Cover

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pp. 1-1

Title Page, Copyright

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pp. 2-9

Contents

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pp. 10-11

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Acknowledgments

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pp. xi-xiv

...I would like to thank the University of Houston history department, the Center for Mexican American Studies, and the University of Houston administration for giving me both the necessary funds to conduct the much-needed research for this project and for providing me with the opportunity to write up the results. Thanks also to all the graduate students who influenced my thinking on many of the issues dealt with in the book. Of particular importance are..

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Introduction

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pp. 1-6

...For over a hundred years, Mexican Americans have contested the limited and inferior educational opportunities public school officials have offered them. For most of the twentieth century, however, history books have failed to document these efforts. Not until the 1970s did historians begin to seriously record the community’s struggles for educational equality. The process of discovering and documenting Mexican American activism in education was part of a larger revisionist trend in US social and ethnic history that began a decade earlier...

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1. Changing Patterns of Mexican American Education

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pp. 7-23

...Between 1900 and 1960, school officials provided Mexican Americans with limited, substandard, and inferior public educational opportunities because of their subordinate status in the society and their cultural and linguistic characteristics. Those in power made sure that the adult members of the Mexican American community were structurally excluded from influential positions in public education and denied or discouraged from participating in the shaping of public school systems and their content...

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2. Contestation

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pp. 24-56

...During the post-1960 years, ethnic Mexican responses to educational inequality intensified and diversified. In the first half of the twentieth century, activists engaged in a variety of actions aimed at contesting the exclusionary, discriminatory, and subtractive character of American public school systems. These actions challenged the many ways in which school systems excluded Mexican origin individuals from positions of power, mistreated them on the basis of race and ethnicity, and sought to stamp out or “subtract” their cultural identity...

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3. Advocacy

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pp. 57-84

...The quest for education was not only about eliminating discrimination in the schools. It was also one of assertive advocacy. Mexican Americans wanted schools that were free from discrimination, that reflected their communities and their cultural heritage, and that met their academic needs and political interests. The struggles on behalf of power, access, quality instruction, and pluralism reflected these desires...

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4. Advocating for Quality Instruction

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pp. 85-114

...Despite the diversity of curricular struggles, the dominant one revolved around bilingual education. This curricular innovation was supported for various reasons. It was viewed as the most important means for bringing about significant change in the education of Mexican origin children. It united all educators around several central themes in their education, especially language and culture. It also addressed the children’s linguistic, cultural, and academic concerns. For these and other reasons, the quest for access to a rigorous curriculum through quality bilingual education intensified over time...

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5. Beyond Public Education

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pp. 115-138

...Most people assume that the quest for education focused solely on public schools, but this is historically incorrect. Mexican Americans also sought instruction from religious authorities and private organizations or else they established their own schools. This long-standing tradition of seeking religious and alternative forms of education continued in the post-1960 years. Although a variety of private schools have been supported or established by Mexican Americans since the 1960s, little if any...

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Conclusion

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pp. 139-144

...In this concluding section I will summarize my arguments and then briefly discuss a few lessons learned from this study. This study examined the Mexican American quest for education in the years from 1960 to the present. It asked several important questions about those involved in school reform efforts and the factors impacting their decisions. Who were the individuals and organizations that led these struggles for education in this period and what motivated them to get involved...

Notes

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pp. 145-200

Bibliography

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pp. 201-230

Index

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pp. 231-242