Analyzing Chicano Latino Community Term Paper

Pages: 3 (922 words)  ·  Bibliography Sources: ≈ 5  ·  File: .docx  ·  Topic: Race


Mexicans have a long history in California. Unfortunately, it cannot be said that it was an easy and rewarding one. Since the time the European-Americans first began coming to this Western state in large numbers in the 1850s, the life of the Mexican-American has not been an easy one.

At the end of the 1800s and into the 1900s (and some still exist today), a large number of immigrant Mexicans lived in "barrios," where they shared a common language and culture. As time went on, new arrivals were discriminated against and moved to the barrios for safety. Increasing numbers of people crowded into these "neighborhoods," which were deteriorated and unhealthy conditions and high crime (Kowalkski, 2004).

The government sponsored "Americanization" programs in the barrios to teach English and other skills. However, the education for Mexicans, as for a number of other diverse groups, was poor and most often segregated. In 1855, State Superintendent of Public Instruction Paul K. Hubbs announced that "the education of all others, whether negro or mongol [sic] or Indian... must depend upon the benevolent care of our citizens or upon their own capacity to pay for it." After 1870, most minority children in California went to segregated schools, which were usually underfunded with substandard upkeep, inconsistent teachers, and negativism from the white community (Moore, 2003).Download full Download Microsoft Word File
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TOPIC: Term Paper on Analyzing Chicano Latino Community Assignment

The Mexicans who came to the United States between 1900 and 1945, especially those living in Los Angeles or the barrios, experienced both "uprootedness" and transplantation that led to the creation of a Chicano society (Urban History Review, 1999). They were encouraged to become part of the society, but relegated to the bottom segments of the working class. Those who bought a home did not experience social mobility but permanence in a working class barrio. This further bolstered ethnicity. Thus, these Mexican immigrants were not assimilated into American culture, but encouraged to consider themselves "true" Mexicans. The Depression deported one-third of Mexicans to minority group ghettos. In these ghettos, they asserted left-wing politics, labor unionism and the start of street gang activities, such as the Zoot Suit riots (Urban History Review, 1999).

At the end of World War II, the soldiers who returned home were embraced by the nation unless, in many instances, they were soldiers of color (Menchaca, 1995). In many Western cities, Mexican-origin veterans were treated as foreigners in their own country even though they fought against the Nazi philosophy of Aryan superiority and protection for the United States. Segregation was also the norm, and they were not permitted to rent or buy homes outside the barrios. Schools, restaurants and other public places continued to be segregated.

Within the labor force, Mexicans also continued to be discriminated against and were offered only work in farm labor. The veterans were… [END OF PREVIEW] . . . READ MORE

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How to Cite "Analyzing Chicano Latino Community" Term Paper in a Bibliography:

APA Style

Analyzing Chicano Latino Community.  (2007, March 12).  Retrieved October 17, 2021, from

MLA Format

"Analyzing Chicano Latino Community."  12 March 2007.  Web.  17 October 2021. <>.

Chicago Style

"Analyzing Chicano Latino Community."  March 12, 2007.  Accessed October 17, 2021.