Student Movements 
Hansell Torres Rios
CES 151
RESEARCH QUESTIONS:
How did the UNIDOS movement help impact students movements like MEChA? How
has UNIDOS carried out what MEChA’s unity is all about?
How do Anglo-Americans help add confusion to Mexican children living in the U.S
about who their identity is and what the future holds for them based on their skincolor?
Education in the U.S has impacted second generation students in various ways, how
has student movements like MEChA help build a common ground where
education isn’t always just perceived as a fear?
How has MEChA Influence educational influences and their promise of encouraging
persevering?
THESIS:
“Organizations like MEChA have been working on building a
better system that helps support Chicano/a students and
building a common ground. MEChA is a driving force for
equality in the class room setting and giving equal
opportunities to those with the less advantage”.
Organizations like UMAS, MAYA, MASC and MEChA were built to help guide
these students about carrying the word that we are no longer just going to
let Anglo-Americans step over our education needs and voicing our own
opinions.
EVIDENCE
•
The United States control over political economy has impacted minorities
educational success rates and added too much of today’s societal stereotypes of
who racially has a better chance on actually finishing and pursuing a college
education.
•
The program UNIDOS was a student movement that was standing up for control
over our own education and showed our own generation was inspired to continue
fighting for social equality through the bias acts of the U.S education system.
MEChA came together as an organization to show unity.
•
MEChA helps educate parents about resources and equal opportunities that can
help enhance student success. In schools without MEChA these barriers are
misguided and not available.
•
The lack of political economy on resources and efforts to help grant educational
equality to Chicano/a student’s made by the U.S government has been insufficient
and communication barriers aren’t being recognized.
REFERENCES
1. EL PLAN DE SANTA BARBARA; A CHICANO PLAN FOR HIGHER EDUCATION. SANTA BARBARA: LA CAUSA
PUBLICATIONS, 1971. PRINT.
2. MARCELO, AND CAROLA, SUÁREZ-OROZCO. TRANSFORMATIONS: IMMIGRATION, FAMILY LIFE, AND
ACHIEVEMENT MOTIVATION AMONG LATINO ADOLESCENTS. CALIFORNIA: STANFORD UNIVERSITY PRESS,
1995. PRINT.
3. WEB. DEBELLE, CATHARINE . "STUDENTS OF UNIDOS PROTEST FOR RIGHT TO EDUCATION IN AZ.
@IMAGINE2050 PRESS, 2 FEB 20. WEB. 3 APR 2014.
<HTTP://IMAGINE2050.NEWCOMM.ORG/2012/02/20/STUDENTS-OF-UNIDOS-PROTEST-FOR-RIGHT-TOEDUCATION-IN-AZ/>.
4. WEB. BENDICK, MARC, JACKSON CHARLES W., VICTOR REINOSO A., AND LAURA HODGES E.
DISCRIMINATION AGAINST LATINO JOB APPLICANTS: A CONTROLLED EXPERIMENT. WILEY SUBSCRIPTION
SERVICES, INC., A WILEY COMPANY, 1991. 32-40. WEB. 21 NOV. 2013.
<HTTP://DX.DOI.ORG/10.1002/HRM.3930300404>.
5. WEB. RICHARD , FRY. "LATINOS IN HIGHER EDUCATION: MANY ENROLL, TOO FEW GRADUATE." D.P. PEW
HISPANIC CENTER . WEB. 21 NOV 2013.
<HTTP://MARS.SHPE.ORG/NILA/USB/MARKETING/LATINASINHIGHEREDUCATION.PDF>.
The value of the organization is knowledge received by making that first step of
connecting your inner-self with your own historical roots, forever holding on the
examples our ancestors laid out in front of us and acting now.