Brown, Not White: School Integration and the Chicano Movement in Houston

Index

AAMA (Association for the Advancement of Mexican Americans), 163–65 academic performance. See education entries accommodationism, 36, 40 acculturation, 10, 40 activism: catalysts for, 73, 84, 85; and change of character, 56; disunity, 178, 179, 181; in education, 59, 75; electoral, 41– 43, 63, 64; funding for, 67; historical development, 35–50; and huelga schools, 103; inclusive, 195; of middle class, 59–65; mobilization activities, 53, 58–59, 83, 84, 203; new voices, 65–72; patterns of, 57; strategies, 48, 186–92; tactics, 58, 63, 84, 87, 91, 130; women’s participation, 47, 87, 89, 107. See also militant activism; protests; student activism activist community, 35–50, 54 –55, 74, 97 additive Americanization, 19 Adelita mentality, 205–206 administrative responses: apathy, 60, 63, 67, 70, 72, 138; insensitivity, 61, 176. See also school board Advocating Rights for Mexican American Students (ARMAS), 67–69, 76. See also student activism African Americans: Black-Brown Coalition , 188; and boycott support, 106, 170, 171, 172–73; and Chicano struggle, 207–208; integration as black-white issue, 75; and Mexicans, 105–106; public school enrollment, 78–79; segregation , 85 Anglo Americans: definition, 122; hegemony of, 57; opposition to integration, 75, 76, 77, 82, 86, 127, 140, 163; participation in integration, 139, 149, 160, 177; school pairing, 134, 135, 137, 143, 170; support for MAYO, 122 Anglo-centricity, 24, 25–26 anti-Mexican sentiment, 28, 48– 49. See also discrimination; prejudice ARMAS (Advocating Rights for Mexican American Students), 67–69, 76. See also student activism Association for the Advancement of Mexican Americans (AAMA), 163–65 Barrio-MAYO: and community control of schools, 136, 137, 144; dissolution of, 163–64; founding of, 121; protests, 75– 76, 122–24 barrios: leaders, 97; and mainstream institutions , 11; and origins of Mexican community, 5, 10; political involvement (1907–30), 35–39; political involvement (1930–60), 39–50; problems, 12–13; schools in, 19 Barrios Unidos, 70–72, 88 biculturation, 7 bilingual education: and early activism, 47; educational challenges, 62, 63; funding , 55, 149; and inclusive curriculum, 71; programs, 113–14, 123; and school pairing, 90, 162 Bi-Racial Committee: Mexican American representation, 90, 137, 139, 151, 154; purpose, 81, 151; reconstitution possibility , 189, 191 Index Birdwell, Yolanda Garza, 105, 123, 125, 126 Black-Brown Coalition, 188 blacks. See African Americans boycotts. See school boycotts; student activism Brown v Board of Education, 75 bus boycott (1971), 142 business districts, 10 business leaders, 112, 179 busing: costs, 176; as educational discrimination , 4, 90, 160; integration purpose, 144, 161; parental opposition, 167 Cano, Luis, 164 Castillo, Leonel: and African American support, 171; charges against HISD, 59– 60; and HISD NEA award, 154; and huelga schools, 103; negotiating strategies , 137; presentations, 110, 120, 124 –25, 138–39; and racism, 145; and school board disruption, 127; and school boycotts , 92, 108, 109, 117, 129–30; and school pairing, 135; and superintendent , 115 Castillo, Martin G., 85, 87 Castillo, Romualdo M.: and 1971 boycott, 166, 170; and community control, 168; and Operation Breadbasket, 145; and protests, 140, 143; on school pairing, 163 Chávez, César, 58 Chicanismo, 57 Chicano Movement, 56–59, 72, 103, 186, 194 –210. See also activism Chicanos: cultural issues, 63, 98; identity issue, 59, 101, 102, 130, 198–207; ideology, 63, 105, 131; and race, 98; school board disruption, 125, 126; selfdetermination , 200; unity issue, 103, 107–108, 141, 143, 149. See also Mexican entries Chicano Student Committee (CSC), 116, 119, 120, 124 Chicano Youth Council (CYC), 163, 164 –65 churches, 11, 123 Cinco de Mayo, 9, 115 Cisneros, Eliseo, 100–101, 103 civil rights movement: ethnic minority recognition, 115–16, 149; Mexicanorigin community support for, 38, 39, 41; organizations, 54, 66, 72, 195 class, socioeconomic: diversification of, 15–17, 40; impact on activism, 39; middle class, 59–65 collective action and school reforms, 132 collective decision making, 195 collective unity, 98 college enrollment, 33 community: acceptance of militancy, 206–207; activist identity, 35–50, 54 – 55, 74, 97; causes of turmoil, 163; control of schools, 38, 103, 168, 169, 181; and desegregation policies, 74 –84; discrimination perceptions, 38, 62, 70, 101; mobilization of, 57, 58–59, 107–108; organization of Chicano, 195; school boycott awareness, 69; school pairing responses , 85–86, 90, 102, 135, 140 Compass, The, 66 consciousness raising, 65 constitutional rights, denials of, 29 conventionality, 36 corporal punishment, 61 Corpus Christi, triethnic integration, 166 Cruz, Lauro, 100, 106, 108, 109 CSC (Chicano Student Committee), 116, 119, 120, 124 cultural issues: biculturation, 7; and Chicano identity, 63...