This site requires Javascript to be turned on. Please enable Javascript and reload the page.

US Latinx Activism and Protests: From the Farm to the (Legislative) Table Art produced during the Chicanx Movement Abstract: In the midst of change, The Chicanx Movement was a monumental time for Mexican Americans in the United States during the late 1960s. The movement addressed the social, economic, and political inequalities experienced by Mexican Americans across the nation. Aimed to celebrate and acknowledge cultural pride and identity, the movement also sought to reclaim and celebrate Mexican and Mexican American history, art, and culture. The Chicanx Movement played a significant role in shaping the Latino identity and influencing subsequent social justice movements, and the artwork produced during this time allowed for many to voice their opinions on the political and social climate of the U.S during the time. LA Demonstrations During the Chicano Movement Abstract: The Chicano Movement was a movement that involved Mexican-Americans all over the United States and was a crucial component to establishing civil rights for Latinos. While Chicanos living in the United States were at the focal point of discrimination in society, they figured that it was best to come together and establish a sense of familiarity in order to combat these racial remarks and disadvantages. To spark attention to their cause and movement, many Chicanos participated in numerous demonstrations and while many were peaceful, many considered them as radical. By Steve, Lexi, and Ricardo Bracero Program In this project we will be analyzing a number of facets of the Bracero Program with a specific focus on the causes, on both sides of the border, which culminated in the agreement. Consequently, we will explore the historical context of the US and Mexico of the first half of the twentieth century, including the impact of the Mexican Revolution as well as the dire situation brought about by the second world war. By utilizing this basis we will then analyze the “migration aspect” entailed by the program, travel from Mexico to the US and various territories. Not only as an in depth look at the agreement, but also as a necessary foundation. One which will permit the Bracero Program to be positioned in history, while simultaneously deepening the exposition and understanding of a largely forgotten case of large-scale abuse and exploitation. We anticipate this will form the backbone of the examination of bracero experiences: first-hand accounts and testimonials.. By Fernando, Joy and Lizeth Guatemalan Genocide & Its Dark Truth This page will focus on the Guatemalan genocide, a period of brutal violence that brought tremendous adversity to those indigenous communities residing in the rural areas of Guatemala. It will provide details regarding the atrocities that the Mayan people experienced, the trauma that was left behind, and the hardships that they continue to face today. Furthermore, it will demonstrate how this heinous period of history fostered activism and social movements in Guatemala. By Paola Chavarria and & Aurora Nieves Chicano Farm Worker Movement In this project, we will be discussing about the Chicano Farm Worker Movement and how it brought change to not only farm workers but to society as a whole. We will be focused on the working conditions of farm workers prior and after the movement, notable or influential leaders, and the communities that were fueling the movement. By examining their struggles, successes, and legacy, we wanted to provide a better understanding of the process needed to advocate and bring forth social change for a marginalized group of people. Last, we wanted to remove stereotypes and other misconceptions about the movement in creating a more equitable society. Por: Justin Bui, Kristi Kang, Jenniffer Young Las "Brujas" Feministas: Magazines, Art, and Television This project intends to provide a comprehensive analysis of women's representation in different mediums such as art, television, and fanzines. In this way, the goal is to understand the gender stereotypes that women have had to overcome from a feminist perspective. Through this discussion, the hope is to amplify women's voices to promote inclusive and equitable representation in society. By Claudia Mejia, Janet Landa, Diana Andrade Walkouts and Protests in Los Angeles On our page, we will discuss the walkouts and protests that took place within schools and communities across Los Angeles. The school protests happened because Latino students wanted to see a change in the education system. Some of the changes Latino students wanted to see implemented were hiring more Chicano professors and administrators, having more Chicano Studies classes in higher education, and overall being treated better without discrimination or judgment. In the 1960s, high school students faced racism and discrimination, which included a lack of education and insufficient school buildings in comparison to those of white students in the area. Walkouts famously took place at Roosevelt High School in Los Angeles, where there was a large population of Latino students. In 1993, college students also faced a lack of Chicano education when budget cuts put the Chicano classes at UCLA at risk of being shut down. This led to a hunger strike, where UCLA students protested and ultimately helped to establish the UCLA César E. Chávez Department of Chicana/o Studies. In the years leading up to 1965, Latino and Black communities also protested because they wanted to see a change in the way they were treated. The Black community finally had enough in 1965 and the Watts Riots happened, which in the end led to positive changes in their community. By Sydney Schwinger, Vanessa Harris, Jazmin Chavez

Roosevelt High School Walkouts

In 1968, Roosevelt High School became one of five centers for Chicanx demonstration. Students and community members came together to protest an unjust, racist education. In an analysis of protestors’ signs and testimonies from the day, it is clear that those involved understood that this movement for equality and representation in the school system was integral in the broader movement for Chicanx liberation.

  As thousands of students staged a walkout at five high schools across East L.A. to demand better educational opportunities, the firing of racist faculty, and a more inclusive curriculum, among others, the entire nation watched. Among these five schools were Wilson, Garfield, Lincoln, Belmont, and finally Roosevelt High School, the primary focus of this page. These high schools served an area with a predominantly Chicanx population and also had high dropout rates compared to national averages. With large classroom sizes and poorly funded facilities, Chicanx students were placed in a system that granted them little opportunity for higher education. Many of these same frustrations were shared at Camp Hess Kramer, a Jewish camp that held leadership programs for Chicanx students of East L.A. schools, and many of these students would practice social activism and create the foundation for the demonstrations that occurred in 1968 (Sahagún). One of these participants was Sal Castro, a teacher who worked at Lincoln High School. Castro was an instrumental figure in the demonstration, as he helped students first take their concerns to the school board, and then when those were ignored, helped organize a walkout (Mejía-Rentas).
       The walkouts at Roosevelt occurred on March 6, 1968, however they were preceded by other walkouts at Wilson and Garfield High Schools just days before (Mejía-Rentas). This provided the school’s administrations some time to prepare, restricting students’ access to the outside and calling the police. Members of the Brown Beret, a prominent militant Chicanx group, came to defend students against police intimidation. Overall, the walkout demonstrations endured for several days, despite significant resistance from police and school administration. The Los Angeles Board of Education met with community members and students in the days following the demonstration, and refused all of their requests, citing that there was no room in the budget (Mejía-Rentas). While no immediate changes were made to the structure of the school system, many have maintained that this event was largely significant in the fight for Mexican American liberties in the country. It represented the determination and willingness on the part of Chicanx activists to directly clash with authorities to fight for what they believed in. It was also a demonstration of the power that the community held, mobilizing thousands in just a few short days.
       In reviewing images from the 1968 demonstration at Roosevelt High School, what stuck out to me the most were protestors’ signs, most especially those that portrayed messages of solidarity. While many of them feature criticisms of the school district and educational demands, there were also a striking number of them that referenced other fights in the Chicanx political movement. Written on many of the signs was the phrase, ‘Boycott Grapes’ or ‘Boycott Lettuce’. These phrases come from the fight to establish protections and rights for farm workers, a movement pushed forth by Chicano activists such as Cesar Chavez and Dolores Huerta. Additionally, signs reference demands related to the corrupt justice system and police brutality. As discussed in the other sections of this piece, police brutality is an enduring issue against minority groups. Excessive use of force is a recurring pattern that highlights the inequality ingrained within the system. In one sign, a student comments on the school to prison pipeline. This has to do with the lack of opportunities afforded to Chicano students both within and after high school. Within high school, drop out rights for Chicanx students were around 50%. This limited opportunities for higher education along with teachers and administrators who did not properly support Chicanx students either. Excessive policing and this lack of access added to the school to prison pipeline, also a topic covered by protestors' signs.  In the absence of opportunities for higher education, young Chicano men were less likely to be able to avoid the draft in the Vietnam War. The Vietnam War was a significant source of mobilization during this era. This led to higher rates of induction to the armed forces and thus the number of resulting deaths from the war for Chicano-Americans was also drastically higher than national average. Protest signs referencing the Vietnam War can also be seen.
      The content of the protest signs analyzed in this exploration is indicative of the nature of solidarity within the Chicano liberation movement during the sixties and beyond. An analysis of the signs reveals the multiple layers and various demands that extend beyond just reform in the school districts. This suggests a deep understanding of the relationships between all of these systems of oppression; involving the farm workers movement, police brutality, the military industry.

Works Cited
Mejías-Rentas, Antonio. “How 1968 East L.A. Student Walkouts Ignited the Chicano Movement.” History.Com, www.history.com/news/east-los-angeles-chicano-student-walkouts-1968. Accessed 30 May 2023.

Sahagún, Louis. “East L.A., 1968: ‘walkout!’ the Day High School Students Helped Ignite the Chicano Power Movement.” Los Angeles Times, 1 Mar. 2018, www.latimes.com/nation/la-na-1968-east-la-walkouts-20180301 htmlstory.html#:~:text=It%20was%20just%20past%20noon%20on%20a%20sunny,teachers%20who%20were%20poorly%20trained%2C%20indifferent%20or%20racist.

This page has paths:

On our page, we will discuss the walkouts and protests that took place within schools and communities across Los Angeles. The school protests happened because Latino students wanted to see a change in the education system. Some of the changes Latino students wanted to see implemented were hiring more Chicano professors and administrators, having more Chicano Studies classes in higher education, and overall being treated better without discrimination or judgment. In the 1960s, high school students faced racism and discrimination, which included a lack of education and insufficient school buildings in comparison to those of white students in the area. Walkouts famously took place at Roosevelt High School in Los Angeles, where there was a large population of Latino students. In 1993, college students also faced a lack of Chicano education when budget cuts put the Chicano classes at UCLA at risk of being shut down. This led to a hunger strike, where UCLA students protested and ultimately helped to establish the UCLA César E. Chávez Department of Chicana/o Studies. In the years leading up to 1965, Latino and Black communities also protested because they wanted to see a change in the way they were treated. The Black community finally had enough in 1965 and the Watts Riots happened, which in the end led to positive changes in their community. By Sydney Schwinger, Vanessa Harris, Jazmin Chavez
Contents of this path:
1. Roosevelt High School Walkouts In 1968, Roosevelt High School became one of five centers for Chicanx demonstration. Students and community members came together to protest an unjust, racist education. In an analysis of protestors’ signs and testimonies from the day, it is clear that those involved understood that this movement for equality and representation in the school system was integral in the broader movement for Chicanx liberation.
2. Watts Riots of 1965

This page has paths:

This page references: