Education has been a major target of the Mexican American reformers. The Chicano movement had strove for a wide spectrum of educational goals which includes the alleviation of the school-drop out rates, expansions of the higher education attainment and the creation of programs and courses in Chicano studies. The Chicano movement also led to the emergency of the cultural renaissance in the US. The condition that Mexican American has coped with being treated as second class citizens goes for a longer time than their European descendants.
Mexican Americans have been through all the phases of racism and further discrimination. Derogatory terms and labels have been used in public to describe Mexican-Americans as camel drivers and rag hats. These people have been systematically denied the ability to gain power to redefine and even make it stick . We have the institutionalization of gangs in the Mexican-American communities. Many immigrant parents were stripped off the ability to control their children during the mutual struggle so as to adapt to urban American culture while still wanting to retain the rural identity.
They had to cope with the economic handicaps which were exacerbated by prejudice. Multiple factors led to the feelings of displacement, isolation and even alienation. The low paying jobs in ranching and the light industry were their alternatives for their employment. Later on the industries expanded employment and many of the Mexican immigrants became janitors, gardeners and also dish washers . Despite these obstacles, most of them fashioned productive lives for their families and their offspring became even more productive in their lives.
However, a life of concentrated poverty ensued for the vast majority. This breakdown in social control and the ethnicity identity had a lot of effects on the making of gangs and their members. This began as wayward kids who hanged around in the streets and were usually detached from the family influences as well as being uncommitted to schools. Conclusion What we can infer is that, the barriers which had spanned gangs still exists, as is the poverty, conflict of schooling and stressed families.
The immigration from Mexico and other American nations is still there. The same as what happened in the earlier decades, the problem of crowded housing along with the trouble familiar conditions are still pushing the children to the streets. Currently, the oppression strategies overrule the way gangs are dealt with. What is needed is a balanced approach. What can help alleviate the negative effects of gang problem is the parental training and counseling, getting support in school as well as the community focused law. Bibliography
Chandras, V. Kananur (1978). Racial Discrimination against Neither-white-nor-black American Minorities: Native Americans, Chinese Americans, Japanese Americans, Mexican Americans, Puerto Ricans, and East Indian Americans; R & E Research Associates, del Castillo, Richard Griswold (2008). World War II and Mexican American Civil Rights; ISBN 0292717393, University of Texas Press, Donato, Ruben (1997). The Other Struggle for Equal Schools: Mexican Americans during the Civil Rights Era; ISBN 0791435199, SUNY Press, Garcia, T. Mario (1991).
Mexican Americans: Leadership, Ideology, and Identity, 1930-1960; ISBN 0300049846, Yale University Press. Gibson, A. Margaret (1988). Accommodation without Assimilation: Sikh Immigrants in an American High School; ISBN 0801495032, Cornell University Press, Gregory, Steven & Sanjek, Roger (1994). Race; ISBN 0813521092, Rutgers University Press, Stacy, Lee (2002). Mexico and the United; ISBN 0761474021, Marshall Cavendish Vargas, Zaragosa (2005). Labor Rights are Civil Rights: Mexican American Workers in Twentieth-century America; ISBN 069111546X, Princeton University Press,