-~ i
I
~-~----,........-~-~-----~~ l l
!· i l h.
' l i
I your
(_T_o_:_d~~~ i:
~l:ss~- ~i;::-~ari ;::-:~·~~=~-::t~e=-myth, folklore and superstiM.on as compared ;'lith those of other
people in the classo
.
I
I

--
I iWeek 12
I
Day 12
I l
OVERV::cuss Myths/Folklore/Superstitions exorcise, define myth,
I
I,
! i superstitions, jou.rnal inpn.t i
I
\-JORKBOOK ENTRY: MYTHS/FOLKIDRE/Str£'ERSTITIONS ( s)
Discuss this assignment in groups of four~ Discuss and compare si.milar1 ties in this 8.ssignm<;;)nt as a class. vJhat hardships did you encounter in doing t.his assignment?
What joys 1vere there for you in doing this a.ss:i.gnm.ent? rlhat \¥ere some similarj_ ties you found betueen myths, folklore and supersti.tions in your groups of four?
!MYTHS/FOLKLORE/SUPERSTITIONS DEFINED
I
I i lwlyths-a traditional story of unknown authorship, ostensibly with a
I -
!historical basis, serving \1sually to explain some phenomenon of
I
!the origin of man or the customs, institutions
I
1 r,aligious rites, etc.
of a f'eople ~ :flsyths u.su.a.lly involve the ex:ploi ts of gods and heroes.
!
!Any imaginary
I person or thing spoken of as though existing.
!Folklore-the traditional beliefs, legends, sayings, customs,
of
I i
people.
I
I
Supersti t:i..on-·any belief or attitude based on fear or ignorance, that
I lis inconsistent with the known laws of science or rrlth what is genl•rally considered in the particular society as true and rational; such
Ia belief in charms, omens, the supernatural, etc. Any action :.:•. l __________________________________________________________________________ ·-~--------------- --· -- _______
_ j
36

I
I i
;what are your feelings about myths, folklore and superstitions?
!Of what significru1ce are they to you? i
:of what significance are they to society? i
-what power or influence do myths, folklore and superstitions have on
I
!people?
I iJoum;uu. lllPUT
I
I i
L_ ________________________ , _____________
: - - - - - - · - - - - - · - - - - - - - - - - · - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - · · - - - - · - - · - - - 1
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!
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37

\
I Day
!
!OVERVIEVl
M&N: Money & He exercise, significance and meaning of money:
,familially, culturally, journal input
1
WORKBOOK ENTHY: M&M: MON:EY & l-'1E
!
!Complete and discuss this exercise in groups of four. i
!
:What were yotlr reactions
I
I
;How did to this exercise? you feel doing this exercise? i
[v-lhat were some similarities and differences bet;,men your ideas and
I
!those of others in ym.u- group?
I
I
AND ¥lEANING OF MONEY
:Personally: What does money signify and mean to you?
I
I iCan money be the root of "good and evil"? Explain.
How would your perceptions of yourself be different if you were rich? i
:Poor? i
!
Explain. iHow would others perceive or treat you if you were rich? Poor?
!How are you perceived or treated by others presently?
;Fami1ially: \'Jhat does money· signify and mean- to your family?
:Has
1 . money been the root of "good or evil" in your family? Explain.
I l
. How would your perceptions of your family be different if their
:financial status were different than it is?
:
'
!How wotud your family perceive you if suddenly your financial status
I i
!changed?
:How is your family perceived by others because of their present finanl _____________
-
---
-- ___

,--------·- ----------·-------------- -- ---- --·-- --- -·····-----·--------·-··----· ---- ---------·-----··· ----·--- ·--- ·····---··--·--·------·----- ····----------1
;clal status?
1 jnmr does this make you feel?
J
;culturally: What does money signify and mean in your culture? Has
I
I l money been the root of "good or ev.i.l" in your culture's history?
;now would your feeU.ngs about youi:· culture be different had their
!
:financial history been different than i t is? iHow has your culture been perceived by other cultures because of their
'
.I
I
1
!financial status?
I
'How does this make you feel?
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I
!JOURNAL INPUT
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I
. I
I t
I
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;
I
-------------------·--------------------------··----------------·-----·------------l

40, (s)19
[1.--~f-I~r~-th~r1 ohes~ i=~du:~::··:h:~enti~.
I. wo~l~=
; -
_ _ _ ----··· iThis would make me feel
I
~
!because
~~
~=--......-...--.-n-
If I ware the poorest indi~~dual in the world I would ---~
..
....,.__..._
__ _
This would make me feel
; because
If I could have t.he financial status of my choice I would choose to be
because
,.il
Money is
---------------~-----------------------------------------=-
;
I
!
Money has been to me~
-----.-------------------------~------~--------
I
One thing extremely important to me only money can buy is
I
~--------
1
One thing extremely important to me money can NOT buy is - · -
1 i
Money is good when----------~--------l
Money is evil when
________
_..._.._~---
..
~-------------------
- .. ,. ..... .._._ ...
~--~----
110.
I
'l'o get money I would be willing to do the following: l
/
! l
--~------~---i . -·· - -·
'
I
.
12. In the future, money can help me accomplish my goals by
-~ !
I
·-·------:c-:c--c-----·---------·----"-----.. - - - - - - - - - · -.. - - - - -..
--·-·-----·----------------·-·--J
I

41,(s)20
'
,--
-~-----------------·----------
---·----------·---
---
---~-··------------------~-------·-·-----~--~ ·~-----l13-
I
Society views poor people as
----·-- ·----"·-··-·-·---···----·------------------,
I
I
I 14.
I
Society views rich people as
Wlthout money the 1>10rld ;-muld
-~---"-~--·--·----~---~~-·
I
~---~~~~~.-.--~~
I
I
I
!
I
I
!
!
I
------------------------------------------------------------------------------------------------------------------------__j
I

~----~-
------------. ---- ---·-·-----
·---
----------------· -------------------------------··-·· --- -----------------·-·-
----~----~----~-------------,
1
\-Jeek 14 I Day 14 j
Discrimination: Positive or negative exercise, discrimination i
'defined, discrimination: personal, familial and cultural meanings and
:significance, jou.rnal input, assignment
I
:woRKBOOK ENT.HY: DISCRll1INATION: POSI'I'IVE OR NEGATIVE (s)
I iClass wi.ll complete this exercise and discuss their findings. i
did
feel doing the exercise?
'
!tJhat did you learn from th1.s exercise?
I
I lDISCFJHINA'I'ION DEFINED f iClass will define discrimination.
I
!Discrimination-act of distinguishing differences; ability to make or
I
I
I
I
1
!
'perceive distinctions; a showing of partiality or prejudice in treat-
,ment; specifically action or policies directed against the welfare of
1
' minori ty groups.
I
!Is discriminat:l.on vrong or right? Good or bad? · Explain.
DISCRIMINATION: MEANING AND SIGNIFICANCE
:Personally: V..'bat does discrimination mean and signify to you?
as the meaning of discrimination constructed for you? l
.How do you deal with discrimination?
1
Familially: What does discrimination mea."l and signify to your family?
was this meaning constructed?
Do you agree or disagree with this meaning? Explain.
- - - - - - - - - - - - - - - - · - - · · - · - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
42

· · - · - · - - - - - - - - · · - - - - · · - - - - ---·---------··----------------·-·-··-···- ....• -- .... ---·-···--· ---···-·-·-· ·--'·····----···-----------1
has your family dealt with discrimination?
I
:culturally: What does discrimination mean and signify in your culture? !
you think this meaning was constructed or influenced?
Do you agree or disagree with this definition? Explain~
Does your culture discriminate against others? Explain.
You're O.K.
.· -.___
43
I
I

44,(s)21
r-·-·-·- _____________________ .:....._ _____________
~ -----~---------··
---··-------·-··-----· -·
-
-- -- ------ - ------- -----··-------. ---------------·----
-------,
I i
:
Discrimination: Positive or Negative
1
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!1.
\ j
Discrimination means
__ .......,.,.l!! "_,.. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
I •• i
12.
People discriminate against others because
- - - - -
I have been discriminated in the past because
- - .........
~....--'l:~~~>&e~JIC> i
I -
~---------------~
I·have
This made me feel
~~~~---~-·----W---have not discriminated against my family because
I
!
6. My family
!
! has has not discriminated me because
:7. I
I have have
discriminated my culture because
I i
;The consequences to my behavior have been -----~·--"~
My culture
I has has not discriminated me because i
~---------------~----------------------~------~------------~--------=
This makes me f'eel
:
9.
Discriminat-ion
ts
..
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I . :
L ---·----------------------------------------------~-----------------------------------------J

45,(s)22
I'm O.K. - You're O.K.
. ·········-·· ---·-·
--~---
I i
I
The following is an exercise that may facilitate your learning of two different cultures. i i
INSTRUCTIONS: Intervieu two individuals of cultures different from
I
I
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I your own using the following format. After each intervlew, share and compare your ideas.
Name
C u l t u r e - - - - - - - - - - · - ,
Briefly state what significance and or meaning the following items have I
:for you or yoUl~ culture.
I
Self-awareness-
!
! __
------------~--l
Culture-
l
!).. Values-
!
I
....., _ _ _
--~
I
14. Love/Security/Trust-
'
------------------------~~~<'; a:a:
!
!
Education-
-------------------------------~-------·--~--~------·---------
:6c Goals-
..... -------------------..._-----------------~-----------------,------
----·------·-··-·--N•• __________________ .___.....,._..._._.._.___. ____ ..._ ______________________ ______
:7..
Myths/Folklore/Superstitions- _ _ _ _ _ _ _ i
Money-
__
_,....,
_..
....,
~--------------
--~[
'
Discrimination-
L~--- ~--
1
------~--------~----~------~---------------------------------~----------·---------~. ---- -- ---------------------~~-------~-- --~J
'

10.
How did you feel doing this exercise? ---------------------------
111. Additional comments
~--------------------------·-----------~-------------------------·~
46,(s)23 p ' i
~-------------------------~------------------
I
, I
J

47,(s)24
--- ------------- ----- ------------------- ----- ------------------------------------------- -·------------------------ ------ -- --------- -----· ----------- --------1 iName Culture
!Briefly state what significance and or meaning the r
'
:for you or your culture.
, - · - · · -[
items have i
Self-awareness-
!
!2. Culture-
,
!
--------------------·--------------------------------~---------,---------
J
Values-
----~--------------··-~-"----~---
!
Love/Security/Trust- _ _ _ _
!
I
,-------------=-·--~~-·-~·---------------------~------------
-----~---
i
Education-
!
I
--------~------------····~-------~----
1 6. Goals-
~---------.-..---------------------------------------·------·-------~·---------
! i ' !7•
Myths/Folklore/Superstitions-
,...
! i lB.
Money-
Discriminationj
-------------------...-----------------------------------
....
i10. How did you feel doing this exercise? i
!11. Additional comments

··-----------·---------------------------------------------------··· -----------·-- -··-----·---- -------------------------------------------1 l \<Jee.k
1'5 / Day 1
5
I
,Ol,i'ERVIEW
You're
exercise, cultttral enrichment, journal input trORKBOOK ENTRY:
1
Tho class will discuss their findings after completing the exercise. j
!
I
I
I
'What similarities did you find?
How did you feel doing this exercise?
What difficulties, if
did you encounter?
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CULTURAL ENRICHMENT
'Why is it important to learn about different cultures? Unimportant?
Have your beliefs or feelings changed toward the cultures you investigated? Please explain.
Do you feel discriminated against either culture you investigated?
'
Have you discriminated against these cul.tures in the past? Explaino
Can cultural enrichment solve problems that exist in our vmrld today?
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Discuss.
; If cultural enrichment is a partial solution to our problems today,
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; how can we go about "enriching" people?
'llhat are your ideas about cultural enrichment? jHow do you feel about cultural enrichment now after this exercise?
! JOURNAL INPUT.
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Day
1 oVERVIEW
The Looking Glass exercise, Let's Commur1icate exercise, journal
;input, assignrnent
WORKBOOK ENTRY: THE LOOKING GLASS (s)
The class trill complete the exercise.. The class shall proceed to compare and contrast their Looking Glasa pre and post exercises,.
~Jhat were your findings?
Which results do you feel better about, pre or post? Explain.
How do you feel now, about yourself?
WORKBOOK ENTRY: LET'S COMMUNICATE (s)
The class will form groups of two.
Partners ltr'ill take turns responding to the i terns on "Let' s Communicate" ,
(s) Partners will report back to the class their findings: Four new things I learned about
--------------~--y~~-·---r~--==-------------------
How did you feel doing the exercise?
How do you feel now?
JOURNAL INPUT
, ASSIGNMENT · j
Update journals. They are to be handed in next rTeek.
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The follouing is an exercise that may help you to look end recog-
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!nize who or what you are. Do this exercise honestly and carefully.
!
Check the follordng columns accordingly: Column A: check those items
!which demonstrate how you view yourself, Colunm B: ho¥-T others
I view you i j
1 and Column C: how you would like to be.
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!COLU}fN A
!
(yolt}
!intel1igent
! i sociable
B: {others)
you wish
be)
. considerate/ i
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'beautiful/
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1 handson1e
I iathletic i
!honest i
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!achiever
I i ldete:rmined jantisocial iselfish itempermental i i unat tracti v·e
!clumsy
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!stupid
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51,(s)26
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!lazy
!weak
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/other iBrie.fly state three things you like about yourselfe
1 ..
2.
).
Briefly state three things you dislike about yourself•
1.
2.
)
could be anybody
wished to be,
would wro1t to be
-----~--
because
-----------
List three things which are important to you
1.
2.
).
Briefly respond to the following:
I am
The most significant person in rrry li.fe is - - - - - -
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I am rebellious
Two things
others may say or do to me that will make me feel good are:
1.
I z.
[_ _________________ -~---------------~--------------·--------------------------------------------i

!
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!I am lOne t-hin--g-m_o_s_t_p_e_o_p_l_e_d_o_n_o_t_k_n-ow--a.b-ou_t_n-le-··-·
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[At this moment I am feeling _ _ _ i
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I.et' s Communicate
INSTRUCTIONS: Select a partner
you would like to know better.
Questions may be asked,
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Take turns respondi.ng to the follmdng items.
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Jbu~ one need not feel obligated to answer.
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:My
titles are~ •••
I II name was is ••• born and raised in •••
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I favorite pastime is • , •
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:At home I like to •••
I iTwo things that are important to me are o•• jRight now I am feeling •••
a group I •••
-
!With strru1gers, I feel most comfortable if •••
'
Two things that make me happy are
•••
person
admire most is •••
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I jThe
I person I love the most is •••
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I bate when •••
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I jA place I remember having a good time at is ••• l i
The most recent thing I made t-rl th my hands is •••
I lA value I would not change is •••
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:A tradit-ion I would not change is •••
(A part of my
: jA personality I admire is •• ;,.
. part of my personality I dislike is •••
!The compl:iment I received last was • ••
!something others can say to me that makes me feel good is •••
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;The thing I like best about you is
~he
! thing I like best about myself is ••o
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Week 17
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Day ·17
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!OVERVIKw
Journal input, collect journals, reactions to journals, final
!examination, class and instructor evaluations
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!JOURNAJ.i INPUT i
/collect journals ..
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IWhat are your reactions to the journal assj.gnment?
~as it beneUeial? Waste of time?, etc,
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:FINAL EXAMINATION
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!students will do their final examinations in class.
!CLASS AND
INSTRUCTOR EVALUATIONS
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·students will complete class and instructor evaluations required by
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>the college or university.
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[_ ______
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Respond to the following essay. Give examples to justify your . i responses.
If you were given the opport-w1i ty, hor;r would you u.se or not use this technique to acquire self and cultural (identity) a:we.reness or to help another person acquire self and cultu.i1'al
mrarenes s '?
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What reco~nendations would you make?
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PART T~'tU
A Chicano is first a person then "we are Mexicans by heritage and
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I culture; Americans by residence and allegiance. Some of us call our- : selves Spr:illish American, others "Spanish" or ' 1 Chicano", Brown A:merican' or .. a
.nt'l.Za ..
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The Chicano is RE.AL··not a myth. We are descendants of
Aztlan t s people, from where is knmm today as the American South\'Iest.
As of 1972 there are 10 million of us in the United States".
2
Before describing our culture I feel it ls very important to define cultu:re so that you may fully understand what I am saying.
Culture is the lifestyle, expressions, ways and beliefs of a people.
{Please keep in mind that the following refers to my definition of culture). Through time different p$loples have found our land, food, music, historical backgrou11d, art and brown (tan) color an interesting: and beautiful thing. An exception to the rule still exists to the present- US. At the same time we could easily say that in our culture:
RESPECT is a key to understanding our nature. Starting with Benito
Juarez.' -words, "El respeto al derecho ajeno es la paz".3 The ine.bility of Mexico to industrialize left that nation powerless to feed its own : people. The failure of Mexico was largely due to its dependence on the
United States and other technologically advanced nations. In a sense, most of the immig;rsnts in the first waves to enter the United States were imported
fill the need for cheap labor in the developing
Southwest.
Thus today we are Chicanos by name because of this
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Our cultural background is one l'lhich has been influenced by the
Indian and Spanish cultures.
for the Indian influence: Perhaps the most persistent evidence is found in the food of the Mexican family., i
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I the tortillas, moles., tamles; the use as staples of beans., maize, chil~ squash and tomatoes., and combinations of these. All of these are
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:legacies of cent.nries of Inditm ancestors., The kitchen utensils, ollas~
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I comales., and metates are in use today in even the "Americanized" homeo
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The sandals (huaraches) worn by the Mexicans
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and woillen in the United States, trace directly back
Indian footi
\wear of pre-Columbian days~
The poncho
~rorn
011 cold days by many of our
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1 !Orange p1CKers was seen throughout ancient Mexico. Music and its
!attendant arts of singing and dancing are the backlog of every Mexican
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5 ihome. The Spanish culture has contributed in the homely artifacts of
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;daily use, in the clothing worn by the Mexican in America, the rebozo or head covering, the straw hat or sombrero, the long full skirt, the
'use of earrings in pierced ears. The use of meats in the diet--partie-'
:ularly the use of chicken on festive occasions-~the machete or cutting knife, the guitar and cornet are all outward symbols of Spanish influences.6 One last
which I feel is very
stress is that (using the above criteria as a definition for a Chicano) just because a person is bro-w-n in color or Spanish surnamed, does not qualify him to be a Chicano, which is a serious error made by many.
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ROLl'~S:
MALE:
In the Chicano famll.y the Ina~e/father/.husband has a definite role prescribed to him which is passed onto tlle m.ale child in his early stages of life. The ma.l.es" rol.a is well defined which is also tz-ue of
all the familial roles. ·The .Latin male always represents his f~..rnily
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! he ttru..st tolerate no overt offense to his family whose honor he will fight
defend •. As a. represer:~.te.ti ve .of his family, he seeks to maintain its public image by becoming indebted to ·no one, acknowledging no obligations that might conflict with his familial role, and striving to . achieve societal respect for himsell a.s a. man.
·At the same time
males have extramarital I"el.a:tions to which the Latin wife must never express sorrow or anget• at. Her husband's extrrunarital activities, it understood, will not ·threaten or weaken his devotion to his faro.ily.
Males feel they must demonstrate this machismo role to be accepted~ especially by his peers. Perhaps the most common anxiety found in male •
Lati.n society is the fear of f'ailure in the role of manly behavior.
8
A more thorough exam:iru1tion of how his role affects and prevails in the l
Chicano family is discussed in the FAMILY section of this thesis. One should keep in mind that }1..1\CHISMO puts many demands on the male, one being st.anding alone or n:indirtdualityn separate from the "Sacred Unit" or f~ily. Being the dominant figure of the family, his decision and ideologies aren't to be tampered with. I personally don't agree with
!this because both husbar1d and wife are affected by decisions, so both j should make them.
L-·---·-------- ------ ------------·--------------------·--·-·--- ·-------·----- · · - - - - - - - - - - - - - - - - - · - '

F .E'l1ALE :
.~~
For some time now, the Chicano population has been a suppressed minority., .All VJ·omen of the world have been another "popular 11 sup-
'pressed minority. This oppression on the woman has been based on isexism. A combination of the two, suppressed Chicano + suppressed l-lomro1 .... LA CHICANA,
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I iJ.n reality, who is this beautiful Indian-Spanish looking woman? · i
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The Chicana female role is that of the submissive, naive, rather
;childlike "sa.in'Wd mother," whose purity is preserved by her husband's l ,
!refusal to bring the world and its sins into the home.
9
The Chicana
!
·reinforces the mach1smo concept by submitting to her husbands ;.dshes
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! isnd demands. If a Chicana believes like many other people that a woman
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!is expected to always display those subdued qualities of womanhood that
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a man feel the need to protect ber,
10 she sliould ask herself does
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:she really need that man. If a man can only show his machismo by pro-
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I itecting his wife, la Chicana should be able to see that she meets the
1 criteria for being "macho" herself- by taking care of herself. All l
\Chicanas are capable of doing this. What we must do is demand respect i
!on an indbridual level, not just because you are a mother, etc
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La Chicana's greatest asset is to be
Virgen Maria" or Virgin
Mary, virgin and pure always. Again, she reinforces the machismo con-
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.cept when her husband's friends will see that regardless of their
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:friend's extrrunari tal relationships
1 he has a good wife- one that
.accepts every-t.hing her husband says or does, regardless of whether she
I likes it or not. La Chicana feels good to be seen and recognized as
:"una buena esposa". While the male feels compelled to demonstrate his
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_sexual power with as many
possible, the Latin
must guard
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'her purity above all else.
respected
has had
! only with her husband. A loose woman is an object of jest and ridicull!'
. i sexual experiences:
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La Chicana. respects and obeys her husband beyond all else. im.fe to question her husband's
For a
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I orders or decisions is to doubt his intel~ ligence-an uu!orgi veable :sin., She doe's not resent her subordinate role '
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'nor envy the independence oi Anglo l jin helping her husband
Her role fulfillment. is seen to achieve his goals as he sees fit. The Latin
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1nfe must never express sorrow or anger at her husband's extramarital
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!activities. The Mexican-American wi:fe who irritates her husband Iuay be !
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,beaten., She should accept this punishment as deserved. Some wives
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/assert that they are gratei'ul for punishment at the hands of their
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for such concern with shortcomings indicates profound love.
12
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_Ny own personal opini.on is that I a.s a. Chicana would rather not be
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:loved under these conditions ••• I am not a slave and am not subordinate
:but equal to everybody else. i
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The woman's place is in the home and her life style is domestic.
;This being the situation
1 little intellectual progress is possible for
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;the womenfolk after becoming married because all avenues of approach to !
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:the outside world are closed.
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The Mexican woman has always been at ,
.the command of the husband who kept her as he would a coveted thing,;
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:free from the contacts of the world, subject to his passions, ignorant
[Of life. Heretofore the wife has had but two functions, the pleasure
1 of the husband ar1d the rearing of children.
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I personally !eel that we Chicanas have not been treated, appre-
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:ciated or valued as what we really are. As an individual first, woman
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,second and Chicana last, we should demand and must continue to struggle ' i l i i
;for a society where equal rights and respect for women as whole human
[beings are practiced. That means an end
discrimination "Within i
[industry,. educational institutions, the home, the mass media, and in
!everyday social life.
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5 In my opinion, La Chicana's role hasntt been
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:and isn't as beautiful as her physical eou11terpart. Good for some of
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[us Chicanas of today
1 we can be Chicf'Jlas in. culture, blood "Y de lcorazon 11 (and of heart) without being the "Tia Taco" we are expected
Ito be.
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MAI,E CHILDREN:
As I mentioned earlier a male child learns to apply the male role strength rather than domestic. The child learns to protect his yo1mger brothers and sisters and stand up for his family outside of the home. Boys are trained by the father to perform duM.es traditionally assigned to males. The discipline of boys is the responsibility of the .father. Boys are allowed a. lot of freedom on the assv.mption that this will prepare them to assume their male roles.
16
FENALE CHII ... DlUI:N:
As mth the male child, the .female child accepts and learns her female role at an early age from her mother. Kept at home and guarded
' with a very strict hand, responsibilities such
homemaking, cleaning,
. I cooking, watching and caring .for other brothers and sisters, accepting! orders from and respecting men and elders becomes a very natural way
,I of life. If Mama, Mother, needs help at home the young female child
I leaves school to help with these responsibilities. It may be she will: miss going to school, but in the Chicano home 11 the sac1·ed utli t" or family comes first. They are not allowed a lot of freedom and are closely supervised and shielded from male contacts.
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t~
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7 -~;:;z:·.;~F~~, ... ~~}~:::;~:;:~0?'-··.~~· ;r:n f.,.·_ r -
'!\
~
.,=
~
,,_ { ·-
....
~~~
... .. , ....
~,.JJ-..,4--
~!·tf.·~~r1t ~ ..
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.. bc.1 k----:-::.
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.M"f t
;
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--de la familia-- de esa puerta hermosa-salimo.~ al mundu
buscando la VP.reda al camino de la vida -
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l .. from the family - from that beautiful door - we go out into the world searching the trail to the way €If life.
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r-··-----------------· --···
LA FAMILIA CHICA1U._, n'J'HE SAGRF..D UNIT"
To say The Chicru1o family is "The Sacred Unitn is not enough if
: my goal i is for everybody to comprehend ~rhat I mean when I say trds phrase. Let me start by saying that the family is sacred in the sense that it is rege.rded :with the same respect and reverence accorded holy things., 'l'he family is a unit in that i t is a number or magnitude regarded as an undivided whole. l9
The mf;mbers n.\"e not merely unattached individuals; they have their place in the family solidarity. This solidnrity consists of acceptance o£ financial obligati'Ons toward the family, as wrell as c.~bedience to the head o£ the family.. The father controls the family, makes :i.ts decisions, mans,ges the money contributed by the members, a.nd ,
I assumes the role of patriarch. The motheri.s the household manager, rearing the children and maintaining the home, a task made more difficult by the numbers of children and the lack of sufficient income. The·
1 children nrust share the arduous tasks of the mother. They are taught to assist in the care of younger children and assume responsibility at an eal'lier age than usua1.
20
Since the 'Hexican ... American family is larger than usual, they seldom eat together. The men and boys are i
1 served first, and after everybody has eaten, the mother and o~der girls
1 eat. This limits the amount of conv·ersation between the family members~
(especially if a chil-d is having problems in school. He/she has noi
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[ i body to: turn to, he also might not confide in the teacher, counselor, etc.). 'l'he sleeping faci:lities are, in most homes, meager.
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The child-'
.
:ren sleep together in one room, often three in a bed, sometimes on
:pallets on the floor.
21
This being the situation, studying is alJnost : l_ _____ --·
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··-'
I impossible •. I would hope educators of these Chiccmo people would keep ; these facts in m:ind. · As I .mentioned earlier, family members are very
~Tilling and ready to accept "responsabilidades de la familia" or familial responsibilities. This assistance may vary from temporary economic assistance and nursing care during illness, to foster parenthood for orphaned children.
22
other aspects eontribute to making this group of people u.nited. 'l'he needs o"f t-he family collectivity supersede the needs of each ize in community af£airs. It is the custom of the farr~ly to stay at home. An occasional show, or a shopping trip, \.-rl.th weddings and christening festivals as rare treats, is the usual pattern.,
2
~ The following is a comparison of the different values '\>rhich exist between the Anglo-Urban and traditional Chicano cultures:
ANGIA>-URBAN TRADITIONAL CHICANO
Fa.'llily Roles
Confused family roles, .resulting from partnership status. }mch independence bet\'ree:n husba."'ld and wife. Dual employment common.
Distinct family roles. Husband is head and provider of family.
Wife only concerned with house; hold duties.
Children
Strong tendency toward small frurdlies. Children encouraged to become independent s;t early age.
Large families considered an asset. Children subordinate to parents, extending into ID8..turi ty.
Extended family relationships severed upon marriage. · Grandparents, cousins, etc.» not
1 considered immediate family.
L_ ____ -----·- ··--·-·---······--· _____
Exten.E_~ Farnil;r.
. Close ties maintained into several generations. Compadres, , godparents, like second set of parents. All blood relations are
.. •.
····m··-···--····-·--·----~
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.
__... ....,...
Role of th~ family in providing security during individual crisis diminishing.
Secliri~
Individual security during periods of crisis provided by family structure or church.
Religious training has been assumed by the church.
Rapidly drifting into a place with hot and cold running water used mostly for rest.
Seligion
Religious activities are an integral part of family life pro ... viding religious training and rec.reation.
Home
Home used as center of production artd consuwption, done in family effort .•
Time
Time is valuable-time is money.
Wasting time is like wasting. money. ·
Time is a fit of life to be en~· joyed to the fullest. There is
guilt complex to mar
joyment of the
Family Li!Jl.
: American family life shows symptoms
serious disintegration.
Ability of husband to maintain his status as head and pro.vider or his family is
preserves the paternalistic family.
&l.otionB.l Problems
Alcoholism, is today classified Removal of protective
\as an emotional illness. Rate of j alcoholism is climbing at an
shield of security leaves individual insecure during periods of
;alarilling rate.
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I crisis. Mental illness crop up, alcoholism as an excape, becomes common.25 . 1
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The household composition is slowly changing according to a
I survey taken in Los Angeles and San Antonio,
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LOS ANGELES nucic~ar 1_:"$Ji1I1y''house"lioids
Husband, w.l.fe, and children
Husband, ui'f e, no children
Broken families
Husband and children
Wife and children
!
Single ... person households
· Extended-frun:tly households
· All others
·
.......
60%
1 0
26
Along with household composition is t.he problem of povert.y, sporadic
I employment az1d unemployment. As the mother/wife sees the detrimental situation and
~rlshes to seek employment to help the situation, conflict
1 occu.ra~ Her children who are used to having the nurture, warmth and dependence of her, many times lose their identity with
Mama..
Her husband 1 s inability to maintain his role as the sole provider of his fam.._, ily starts to erode his raale ego. His humiliation in begging for pub-
~ lie assistance from female social wgrkers destrdy his concepts of male dmninance. At this point, the following process of emancipation from paternalistic traditions may begin for the mother:
1. She demands assistance with domestic duties which traditionally she had assumed, and which the husband resists taking over.
2. She attempts
have a voice in the management of family funds, while the husband interprets it a.s an invasion of his rights.
She resents pregnancies as an economical and physical handicap, while the husband will interpret this resentment as a rejection of his affections.
4. She will become overly permissive with her daughters in the light of her changing values, thereby creating discord and dissention for the whole family.
5.
Her newly-acquired role will demand that she make decisions formerly made only by the husband, thereby adding to the i confusion of roles and diminishing status of the husband. : l __________
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I the parents are undergoing the process of transition and readjustment from one set of values, which· they understand,
another set which is strange to them, their children will encounter similar con..,, flicts. Their awsxeness and recognition of the obvious differences such as the h>..nguage of. their parents or food habits in their home will
: i cause them to feel ashamed of their home and parentso
that time, conflicts may increase in quantity and quality or decrease depending on;
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! how sensitive, understanding and humanistic the people they associate r with are .. Thus, the Chicano child will enter the educational system
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TEZCATt.IPOCA
~ztec
God of Education
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Education and educac.ion are
synonyms .. The Chicano parent sees
!
I i educacion rather than education more important for their child to possess tmd roarr~er. The well-brought-up child is a model of respect.
He knows his place in ths famj_ly scheme of things and does n.ot tres""' pass in spheres of life ~1:here he bas no business.. Thi8 model extends from family life to
well-orought up Nexican-.American girl knol>TB enough not to behave like either a boy or a bad girl. She
; does not press for competitive excellence in school. She does not display init:l.ative ou.tside the circumscribed pathways tradltiona11y reserved for girls. _If she does, retribution is svift.
28
One could say that
,
above described model of respect means the child has educacion.. This positive behavior is also knottm as discipli.n~ or discipline, and the opposite is known as malcriado cr one who is badJ.y : brought up. After a child has educacitn, he must get an
Just what does this imply in the situation of the Chicano child?
The parents and .families of these unusual Mexicans are proud of the accomplishments o.r their children.. The opport.uni ty for an educationhas been denied most of them, end for this reason education has become a symbol of the "better things of life". .E~::iucation, per se, stood for all of the opportunities that they.desired for their children: the security of a living tmge, the· finer comforts, a chance for equality with other groups.
Yet obstacles get in the Chicano's pathway making
a.l.'llost. impossible
S\..lcceed in the educationaJ.
; system.. One major problem is the misconception of the lfHexican prob-
1
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the volurr~nous statistics on Mexican delinquency, poor housing, low
\'rages, ill1.teracy, and rates of disease. In other words, "the Mexican
Problem" h~Ls been defined in te:rrus of the social consequences of ex2.can J.mm.1.gra ti JO
This is very incorrect. It
my belief that the tlduc.s.t.icna1 system and the dominant Anglo society are to blame •
Let's take a closer look at the situation.
The Clrlcano child in school has many conflicts in his life, one is to want
be treated like an Anglo and yet hold his parents' identity. As a background the coloring is far more important than any consideration of ·flblood heritage" among other groups. vlithout doubt, if the Mexican could have his dearest wish it would be to be white.
The l'Ihi te man in his country and in America has. made the Mexican super..: i
I conscious of' his color. To succeed in America with the handicap of color is
surpass the 11 Horatio Alger 11 stories oof our parents.. rlith-
; i· i out exception, the Mexican who was medium or dark had many stories to ' relate of racial discrimination. 31 Is the Chicano child to blame for having such feelings? I don•t think so. If anything, one should understand why the Chicano child hates or dislikes taking orders from an Anglo teacher~
For the Chicano male, the case being that they regard themselves as adults at the age of puberty, they find it difficult to accept female dominance by the mothers or teachers.32 This goes back to the males' role in the Chicano family. Lower achievement levels of
Mexican Americans have often attributed to some feature of family structure. In the case of 1-1exican Americans, it is the special male role within the frunily which is supposed to inhibit the achievement .
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17

of Mexican-American men. F\u·thermore, it is generally believed that
Mexican Americans are exceptionally frunilistic. Familism has been conceived as curtailing mobility by sustaining emotional attachments to people, places and things.3
So even if a Chicano finished high school, what would be the chance of him going to college? Very slim, in my op:i.nion. Again, educators cannot understand why the child has such strong fa.milial ties and why he gives up such an opportunity as going to college., The educator must understand the child's familial responsi.bili ty and holv the Chicano child views the materialistic worldwith little vru.ue. for him. For the Chicano, his families' love, under-' standi!lg and social activities I mentioned earlier, fulfill him.
A second obstacle is the Educational system and teacher's attitude: toward the Chicano child. The history of Anglo-Junerican education and '
I the Chicano has been one of neglect.~~ In the early years he was segre ... gated and classified as a nonlearner. Teacher attitudes toward
Chicanos helped to insure their failure.
addition, schools have systematically separated educated Chicanos from the masses, destroying any commitment of the educated to the Chicano community. The mission of tbe Angloa•.American p~1blic schools was not to educate, or to create social consciousness, but to condition the newcomer as well as the majority of citizens to accept the corporate society. 3
Some Anglo
! teachers have a definite stereotype of MeY..ican-Americans being inferior i in both performance and capacity... So firmly is the pattern in mind, s. teacher, in full view of a group of -r;ell-dressed, quietly behaved. i Mexican children, could describe Mexican children as noisy and
1 even the Hexican chl.ldren come to share the view constantly held up to :
L----···----··------------- -·-·-·------------- ··---------·-----·---·--------
p '

thfJiil
- --- ·-----·--. ·-·--·-·--------·- -- - - --- -··--- ··-·-·--·------ - -----------------------·l that t,h(~ Anglos are "smarter 11 and the:i.r good opinions of special ' v.aluo. Repeatedly told that they are "dumb", the children begin to beha\fe in that pattern.35
Segregation has done more to create more problems than to solve them. The Chicano child's problems or conflicts grow as he is seen unfit to be among Anglos.. One by-product of the influx of t1exicans i.nto our schools has been a tendency toward segregation of Mexican pupils,.~ Some insist that segregation is better for the Mexican childi rtm themselves, and that it is the easiest way to avoid race bitterness.
Others beliElVe in· segregation because the He.xican chi.ldren may bring d:i.rt, disease, and vermin~into the schools and for
reason they should not be permitted to mingle \dth-.other children.
Again a negative self-concept is being indo~trinated into the Chicano child's brain which is false. Color doesn't make people disease "carriers", nor does a person's .May of life or beliefs. In some respects it is au : advantage to the :Hexican-American child when there are many of his kind in the school. It tends to make him feel at ho~e and to keep him from getting discouraged, for among the tragedies in the lives of
Chicano boys and girls in the United States is that of dropping out of school at an early age,. There are Ina."flY reasons for this tendency.
The po':'erty i:n the home which makes it important for the children to begin
earn money is one factor.J 7 Another is the teacher and educational ayst.em1s attitude. Instead of encouraging these Chice.no children to go to college, or try togive them a SOUND education like the Anglo child where the child is encouraged to function at his high-'
I
' est potential, they tell these Chicanos to learn a trade because this i
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is all he will ever achieve, and they present a curriculum to them where the least is expected because the teacher~~(?) he is dumb and can't succeed at a higher level.
Many little "White" kids cry on their first and second days of school.. They are frightened in their new environment.. Now imagine a
Chicanito on his first day of school.
'l'oo many of our Chica.ni tos have suffered very traumatic experiences. Psychologists tell us that children at the age of six can be so troubled by such experiences that they will stay with them for the rest, of their lives.. And because too many of our Chic ani tos simply have no ::tdea what the teacher is talking about, a great many of them are placed in "special education" for the mentally retarded.3
In this situation what the teacher has done is labeled the Chicano child and make it al1nost impossible to get out of "speciai education". Besides ruining the child's record, again his self-concept is being shattered.
He BELIEVES he really is ignorant. This again is a fallacy. Because of their language difference, use of Spanish, or its suppression, this is damaging to the morale of the student, and results in rebellion against, or apathy toward the educational process. Especially in the beginning years of school, but later as well, facility in using verbal symbols i.s essential for facility of thinking.39 Many times the
Chicano child will cringe physically and emotionally because the language of his home is taboo at school and the school's language,
English, is nonfunctional at home.
Yet how free do we as Chicanos feel to use our bilingualism? i
When little Chicanitos are physically beaten or even frowned upon when
I l_,
20

r·----- --·-·----··--·--···------- ·- -··- -·-- ---- ·-··-· ·-·---- -- -----· --- -···· ····-·--··--·- ·--·······--··· --------- ·· -· -·-··---------····-· -·-·- --···--· -··4o ··it hey speak Spanish, this is a criminal act that steals our language.
I
!Nobody has the right to dehumanize-an individual, which I finnly bel jlieve is happening in this situation.
An S..ndi vidual knows it almost from the beginning : speaking
Spanish makes him different~ i iand friends all speak Spanish.
Yotlr mother, father, brothers, sisters,
But tho bus driver, the teacher, the policeman, the store clerk, the man who comes to collect the rent-all the people who are doing important things-do not. Then the day comes when your teacher-who has taught you the importance of many thingstells you that speaking Spanish is wrong. You go home, kiss your mothe1•
1 and say a few words to her in Spanish. You go to tl'H:l window and look out and your mother asks you what's the matter?
/
Nada, mama, you ans-rrer, because you don't know what is wrong •••
41
This ntends to lead to a great deal pf alienation, a great deal of
-hostility, it tends to lead also
a great deal of confusion, where the child comes out of that school really not knowing who he is, not knowing what he should be proud of, not knowing what language he should
I speak other thap English, being in doubt as to whether he should completely accept what Anglo people have been telling him and forget his
Mexican identity
1 or whether he should listen to what his parents and perhaps other people have said and be proud of his Mexican identity. n4
2
: i
All I can emphasize as I already have, is that one should not have negative feelings toward bilingualism. If a child's parents want
J to visit a school and they only spe~ Spanish, the educational system
!
! l
! has
.
provide an interpreter. This would also build a more positive ;! J
1 rapport between tte community and the school.
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We
M
! educators niust reinforce that it is a great asset to be bi~ ' lingual/bicuJ.t.ural. And, if we as· educators have the bilingual ability o\ur~elves, we should help Chicanos refine both languages.
Educators/Co11nselors should consider
the unique situations of the
Chicano child that I have mentioned and treat him on his
01-m indi vidual level. Last but not least,
as educators, counselors and people, must accept him as be is.
Through some miracle, some of these Chicano children
overcome these obstacles but educational growth and progress will still be i
1 hindered. Lack of good libraries will be one of these obstacles. As an educational vehicle, libraries are almost obsolete in the barrio.
If one is available, it is usually poorly stocked, and
is staffed by Anglos who may not trust Chicanos. Libraries are generally viewed by our corrmRunities as extensions of~local schools, and since the schools
a negative and uncomfortable experience, the same feeling is transferred to the library.43
Poverty in the home as I mentioned earlier, makes the Chicano child seek employment and leave school. And lastly, another obstacle to the young Chicano t s educational/personal success is a lack of models-"heroes," if you
The school needs to put before him successful Mexican-Americans whom he can emulate as he sets his educa~ tional goals,. A teacher
1 a counselor, a principal who is Mexican-
~~erican
> • can do the trick. _Discrimination in past generations has, unfortm1ately, limited the number or such persons.44 It is up to us i
: educators/eour.selors to heal the wounds so deep and new to so MANY •
. !
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22

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.......
---:
-lit vida t'.~
111111 fllll'rla pur Ia nwltodos
JHlSlL/JWS, cada quier a
Slt paso, buscando Lo mejor _v hallando muchas veces lo quf menus pensamos --
!i
;· jilife is ·a door thru which we all pass, each at his own pace, seeking n i· the best and finding many times that which we least expect. hS

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FOOTNOTES
I
1. Edward Simmen, Pain and Promise, ~
American Library, me:;
1972)~.
.!.£daz
(The Nel'T
2.
).
Nephta.li De Leon, CHI CAN~, ~
(Tru.cha Publications, Inc., 1972) p. lib.
p.
L8. h.
5.
Pride
Rodolfo Acuna, Occupied America; !h~ fhi£2Eo~lt St~&t-.2. !2!;!~·
(Harper & Row, Publishers, Inc. 19?21 p.Th9.
Ruth J;ucretia Martinez,
~.!'E-1.<?.1!
J'hEL ~E.
(A Thesis, Claremont Colleges, 1912)
!
§tudl pp .. 9,
~
10, 12.
7.
Martinez, P•
8 .. Gomez, p. 173
Li vie Isau.ro Duran and H. Russell Bernard,
_9hiCf!P.2. ?tudi~ (New York: The MacHillan
In.!:J:9j~
Company,
To
Inc* 1973)
322~
Gomez, pp. 176-177. 10.
!
Gomez, P• 177. 11.
'
1' 2
!
.
Gomez, P• 177.
,
Alfred White, kP~!J9~AJ-~tio~-~ Mexican ~ro~ (University
Ca.lifornia., 1923, Reprinted 1971, Rand E Hesearch Assoc .. San
Francisco, Calif.) p. 30. of i
14.
~5.
"White, p.
Gilberte Lopez y Rivas, iE_
Review Press, 1973) p. 171.
The Chicanos:
~ f~
QE:ft~!3._
(Ne;,r York: Honthly
.2£
George J. Garcia, .§electe_s! ~~ing_ ~~
City and County of Denver, 1969) p.
~
!tnf! ~~}~.h. ~eric~¥!. (Colorado: Commission on Community Relations
Garcia, p. LL.
18.
Estevan Arellano, Entre ·verde 1.. Seco (Academia de la Nueva
~~~-~!.~~!--~~--~~:J

!.31.
I
I
35 ..
37.
1
'
!41.
!27.
!
30.
20.
21.
22.
Dav-ld Bo
D~ary,: 21..
GuraJ.nik, Editor in Chief, Webster's
~
Ne"l'l
~er~can ].any~,
SecOnd."CC'iiege'
World
Edition
TNew York and Cleveland: The World Publishing Company, 1972 and
1970)
1252, 1552.
·------------ -·--· ·-·--·---
------------·---~-
----- --------------------,
;
Martinez, pp.
Martinez, p.
37.
Garcia, p. ht~.
Duran and Bernard, p.. 310.
Martinez, p. 37.
Duran and Bernard, p. 312.
Garcia, .p. 45.
Duran and Bernard, pp. 325-326.
Martinez, p.
50.
Carey Hc\olilliams, ~
£!.! ~
Publishers,
~a~
19b'Ejp. 206': "
. l-1artinez, p. 33.
Duran and Bernard, pp.
304-305.
Duran and Bernard, p. 31 0.
146-147
Sin~en, pp. 92-93.
Vernon Monroe HcCombs, From Over the Border (New York:
Council of Homen for Home Missions B!ld Missionary Education
Movement., 1925) p. 102.
McCombs,
P~
99.
Leon, P•
50.
Gomez,
P•
57.
Simmen, p.

I i43. i
'44.
I
!45.
I
Simm.en, p. 142.
Silmnen, p. 212.
p.
I
I
26
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··-······-······-·····~~--········---~····-----~
'
2., Are llano, Estevan. ~-t.r_~Verd_e _ y Seco. Academia de la Nueva
Raza,
Be:rnG'.rd_, H. Russell, Duran, Liv.le Isa.uro. Introduction to
£!:t2£~lE~.9.....~.!:~~?;!=:!'.•
Ne"1 York: The
HacMillanCompany~J:nc:=··1973 i
4~
5 ..
Garcia, George J. ~~~:lli.?.~!IJ._s op. ~he
~P~~~~n!l!le~i?8E.•
Colorado: Commission o:ii"C::i""~
Relations
City and County of Denver;
2?
B. o.
1.
Ma.rti!wz? Ruth Lucretia., The Unusual Mexican: A StudJ: in
~-~Eratio~.
A Thesis, Claremont-Colleges,
McCombs, Ver~1on Monroe. From Over the Border. New York: Council of Women for Home Missions andM'issionary"liTd.ucation Movement,
McWill:i.ams, Carey .. IJor~!:hl~£2!:11 NeE~.2.L..,.:rh~-~~~~,£
Peoul0 o:t' the United States. Ne;,r York: Greenwood Press,
Pti1)1T31Wrs-;~T§'brl:---·--
2. Simmen, Edward.. ~:!E._~ P[p~J!.l.!..£1.£.~· The New
13. White, A-lfred$ !,~~iz_~~i?.!'~T..h~~,E.=can Gr~. University of California, 1923, Reprinted 1971, R and E Research Assoc.
San :F'r£<ncisco, Calif.
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