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Fourteenth amendment equal protection clause essay
Chicano cultural nationalism
Fourteenth amendment equal protection clause essay
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In an article written by a Senior student they discuss a monumental moment in Mexican American history concerning equality in the South. The student’s paper revolves around the Pete Hernandez V. Texas case in which Hernandez receives a life in prison sentence by an all white jury. The essay further discusses how Mexican Americans are technically “white” americans because they do not fall into the Indian (Native American), or black categories and because of the Treaty of Guadalupe Hidalgo of 1848. The student’s paper proceeds to discuss the goals connecting the Hernandez V. Texas case which was to secure Mexican American’s right within the fourteenth amendment [1].
The essay compares the Mexican American struggle to the African American struggle and even points out how some Mexican Americans did not want to join in the fight the get legal protection for the fear of being on the same level as an African American 12[12]. The student’s essay recognizes that although Hernandez was clearly guilty his lawyer Gus Garcia was fighting for the over all civil rights of Mexican American people when it came to trial by jury. The article further
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I did not know that Mexican Americans were considered to be “white” however, I am not shocked to discover they were treated as second rate citizens. Although, the essay discusses how the Mexican Americans were afraid of being reduced to the standards of an African American they in many ways were treated the very same. For example, the essay discusses segregation of White bathrooms from blacks and hispanics the racial separation seemed to surprise the essay writer were I was not even roused. I am however, taken aback by how distant Mexican Americans seem to want to be from African Americans yet even in this essay the history of black people was referenced to several
In the early 1830's, Mexican-Indians, seeking a better life in the "land of opportunity," crossed the border into America only to find themselves and all who followed forced to assimilate to a new culture. The white Americans pushed their food, their beliefs, their clothing style, and the English language upon these immigrants. Some of the seemingly brainwashed Mexican-Indians saw the American actions as signs of kindness and acceptance. Yet, fearful others considered being caught by the strict American border patrol a "fate worse than death" (490). Immigration officers warned "foreign-looking" people to carry citizenship identification at all times, and they "sneaked up on innocent dark-skinned people, and deported them," possibly also "mak[ing them] suffer unspeakable mortifications" (484, 486). Those legally able to reach America became subjected to American ideals and customs. The whites relocated those unwilling to live the "accepted American lifestyle" to specified areas. Aware of this law, Sancho cynically w...
Ernesto Miranda was born March 19, 1941 and died January 31st, 1976. He committed his first serious crime in eighth grade, and was convicted of felony burglary. He was sentenced to one year in reform school, in his case, Arizona State Industrial School for Boys. After being released from a separate sentence from the reform school, Miranda moved to Los Angeles. While in L.A. Ernesto was arrested for lack of supervision, violating curfew and being a “peeping tom”. He was in custody for forty-five days in the county detention home. Miranda enlisted in the United States Army at the age of approximately 19 on September 03, 1946. Ernesto was a private in the Philippine Scouts branch of the Philippine Scouts during World War II.
The Case of Arizona v. Hicks took place in 1986; the case was decided in 1987. It began on April 18th 1984, with a bullet that was shot through the floor in Hick’s apartment; it had injured a man in the room below him. An investigation took place. Officers were called to the scene. They entered Mr. Hicks’ apartment and discovered three weapons and a black stocking mask.
This is critical for the readers to know the show the bias, injustice, and premeditated ignorance of the United States educational system. It also demonstrates that Chicano Studies is not important regardless of the Hispanic population in this supposed “free” country. It seems as if the Chicano Studies was made only to fail by keeping it under funded and understaffed. By doing so, it has an affect on keeping away good scholars to maintain the historical development of Hispanics in the United States as well as its own history.
The author of Mexican Lives, Judith Adler Hellman, grapples with the United States’ economic relationship with their neighbors to the south, Mexico. It also considers, through many interviews, the affairs of one nation. It is a work held to high esteem by many critics, who view this work as an essential part in truly understanding and capturing Mexico’s history. In Mexican Lives, Hellman presents us with a cast from all walks of life. This enables a reader to get more than one perspective, which tends to be bias. It also gives a more inclusive view of the nation of Mexico as a whole. Dealing with rebel activity, free trade, assassinations and their transition into the modern age, it justly captures a Mexico in its true light.
This book was published in 1981 with an immense elaboration of media hype. This is a story of a young Mexican American who felt disgusted of being pointed out as a minority and was unhappy with affirmative action programs although he had gained advantages from them. He acknowledged the gap that was created between him and his parents as the penalty immigrants ought to pay to develop and grow into American culture. And he confessed that he got bewildered to see other Hispanic teachers and students determined to preserve their ethnicity and traditions by asking for such issues to be dealt with as departments of Chicano studies and minority literature classes. A lot of critics criticized him as a defector of his heritage, but there are a few who believed him to be a sober vote in opposition to the political intemperance of the 1960s and 1970s.
In United States v. Alvarez, Xavier Alvarez claimed that he was a retired marine who had received the Congressional Medal of Honor in 1987 for being wounded repeatedly by the same person in combat. These claims were made in an attempt to have him gain more respect from his peers. The claim was that Alvarez had violated the Stolen Valor Act of 2005. The Stolen Valor Act of 2005 states that there are protections against claiming to have received some type of military honor, such as the Medal of Honor and other military decorations and awards (GovTrack). The Government stated that there was first amendment value applicable to Alvarez’s false statements, and that his statements caused harm to others. By making this statement, it was argued that the value of the award of Honor would drop and that this type of false speech falls under the same category as speaking falsely on behalf of the government or as a government official. However, since his statements were not made with the intention of financial benefits or special treatment, his false claims may not be illegal because they were made for the purpose of gaining respect.
After having viewed a few films in Chicano History class like A Class Apart, A Struggle for Educational Equality, and Latin and African Americans: Friends or foes, one cannot help but wonder how it is possible that you might be learning about the intense racism towards Latinos in the United States for the very first time after having devoted your life to the American country. I, myself, was born and raised in Arizona, a state south of the United States, in the city of Tucson that lies only about an hour away, or around 68 miles away from the Nogales, Sonora, Mexican border. One would assume to know a sufficient amount of history of the neighboring land or at least be aware of some fundamental facts about America and Mexico’s relationship throughout time.
Mexican American struggles in the United States date back to the Spanish discovery of the New World in 1492. For over five hundred years, Mexicans have endured social injustices and inequalities at the hands of their superiors. The mistreatment of the native people of this land is constantly overlooked for "…the main goals shaping Spanish colonial policy were to maintain and expand political control and to convert Indians to Christianity." (Vargas p.30) With this mindset, the basic nature of relations between the dominant Anglos and the inferior Mexicans was that of suppression, rejection, ignorance and separation as opposed to establishment of ideals that would foster cultural relations and produce the true definition of a "melting pot" society.
To this day, Americans have many rights and privileges. Rights stated in the United States constitution may be simple and to the point, but the rights Americans have may cause debate to whether or not something that happens in society, is completely reasonable. The Texas v. Johnson case created much debate due to a burning of the American Flag. One may say the burning of the flag was tolerable because of the rights citizens of the United States have, another may say it was not acceptable due to what the American flag symbolizes for America. (Brennan and Stevens 1). Johnson was outside of his First Amendment rights, and the burning of the American flag was unjust due to what the flag means to America.
The Treaty of Guadalupe Hidalgo in 1948 would have lasting negative effects on Mexican Americans. The Treaty was signed after America had won the Mexican American war. America gained possession of the southwest states that had been part of Mexico for the price of around eighteen million dollars. In Article IX of the Treaty, it states that the Mexicans "shall be maintained and protected in the free enjoyment of their liberty and property, and secured in the free exercise of their religion without restriction"(Vargas 139). And as Rachel Rivera points out Article VII promised the Mexicans the right to keep their land which previously belonged to Mexico. However, the Treaty would not grant the Mexicans the rights it offered. For the next hundred and twenty years the Mexicans would be oppressed and discriminated against because of the Treaty. The Treaty was the beginning of the hardships for the Mexicans. They would have to survive in the developing white society. The white society would grow and grow in the southwest, turning the Mexicans into a minority. In Zaragosa Vargas’s book Major Problems in Mexican American History, Vargas delves deeper into the problems of Mexican American History. In our Latinos in the U.S. class, we have discussed the fact that Mexicans in the United States have dealt with many problems which have gone ignored by mainstream society. The website Chicano Park illustrates how Mexican Americans have used art as a collective voice. The documentary Chicano! focuses on how the people found their voice. In the film we see that the social movements of the 1960’s allowed Mexican Americans to raise their voice against the discrimination they had lived with for over a centu...
Crouch, Ned. Mexicans & Americans : Cracking The Cultural Code. NB Publishing, Inc., 2004. eBook Collection (EBSCOhost). Web. 21 Nov. 2011.
Since the Treaty of Guadalupe Hidalgo in 1848, Mexican Americans have been treated unfairly due to their ethnicity and background. Throughout the years Mexican Americans/Chicanos have dealt with so numerous amount of issues against the Anglo Americans and faced many injustices. It was not until the 1940’s with the Mexican American Civil rights movement and the Chicano movement in the 1960’s that Mexican Americans fought back against discriminations. I argue that the Mexican American Civil Rights Movement and The Chicano Movement equally fought for their people, because they fought for sufficient labor laws, equality within the education system and against overall Mexican American discrimination.
The backlash that Sotomayor experiences because of her decision to apply to and her acceptance into Princeton reveals how most Puerto Ricans experienced forms of racialization, or racial classification, by Caucasian Americans. Sotomayor experiences the culmination of years of racial discrimination and oppression when her school nurse asks with an “accusatory tone” and a “baleful gaze” how she got a “likely” and the “two top-ranking girls in the school only got a ‘possible’” (Sotomayor 102). She expects Sotomayor to experience “shame” under her gaze because he...
Cavin, Aaron. "Blowout! Sal Castro & The Chicano Struggle For Educational Justice."Journal Of American Ethnic History 34.2 (2015): 127-128. America: History & Life. Web. 12 Sept. 2016.