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Chicano studies

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In many universities across the United States, Chicano studies is linked with other ethnic studies, such as black studies, Asian American studies, and Native American studies. Many students who have studied anthropology have also been involved in varying degrees of Chicano studies. Today, most major universities in areas of high Chicano concentration have a formal Chicano/a studies department or interdisciplinary program. Providing Chicano studies to Chicano students has helped these students find a community which offers a curriculum that is unique to their own heritage.

Background

The establishment of Chicano studies in colleges and universities was in response to fundamental issues in the American educational system and how many Chicanos felt excluded from educational success in the United States. Specifically, one of the issues that led to the establishment of Chicano studies was how Mexican-Americans, and in turn the greater Latino community, were represented negatively in American history. An example where Mexican Americans were portrayed negatively in American history is during the 19th century, when the territories of New Mexico and Arizona were not allowed to become states until there were more people of European descent living there to balance out the Mexican Americans, who were thought of as lazy, talentless idlers. It also must be noted that these stereotypes have continued throughout the 20th and 21st centuries. Additionally, Chicano scholars such as Felipe de Ortego y Gasca claim that Mexican Americans are not seen as vital parts of general American history, but neglect to remember that after historical treaties such as the Treaty of Guadalupe Hidalgo of 1848, land originally belonging to Mexico has been a part of the United States for an extended period of time, and that those of Mexican descent have been "American" for over 160 years. Therefore, many Chicano scholars feel the need to have necessary programming that restructures the way in which Mexican-Americans are perceived in American education. Another reason for Chicano studies was that traditionally Mexican Americans had been exposed to "Western" culture and European history through the standard educational system, but those of European descent had never had to learn Mexican history or the history of Mexican Americans. Additionally, the little material the European-American community was taught about Mexican Americans was framed in the context of European-American narratives, in other words meaning that the historical focus was not placed on Mexican Americans and Mexican Americans were often portrayed negatively. For that reason, Chicano studies was created to combat traditional education that excludes Mexican-American history and furthers harmful stereotypes about Mexican Americans.

Furthermore, Chicano studies was created to ensure Chicano students have access to Chicano education that is taught by Chicanos. In addition to the exclusion of Mexican-American narratives in American education and the negative perceptions of Mexican Americans, professors and educators in higher education were rarely Chicano. Even at the nascency of Chicano studies, the first teachers of this material were the only Chicano professors at the institution. Therefore, another reason Chicano studies was implemented at colleges and universities was to ensure diversity in the faculty of higher education and to demonstrate to Chicano students that professional careers surrounding education can be an option for them as well.

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