La Voz de Aztlan · La Voz de Aztlan, February 26 1981

Title

La Voz de Aztlan, February 26 1981

Creator

Associated Students of Fresno State

Relation

La Voz de Aztlan (Daily Collegian, California State University, Fresno)

Coverage

Fresno, California

Date

2/28/1981

Format

PDF

Identifier

SCUA_lvda_00124

extracted text

Calif

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EDUCATION ISSUE

"FORT APACHE;" REVIEWi

'\.~a
DR. OROZCO ON EDUCATION~
·---,~
ESSAY: WHY BILINGUAL EDUCATION&?
1

Copyri

BONUS 1981 TONALAMATL CALENDAR

L

Febru ry 26, 981

A

N

_La_Voz ·o-e Aztlan

Febru_ary 26, 1.9_8_1

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EDITORIALS
I'm happy to report that La Voz de Aztlan now has an editor . I 'd like to take this
opportunity to thank all those who came to my support at the Media Council
meeting. Special thanks to my staff and La Raza studies faculty for being so supportive.
,n this issue we focus on the educational system and whv it is so important for

Ch~canos to become _
i nvolved in it. I personally hold very high regards for the
Chicano faculty here at CSUF. Their , role _in society is very important, not only
do they serve as role models for today s Chicano Youth, but are a great inspiration
for many.
·

Fernando Quintero
Editor-in-Chief

Chicano Youth Center _VS Boy's Club
There is an issue brewing in the
community that should concern all
of la Raza . This issue is the struggle
currently going on with the Chicano
Youth Center in it'> efforts to relocate
in a City owned public facility, located
at 1621 S. Cedar Ave ., which is being
leased
by
Boy's Club,
Inc.
The fact that this struggle is even
being carried on should be of enough
concern to cause al I of la Raza to take
issue with it . True, the Boys Club
is a valid organization that provides
the youth of the community with a
place to go and make crafts or play
basketball, . among other things, but
one has to _remember that there are,
including· the one on Cedar, three
Boys clubs in the Fresno Area.
{The other two are located in Pinedale
and on the West side, respectively . J
But how many Chicano Youth organizations are there in Fresno that se rve
Chicano Youth as effectively as the
Chicano
Youth
Center?
T rue th e Club~ try to keep th~ir
organization racially balanced and the
Chicano Youth Center deals mainly
with the Chicano Youth in the community, however, one questions the
validity of the Boys Club arguments
when the proportionate figures disagree with their "policy." For example,
in Pinedale, where the population
i~ mainly Chicano, they have a gabacho
(white) director . On the same line,
at their Club on the West Side, which
has the same M4lti-Racial policy ,
the Boys Club members are from
80-90% Black, along with a Black
Director. And in keeping with the
Boy's Club on Cedar Ave., in an area
predominantly Chicano, · they have a
Black
Director.
~lso true, the Chicano YouthCenter,
which has no multi-racial policy has a
Chicano director, staff and ci'ientile.
A~d CYC director, Alphon~o Hernandez,
will tell you that the Center is there
specifically to deal with Chicano Youth
in a predominantly Chicano area th~
same as the Boy's Club on Cedar Ave.
But the
Center's stance in their
approach to the Chicano Youth, has
been
challenged.
1

This challenge has corie directly from
the Boys Club president, Robert Young,
whc
states that Chicano parents, all
ededly, have supported him in his
opposition to the Chicano Youth Center
sharing the City owned building .
In fact he has . been quoted as saying
that the move was impossible because
the two organizations were incompatible. Reasons he gives are the
"violent racial confrontations" the move
would create, and that in bringing
in the Chicano Youth Center there
would be no way to protect the Young
People (Boy ' s Club member's) from
the
CYC' s
influence.
Just take a minute and examine these
two arguments . As for violent racial
~onfrontations due to the Center moving
mto and sharing the Boy ' s Club .
One look at the membership dispels
that argument . Or even the policy of
~ulti-racial harmony. If, infact, that
1s the true policy of the Boys Club a nd
there are only Boys Club members-not Chicano, Black or White membersthen_how can that multi-racial harmony
be disrupted by the sharing of the building with more Chicano Yout h? Are
they also not part of the communi ty
served
by
the Boy's Club?
Th,:, ,pcond reason :Nhich shows their
concern with the influence of the
Centers Youth nvP.r the Boys Club
members, is based solely on the type
of youth that frequent the Chicano
Youth Center. Not the services, which
the Center provides, or the guidence
that the Center e x e ·r t s.over the youth
they serve. Quoting Alfonso Hernandez,
from the Fresno Bee, as having
members at the Center that are
"Cholitos, homeboys and girls, and gang
members," Mr. Young is certain that if
"forced" to merge with the ·center,
the Boys Club members will turn out
like them. As a matter of record the
Center does serve the more non-tradi- tioned youth as one trip to the Center
will confirm. The atmosphere at the
Center is a totallv positive one.

TheCenterhas 1always promoted unity
to it's Youth, among and within the
community. . The center stresses the
importance of education and was funded
by CE.T.A. SPECIFICALLY FOR
PURPOSED / OF
DEVELOP ING

M.E.CH.A. organizations
all
of
Fresno

throughout in touch with the Chicano Youth Center
County. to lend your support . The Gabacho
won't mind if you just stay home and
So in. all actuality, the Boy's Clu~ watch their T. V. shows, and maybe
two main arguments have no tounda- you 'd rather stay too, but what about
CHILDREN
Raza?
tion .
They are completely shallow Our
and have shown their lack of understanding_ in this particular matter .
Mike Valencia
· However, they have done one thing
and that is to keep the Chicano Youth
Center from moving into the city owned , - - - - - - - - - - - - - - - - - - .
building (A public facility at that) .
Wheredoesthat leave the Chicano
Youth Center, the only organ ization in
Fresno that deals effectively with the
Chicano Youth in this area? The only
organization that has the Chicano
Youths respect-because of the way
operate,rather than in spite of it?
The only organization that can take
"Cholitos, homeboys and girls, gang
members and a yes; F 1 4 'ers, and show
them a way to become productive
members of the community?
And,
hitting closer to horn e, where do you
as a part of La Raza come into the
picture? Reflect back to when you were
young, and all the pedo that the gabacho
made you go through and the way the
gabacho tried to hold you down.

Editor-in-Chief

Fernando Quintero
Managing Editor

Margarita Martinez
Sports Editor

Ed Aparicio

. ...,.

Photographers

The Chicano Youth ·Center let's OUR
youth know themselves, not what
they think they should be. The Chicano ·
Youth Center instills pride · in OUR
youth, giving them the opportunity
to identify with OUR culture. B ut once
again the gabacho is trying to hold
US back and "keep us in our place" .
The 60' s came and went and left a
few positive changes for la Raza, but all
the changes that were fought and died

Robert Hernandez
Richard Rios
Production

Maria Servin
Reporters

Yolanda Granadvs
Mike Valencia
Lourdes Villareal
Olivia Lucio

for are gradually b ei ng absorbed by
the gabacho once more. If we let it I
happen we won't have no one· to blame '
but o u r~elves . But maybe that's what
the gente want, just an opportunity to
get a laid back job and become part of
America's melting · Pot along with the I La· Voz De Aztl~n. 1s located in the
rest of her society. Should you so , Keats Campus building on the CSUF
desire to maintain your heritage and Campus Building. La Voz reserves the
culture carnales y carnalas, than on t"ight to edit letters, submission does
way to show it would b e to get up not guarantee publication. Telepllone
out of ·you•r· rocker/recliner and ge
487-2486.

r·· · -

/

.

February 26, 1981

La Voz De Aztlan

Page 3

STUDENT ORGANIZATIONS
By Olivia Lucio

CHICANO HEALTH·
ORGANIZATION

MOVIMIENTO
ESTUDIANTIL
DE AZTLAN

CHO is an organization for students
interested in medicine, nursing, respiratory therapy, health science, and other
science related fields. CHO' s goals
are to encourage and support Chicanos
interested in various health fields by
providing tutorial services, academic
support, counseling, advice on graduate schools, and scholarships.
In the past, CHO has sponsored trips
to University of California campuses
where information such as procedures
for transferring to a U.C. campus,
obtaining letters of recommendation for
Medical Schools, desirable majors, and
financial aid were given. Aside from the
orientation, brief tours were given of
each campus. CHO is in the process
of planning another trip this semester
to U.C San Francisco.
CHO's plans for this semester inHISPANIC PSYCHOLOGY : clude: A Health Clinic at El Porvenir
where families will be given advice on
STUDENT OHGANIZA TION first
aid and other health related probHPSA is a club formed for students · lems, visits to local schools to advise stuPaul Newman, who stars in the film, interested in psychology. The goals of
dents interested in the health field, and
issued a statement rationalizing his role, HPSA are to increase and retain more
helping La Federacion sponsor La Raza
"We hope the film will be a positive students into the field of psychology as
Health Conference scheduled for May. ·
Anyone interested in the health field
catalyst needed to start a nationwide well as mental health and counseling.
effort to rebuild the inner cities and
HPSA provides tutorial services, coun- . is encouraged to attend the weekly
meetings held Friday's at 1:00 in San
better the lives of their inhabitants. seling, workshops, speakers from the
Ramon 4, room 220. For more informacommunity, and information for graduGerson Borrero, a spokesman for the
tion,
contact Francess Navarette (251Committtee against Fort Apache said, ate schools and scholarships.
Meetings are held on Wednesday's 9839) or the Biology Department (487"We don't deny there is crime and
2001).
at 5:00 p.m. Contact La Raza studies
violence in our neighborhood. The p
487-2048 for more information.
7
page
continued . on
problems were not created by us,
but the film says we accept it and
encourage it and that we are animals. not
humans."

FORT APACHE
more stereotyping·:
Fernando Quintero
Last March, a M.E.CH.A. statewide
conference was held at the Sal mosqueda Center here in Fresno and there
were various activities and scheduled
speakers. The first time I heard about
" F o rt Apache: The South Bronx"
was at this conference. Ritchie Perez,
a Puerto Rican Instructor from New York
City came all the way to Fresno togather
support to stop the filming of "Fort
Apache". So naturally, when th e film
came to Fresno, I was curious to see
what all the comotion was about .
"Fort Apache" is said to be racist in
nature. The film portrays Puerto Ricans
and Blacks in a very negative fashion.
An article in The Guardian, an independant publication quoted Rev. Herbert
Saughtry of the United Black Front.
He said, ,.There are many ways in which
you can kell people ... you can kill
people with racist policemen, but you
can also people by killing their culture,
by taking their history. Once the movies
and the magazine~ and the ratio begin
to portray a people as nobody, it sets
them up for physical destruction."
These statements were made in reference to ,.Fort Apache.,. In Hollywood,
Chicano student groups have protested
against the fi Im. P i c kets have also b een
set up in Manhattan and New York.
A resolution pass by a New _York City

MEChA is a Chicano student organization located throughout · schools in
Aztlan. It is a political and social organization on campus whose main concerns
are those issues which affect the Chicano student and community.
Active participation in MEChA helps
to develop one's interest in the Chicano community . This is achieved
through participation in MEChA subcommittees. These subcommittees include political 1undraisers, political
campaigns, UFW (United Farmworkers), Semana de la Raza, and CYC
(Chicano Youth Conference).
Participation in MEChA helps to service the comrr ·nity and school. Weekly
meetings are held on Thursday at 12:30
in the College Union . Check the College Union blackboard for room number.

LA VOZ IS HUNGRY!

I had trouble seeing the film from a
critical viewpoint-I was to engrossed in
the movie. There was one Pcl,rticular
scene in the film when Paul Newman and
his date, Puerto Rican nurse who's
also a junkie, are sitting in a bar and
they both try to guess·-at each other's
backround. She guessed tflat he was
a third generation cop, divorced, . and
only slept with police- women. He
guessed that she was from a poor
family, had a sick mother, a brother in
prison, and got through nursing school
on a scholarship-otherwise, stereotyping the hell out of her. "Fort Apache"
is a good guys versus the bad guys
kind of movie. Paul Newman and
Ed Asner play the good guys, Puerto
Ricans and Blacks are the bad guys.

subcommittee condemned the racism
in the film and called on New Yorkers
to boycott it. Pressure from protestors Negative portrayals in films is however
· nothing new. Does anyone remember a
forced the film from· being showtrin
the entire
city
of
Philidelphia. ·movie called "Boulevard Nights?/'
Just for once I ' d like to see us wear
the
white
hats.
During filming last February, the Puerto·
Rican Educators Association and the
United Bronx Parents claimed that the
film failed to portray any positive
Puerto Rican or Black characters .
Nor did the film explain how these
stereo types helped feed into the racist
momentum. .
·

FOR FICTION,
issAYS,

POETRY, ..
ART,

ETC·

SEND IN YOUR
CONTRIBUTIONS TODAY·

LA VOZ DE ·AZTlLAN
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DESIGNED BY DR· CECILIO OROZC0

1

CALIFORNIA STATE UNIVERSITY, FRESNO
SCHOOL OF EDUCATION

I

I

-

ESSAY: WHY BILINGUAL
EDUCATION?
by Fernando Quintero

r

Pagel

-

La Voz De Aztlan
.-

February 26, 1981

America is a unique country with a unique history . The nation w~s formed ~s
the result of extensive migratory activity from all over the world, making the Uni~ed States one of the most heterogeneous countries in the world. However, conditions under which these settlements were made are as diversified as the people
themselves . Despite the presence of people whose language, customs,. a~d often
appearances are different, the cultural and political aspirations and priv1~eges ~f
the Anglo-Saxon Protestant g·roup have been maintained exclusively. This . particular group is what can be referred to as the "mainstream" ?f Ameri~an society, a
mainstream on which most American institutions and social establishments are
based. Through this mainstream factor comes the melting pot/conformist ideology, which in essence assumes that a sociocultural system can ~e ~or~ed fr~m ~he
fusion of many cultu~al systems through acculturation a~d _ass1m!lat!on stripp1~g
away the cultural identity of an individual in order to ass1m~late him in_to the ~1ddleclass American mainstream . Although the melting pot theory provided a simple, attractive, neatly condensed, and consumable solutio~ to_creating a safe,
national character it failed to recognize the fact that America 1s composed of a
multitude of soci~ultural systems which consist of values and traditions that are
important to such groups, and especially to the chitdreri in these groups.
During the latter part of the 19th century, a phenominal surge of immigration to
the United States occurred, causing great uneasiness and alarm for the already
"settled" Americans. As explained in Henry Pratt Fairchilds The Melting Pot
Mistake:
These were due in part to changes in- the social and economic situation in the
United States, in part to changes in the personal and social characteristics of
the immigrants, and ,n part to the repeated warnings issued by those whose
professional activities and opportunities gave them a wider access to the facts
of immigration than was possible to the average citizen ... Then came the
symbol, like a portent in the heavens. America is a Melting-Pot. Into it are
being poured representatives of all the world's peoples. Within its magic
confines there is being formed something that is not only uniform and homogeneous but also finer than any of the separate ingredients. The nations of
the world are being fused into a new and choicer nation, the United States.

The dangerous implications of this statement infer that the "melted" product is
superior to the individual "ingredients," making melting pot ideology racistoriented.
The concepts and ideas that formed the American "establishment" in the early
20th century were to be analyzed and examined at a later period. With the social
ferment of the 1960' s came critical examination of the role of the melting pot
theory as an instrument for the formulation of educational policy and practice.
Through these reevaluations of America's established sociocultural system, and
through the influence of the Civil Rights era, came the alternative to melting pot
theory-cultural democracy.
Manuel Ramirez and Alfredo Castaneda, authors of Cultural Democracy, Bicog.a
nitive Development, and Education define cultural democracy:
Cultural democracy is a philosophical precept which recognizes that the way a
person communicates, relates to others, seeks support and recognition from
his environment (incentive motivation), and thinks and learns (cognition) is a
product of the value system of his home and community. i=urthermore, educational environments or policies that do not recognize the individual's right,
as gu,aranteed by the Civil Rights Act of 1964, to remain identified with the
culture and language of his cultural group are culturally undemocratic.

Why do Mexican American children require special educational policies and
practices? Why are Mexicans in general the most foreign, unacculturated, unassimilate ethnic group in relation to other ethnic groups? The proposed explanations require some historical background. Unlike other ethnic groups that crossed
the Atlantic mainly to escape political and religious oppressions, Mexican Americans share with the American Indian the -e xperience of conquest and annexation.
While other groups came to benefit from the liberties promised by American
democratic ideology, this assumptjQ.n implied ano.tM.r strong motivation, namely
that immigrants desired to adopt American values, customs, and manners. Social
scientists and educators have long viewed the Mexican American population with
utter bemusement for its failure to follow the historical patterns of acculturation
and assimilation that have been attributed to many other ethnic groups. Perhaps
these skeptics· failed to take into consideration such factors as strong cultural and
familial ties, daily migration, geographical proximity of Mexico, and modern,
accessible trans~rtation and communication. As Ramirez and Castaneda pointed

out:
As a distinctive ethnic population, Mexican Americans have been frequently
referred to as the "least Americanized" of all America's ethnic groups, "unassimilable," and "foreign." These descriptions are ohen used as explana-

tions for the educational and economic plight in which the majority of
Mexican Amer)can population finds itself today.

. - po ricy has_ been a dopted
Recently, much research and legislative
. . and
howincor~
that .•
st
ated into America's educational policies and practices• Stati ics s
to c
1960 and 1970 the U S census showed that Spanish-surnamed students ,
one group we;e achie~i~g at a level lower than their Anglo or Black counterp;O
Median y~ars of school completed by Spanish-surnamed persons in _
197owas m
Blacks 11.9, and Anglos 12.4. California ' s pr~sent bilingual E:ducat,on pr~ra
based uoon the Chacon-Moscone Bilingual/B1cultural Education Act of 19 ·
American mainstream educational practices that reject ~ Mexican Americll
child's cultural values are a rejection of the child itself . This can lead to pai tit
psychological problems that lead to forcing t~e ch_ild to chose one cultu~\aJw.
expense of the other . In a project for the California State Department 0
tion, Eleanor Thonis reports:
.
..
h ubFor thousands of Spanish-speaking children from Mexican fam_,J,es, t_ e P
lie schools have not kept the glibly-made promise of a~ educatto~ w~ich
prepare them for productive adult roles in the economic and ~oc,al Ide 0
nation. These children have brought their language and the,r c~ltural back·
grounds to our classrooms with the same e~thusiasm and the high expecta·
tions that all children so trustingly place ,n the han~s. o~ educat_ors. The
schools however, have rejected their language~ h~ve m1mm1zed the,r _cu/turd
and have ignored their identity. They have tnsrsted that the Spanish an
Indian heritage of these children by leh outside the classroom doors . They
ha~e stripped these Spanish-speaking pupils of their many strengths; they

ra~~

have expected them to find their way in an instructiona_l program that has
been built upon a different system of values, an unfam,l,ar culture and an
. alien language. ·
Such educational practices are not consistent with the stated goals of res_pect for the unique worth of each ifl!1ividual, of the_ developmen_t of each pupil
to his fullest potential, or of equality of opportunity for ~II c~1/dre~. Nor arl!
such practices in harmony with the national need for l,ngwsts, '~ govern•
ment, in business, and in our schools. The present avenue of education, then,
as a means of upward social mobility, has become a dead-end street for far
too manv of these Spanish-speakinf! children.

As with any new program or implemented policy, bilingual/bicultural ec1ucat1111
has its share of setbacks. The Deparbnent of Education's Administration of Bilingual Programs had not directed local districts concerning procedures for deter·
mining when pupils were ready to be transferred into the regular program (i.e
"exit criteria"). Also, the training and orientation of established educators ID
assist in bicognitive programs has been met with some apathy and resistance.
In summary, the Anglo conformity/melting pot ideology in education does~
provide a healthy learning environment in which non-Anglo children can functdl
and develop in the reality of America's pluralistic society. For the Mexican ArMJ·
ican child, it is a bicultural reality and has as its primary educational goal the~
ity to function effectively in and the responsibility to contribute to developments in
both cultural worlds.

Advertising Sales Position
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for

La Voz
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Uhuru Na Umoja
Apply at ·The Daily Collegian
Keats Campus Building
__

I,

February 26, 1981

La Voz De Aztlan

D • ROZCO SPEAKS
CH CAN
EDUCATIO
by Lourdes Villarreal

ing personnel is just not there." He also
feels that little recruiting effort is being
made to encourage Chicanos into the
education field. He comments, "The best
minds are not being employed to teach
others."' Dr. Orozco sees teaching as
•the greatest calling." According to

~r Cecilio Orozco, Professor of Edutlon and Coordinator
BT
al
Education. says he is the ~nly -'c'hni~cauno
f
h
P':° essor rn t e Education Department
with tenure. Dr. Orozco comments on
the_urgent need this campus has for
Dr. Orozco, in America people are
Chicano professors in the Education , taught to think in terms of short goals;
Depart!11ent. Although at first glance
that is not, planning ahead. That is why
one m!ght be inclined to believe that
he believes that Chicanos don't really
CSUF ,s booming with Chicano profesaspire for the top paying positions,_"thP
sors, Dr. Orozco declares that most of
apple pie" jobs. Furtherm?re,
Dr.
the Chicano staff comprises of only .Orozco declares that since no one really
temporary professors and others who - thinks that Chicanos are interested ·in
simply don 't teach.
those sorts of jobs, no one really cares.
Dr. Orozco observes that only very
slow progress is being made in getting the word out that permanent
rofessorial Chicanos are needed.
However, the problem is not only obtaining qualified·applicants for the professorial positions, says Dr. Orozro,
the real core of the matter is that •institutions perpetuate non--m inorities. •
e stated further that if there is any aceptance of Chicano professors, it is
ly because Chicano professors are
egarded as a present necessity that
ill eventually "go away." He believes
hat no sincere effort is being made to
etain Chicano professors on a permaent basis.

Dr. Or~~o believes that many _Chicanos enter the education field because
they feel this is about the only area
where their bilingualism will be respected. Dr. Orozco comments that there is
wrrently an effort being made to hire
a Professor of Education who has bilingual experience. Dr. Orozco feels that
there is a need for a Hispanic who understands the problems of the Chicanos
in California. Again, Dr. Orozco relays
that the problem is not only finding a
· qualified Hispanic but getting him approved once found .

Dr. Orozco's advice to the Chicano
student is that "once you' re in the univer-sity, get a hold of a Chicano who
can show you the ropes." Also, Dr.

Dr. Orozco currently teaches four
lasses and counsels students in the
mphasis/Spec,alist Bilingual Program.
ith 500 enrollees ranging from fresh"to graduates, Dr. Orozco feels he
as his hands full being the only Chino tenured professor in the School of
ducation. Dr . Orozco says, "The teach-

commit themselves, at least not to a
departmJnt, without taking the time to
mnsider all their career options. Chicanos should also know that ev · n the
President of this university is accessible
tothem.

(CON*T)
CHICANO BUSINESS

CBSA is for students interested in
usiness administration
economics
anagement, and other b~siness related
1elds.
·
The goals of CBSA are to encouragend assist students to undertake under- ·
graduate and graduate studies in the
usiness field.
The CBSA acts as a link between busi-.
ss persons and students, and provides
. rvices for the community such as acive participation in Volunteer Income
ax Assistance (VITA) program. Conct La Raza Studies 487-2048 for more
nformation .

The La Raza Studies Program is designed to meet several objectives. One
of its objectives is to promote an awareness of the historical and cultural factors that characterize the Chicano as a
unique group in the United States.
Anott,er is to cultivate an understanding and appreciation of ethnic differences among all people. A third is

tegrate this knowledge into the major
academic fields of study. With this aim
the ~ourses offered in La Raza Studie~
are mterdisciplinary in · nature. They
reflect the various areas of study that
will give students an understanding
and appreciation of the essence and diversity of La Raza. The program emphasizes Social, Psychological and Comto critically analyze the Chicano experi- munity Studies, Education, History and
ence in the terms of significant issues Culture, Art, Music, and Literature.
For further information on La Raza
concepts, theories, and current prob~
lems. Finally, the program aims to in- Studies, contact CSUF at 487-2848.

Orozco feels that students should not

STUDENT ORGANIZATIONS
STUDENT ASSOCIATION

i.A RAZA STUDIES

LAS ADELlT AS
las Adelitas is an organization com-

prised of Chicana students who are involved in educational, political, and com-

MINI CORPS
The California Mini-Corps is a proThe qualifications tor admittance are
gram which provides college students the following: Mini-Corps students must
with a first-hand opportunity to work be former migrants, or must have pracwith- migrant children as teachers.
tical knowledge of the Migrant Family
The Mini-Corps' program objectives life-style. They must lhave a Financial
are _to provide direct categorical ser- Need in order to continue their educavices to Migrant Children which match tion. Mini-Corps students should be able
or exceed performance standards pre- to communicate in English with a high
scribed in the California Master Plan.
degree of proficiency and in one of the
It also increases the number of Bi- following languages: Spanish, Portulingual Professionals who are spe- guese, Tagalog or Punjabi. They must
cifically trained, experienced and'i::oW.- ~ ..,..a1so have education as their goal.
mitted to p_rovide services · to migrant
Applications are still available. For
children .
further information . contact Manuel
Sanchez at 487-2067.

CHICANO YOUTH.
CONFERENCE
COMMITTEE

The CYC committee annually ormunity activities . Some of their goals:
ganizes a youth conference for young
include sponsoring tutorial programs,·
Chicano high school students. The conrounseling Chicanas in local high
schools, helping in local political cam- ference this year attracted O>J6f. 2,500
paigns, and sponsoring cultural and edu- students representing over 54 high
cational programs. Last semester, Las schools throughout the San Joaquin
Adelitas sponsored the Halloween and Valley. The CYC conference is a one-day
eventwith activities ranging from career
El Consentido dances.
One of Las Adelitas plans for this and general interest workshops to colsemester is the first annual Spring lege fairs.
Anyone interested helping in next
Dance. Las Adelitas wishes to extend
year's conference can contact Jerry
an invitation to all Chicanas on campus.
Meetings are held Tuesday's at 2:00 Gonzalez or Jesus Supulveda for more
information.
in the College Union.

TRABAjADORES
DE LA RAZA
Trabajadores de· la Raza is an organizati~"omposed of undergraduate and
graduate social work students. The or-·
ganization feels that many social services are inadequate for Chicanos and
other ethnic minorities .
Some activities of the organization
include fundraisers, participation on
school committees, and recruitment and
sponsorship of workshops on relevant
topics. For more information·, contact
Victor Olivares at 487-2048.
continued

on

page

8

La Voz De Aztlan · ·

EL SALVADOR DEMO

TRATIO

February 26, 1

ARCH
The Latin American Support
tee & CSUF MEChA ares
solidarity march with the
Salvador on Saturday, Ma
march, to demonstrate against
tary aid to the EI Salvador
assemble at 11:00 a.m. at
ground (Divisadero & Blacks
marchers will arrive at 1:00 P
Roeding Park Bandstand
speakers and music for theafternoon.

DRAFT!
MORE VIETi

u.
I

The march has, so far, been
by the following organizatioffl:
Womens International
Peace & Freed om
Students For Economic
Los Adelitas
Inside/Out
The Confederation of lrantan
Luis Sepulveda-A.S. Pres
Chicanos in Law
Chicanos in Education
MEChA Central
La Raza Unida Party
The Womens Alliance

N

T
E
R
V

For more information
Vasquez 252-2433.

N·
T
I
0

N

IN EL SALVADOR!

DEMONSTRATION

., ,

SATURDAY, MARCH 14
Assemble at Dickey Playground (Dlvisadero & Blackstone) at 11 AM
and March to Aoedlng Park Bandstand (arrive 1 :00 PN).

SPONSORED BY: TIIE LATIN AMERICAN SUPPOin' COMMITTEE & C SUF MECHA

La Semana committee
five-day celebratjon G
a major victory for Mexico
French on Cinco de Mayo 1862.
of the week-long celebration is
theme: April 30, Unity and
May 1, la bellesa de los ·
2 El gusto Mexicano, May
Night, and May 5, Unidos
The scheduled activities wil
speakers, hims, and en
La Semana committee is
from students interested in
this five-day celebration. For
formation, contact Elpidio R
227-1497 or leave a message an
mana box at La Raza studies.
Meetings are held Monday
Thursday's at 5 :00 in the
Union.

SOCIETY OF

ORGA_
NIZATIONS. ccON-Y)
CHICANOS IN LAW
Chicanos in law is primarily for students interested in going to law schools.
Any other students interested in lawrelated fields of study are welcomed
to the meetings. The organization is
essentially an information outlet providing trips to law schools, corrective
institutions, and to judicial courts to
observe the legal process. Contact La
Raza studies for more information at
487~2048.

CHE provides information on policy
making that affects the teacher's credential. It also makes students aware of
HIGHER °EDUCATION
new laws and policies that affect the
children that will be taught.
CHE is one of the many organizations
CHE helps students stay in the field
under MEChA: It was ~ormed a~ the of education by providing tutoring and
result of nega~1ve expen~nces Ch1~ano career planning.
students had in attempt111g to gain a '
teacing credential from the university.

CHICANOS IN

CHE' s main purpose ts to promote
interest concerning the field of education
by providing information regarding the
different steps needed for a· teacher's
credential.

SHPE is part of a nation. wide
tion. It is for students interes
gineenng and other related
This organization provides
services, information on
schools, and speakers from
· munity.
SHPE conducts workshops
students in engineering and
increase the size of the club
Meetings - are held Wednesday's ing local schools and talkin& .to
at 12:00 at the Education Psychology interested in engineering. For
building room 101. For more informa- formation contact James 0
tion contact Jes us Supu lveda at 487- Dean of Engineering at

2048.

Item sets

La Voz de Aztlan Set