This paper demonstrates the conflicting identities and the challenges faced by the Mexican American generation between the 1930s and 1950s, as well as the Chicano generation of the 1960s, against the backdrop of institutional obstacles in the nation (García, 1994). On the other hand, it goes an extra mile by showing how every generation in the movement, taking on civil rights activism and ethnic pride, attempts to achieve a deep-seated societal change.
The 1930-50 Mexican American Generation
During the 1930s-50s, the Mexican American generation tried to align with the American way of life, being wholly absorbed into and approved by this culture. Still, this climax was mainly prompted by their active participation and contribution to World War II. Despite their efforts, they faced relentless institutional barriers: characteristics, including segregation in schools and public places, the practice of discriminatory employment and the creation of stereotypical views of them as strangers (Salinas Jr, 2020). These challenges reveal a racial discrimination system, even towards those who demonstrate devotion and patriotism. We, the present generation, have been fighting for our acceptance ever since, and it has paved the way for future activism, showing the big problems of inequality and discrimination among Mexican Americans who just wanted to be appreciated and have the same rights and opportunities as the others.
The 1960s Chicano Generation
Unlike the previous Chicano Generation, who had sharpened their ethnic feelings and exercised a mobility movement, the 1960s Chicano people followed a hard line. They did not pursue the assimilationist goals of their predecessors. The Chicano Movement was parallel to these civil rights movements, and their fight was to preserve their unique identity and rights as Mexicans in the U.S. The Chicano Movement became a strongly expressed anti-discrimination and pro-educational reform human and labour rights movement (Salinas Jr, 2020). Their ideology was based on a conscious understanding of the conditions of being deprived of their culture and realizing their right to equality, counteracting the exclusionary institutional settings of barbarian treatment they had constantly been subjected to (Espinoza, 2001). Their activism showed that this was one of the following important events in the history of civil rights and underlined autonomy and national coherence.
Institutional Barriers and Responses
Prestige, wealth, and power presented serious barriers to both generations; the girls reacted differently. Sympathizing with the preceding generation’s efforts to fit in only to face the systematically stratified segregation, the idea of integration within the existing racial groups reveals its restriction in a socially discriminative system. Instead of this, the Chicano Movement of the 1960s favoured a confrontational strategy to dismantle these obstacles to the education of the Chicanos (Pérez Huber et al., 2015). School walk-outs and protests for bilingual education and culturally relevant curriculum were successfully organized, and voter registration drives led to a legal challenge that fought against political disenfranchisement. These acts highlighted shifting tactics that focused on direct action and community organization, intended to destroy the racist barriers that varied their advances and confirm their actual status in American society.
Personal Reflection on the 1960s Chicano Identity and Struggle
Looking back at the education, political activism, and cultural awareness that tied Chicano and their fight in the 1960s, these are guiding hierarchies for advocates for social justice today. Just as the Chicano Movement’s campaign for school equity and government representation echoes today’s battle for equality. Furthermore, the commendable aspect of the stance is that ‘solidarity restoration’ and ‘culture acknowledgment’ are essential calls for systemic change. Though the culture may not match, the overall beliefs of the Chicano struggle to have decent, proper and fair working conditions is the battle that each citizen of this country must strive for, which involves the principle of dignity and rights.
Conclusion
The pilgrimage of the Mexican American to the Chicano generation shows the incredible metamorphosis and progress in the walk to equality and ethnic identity. This essay has brought to light how each generation has its style of dealing with the challenges of “what it means to be an American citizen”, thus extending the complexity and pursuit of equality and dignity in our society.
References
Espinoza, D. (2001). “Revolutionary Sisters” Women’s Solidarity and Collective Identification among Chicana Brown Berets in East Los Angeles, 1967-1970. Aztlán: A Journal of Chicano Studies, 26(1), 17-58.
García, R. A. (1994). César Chávez: A Personal and Historical Testimony. The Pacific Historical Review, 225-233.
Pérez Huber, L., Malagón, M. C., Ramirez, B. R., Gonzalez, L. C., Jimenez, A., & Vélez, V. N. (2015). Still Falling through the Cracks: Revisiting the Latina/o Education Pipeline. CSRC Research Report. Number 19. UCLA Chicano Studies Research Center.
Salinas Jr, C. (2020). The complexity of the “x” in Latinx: How Latinx/a/o students relate to, identify with, and understand Latinx. Journal of Hispanic Higher Education, 19(2), 149-168.
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