The term “Chicano” is a derisive term that was originally used to describe Mexican Americans. After the territorial change brought by the Treaty of Guadalupe Hidalgo, there was the idea that Mexicans who chose to live in the U.S. were no longer truly Mexican because they had given up their country. The problem was that they weren't seen as true Americans or white enough either. This name was later on worn with pride to signify that Chicanos were a radicalized Mexican American movement that advocated for equality and to end discrimination against Mexican Americans. Mexican Americans were often treated as second-class citizens, especially when it came to work opportunities. During times of economic hardship such as the Great Depression, they…show more content… These workers often worked in hazardous conditions, including exposure to dangerous chemicals, and were subject to inadequate food and shelter, as well as sexual harassment. Those who spoke out against these conditions were at risk of being replaced by Mexican braceros under the Bracero Program. In 1962, the National Farm Workers Association (NFWA) began in Delano, California, later evolving into the United Farm Workers (UFW), led by Cesar Chavez and Dolores Huerta. They fought for farmworkers’ rights using nonviolent tactics rooted in Catholic teaching, Chicano identity, and civil rights ideals. Through marches, boycotts, and fasts, the UFW gained attention and secured better wages and conditions for farmworkers, sparking the Chicano movement. In 1966, the United Farm Workers Organizing Committee (UFWOC) formed, merging with other groups and gaining support from other civil rights activists/groups and politicians like Martin Luther King Jr. and Robert Kennedy. The UFWOC launched successful grape boycotts, spreading awareness globally, and later striking against lettuce and strawberry growers, facing violence and…show more content… They confronted issues such as the lack of bilingual education for native Spanish-speaking students, inadequate resources, and a curriculum that neglected their heritage. Despite achieving creditable graduation rates, Mexican American students also experience high dropout rates due to these challenges. Key figures like Sal Castro emerged as leaders, organizing efforts to demand reform from the Los Angeles Unified School District. In 1967, they submitted a list of 36 demands, advocating for bilingual/bicultural education, better representation of Latino teachers and administrators, small class sizes, improved facilities, and the inclusion of Mexican American history in textbooks. However, the response from the Board of Education fell short, citing financial constraints and leading to minimal changes. When their demands weren’t met, it led to student-staged “blowouts” in March of 1968. Students walked out of schools to protest and disrupt the educational system, highlighting the urgency for equitable education. These actions underscored the commitment to justice and empowerment, stressing education’s role in shaping both personal and societal futures, aiming for equal education opportunities for all
