Chicana/o Challenges to School Segregation in California and Texas: Using Critical Race Theory in Education as a Tool for Historical Recovery

Session Submission Type: Symposium

Abstract

Using critical race theory frameworks to explore Chicana/o experiences with and challenges to school segregation, this symposium examines three legal cases in Texas and California post-Brown v. Board of Education (1954). Paper presentations analyze data collected from oral histories, national and local archives, court filings, and Spanish/English newspapers. Emphasizing the often-overlooked histories of Mexican Americans, the research attempts to better understand the pervasiveness and persistence of institutional racism that shaped a legacy of separate and unequal educational conditions. While focusing on jurisprudence, this research also contributes to the recovery of those narratives of resistance Mexican Americans have forged with demands for equal educational access and opportunity.

Sub Unit

• Division F - Historical Inquiry in Education

Cosponsors

• Division B - Curriculum Studies

• Division B - Curriculum Studies / Section 5: Historical, Philosophical, and Disciplinary Knowledges

• SIG-Hispanic Research Issues

• SIG-Indigenous Peoples of the Americas

Chair

• Michaela J. López Mares-Tamayo, University of California - Los Angeles

Papers

• Hernandez and Its Enduring Legacy of Racism: Developing and Applying a Critical Race Policy Research Framework and Methodology - Enrique Aleman, University of Utah

• Challenging a History of Educational Inequity: The Case of Soria v. Oxnard School Board of Trustees - David Gumaro Garcia, University of California - Los Angeles; Tara J. Yosso, University of California - Santa Barbara

• Crawford v. Los Angeles Board of Education: Exploring Chicana and Chicano Community Perspectives, 1963-1988 - Ryan Edward Santos, University of California - Los Angeles

Discussant

• Maria C. Ledesma, University of Utah