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Latinos and Hispanics are highly associated with every aspect of the United States. Colorado, as one of the most Hispanic-populated states in America, is deeply influenced by Hispanic culture and history. Exploring Hispanics living in Colorado and listening to their stories and ideas can be essential to understanding the United States. Therefore, I interviewed two Latino students currently enrolled at the University of Denver, including Herick Acosta and Gabe Marcano, and attended an educational lecture titled Leadership for a Multicultural Age: New Approaches to Leadership from Latino Communities by Juana Bordas. Before this research, I have observed many other Hispanics working in United States for lowest-paid job, heard stories about them …show more content…
Even though he was born in the United States, his parents are illegal immigrants. As the first generation in his family to enter go to college, Herick is was academically outstanding in his high school. He designed his own webpage in high school while working at in several technological companies to sustain helping his family financially. I asked him how he felt in his high school. His answer surprised me. “Public schools in Denver that admit both white and Hispanic students divide the whole class into two different sections. One part is equipped with the best teachers and resources whereas the other one has the worst teachers and has totally different study pattern.” “Then which part were you in?” I asked. “My school had a test at the beginning of freshmen year of high school to divide students. Since I did well, I was placed in the better group. Hispanics on the other hand were underprivileged and therefore at a disadvantage because they were not properly educated in middle school.” Herick was one of the exceptions who realized the inequality and worked extremely hard to make it into the better part of his high school. The segregation Herick experienced in high school reminded me of Mendez v. Westminster’s story in which Hispanics students were sent to different schools intentionally opposed to different classes. However, even if when he, with his own effort, made it into the better part of his high school tried making the best of it, he …show more content…
from Nicaragua on a banana boat.3 As the youngest daughter in a family of eight, she was the first generation to go to college. During her talk, she is always appreciative of the opportunities her mother brought her. Her mother used to be a house keeper and dishwasher, working hard to pay for her children’s education. Bordas stressed that her mother successfully defines what a leader is in the context of Hispanic leadership due to her devotion to her family. Collectivism within the Hispanic community that Bordas lived in shaped her sense of value and cultivated her as a leader for the next new generation. She is the advisor to Harvard’s Hispanic Journal on Public Policy and the Kellogg National Fellows Program and the trustee of the International Leadership Association.4 “Their vision, determination, and sacrifice taught me the essence of Servant Leadership." Her early years would instill in her a desire to make a contribution, give back, and to assist other Latinos to find their place in
The Latino community is considered the largest demographic minority in the United States and is expect to increase by approximately 15% in 2050 (U.S. Bureau of the Census, 2002). The Latino population is comprised of many subgroups from many different regions that have developed unique beliefs, norms, and sociopolitical experiences. Although the term Latino is used throughout this paper, it is important to underscore the great diversity found within the Latino community to avoid the development and perpetuation of stereotypes. In clinical practice, it is important to evaluate the individual in terms of their racial identity, acculturation, and socioeconomic status among other factors to create a more individualized and effective treatment
A student should never be denied the right to learn and become successful because of a different skin color, or because they speak a different language. “No saco nada de la escuela” by Luis Valdez is a play that discusses the racism in schools. The play starts with students going to elementary school and then ascending to middle school and college. At the beginning the students were not aware of what racism really was because of their innocence. However, the teacher that they had was very racist and bullied the students of color. That experience made the other kids realize that not everyone was the same and because of color or language they should be treated differently. There are five different students who take part of this play, two of those students were white, and there were two Chicanos and one black. That is great diversity of cultures. The teacher that the students have in elementary school was an example of the other professors they were going to have throughout their school years. Very arrogant and not understanding of the minority students. Their teachers were not really interested in teaching the minorities and always showed her discontent of having students of color. Their teachers didn’t believe that students who were part of a minority should be placed in the same classroom as the white students. Maybe that was because they didn’t know the potential a minority student could have. One Chicano student named Francisco never denied his roots and became very successful. He had many obstacles in his learning environment, but at the end he becomes a great example of perseverance. Francisco is the student who I think showed the greatest development in the play. He had to deal with racism all the time, but that didn't stop ...
Both the early-exiters and college-goers share these environmental realities, often times living in unsafe neighborhoods, dealing with multiple relocations, cramped living conditions, and overworked parents. The spatial segregation that perpetuates these realities is executed on class lines, where predominantly immigrant neighborhoods generally have more poverty, and as a result have a higher-crime rate. Gonzales explains how this process is cyclical, poorer people have a higher propensity to resort to criminal activity, subsequently the crime rate is higher, this makes less wealthy people want to live in predominantly Latina/o communities, keeping property values low. If the K-12 education largely bases its funding off of property taxes, Latina/os are more likely to receive a subpar education - thus the masquerade of education as the “great equalizer” comes plummeting down, both the college-goers and the early-exiters are subject to systemic failures. Furthermore, the groups not only share similar economic/financial constraints but they both are partially paralyzed by a sense of paranoia, of fear about the consequences of their undocumented status and the status of their family
Even if these students have achieved the highest honors and have the brains of an engineer, they aren’t able to reach their greatest potential because they simply do not have documents. Those who are undocumented are doomed to working backbreaking jobs that pay substantially below minimum wage. Spare Parts has challenged and shown me that it takes an immigrant double, or even triple the amount of toil to achieve anything in life. These boys endeavoured through adversities that many of us will never encounter. Luis luckily had a green card, but Lorenzo, Oscar, and Cristian were all living under the fear of deportation. They all wanted more after graduating from Carl Hayden but their dreams quickly vanished because the reality was that they’re illegal immigrants. When we hear the word “immigration”, we automatically think “illegal”, but what we don’t see is that these illegal immigrants are trying to reach their own American Dreams by coming to America. As the author includes Patrick J. Buchanan’s perspective on immigrants, “...families came to the United States to leech off government services.” (35), it shows us how immigrants are perceived.
Harvest of the Empire is a valuable tool to gaining a better understanding of Latinos. This book helps people understand how varied Latino’s in the United States are. The author also helped give insight as to how Americans reacts to differences within itself. It does this by giving a description of the struggles that every Latino immigrant faced entering the United States. These points of emphasis of the book were explained thoroughly in the identification of the key points, the explanation of the intersection of race, ethnicity, and class, in addition to the overall evaluation of the book.
Gonzalez, Juan. Harvest of Empire a History of Latinos in America. New York: Penguin Putnam Inc, 2000.
Williams, Norma. (2009). The Mexican American family: tradition and change. New York: General Hall. (Primary)
It is crucial to understand the historical context of immigration in America. Initially, most immigrants were from Europe and were not restricted by any immigration laws. Now, most immigrants come from Latin America but are restricted to severe immigration laws. The Latino/a community is one of the most severely affected groups because the current immigration system disproportionally affects Latino/as. Recognizing how the experience of Latino/a immigrants have been both similar and different in the past from other immigrant groups and dispelling common misconceptions about Latino/as today brings awareness of how Latino/as are affected.
Imagine seeing 10,000 of your classmates walking out of your school because they wanted a better education - a better way of life. In the 1960s’ Chicano students were being “pushed out”(Esparza) of school or being pushed towards vocational programs. East L.A was home to schools were “one out of every four Chicano’s completed high school”(Esparza). Instructors and the school board alike did not have an interest in helping Chicanos finish school to become someone other than a laborer and was expected of them to keep being a laborer. In “Taking Back the Schools”, Sal Castro a high school counselor claims, “I think the bottom line is the lack of concern of the teachers towards the kids and whether the kids were really getting an education or not...the reality set in that the teachers weren’t really concern for the kids.”(Esparza).
Child rearing and family structure within the Hispanic culture is noticeably different than what is present in the mainstream Western culture of today. One apparent difference is in gender roles. There exists a vastly different expectation in Hispanic culture for males and females. The male is considered to be the independent breadwinner, and the head of the household. Accordingly, the female role is one of submission and provider of childcare. In contrast, it is more than acceptable in Western culture for a female to maintain a non-traditional role. Hispanic culture additionally differs from Western culture in the traditional makeup of the family. Within Hispanic culture the extended family plays a huge role
myself did not know before I came to college. The two words are overlapped and used out of context frequently in people’s daily lives. The United States is what people call an immigrant country, there are many different ethnic and racial groups that not even the census can keep up with. All this diversity is what makes our country so different yet amazing. We are willing to embrace the many different cultures that each person has to bring. My family and I have been confused for many different ethnic groups and it is always very interesting to hear people say why they thought we were of a different ethnic group other than Mexican American. Ethnic confusion is a big deal, especially in America because of all the different identities people claim.
Latinos have struggled to discover their place inside of a white America for too many years. Past stereotypes and across racism they have fought to belong. Still America is unwilling to open her arms to them. Instead she demands assimilation. With her pot full of stew she asks, "What flavor will you add to this brew?" Some question, some rebel, and others climb in. I argue that it is not the Latino who willingly agreed to partake in this stew. It is America who forced her ideals upon them through mass media and stale history. However her effort has failed, for they have refused to melt.
Kanellos, Nicolás, Felix M- Padilla, and Claudio Esteva Fabregat, eds. Handbook of Hispanic Cultures in the United States: Sociology. Houston: Arte Publico Press, 1994. Print.
During this course, this author has been taught about various social issues in today’s society as a whole. Some of these issues include perception of race and culture, poverty, social inequality, urbanization, and more. After exploring all these issues and more, this author has chosen to finish his last assignment on racial discrimination and Hispanic Americans. This author decided upon this specific issue because he has observed this in almost every town or city he has visited as a truck driver. This author thinks it is unfortunate that minorities are still treated unfairly. As citizens of the United States of America, it is useful to become educated on what racial discrimination is and see how it is applied in everyday life. This author decided to investigate this issue and determined the genuineness and voluminous of it.
Sotomayor represents the Puerto Rican students that have an awareness of being unqualified in comparison to their white classmates. Her “deficiency of...written English,” a representation for other Puerto Rican students, is because of being raised in a culturally different background than a common upper-class white student’s background (110). The “deficiency” symbolizes the common sense belief that being white, and writing and speaking fluently in English, is a classification of the prevalent culture. Sotomayor, in her dissent in Schuette v. BAMN, explicates that “discrimination against an individual occurs because [of] that individual’s membership in a particular group” revealing that a Puerto Rican’s identity as a Puerto Rican, as an immigrant, as a minority part of the lower class, racializes them, creating drawbacks that are arduous and can be impossible to overcome, as in the case of her cousin Nelson, who being just as smart as Sotomayor, is burdened with an addiction that restricts him from succeeding (Schuette 45; Sottomayor 106). In 1972, Princeton, a prestigious school, was dominantly populated by upper class white males, causing the culture and heritage of many Puerto Ricans and other minority students to clash with dominantly white, upper class