Moreno Political

Historical Context of Bilingual Education

• Chicana/o students faced increased segregation in bilingual classrooms during the 1980s, often justified by perceived language deficiencies.

• Early 1980s: Growing tension between desegregation efforts and bilingual education.

• Optimism among some educators about the compatibility of bilingual education and desegregation, but meaningful outcomes were scarce.

• 1980s: Rise of assimilationist educators and reduction in bilingual education support, leading to setbacks against community activism.

Impact of Political Changes

• 1980: Shift under the Reagan administration resulted in significant cuts in Title VII bilingual education funding, from $167 million in 1980 to $133 million in 1986, over a 20% reduction.

• During this period, the population of English learners escalated, particularly in California, with a 75% increase in students with limited English proficiency.

Educational Inequity in the 1970s and 1980s

• Consolidation of public school finance as a target for Chicana/o community activism.

• Legal challenges aimed at school finance systems exposing disparities; notable cases include:

  • Lujan et al. v. Colorado State Board of Education (1979): Challenged funding disparities affecting districts with high Chicana/o populations. Initial ruling favored plaintiffs but was later upheld by the State Supreme Court.

  • Serrano v. Priest (1971): California case challenging local property tax funding inequities. The ruling favored Serrano, recognizing unequal funding but ultimately led to few changes in practice.

Systemic Barriers to Education

• Public education systems in California faced substantial underfunding and overcrowding, resulting in poor educational quality for Chicana/o students.

• Average spending per pupil revealed disparities; for instance, Edgewood spent significantly less on its students than wealthier districts.

• Limited curriculum options and high retention rates for Chicana/o students hindered educational attainment and college readiness.

• The lack of representation among educators negatively impacted the educational experience for Chicana/o students, as role models and culturally relevant teaching were sparse.

Experiences of Chicana/o Students

• A counterstory illustrating the experiences of Chicana/o students highlights systemic educational inequities.

  • Comparison between a Chicana and her White middle-class roommate reveals stark differences in educational resources, opportunities, and support systems, indicating systemic failures in providing equitable education.

Concept of Meritocracy in Higher Education

• Meritocracy is critiqued for perpetuating inequities, as it assumes equal access and opportunity that does not exist for many Chicana/o students.

• Standardized testing (e.g., SAT/ACT) often fails to predict success for Chicana/o students, yet remains a barrier for college admissions.

• The perceived fairness of meritocratic systems obscures the structural disadvantages faced by underrepresented groups.

  • Historical reference to Regents of the University of California v. Bakke (1978) demonstrates the complexities and controversies surrounding affirmative action in higher education admissions.

Current Status of Chicana/o Students in Higher Education

• Modest progress noted; more Chicana/o students are attending college and graduating compared to past decades.

• Despite improvements, disparities persist, particularly regarding the quality of education and representation of Chicana/o individuals in higher education.

• Continued legislative challenges exemplified by:

  • Proposition 187 (1994): Sought to deny public education to children of undocumented immigrants, disproportionately impacting Chicana/o students, eventually ruled unconstitutional.

  • Proposition 209 (1996): Eliminated affirmative action, limiting access for Chicana/o and minority students.

  • Ongoing implications of anti-immigrant sentiment and policies shaping educational access and equity for Chicana/o communities.