La Voz de Aztlan, March 9 1987
Item
Title
La Voz de Aztlan, March 9 1987
Creator
Associated Students of Fresno State
Relation
La Voz de Aztlan (Daily Collegian, California State University, Fresno)
Coverage
Fresno, California
Date
3/9/1987
Format
PDF
Identifier
SCUA_lvda_00168
extracted text
California,State University, Fre~no
Monday, March 9, 1987
Chicano
education
reviewed
By Jaime Perez Rodriquez
Staff Writer
Yes, as Chicanos, we all understand
what we want and feel the need to achieve
by the twenty-first century, when a great
proportion of the state population is
~stimated to be of Hispanic origin. There
1s more minority enrollment in colleges
and universities across the country now
than ever before and increasing every year.
But before Chicanos can look into the
future of this vast impact to society cause
by this educational phenomena, a look
must be taken
into - the history of
Chicano education.
The history of Chicano education is
just starting to unfold. There are aspects
yet to be detailed or explained. It is true
that Mexicans have been situated
throughout the Southwest long before the
Anglos arrived from the East. But how is
it that only the Anglo's were getting
educated and not any other particular
ethnic group. How was it that Chicanos
fell behind to the Anglos? And what can
be learned from looking at the past of
Chicano...?
Public education was taken throughout
the country by the 1900's, although on a
very limited basis. . One example is the
Anglo territorial authorities, who were in
the ramority, of New Mexico. They
willingly failed to iniate serious efforts to
establish public schools during the 19th
century in order to deny the dominant
Mexican American population an
education. Two other states of the
Southwest, Tejas and California, applied
the law excluding Indians from the public
institutions to
Chicanos or else
prescribed English as the only official
language for instruction. It was until
t1Te late sixties that these English only
laws were repealed as a result of the
changing political atomosphere and the
enactment of the federal Bilingual
Education Act of 1968.
In perceiving the history of Chicano .
education one finds a distinct discriminatory character of public school
pertaining to their administrative practices. Arguments are that the pre-judiced
Georgina Maldonado (left) encourages Ruben Fuentes (right) to stab "Cyclone" (middle) in a mock fight which was one
attitudes of Anglo school leaders
of El Teatro las Cucarachas' plays aimed at stopping gang warfare in the Chicano community. This play entitled
influenced their decisions regarding the
"Stopwatch", froze the action so that the narrator could explain the foolishness of fighting. See Story Page 3
establishment of segregation during the
latter 19th and early 20th centuries. The
segreation had negative consequences on pulsory school laws in Chicano com- the lowest paying categories, ·which most years studies have increased the
Chicanos.
Segregation descouraged munities and underfinanced Mexican of their parents had entered upon understanding and process of · imimmigrating.
migration, clarified the nature of conflict
cultural understanding and encouraged schools.
The struggle for educational equality in the Chicano community and provided
In California, a mixed group of
Chicano children to leave school. School
officials, by ignoring and suppressing the Amencan c1bZens ot Mexican descent and was emerging during the years of WWII. data on the origins of Chicano barrios
language and culture of ChicanQS and Mexican nationals were responsible for Chicano individuals developed anti- throughout the Southwest. But despite
failing to encourage the intermingling of taking judicial actions to end school segregation educational policies for state all of the advancements Chicanos have
different racial and cultural groups in the segregation of Mexican children. The school leaders in Tejas. The policies made over the past twenty years we have
classrooms through the policy of local California court on March 13, 1931 modified the curriculum of the public still not made the impact that can carry us
segregation,
discouraged
Mexican ordered the Mexican children readmitted to schools to include a Mexican heritage, into the 21st century.
~ y looking at the educational past of
. Americans from learning English and the regular school. Despite this ruling, and developed workshops to train
-helped to maintain Spanish language use segregated schools for Mexican children hundreds of teachers to work with Chicanos, as well as all ethnic minoramong Chicano students. The segregation continued to flourished during the second Spanish speaking children. Also it was ities, an equal amount of educational
policy led primarily to detrimental and third quarter of this century in the during the Civil Rights Movement of the opportunity must be given to the new
sixties that Chicano students were a key incoming migrants who wish to achieve a
consequences on the education of Chic- state and throughout the Southwest
anos.
Once administrators accepted Chicanos role in the development of Chicano better way of life here in the U.S.
There were still other discriminatory into the school system they placed them Studies programs and curricula in the
educational practices which have had their on a vocational curriculum to Chicano institutions of higher learning during this
Guadelupe
San
Miguel,
Jr.
impact on Chicanos. San Miguel in a instruction. This type of curriculum was period.
These were the students who opened
"History of Chicano Education"
forthcoming book describes how local not an opportunity for advancement but a
Associate Professor
school officials in Tejas during the 1920's specific method for training the Chicano the door for Chicano people and allowed
them
the
opportunity
to
brooded
their
School
of Education/Chicano Studies
school
population
for
predetennined
and 1930's hired only Anglo teachers,
UC
Santa
Barbara
failed to enforce rigorously the com- occupations in the economy, usually in awareness to society. In these last twenty
~===========================~Monday, March 9, 1987~=====~====~
Ledl
Page 2
V(O)Z
Eng_lish
Tongue
Only
By Teresa Navarro
Staff Wrffer
The Immigration Control Act of 1986
will effect millions of lives. This act
will enable residency to those who were
born outside of the United States.
Persons who obtain legalization under the
new law must qualify under the following
requirements:
A. Must not have been convicted of
a felony or have committed three
misdemeanors while in the United States
B. A history of employment in the
United States and not have received public
(monetary) assistance
C. Undergo a medical examination
at his/her own expense
D. Must not have assisted in the
persecution of another person or persons
E. Must be registered or be willing
to register for the draft
The amnesty program will not be in
effect until May 5, 1987, but temporary
resident status will be available 12
months after May 5. After 18 months on
temporary residency, µndocumented
workers have one year to apply for
permanent residency or face deportation.
Before permanent residency can be
obtained, legal documents are required to
prove resident status before the act The
Nation's Immigration Chief promised that
legalization records would not be used to
deport those rejected. ·
Legal documents can be costly if
private assistance is sought through law
offices. Care should be taken when
chosing a law firm, since not all lawyer's
abide by the ethics prescribed by law. for the past three years - he/she can
Other public services are available continue to work. The bill is mainly
including the Catholic Church which will discouraging the hiring of undocumented
help undocumented workers attain workers presently or in the future.
documents free of charge.
Once an undocumented worker has
The employment aspect of this bill is been 'established as a permanent resident
very important Employer penalties may of the United States, he/she can file for
include up to $10,000 per undocumented income tax returns ,over the past three
worker ... and/or six years in prison. years. They may also petition for his/her .
However, these penalties will not be in immediate family to come to the United
effect until June 1988.
States.
In addition, the Grandfather Clause
Although this Immigration Control
allows employers to retain undocumented Act was formulated to solve immigration
employees hired before the enactment of problems, it will be the source of
the act itself. For instance, if the problems for many people. First of all,
undocumented worker can prove he/she there is to short amount of time that may
had worked at least 90 days within a year, -not allow the centers to accomodate the
Financial Aid Woes
By Sylvia Louise Moreno
Staff Writer
"I've_been told that I'm not eligible for
any Financial Aid each time I've applied,
but as many other students, I believe I'm
entitled to some aid." Peter Favela ·
Junior
"I'm somewhat disappointed with
E.O.P. because of the lack of help they
provide for transfer stude11ts as myself.
The financial Aid Offices on campus can
be quite unfair. Deadlines for students are
cut and dry but as for the office, they feel
that they have their perogative of being
late, or mistaken on some records. Come
on, let's be fair."
F. Rubio - Junior
"Financial Aid has helped me quiet a
bit ·Freshmen, I believe, need the most
assistance that the upperclassmen. But
juniors and seniors still need assistance,
because sometimes I feel like I've been
abandoned."
G. Davis - Senior
"My parents make too much money,
so that makes me ineligible. I think it's
unfair because it doesn't necessarily mean
that they are paying for my education, in
fact I've got to support myself through
school without the help of Financial Aid.
I know the~e are many students who are
caught in the middle who must work at
least part time to continue coming to
school."
R. Moghaddam - Sophomore
"I feel many students aren't receiving
adequate help.• I had received aid last
semester when the Financial Aids Office
notified me of a mistake on the forms
which wc:re processed. Now I am re.quired
to pay the full amount back because of
their mistake."
A. Sotelo • Junior
"I feel like I've been helped by
Financial Aid, but I believe that loans
should be available for those who need
money, there shouldn't be such strict
regulations. They'll' have to pay the loan
back anyhow."
Steve Akhlaghi - Senior
"Work Study helps me value the
money I do earn from Financial Aid,
otherwise, I'd spend it carelessly, if just
granted to me for free.. E.O.P. should
become more selective as to who receives
grants from them. . I also feel that the
office here on campus should cut down on
their "red tape" because they are wasting
our time as well as theirs."
J. Castaneda
"Last year I was told I didn't qualify for
Financial Aid for the following semester,
so my registration was rejected and sent
back to me. They sent me through the
tooious process of walk-through registration. A month later Financial Aid
explained that I was qualified after all and
that they had made a mistake . But it was
too late I had taken out a loan and aquired
a schedule that didn't work out to my
artvantage. The Financial Aids Office
should be more efficient after all these
years in operation.
M. Sandoval - Junior
millions of people that this bill will
effect. Secondly, Proposition 63
hindered the Bill by it's restriction on
bilingual public services. Thirdly, there
has not been enough media coverage in
Eng1ish or Spanish. Lastly, a large
percentage of these undocumented
individuals may be illiterate.
For information regarding permanent
residency, contac.t the Immigration and
Naturalization Service (I.N.S.) located in
Fresno. A fee of $100 will be required to
file an application. There are three other
I.N.S. centers throughout California; Los
Angeles, Sacramento and San Francisco.
Further information can be obtained by
calling Catholic Charities.
has
LMAW H.olds Conference
"ADELANlE MUJER HISPANA"
the third annual Hispanic women's
conference will be · held on Saturday,
March 28, 1987 at Fresno City College
from 8:15am to 4:00pm. The League of
Mexican American Women and their cosponsors are proud to present a conference
designed especially for the needs of
HISPANIC WOMEN of ALL ages. The
conference offers over -20 workshops
which include topics of concern to all
Hispanic women including the young
high school teens, the working woman,
the homemaker, mothers, single parents,
the unemployed, students and everyone in
between.
As an added benefit the first hour of the
conference includes a Resource Center
where several agencies who provide a
variety of services will set up information
tables for the conference participants. For
a pre-regestration fee of $13 general, $10
for college/vocational students, $3.50 for
high school students, each participant
will receive morning refreshments, lunch
and all materials. The pre-registration
deadline is March 20. To obtain a
registration fonn and for more
information please call Carlotta Curti at
431-1343. Jaime Sepulveda- Bailey is
the Keynote speaker.
She is the
Governor's liaison to the Hispanic
commuinity, Office of Community
Relations.
Stephanie Diaz
Editor
Lawrence
Jaime Perez
Rodriguez
Sta.ff Wnler
Teresa
Navarro
Staff Writer
Tina
Villareal
Staff Writer
Tovar
Ron Avila
Contributing
Writer
8111 Lerch
Staff Writer
Sylvia Moreno
Staff Writer
Photographer
Guadalupe
Tovar
Staff Writer
Stephanie
Tovar
Staff Artist
Chicano Youth Conference
High School
Students Go
To College
By Bill Lerch
Staff Writer
On January 17, the 14th Annual
Chicano Youth Conference took place
here at CSU, Fresno. The conference sponsored by MEChA with the
participation
of
various
Chicano
organizations - hosted approximately
1700 Chicano high school students from
all over the state and conducted
inspirational and educational activities.
Dr. Alex Saragosa, the keynote speaker
and professor at U.C. Berkeley,
emphasised that minorities including
Chicanos
can
become
respected,
successful leaders in society.
"We can become doctors, lawyers, and
teachers," he said. Saragosa stressed the
Chicano movement in his speech. He
mentioned that counselors and teachers
often tell minority students that they
cannot become professionals. To this he
said, "Don't be what others want you to
be...be what you want to be!"
At the end of his dramatic speech,
Saragosa said, "Go to the conference with
the idea of learning about the workships,
the university, and yourself.
The conference sponsored college
information workshops, where students
discovered the mandatory elements needed
for college admission, career workships
that illustrated career opportunities for
college graduates, and general interest
workshops, where students learned about
significant social issues from political
activists.
After the workshops and the college
fair, El Teatro de las Cucarachas
performed two plays called "Death in the
Courtroom" and "Stopwatch". The drama
centered on social problems that face the
Chicano sµch as drug abuse and barrio
warfare. Both plays emphasised the
negative to accentuate the possitive.
In "Death in the Courtroom", the Devil
prosecutes a young Chicano dropout
because he was caught shooting up
herion. The drama enabled the audience
to go back in time to find the reasoning
begind the young man's use of herion.
The audience saw the past and the
decision was for the audience to make.
Indeed, the drama was good.
The Chicano Youth Conference offered
some valuable information through the
conduction of workshops, infonnational
college
forums,
general
interest
workshops and entertainment.
Int
.:;.:;::::::::
":':.:._:::.'.:<.
Georgina Maldonado (left) encourages
Ruben Fuentes (right) to stab "Cyclone"
(middle) in a mock fight which was one of
El Teatro las Cucarachas' plays aimed at
stoppng gang warfare in the Chicano
community.
This
play . entitled
"Stopwatch" froze the action so that the
narrator could explain the foolishness of
fighting.
Burt Garcia, along with the Clovis High
School Marimba Band, provided the
entertainment for lunch at the Chicano
Youth Conference held in January.
Two youngsters attentively watch one of
El Teatro las Cucarachas' plays concerning
drug abuse.
As the guest speaker of the Chicano
Youth Conference, Or Alez Saragosa
encouraged Chicano teenagers to pursue
higher education.
Page 4
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Leadership Is Course Mariachis In Concert
By Tina VIiiareai
Stajf Writer
Fresno State student Maria Escoto said
it was the most "inspiring" and "infonnative" course she had ever attended.
Escoto was referring to the.fourth annual
Chicano Student Leadership Conference
that was held Feb. 20 and 21 in the
CSUF upstairs cafeteria.
What Escoto said might sound contradicting ... How could a conference be
acourse? That's easy-it is.
The conference, which was sponsored
by the Dean of Student Affairs ·and The
Chicano Research Center, is just one
facet of a three-part two unit course
offered by the Chicano Latino Studies
department The course requires the
students enrolled to attend a two-day
conference, participate in a mentorship
program, and to attend any of three
campus organi7.ation meetings.
This
coures is to encourage Chicano students,
who have the desire to be future leaders,
to develop and refine their leadership
skills.
The main objective of the conference,
which consisted of worlcshops conducted
by Chicano professionals from the
community and held over the two-day
period, was to stimulate the students'
awareness concerning serious problems
facing the Chicano community today,
such as, the latest immigration law,
media misrepresentation, -prejudice, the
lack of equal educational opportunities,
and the tremendous need for strong
Chicano leaders within communities and
college campuses. The conference was
also designed to inspire the student to
become analytical thinkers.
"I used to be the kind of student who
said I didn't care,"said Escoto.
"But after I came out of the conference
I had a totally different outlook towards
my culture.
"This
benefits people alot,"said
another CSUF student Joe Solano,"it lets
people know where they stand, in terms
of being Chicano in their community.
A wamess; that's where it's at"
"I used to be the kind of
student who sai.d I didn't
care. But after the conference I had a totally different outlook towards my
culture."
-Maria Escoto
During the conference students were
handed out evaluation sheets after every
workshop.
They were given the
opportunity to respond and to comment
on how the workshops could be
improved. According to professor Dr.
Manuel Pena, Head coordinator of the
conference, the course is still in its
experimental stages and student feedback
is necessary for future conference
improvements.
After the conference,
.Pena was asked by La Voz what he
thought of the 1987 Chicano Student
Leadership Training Conference. "It was
a success," said Pena. The students gained
valuable insight into the nature of
leadership."
"VIVA EL MARIACHI" is expected to
be another great success this year. This
type of Mariachi concert is the only one
of its kind that takes place in the entire
San Joaquin Valley, possible California.
Radio Bilingue's 5th annual event will be
held Sunday, March 22 in the Junior
Exhibit Building at the Fresno
Fairgrounds, beginning at noon.
There will be a five-hour concert
provided by mariachis from different parts
of the Valley: Mariachi de la Tierra, San
Joaquin, Nuevo Zapopan, Colonial and
Santa Cruz. . Each Mariachi will be
playing approximately for an hour. From
the Bay Area, Jorge Torres "El Jinete"
will be singing accompanied by Mariachi
Colonial.
Magician "El Gran John
Vasquez" will also be providing
entertainment for the young audience.
Roosevelt High School Marimba Dance
Group will also be performing.
Grupo Curiel, Conjunto los Dioses and
Disco Universal, who is opening and
closing this year's event, are providing
music for dancing after the Mariachi
Concert
.
Throughout the event there will be
food (Mexican. ~tyle) ~d beverages for
P~has~: . pmatas m the form of
manach1s will ~ broken.
.
No reservat10ns are necessary, llcket
donation of $~.00 in ad~ance and $7.00 ~t
th~- door will be~efit !-(SJV ~a~o
Bil1:11gue. Adv3;11ce ucket mformanon 1s
available by calling 486-5174.
Hispanic Connection
The anxiety of going back to taking
exams, attending classes with younger
students and meeting homework deadlines
can be overwhelming for the reentry
students on the F.S.U. campus.
More and more older students are
fmding their way back to the Fresno State
campus.
And, just like the regular
student population, more and more of
these older students are Hispanic. These
students are returning after several years
absence to either continue their college
education, or for many, it is the first
opportunity they have had to begin a
college degree. The Office of Reentry
Programs is doing everything they can to
make these experiences less stressful and
more enjoyable (if that is possible).
Support groups are a good way of
releaving that stress and lessening the
hassles of college and homework. The
Hispanic Connection is a support group
focusing on the everyday questions that
the older Hispanic studnets may run into.
Exchanging experiences during a support
~roup "break" can bring laughter or
needed information to a group.
The Hispanic Connection meets every
Tuesday at 12:00 ~oon in the Reentry
Lounge. Co-l~ders of the group are
Angie Cisneros and Luis Contreras,
counselors in the Reentry Program.
For more information, contact either
Luis or Angie at the Reentry Office at
294-3046 in the Main Cafeteria West.
Asian Americans In College
BERKELEY (CPS) - Asian-American
students, often recognized as good students
and one of the few success stories in U.S.
colleges' efforts to recruit
minority
students, may be getting shut out of some
schools, a civil rights groups charged.
Recently, officials from the University
of California, Berkeley, which has the
largest enrollment of Asian-Arn_erican
students in the nation, called a press
conference to deny that they use
enrollment quotas to keep Amerasians out.
"Cal does not, cannot and does not wish
to set quotas,'' said Assistant Vice
Chancellor B. Thomas Travers.
The San Francisco based Chinese for
Affirmative Action said \Dlarmounced
changes in UC admissions policies caused
Asian enrollment to drop 30 percent since
1984 at UC, Berkeley _and. a decline in
enrollment at other California schools as
well.
"A faculty committee last year at
Stanford (University) concluded that the
rate of admission of Asian students was
alanningly slower than whites," said
Henry Der of the CAA.
"UCLA also has an increasing number
of Asians applying for a limited number of
seats," Der said
"Stanford officials admitted they don't
know why this was happening," he said,
"but they identified it as a problem area
and they need to look at the barriers
holding back Asian-American enrollment"
According to statistics from Dr. Hal
Best, director of institutional research at
CSUF, the asian student population at
CSUF has been steadily increasing since
1982. In 1982 the number of Asian
students was 686 or 5.6 percent of the
student
population.
Currently,
Asian
students make up 7.2 percent of students
enrolled totalling 1129 students.
However, Best noted that the biggest
increase was between 1984 · and 85 when
the percentage of Asian students jumped
from 5.6 percent (794 students) to 6.6
percent (979 students). He said this was
mainly due to a change in the coding
system on applications.
.While many large schools, such as·
Alabama State University, Penn State
University,
North
Carolina
State
Universityand Texas State University,
complained they had been unable to attract
as many black students as they had
wanted. colleges generally have had much
better luck recruiting · and enrolling
Amerasians.
In 1984, while Asian enrollment
nationwide increased 8.8 percent from
1982, Hispanic enrollment grew 1.9
percent, black enrollment dropped 2.8
percent and Native American enrolhnent
dropped 5.7 percent.
Such numbers · have led to complaints
elsewhere.
University of Arizona students recently
charged that UA's Office of Minority
Affairs had been negligent in recruiting
non-Hispanic minority students.·
But Hispanic students at Michigan
State University complained about low
Hispanic enrollment and unmet financial
aid needs. Meanwhile, MSU AsianAmerican
students
said
they
were
overlooked as minorities and wanted the
same counseling, social and financial aid
benefits awarded to other minority groups.
At UC, Berkeley, the problems were
more intense because the Asian-American
applicant pool was growing quickly,
exceeding the number of whites seeking
admission in 1987.
"The same problems (which) face
schools here (also) face schools on the
East Coast," Der said. "With a large
number of Asians on both coasts, it's not
surprising that they are applying to the
major colleges in tho~ areas.
Der's group asserted that alumni have
pressured admissions offices to stall
minorities' applications.
"California has a law that the student
body at state colleges and universities
must reflect the makeup of high school
graduating classes," he said, "but if you
look at the number of Asians who graduate
from high school and apply to colleges,
the number who are admitted is low."
Travers of UC, Berkely disagreed.
In a report recently released , Travers
said Asian-Americans account for 26
percent of tJC,Berkeley's undergraduate
population, a number which rose from
3,410 in 1975 to 5,509 last year.
David Gardner, president of the UC's
nine-campus
system,
said,
"AsianArnericans are succeeding extraordinarily
well, both in high school and preparing
themselves for admission to UC, CSU and
the state's other colleges and universities.
And we reitterate the university's long
standing commitment to finding a place
on its campuses for every UC-elligible
undergraduate
student,
regardless
of
etlmicity."
Monday, March 9, 1987
Chicano
education
reviewed
By Jaime Perez Rodriquez
Staff Writer
Yes, as Chicanos, we all understand
what we want and feel the need to achieve
by the twenty-first century, when a great
proportion of the state population is
~stimated to be of Hispanic origin. There
1s more minority enrollment in colleges
and universities across the country now
than ever before and increasing every year.
But before Chicanos can look into the
future of this vast impact to society cause
by this educational phenomena, a look
must be taken
into - the history of
Chicano education.
The history of Chicano education is
just starting to unfold. There are aspects
yet to be detailed or explained. It is true
that Mexicans have been situated
throughout the Southwest long before the
Anglos arrived from the East. But how is
it that only the Anglo's were getting
educated and not any other particular
ethnic group. How was it that Chicanos
fell behind to the Anglos? And what can
be learned from looking at the past of
Chicano...?
Public education was taken throughout
the country by the 1900's, although on a
very limited basis. . One example is the
Anglo territorial authorities, who were in
the ramority, of New Mexico. They
willingly failed to iniate serious efforts to
establish public schools during the 19th
century in order to deny the dominant
Mexican American population an
education. Two other states of the
Southwest, Tejas and California, applied
the law excluding Indians from the public
institutions to
Chicanos or else
prescribed English as the only official
language for instruction. It was until
t1Te late sixties that these English only
laws were repealed as a result of the
changing political atomosphere and the
enactment of the federal Bilingual
Education Act of 1968.
In perceiving the history of Chicano .
education one finds a distinct discriminatory character of public school
pertaining to their administrative practices. Arguments are that the pre-judiced
Georgina Maldonado (left) encourages Ruben Fuentes (right) to stab "Cyclone" (middle) in a mock fight which was one
attitudes of Anglo school leaders
of El Teatro las Cucarachas' plays aimed at stopping gang warfare in the Chicano community. This play entitled
influenced their decisions regarding the
"Stopwatch", froze the action so that the narrator could explain the foolishness of fighting. See Story Page 3
establishment of segregation during the
latter 19th and early 20th centuries. The
segreation had negative consequences on pulsory school laws in Chicano com- the lowest paying categories, ·which most years studies have increased the
Chicanos.
Segregation descouraged munities and underfinanced Mexican of their parents had entered upon understanding and process of · imimmigrating.
migration, clarified the nature of conflict
cultural understanding and encouraged schools.
The struggle for educational equality in the Chicano community and provided
In California, a mixed group of
Chicano children to leave school. School
officials, by ignoring and suppressing the Amencan c1bZens ot Mexican descent and was emerging during the years of WWII. data on the origins of Chicano barrios
language and culture of ChicanQS and Mexican nationals were responsible for Chicano individuals developed anti- throughout the Southwest. But despite
failing to encourage the intermingling of taking judicial actions to end school segregation educational policies for state all of the advancements Chicanos have
different racial and cultural groups in the segregation of Mexican children. The school leaders in Tejas. The policies made over the past twenty years we have
classrooms through the policy of local California court on March 13, 1931 modified the curriculum of the public still not made the impact that can carry us
segregation,
discouraged
Mexican ordered the Mexican children readmitted to schools to include a Mexican heritage, into the 21st century.
~ y looking at the educational past of
. Americans from learning English and the regular school. Despite this ruling, and developed workshops to train
-helped to maintain Spanish language use segregated schools for Mexican children hundreds of teachers to work with Chicanos, as well as all ethnic minoramong Chicano students. The segregation continued to flourished during the second Spanish speaking children. Also it was ities, an equal amount of educational
policy led primarily to detrimental and third quarter of this century in the during the Civil Rights Movement of the opportunity must be given to the new
sixties that Chicano students were a key incoming migrants who wish to achieve a
consequences on the education of Chic- state and throughout the Southwest
anos.
Once administrators accepted Chicanos role in the development of Chicano better way of life here in the U.S.
There were still other discriminatory into the school system they placed them Studies programs and curricula in the
educational practices which have had their on a vocational curriculum to Chicano institutions of higher learning during this
Guadelupe
San
Miguel,
Jr.
impact on Chicanos. San Miguel in a instruction. This type of curriculum was period.
These were the students who opened
"History of Chicano Education"
forthcoming book describes how local not an opportunity for advancement but a
Associate Professor
school officials in Tejas during the 1920's specific method for training the Chicano the door for Chicano people and allowed
them
the
opportunity
to
brooded
their
School
of Education/Chicano Studies
school
population
for
predetennined
and 1930's hired only Anglo teachers,
UC
Santa
Barbara
failed to enforce rigorously the com- occupations in the economy, usually in awareness to society. In these last twenty
~===========================~Monday, March 9, 1987~=====~====~
Ledl
Page 2
V(O)Z
Eng_lish
Tongue
Only
By Teresa Navarro
Staff Wrffer
The Immigration Control Act of 1986
will effect millions of lives. This act
will enable residency to those who were
born outside of the United States.
Persons who obtain legalization under the
new law must qualify under the following
requirements:
A. Must not have been convicted of
a felony or have committed three
misdemeanors while in the United States
B. A history of employment in the
United States and not have received public
(monetary) assistance
C. Undergo a medical examination
at his/her own expense
D. Must not have assisted in the
persecution of another person or persons
E. Must be registered or be willing
to register for the draft
The amnesty program will not be in
effect until May 5, 1987, but temporary
resident status will be available 12
months after May 5. After 18 months on
temporary residency, µndocumented
workers have one year to apply for
permanent residency or face deportation.
Before permanent residency can be
obtained, legal documents are required to
prove resident status before the act The
Nation's Immigration Chief promised that
legalization records would not be used to
deport those rejected. ·
Legal documents can be costly if
private assistance is sought through law
offices. Care should be taken when
chosing a law firm, since not all lawyer's
abide by the ethics prescribed by law. for the past three years - he/she can
Other public services are available continue to work. The bill is mainly
including the Catholic Church which will discouraging the hiring of undocumented
help undocumented workers attain workers presently or in the future.
documents free of charge.
Once an undocumented worker has
The employment aspect of this bill is been 'established as a permanent resident
very important Employer penalties may of the United States, he/she can file for
include up to $10,000 per undocumented income tax returns ,over the past three
worker ... and/or six years in prison. years. They may also petition for his/her .
However, these penalties will not be in immediate family to come to the United
effect until June 1988.
States.
In addition, the Grandfather Clause
Although this Immigration Control
allows employers to retain undocumented Act was formulated to solve immigration
employees hired before the enactment of problems, it will be the source of
the act itself. For instance, if the problems for many people. First of all,
undocumented worker can prove he/she there is to short amount of time that may
had worked at least 90 days within a year, -not allow the centers to accomodate the
Financial Aid Woes
By Sylvia Louise Moreno
Staff Writer
"I've_been told that I'm not eligible for
any Financial Aid each time I've applied,
but as many other students, I believe I'm
entitled to some aid." Peter Favela ·
Junior
"I'm somewhat disappointed with
E.O.P. because of the lack of help they
provide for transfer stude11ts as myself.
The financial Aid Offices on campus can
be quite unfair. Deadlines for students are
cut and dry but as for the office, they feel
that they have their perogative of being
late, or mistaken on some records. Come
on, let's be fair."
F. Rubio - Junior
"Financial Aid has helped me quiet a
bit ·Freshmen, I believe, need the most
assistance that the upperclassmen. But
juniors and seniors still need assistance,
because sometimes I feel like I've been
abandoned."
G. Davis - Senior
"My parents make too much money,
so that makes me ineligible. I think it's
unfair because it doesn't necessarily mean
that they are paying for my education, in
fact I've got to support myself through
school without the help of Financial Aid.
I know the~e are many students who are
caught in the middle who must work at
least part time to continue coming to
school."
R. Moghaddam - Sophomore
"I feel many students aren't receiving
adequate help.• I had received aid last
semester when the Financial Aids Office
notified me of a mistake on the forms
which wc:re processed. Now I am re.quired
to pay the full amount back because of
their mistake."
A. Sotelo • Junior
"I feel like I've been helped by
Financial Aid, but I believe that loans
should be available for those who need
money, there shouldn't be such strict
regulations. They'll' have to pay the loan
back anyhow."
Steve Akhlaghi - Senior
"Work Study helps me value the
money I do earn from Financial Aid,
otherwise, I'd spend it carelessly, if just
granted to me for free.. E.O.P. should
become more selective as to who receives
grants from them. . I also feel that the
office here on campus should cut down on
their "red tape" because they are wasting
our time as well as theirs."
J. Castaneda
"Last year I was told I didn't qualify for
Financial Aid for the following semester,
so my registration was rejected and sent
back to me. They sent me through the
tooious process of walk-through registration. A month later Financial Aid
explained that I was qualified after all and
that they had made a mistake . But it was
too late I had taken out a loan and aquired
a schedule that didn't work out to my
artvantage. The Financial Aids Office
should be more efficient after all these
years in operation.
M. Sandoval - Junior
millions of people that this bill will
effect. Secondly, Proposition 63
hindered the Bill by it's restriction on
bilingual public services. Thirdly, there
has not been enough media coverage in
Eng1ish or Spanish. Lastly, a large
percentage of these undocumented
individuals may be illiterate.
For information regarding permanent
residency, contac.t the Immigration and
Naturalization Service (I.N.S.) located in
Fresno. A fee of $100 will be required to
file an application. There are three other
I.N.S. centers throughout California; Los
Angeles, Sacramento and San Francisco.
Further information can be obtained by
calling Catholic Charities.
has
LMAW H.olds Conference
"ADELANlE MUJER HISPANA"
the third annual Hispanic women's
conference will be · held on Saturday,
March 28, 1987 at Fresno City College
from 8:15am to 4:00pm. The League of
Mexican American Women and their cosponsors are proud to present a conference
designed especially for the needs of
HISPANIC WOMEN of ALL ages. The
conference offers over -20 workshops
which include topics of concern to all
Hispanic women including the young
high school teens, the working woman,
the homemaker, mothers, single parents,
the unemployed, students and everyone in
between.
As an added benefit the first hour of the
conference includes a Resource Center
where several agencies who provide a
variety of services will set up information
tables for the conference participants. For
a pre-regestration fee of $13 general, $10
for college/vocational students, $3.50 for
high school students, each participant
will receive morning refreshments, lunch
and all materials. The pre-registration
deadline is March 20. To obtain a
registration fonn and for more
information please call Carlotta Curti at
431-1343. Jaime Sepulveda- Bailey is
the Keynote speaker.
She is the
Governor's liaison to the Hispanic
commuinity, Office of Community
Relations.
Stephanie Diaz
Editor
Lawrence
Jaime Perez
Rodriguez
Sta.ff Wnler
Teresa
Navarro
Staff Writer
Tina
Villareal
Staff Writer
Tovar
Ron Avila
Contributing
Writer
8111 Lerch
Staff Writer
Sylvia Moreno
Staff Writer
Photographer
Guadalupe
Tovar
Staff Writer
Stephanie
Tovar
Staff Artist
Chicano Youth Conference
High School
Students Go
To College
By Bill Lerch
Staff Writer
On January 17, the 14th Annual
Chicano Youth Conference took place
here at CSU, Fresno. The conference sponsored by MEChA with the
participation
of
various
Chicano
organizations - hosted approximately
1700 Chicano high school students from
all over the state and conducted
inspirational and educational activities.
Dr. Alex Saragosa, the keynote speaker
and professor at U.C. Berkeley,
emphasised that minorities including
Chicanos
can
become
respected,
successful leaders in society.
"We can become doctors, lawyers, and
teachers," he said. Saragosa stressed the
Chicano movement in his speech. He
mentioned that counselors and teachers
often tell minority students that they
cannot become professionals. To this he
said, "Don't be what others want you to
be...be what you want to be!"
At the end of his dramatic speech,
Saragosa said, "Go to the conference with
the idea of learning about the workships,
the university, and yourself.
The conference sponsored college
information workshops, where students
discovered the mandatory elements needed
for college admission, career workships
that illustrated career opportunities for
college graduates, and general interest
workshops, where students learned about
significant social issues from political
activists.
After the workshops and the college
fair, El Teatro de las Cucarachas
performed two plays called "Death in the
Courtroom" and "Stopwatch". The drama
centered on social problems that face the
Chicano sµch as drug abuse and barrio
warfare. Both plays emphasised the
negative to accentuate the possitive.
In "Death in the Courtroom", the Devil
prosecutes a young Chicano dropout
because he was caught shooting up
herion. The drama enabled the audience
to go back in time to find the reasoning
begind the young man's use of herion.
The audience saw the past and the
decision was for the audience to make.
Indeed, the drama was good.
The Chicano Youth Conference offered
some valuable information through the
conduction of workshops, infonnational
college
forums,
general
interest
workshops and entertainment.
Int
.:;.:;::::::::
":':.:._:::.'.:<.
Georgina Maldonado (left) encourages
Ruben Fuentes (right) to stab "Cyclone"
(middle) in a mock fight which was one of
El Teatro las Cucarachas' plays aimed at
stoppng gang warfare in the Chicano
community.
This
play . entitled
"Stopwatch" froze the action so that the
narrator could explain the foolishness of
fighting.
Burt Garcia, along with the Clovis High
School Marimba Band, provided the
entertainment for lunch at the Chicano
Youth Conference held in January.
Two youngsters attentively watch one of
El Teatro las Cucarachas' plays concerning
drug abuse.
As the guest speaker of the Chicano
Youth Conference, Or Alez Saragosa
encouraged Chicano teenagers to pursue
higher education.
Page 4
H61 f ;" i~c.rL J
H.., e•1a ~__.. ~.
.f.. i.,,.,,1.
C.&4.&''f-
'M
.., ! z-t ..
I
(JI o of
6'. .....
wo,-
..PI ow e--rs
.'
-+•~"-
Leadership Is Course Mariachis In Concert
By Tina VIiiareai
Stajf Writer
Fresno State student Maria Escoto said
it was the most "inspiring" and "infonnative" course she had ever attended.
Escoto was referring to the.fourth annual
Chicano Student Leadership Conference
that was held Feb. 20 and 21 in the
CSUF upstairs cafeteria.
What Escoto said might sound contradicting ... How could a conference be
acourse? That's easy-it is.
The conference, which was sponsored
by the Dean of Student Affairs ·and The
Chicano Research Center, is just one
facet of a three-part two unit course
offered by the Chicano Latino Studies
department The course requires the
students enrolled to attend a two-day
conference, participate in a mentorship
program, and to attend any of three
campus organi7.ation meetings.
This
coures is to encourage Chicano students,
who have the desire to be future leaders,
to develop and refine their leadership
skills.
The main objective of the conference,
which consisted of worlcshops conducted
by Chicano professionals from the
community and held over the two-day
period, was to stimulate the students'
awareness concerning serious problems
facing the Chicano community today,
such as, the latest immigration law,
media misrepresentation, -prejudice, the
lack of equal educational opportunities,
and the tremendous need for strong
Chicano leaders within communities and
college campuses. The conference was
also designed to inspire the student to
become analytical thinkers.
"I used to be the kind of student who
said I didn't care,"said Escoto.
"But after I came out of the conference
I had a totally different outlook towards
my culture.
"This
benefits people alot,"said
another CSUF student Joe Solano,"it lets
people know where they stand, in terms
of being Chicano in their community.
A wamess; that's where it's at"
"I used to be the kind of
student who sai.d I didn't
care. But after the conference I had a totally different outlook towards my
culture."
-Maria Escoto
During the conference students were
handed out evaluation sheets after every
workshop.
They were given the
opportunity to respond and to comment
on how the workshops could be
improved. According to professor Dr.
Manuel Pena, Head coordinator of the
conference, the course is still in its
experimental stages and student feedback
is necessary for future conference
improvements.
After the conference,
.Pena was asked by La Voz what he
thought of the 1987 Chicano Student
Leadership Training Conference. "It was
a success," said Pena. The students gained
valuable insight into the nature of
leadership."
"VIVA EL MARIACHI" is expected to
be another great success this year. This
type of Mariachi concert is the only one
of its kind that takes place in the entire
San Joaquin Valley, possible California.
Radio Bilingue's 5th annual event will be
held Sunday, March 22 in the Junior
Exhibit Building at the Fresno
Fairgrounds, beginning at noon.
There will be a five-hour concert
provided by mariachis from different parts
of the Valley: Mariachi de la Tierra, San
Joaquin, Nuevo Zapopan, Colonial and
Santa Cruz. . Each Mariachi will be
playing approximately for an hour. From
the Bay Area, Jorge Torres "El Jinete"
will be singing accompanied by Mariachi
Colonial.
Magician "El Gran John
Vasquez" will also be providing
entertainment for the young audience.
Roosevelt High School Marimba Dance
Group will also be performing.
Grupo Curiel, Conjunto los Dioses and
Disco Universal, who is opening and
closing this year's event, are providing
music for dancing after the Mariachi
Concert
.
Throughout the event there will be
food (Mexican. ~tyle) ~d beverages for
P~has~: . pmatas m the form of
manach1s will ~ broken.
.
No reservat10ns are necessary, llcket
donation of $~.00 in ad~ance and $7.00 ~t
th~- door will be~efit !-(SJV ~a~o
Bil1:11gue. Adv3;11ce ucket mformanon 1s
available by calling 486-5174.
Hispanic Connection
The anxiety of going back to taking
exams, attending classes with younger
students and meeting homework deadlines
can be overwhelming for the reentry
students on the F.S.U. campus.
More and more older students are
fmding their way back to the Fresno State
campus.
And, just like the regular
student population, more and more of
these older students are Hispanic. These
students are returning after several years
absence to either continue their college
education, or for many, it is the first
opportunity they have had to begin a
college degree. The Office of Reentry
Programs is doing everything they can to
make these experiences less stressful and
more enjoyable (if that is possible).
Support groups are a good way of
releaving that stress and lessening the
hassles of college and homework. The
Hispanic Connection is a support group
focusing on the everyday questions that
the older Hispanic studnets may run into.
Exchanging experiences during a support
~roup "break" can bring laughter or
needed information to a group.
The Hispanic Connection meets every
Tuesday at 12:00 ~oon in the Reentry
Lounge. Co-l~ders of the group are
Angie Cisneros and Luis Contreras,
counselors in the Reentry Program.
For more information, contact either
Luis or Angie at the Reentry Office at
294-3046 in the Main Cafeteria West.
Asian Americans In College
BERKELEY (CPS) - Asian-American
students, often recognized as good students
and one of the few success stories in U.S.
colleges' efforts to recruit
minority
students, may be getting shut out of some
schools, a civil rights groups charged.
Recently, officials from the University
of California, Berkeley, which has the
largest enrollment of Asian-Arn_erican
students in the nation, called a press
conference to deny that they use
enrollment quotas to keep Amerasians out.
"Cal does not, cannot and does not wish
to set quotas,'' said Assistant Vice
Chancellor B. Thomas Travers.
The San Francisco based Chinese for
Affirmative Action said \Dlarmounced
changes in UC admissions policies caused
Asian enrollment to drop 30 percent since
1984 at UC, Berkeley _and. a decline in
enrollment at other California schools as
well.
"A faculty committee last year at
Stanford (University) concluded that the
rate of admission of Asian students was
alanningly slower than whites," said
Henry Der of the CAA.
"UCLA also has an increasing number
of Asians applying for a limited number of
seats," Der said
"Stanford officials admitted they don't
know why this was happening," he said,
"but they identified it as a problem area
and they need to look at the barriers
holding back Asian-American enrollment"
According to statistics from Dr. Hal
Best, director of institutional research at
CSUF, the asian student population at
CSUF has been steadily increasing since
1982. In 1982 the number of Asian
students was 686 or 5.6 percent of the
student
population.
Currently,
Asian
students make up 7.2 percent of students
enrolled totalling 1129 students.
However, Best noted that the biggest
increase was between 1984 · and 85 when
the percentage of Asian students jumped
from 5.6 percent (794 students) to 6.6
percent (979 students). He said this was
mainly due to a change in the coding
system on applications.
.While many large schools, such as·
Alabama State University, Penn State
University,
North
Carolina
State
Universityand Texas State University,
complained they had been unable to attract
as many black students as they had
wanted. colleges generally have had much
better luck recruiting · and enrolling
Amerasians.
In 1984, while Asian enrollment
nationwide increased 8.8 percent from
1982, Hispanic enrollment grew 1.9
percent, black enrollment dropped 2.8
percent and Native American enrolhnent
dropped 5.7 percent.
Such numbers · have led to complaints
elsewhere.
University of Arizona students recently
charged that UA's Office of Minority
Affairs had been negligent in recruiting
non-Hispanic minority students.·
But Hispanic students at Michigan
State University complained about low
Hispanic enrollment and unmet financial
aid needs. Meanwhile, MSU AsianAmerican
students
said
they
were
overlooked as minorities and wanted the
same counseling, social and financial aid
benefits awarded to other minority groups.
At UC, Berkeley, the problems were
more intense because the Asian-American
applicant pool was growing quickly,
exceeding the number of whites seeking
admission in 1987.
"The same problems (which) face
schools here (also) face schools on the
East Coast," Der said. "With a large
number of Asians on both coasts, it's not
surprising that they are applying to the
major colleges in tho~ areas.
Der's group asserted that alumni have
pressured admissions offices to stall
minorities' applications.
"California has a law that the student
body at state colleges and universities
must reflect the makeup of high school
graduating classes," he said, "but if you
look at the number of Asians who graduate
from high school and apply to colleges,
the number who are admitted is low."
Travers of UC, Berkely disagreed.
In a report recently released , Travers
said Asian-Americans account for 26
percent of tJC,Berkeley's undergraduate
population, a number which rose from
3,410 in 1975 to 5,509 last year.
David Gardner, president of the UC's
nine-campus
system,
said,
"AsianArnericans are succeeding extraordinarily
well, both in high school and preparing
themselves for admission to UC, CSU and
the state's other colleges and universities.
And we reitterate the university's long
standing commitment to finding a place
on its campuses for every UC-elligible
undergraduate
student,
regardless
of
etlmicity."
California,State University, Fre~no
Monday, March 9, 1987
Chicano
education
reviewed
By Jaime Perez Rodriquez
Staff Writer
Yes, as Chicanos, we all understand
what we want and feel the need to achieve
by the twenty-first century, when a great
proportion of the state population is
~stimated to be of Hispanic origin. There
1s more minority enrollment in colleges
and universities across the country now
than ever before and increasing every year.
But before Chicanos can look into the
future of this vast impact to society cause
by this educational phenomena, a look
must be taken
into - the history of
Chicano education.
The history of Chicano education is
just starting to unfold. There are aspects
yet to be detailed or explained. It is true
that Mexicans have been situated
throughout the Southwest long before the
Anglos arrived from the East. But how is
it that only the Anglo's were getting
educated and not any other particular
ethnic group. How was it that Chicanos
fell behind to the Anglos? And what can
be learned from looking at the past of
Chicano...?
Public education was taken throughout
the country by the 1900's, although on a
very limited basis. . One example is the
Anglo territorial authorities, who were in
the ramority, of New Mexico. They
willingly failed to iniate serious efforts to
establish public schools during the 19th
century in order to deny the dominant
Mexican American population an
education. Two other states of the
Southwest, Tejas and California, applied
the law excluding Indians from the public
institutions to
Chicanos or else
prescribed English as the only official
language for instruction. It was until
t1Te late sixties that these English only
laws were repealed as a result of the
changing political atomosphere and the
enactment of the federal Bilingual
Education Act of 1968.
In perceiving the history of Chicano .
education one finds a distinct discriminatory character of public school
pertaining to their administrative practices. Arguments are that the pre-judiced
Georgina Maldonado (left) encourages Ruben Fuentes (right) to stab "Cyclone" (middle) in a mock fight which was one
attitudes of Anglo school leaders
of El Teatro las Cucarachas' plays aimed at stopping gang warfare in the Chicano community. This play entitled
influenced their decisions regarding the
"Stopwatch", froze the action so that the narrator could explain the foolishness of fighting. See Story Page 3
establishment of segregation during the
latter 19th and early 20th centuries. The
segreation had negative consequences on pulsory school laws in Chicano com- the lowest paying categories, ·which most years studies have increased the
Chicanos.
Segregation descouraged munities and underfinanced Mexican of their parents had entered upon understanding and process of · imimmigrating.
migration, clarified the nature of conflict
cultural understanding and encouraged schools.
The struggle for educational equality in the Chicano community and provided
In California, a mixed group of
Chicano children to leave school. School
officials, by ignoring and suppressing the Amencan c1bZens ot Mexican descent and was emerging during the years of WWII. data on the origins of Chicano barrios
language and culture of ChicanQS and Mexican nationals were responsible for Chicano individuals developed anti- throughout the Southwest. But despite
failing to encourage the intermingling of taking judicial actions to end school segregation educational policies for state all of the advancements Chicanos have
different racial and cultural groups in the segregation of Mexican children. The school leaders in Tejas. The policies made over the past twenty years we have
classrooms through the policy of local California court on March 13, 1931 modified the curriculum of the public still not made the impact that can carry us
segregation,
discouraged
Mexican ordered the Mexican children readmitted to schools to include a Mexican heritage, into the 21st century.
~ y looking at the educational past of
. Americans from learning English and the regular school. Despite this ruling, and developed workshops to train
-helped to maintain Spanish language use segregated schools for Mexican children hundreds of teachers to work with Chicanos, as well as all ethnic minoramong Chicano students. The segregation continued to flourished during the second Spanish speaking children. Also it was ities, an equal amount of educational
policy led primarily to detrimental and third quarter of this century in the during the Civil Rights Movement of the opportunity must be given to the new
sixties that Chicano students were a key incoming migrants who wish to achieve a
consequences on the education of Chic- state and throughout the Southwest
anos.
Once administrators accepted Chicanos role in the development of Chicano better way of life here in the U.S.
There were still other discriminatory into the school system they placed them Studies programs and curricula in the
educational practices which have had their on a vocational curriculum to Chicano institutions of higher learning during this
Guadelupe
San
Miguel,
Jr.
impact on Chicanos. San Miguel in a instruction. This type of curriculum was period.
These were the students who opened
"History of Chicano Education"
forthcoming book describes how local not an opportunity for advancement but a
Associate Professor
school officials in Tejas during the 1920's specific method for training the Chicano the door for Chicano people and allowed
them
the
opportunity
to
brooded
their
School
of Education/Chicano Studies
school
population
for
predetennined
and 1930's hired only Anglo teachers,
UC
Santa
Barbara
failed to enforce rigorously the com- occupations in the economy, usually in awareness to society. In these last twenty
~===========================~Monday, March 9, 1987~=====~====~
Ledl
Page 2
V(O)Z
Eng_lish
Tongue
Only
By Teresa Navarro
Staff Wrffer
The Immigration Control Act of 1986
will effect millions of lives. This act
will enable residency to those who were
born outside of the United States.
Persons who obtain legalization under the
new law must qualify under the following
requirements:
A. Must not have been convicted of
a felony or have committed three
misdemeanors while in the United States
B. A history of employment in the
United States and not have received public
(monetary) assistance
C. Undergo a medical examination
at his/her own expense
D. Must not have assisted in the
persecution of another person or persons
E. Must be registered or be willing
to register for the draft
The amnesty program will not be in
effect until May 5, 1987, but temporary
resident status will be available 12
months after May 5. After 18 months on
temporary residency, µndocumented
workers have one year to apply for
permanent residency or face deportation.
Before permanent residency can be
obtained, legal documents are required to
prove resident status before the act The
Nation's Immigration Chief promised that
legalization records would not be used to
deport those rejected. ·
Legal documents can be costly if
private assistance is sought through law
offices. Care should be taken when
chosing a law firm, since not all lawyer's
abide by the ethics prescribed by law. for the past three years - he/she can
Other public services are available continue to work. The bill is mainly
including the Catholic Church which will discouraging the hiring of undocumented
help undocumented workers attain workers presently or in the future.
documents free of charge.
Once an undocumented worker has
The employment aspect of this bill is been 'established as a permanent resident
very important Employer penalties may of the United States, he/she can file for
include up to $10,000 per undocumented income tax returns ,over the past three
worker ... and/or six years in prison. years. They may also petition for his/her .
However, these penalties will not be in immediate family to come to the United
effect until June 1988.
States.
In addition, the Grandfather Clause
Although this Immigration Control
allows employers to retain undocumented Act was formulated to solve immigration
employees hired before the enactment of problems, it will be the source of
the act itself. For instance, if the problems for many people. First of all,
undocumented worker can prove he/she there is to short amount of time that may
had worked at least 90 days within a year, -not allow the centers to accomodate the
Financial Aid Woes
By Sylvia Louise Moreno
Staff Writer
"I've_been told that I'm not eligible for
any Financial Aid each time I've applied,
but as many other students, I believe I'm
entitled to some aid." Peter Favela ·
Junior
"I'm somewhat disappointed with
E.O.P. because of the lack of help they
provide for transfer stude11ts as myself.
The financial Aid Offices on campus can
be quite unfair. Deadlines for students are
cut and dry but as for the office, they feel
that they have their perogative of being
late, or mistaken on some records. Come
on, let's be fair."
F. Rubio - Junior
"Financial Aid has helped me quiet a
bit ·Freshmen, I believe, need the most
assistance that the upperclassmen. But
juniors and seniors still need assistance,
because sometimes I feel like I've been
abandoned."
G. Davis - Senior
"My parents make too much money,
so that makes me ineligible. I think it's
unfair because it doesn't necessarily mean
that they are paying for my education, in
fact I've got to support myself through
school without the help of Financial Aid.
I know the~e are many students who are
caught in the middle who must work at
least part time to continue coming to
school."
R. Moghaddam - Sophomore
"I feel many students aren't receiving
adequate help.• I had received aid last
semester when the Financial Aids Office
notified me of a mistake on the forms
which wc:re processed. Now I am re.quired
to pay the full amount back because of
their mistake."
A. Sotelo • Junior
"I feel like I've been helped by
Financial Aid, but I believe that loans
should be available for those who need
money, there shouldn't be such strict
regulations. They'll' have to pay the loan
back anyhow."
Steve Akhlaghi - Senior
"Work Study helps me value the
money I do earn from Financial Aid,
otherwise, I'd spend it carelessly, if just
granted to me for free.. E.O.P. should
become more selective as to who receives
grants from them. . I also feel that the
office here on campus should cut down on
their "red tape" because they are wasting
our time as well as theirs."
J. Castaneda
"Last year I was told I didn't qualify for
Financial Aid for the following semester,
so my registration was rejected and sent
back to me. They sent me through the
tooious process of walk-through registration. A month later Financial Aid
explained that I was qualified after all and
that they had made a mistake . But it was
too late I had taken out a loan and aquired
a schedule that didn't work out to my
artvantage. The Financial Aids Office
should be more efficient after all these
years in operation.
M. Sandoval - Junior
millions of people that this bill will
effect. Secondly, Proposition 63
hindered the Bill by it's restriction on
bilingual public services. Thirdly, there
has not been enough media coverage in
Eng1ish or Spanish. Lastly, a large
percentage of these undocumented
individuals may be illiterate.
For information regarding permanent
residency, contac.t the Immigration and
Naturalization Service (I.N.S.) located in
Fresno. A fee of $100 will be required to
file an application. There are three other
I.N.S. centers throughout California; Los
Angeles, Sacramento and San Francisco.
Further information can be obtained by
calling Catholic Charities.
has
LMAW H.olds Conference
"ADELANlE MUJER HISPANA"
the third annual Hispanic women's
conference will be · held on Saturday,
March 28, 1987 at Fresno City College
from 8:15am to 4:00pm. The League of
Mexican American Women and their cosponsors are proud to present a conference
designed especially for the needs of
HISPANIC WOMEN of ALL ages. The
conference offers over -20 workshops
which include topics of concern to all
Hispanic women including the young
high school teens, the working woman,
the homemaker, mothers, single parents,
the unemployed, students and everyone in
between.
As an added benefit the first hour of the
conference includes a Resource Center
where several agencies who provide a
variety of services will set up information
tables for the conference participants. For
a pre-regestration fee of $13 general, $10
for college/vocational students, $3.50 for
high school students, each participant
will receive morning refreshments, lunch
and all materials. The pre-registration
deadline is March 20. To obtain a
registration fonn and for more
information please call Carlotta Curti at
431-1343. Jaime Sepulveda- Bailey is
the Keynote speaker.
She is the
Governor's liaison to the Hispanic
commuinity, Office of Community
Relations.
Stephanie Diaz
Editor
Lawrence
Jaime Perez
Rodriguez
Sta.ff Wnler
Teresa
Navarro
Staff Writer
Tina
Villareal
Staff Writer
Tovar
Ron Avila
Contributing
Writer
8111 Lerch
Staff Writer
Sylvia Moreno
Staff Writer
Photographer
Guadalupe
Tovar
Staff Writer
Stephanie
Tovar
Staff Artist
Chicano Youth Conference
High School
Students Go
To College
By Bill Lerch
Staff Writer
On January 17, the 14th Annual
Chicano Youth Conference took place
here at CSU, Fresno. The conference sponsored by MEChA with the
participation
of
various
Chicano
organizations - hosted approximately
1700 Chicano high school students from
all over the state and conducted
inspirational and educational activities.
Dr. Alex Saragosa, the keynote speaker
and professor at U.C. Berkeley,
emphasised that minorities including
Chicanos
can
become
respected,
successful leaders in society.
"We can become doctors, lawyers, and
teachers," he said. Saragosa stressed the
Chicano movement in his speech. He
mentioned that counselors and teachers
often tell minority students that they
cannot become professionals. To this he
said, "Don't be what others want you to
be...be what you want to be!"
At the end of his dramatic speech,
Saragosa said, "Go to the conference with
the idea of learning about the workships,
the university, and yourself.
The conference sponsored college
information workshops, where students
discovered the mandatory elements needed
for college admission, career workships
that illustrated career opportunities for
college graduates, and general interest
workshops, where students learned about
significant social issues from political
activists.
After the workshops and the college
fair, El Teatro de las Cucarachas
performed two plays called "Death in the
Courtroom" and "Stopwatch". The drama
centered on social problems that face the
Chicano sµch as drug abuse and barrio
warfare. Both plays emphasised the
negative to accentuate the possitive.
In "Death in the Courtroom", the Devil
prosecutes a young Chicano dropout
because he was caught shooting up
herion. The drama enabled the audience
to go back in time to find the reasoning
begind the young man's use of herion.
The audience saw the past and the
decision was for the audience to make.
Indeed, the drama was good.
The Chicano Youth Conference offered
some valuable information through the
conduction of workshops, infonnational
college
forums,
general
interest
workshops and entertainment.
Int
.:;.:;::::::::
":':.:._:::.'.:<.
Georgina Maldonado (left) encourages
Ruben Fuentes (right) to stab "Cyclone"
(middle) in a mock fight which was one of
El Teatro las Cucarachas' plays aimed at
stoppng gang warfare in the Chicano
community.
This
play . entitled
"Stopwatch" froze the action so that the
narrator could explain the foolishness of
fighting.
Burt Garcia, along with the Clovis High
School Marimba Band, provided the
entertainment for lunch at the Chicano
Youth Conference held in January.
Two youngsters attentively watch one of
El Teatro las Cucarachas' plays concerning
drug abuse.
As the guest speaker of the Chicano
Youth Conference, Or Alez Saragosa
encouraged Chicano teenagers to pursue
higher education.
Page 4
H61 f ;" i~c.rL J
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.f.. i.,,.,,1.
C.&4.&''f-
'M
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(JI o of
6'. .....
wo,-
..PI ow e--rs
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-+•~"-
Leadership Is Course Mariachis In Concert
By Tina VIiiareai
Stajf Writer
Fresno State student Maria Escoto said
it was the most "inspiring" and "infonnative" course she had ever attended.
Escoto was referring to the.fourth annual
Chicano Student Leadership Conference
that was held Feb. 20 and 21 in the
CSUF upstairs cafeteria.
What Escoto said might sound contradicting ... How could a conference be
acourse? That's easy-it is.
The conference, which was sponsored
by the Dean of Student Affairs ·and The
Chicano Research Center, is just one
facet of a three-part two unit course
offered by the Chicano Latino Studies
department The course requires the
students enrolled to attend a two-day
conference, participate in a mentorship
program, and to attend any of three
campus organi7.ation meetings.
This
coures is to encourage Chicano students,
who have the desire to be future leaders,
to develop and refine their leadership
skills.
The main objective of the conference,
which consisted of worlcshops conducted
by Chicano professionals from the
community and held over the two-day
period, was to stimulate the students'
awareness concerning serious problems
facing the Chicano community today,
such as, the latest immigration law,
media misrepresentation, -prejudice, the
lack of equal educational opportunities,
and the tremendous need for strong
Chicano leaders within communities and
college campuses. The conference was
also designed to inspire the student to
become analytical thinkers.
"I used to be the kind of student who
said I didn't care,"said Escoto.
"But after I came out of the conference
I had a totally different outlook towards
my culture.
"This
benefits people alot,"said
another CSUF student Joe Solano,"it lets
people know where they stand, in terms
of being Chicano in their community.
A wamess; that's where it's at"
"I used to be the kind of
student who sai.d I didn't
care. But after the conference I had a totally different outlook towards my
culture."
-Maria Escoto
During the conference students were
handed out evaluation sheets after every
workshop.
They were given the
opportunity to respond and to comment
on how the workshops could be
improved. According to professor Dr.
Manuel Pena, Head coordinator of the
conference, the course is still in its
experimental stages and student feedback
is necessary for future conference
improvements.
After the conference,
.Pena was asked by La Voz what he
thought of the 1987 Chicano Student
Leadership Training Conference. "It was
a success," said Pena. The students gained
valuable insight into the nature of
leadership."
"VIVA EL MARIACHI" is expected to
be another great success this year. This
type of Mariachi concert is the only one
of its kind that takes place in the entire
San Joaquin Valley, possible California.
Radio Bilingue's 5th annual event will be
held Sunday, March 22 in the Junior
Exhibit Building at the Fresno
Fairgrounds, beginning at noon.
There will be a five-hour concert
provided by mariachis from different parts
of the Valley: Mariachi de la Tierra, San
Joaquin, Nuevo Zapopan, Colonial and
Santa Cruz. . Each Mariachi will be
playing approximately for an hour. From
the Bay Area, Jorge Torres "El Jinete"
will be singing accompanied by Mariachi
Colonial.
Magician "El Gran John
Vasquez" will also be providing
entertainment for the young audience.
Roosevelt High School Marimba Dance
Group will also be performing.
Grupo Curiel, Conjunto los Dioses and
Disco Universal, who is opening and
closing this year's event, are providing
music for dancing after the Mariachi
Concert
.
Throughout the event there will be
food (Mexican. ~tyle) ~d beverages for
P~has~: . pmatas m the form of
manach1s will ~ broken.
.
No reservat10ns are necessary, llcket
donation of $~.00 in ad~ance and $7.00 ~t
th~- door will be~efit !-(SJV ~a~o
Bil1:11gue. Adv3;11ce ucket mformanon 1s
available by calling 486-5174.
Hispanic Connection
The anxiety of going back to taking
exams, attending classes with younger
students and meeting homework deadlines
can be overwhelming for the reentry
students on the F.S.U. campus.
More and more older students are
fmding their way back to the Fresno State
campus.
And, just like the regular
student population, more and more of
these older students are Hispanic. These
students are returning after several years
absence to either continue their college
education, or for many, it is the first
opportunity they have had to begin a
college degree. The Office of Reentry
Programs is doing everything they can to
make these experiences less stressful and
more enjoyable (if that is possible).
Support groups are a good way of
releaving that stress and lessening the
hassles of college and homework. The
Hispanic Connection is a support group
focusing on the everyday questions that
the older Hispanic studnets may run into.
Exchanging experiences during a support
~roup "break" can bring laughter or
needed information to a group.
The Hispanic Connection meets every
Tuesday at 12:00 ~oon in the Reentry
Lounge. Co-l~ders of the group are
Angie Cisneros and Luis Contreras,
counselors in the Reentry Program.
For more information, contact either
Luis or Angie at the Reentry Office at
294-3046 in the Main Cafeteria West.
Asian Americans In College
BERKELEY (CPS) - Asian-American
students, often recognized as good students
and one of the few success stories in U.S.
colleges' efforts to recruit
minority
students, may be getting shut out of some
schools, a civil rights groups charged.
Recently, officials from the University
of California, Berkeley, which has the
largest enrollment of Asian-Arn_erican
students in the nation, called a press
conference to deny that they use
enrollment quotas to keep Amerasians out.
"Cal does not, cannot and does not wish
to set quotas,'' said Assistant Vice
Chancellor B. Thomas Travers.
The San Francisco based Chinese for
Affirmative Action said \Dlarmounced
changes in UC admissions policies caused
Asian enrollment to drop 30 percent since
1984 at UC, Berkeley _and. a decline in
enrollment at other California schools as
well.
"A faculty committee last year at
Stanford (University) concluded that the
rate of admission of Asian students was
alanningly slower than whites," said
Henry Der of the CAA.
"UCLA also has an increasing number
of Asians applying for a limited number of
seats," Der said
"Stanford officials admitted they don't
know why this was happening," he said,
"but they identified it as a problem area
and they need to look at the barriers
holding back Asian-American enrollment"
According to statistics from Dr. Hal
Best, director of institutional research at
CSUF, the asian student population at
CSUF has been steadily increasing since
1982. In 1982 the number of Asian
students was 686 or 5.6 percent of the
student
population.
Currently,
Asian
students make up 7.2 percent of students
enrolled totalling 1129 students.
However, Best noted that the biggest
increase was between 1984 · and 85 when
the percentage of Asian students jumped
from 5.6 percent (794 students) to 6.6
percent (979 students). He said this was
mainly due to a change in the coding
system on applications.
.While many large schools, such as·
Alabama State University, Penn State
University,
North
Carolina
State
Universityand Texas State University,
complained they had been unable to attract
as many black students as they had
wanted. colleges generally have had much
better luck recruiting · and enrolling
Amerasians.
In 1984, while Asian enrollment
nationwide increased 8.8 percent from
1982, Hispanic enrollment grew 1.9
percent, black enrollment dropped 2.8
percent and Native American enrolhnent
dropped 5.7 percent.
Such numbers · have led to complaints
elsewhere.
University of Arizona students recently
charged that UA's Office of Minority
Affairs had been negligent in recruiting
non-Hispanic minority students.·
But Hispanic students at Michigan
State University complained about low
Hispanic enrollment and unmet financial
aid needs. Meanwhile, MSU AsianAmerican
students
said
they
were
overlooked as minorities and wanted the
same counseling, social and financial aid
benefits awarded to other minority groups.
At UC, Berkeley, the problems were
more intense because the Asian-American
applicant pool was growing quickly,
exceeding the number of whites seeking
admission in 1987.
"The same problems (which) face
schools here (also) face schools on the
East Coast," Der said. "With a large
number of Asians on both coasts, it's not
surprising that they are applying to the
major colleges in tho~ areas.
Der's group asserted that alumni have
pressured admissions offices to stall
minorities' applications.
"California has a law that the student
body at state colleges and universities
must reflect the makeup of high school
graduating classes," he said, "but if you
look at the number of Asians who graduate
from high school and apply to colleges,
the number who are admitted is low."
Travers of UC, Berkely disagreed.
In a report recently released , Travers
said Asian-Americans account for 26
percent of tJC,Berkeley's undergraduate
population, a number which rose from
3,410 in 1975 to 5,509 last year.
David Gardner, president of the UC's
nine-campus
system,
said,
"AsianArnericans are succeeding extraordinarily
well, both in high school and preparing
themselves for admission to UC, CSU and
the state's other colleges and universities.
And we reitterate the university's long
standing commitment to finding a place
on its campuses for every UC-elligible
undergraduate
student,
regardless
of
etlmicity."
Monday, March 9, 1987
Chicano
education
reviewed
By Jaime Perez Rodriquez
Staff Writer
Yes, as Chicanos, we all understand
what we want and feel the need to achieve
by the twenty-first century, when a great
proportion of the state population is
~stimated to be of Hispanic origin. There
1s more minority enrollment in colleges
and universities across the country now
than ever before and increasing every year.
But before Chicanos can look into the
future of this vast impact to society cause
by this educational phenomena, a look
must be taken
into - the history of
Chicano education.
The history of Chicano education is
just starting to unfold. There are aspects
yet to be detailed or explained. It is true
that Mexicans have been situated
throughout the Southwest long before the
Anglos arrived from the East. But how is
it that only the Anglo's were getting
educated and not any other particular
ethnic group. How was it that Chicanos
fell behind to the Anglos? And what can
be learned from looking at the past of
Chicano...?
Public education was taken throughout
the country by the 1900's, although on a
very limited basis. . One example is the
Anglo territorial authorities, who were in
the ramority, of New Mexico. They
willingly failed to iniate serious efforts to
establish public schools during the 19th
century in order to deny the dominant
Mexican American population an
education. Two other states of the
Southwest, Tejas and California, applied
the law excluding Indians from the public
institutions to
Chicanos or else
prescribed English as the only official
language for instruction. It was until
t1Te late sixties that these English only
laws were repealed as a result of the
changing political atomosphere and the
enactment of the federal Bilingual
Education Act of 1968.
In perceiving the history of Chicano .
education one finds a distinct discriminatory character of public school
pertaining to their administrative practices. Arguments are that the pre-judiced
Georgina Maldonado (left) encourages Ruben Fuentes (right) to stab "Cyclone" (middle) in a mock fight which was one
attitudes of Anglo school leaders
of El Teatro las Cucarachas' plays aimed at stopping gang warfare in the Chicano community. This play entitled
influenced their decisions regarding the
"Stopwatch", froze the action so that the narrator could explain the foolishness of fighting. See Story Page 3
establishment of segregation during the
latter 19th and early 20th centuries. The
segreation had negative consequences on pulsory school laws in Chicano com- the lowest paying categories, ·which most years studies have increased the
Chicanos.
Segregation descouraged munities and underfinanced Mexican of their parents had entered upon understanding and process of · imimmigrating.
migration, clarified the nature of conflict
cultural understanding and encouraged schools.
The struggle for educational equality in the Chicano community and provided
In California, a mixed group of
Chicano children to leave school. School
officials, by ignoring and suppressing the Amencan c1bZens ot Mexican descent and was emerging during the years of WWII. data on the origins of Chicano barrios
language and culture of ChicanQS and Mexican nationals were responsible for Chicano individuals developed anti- throughout the Southwest. But despite
failing to encourage the intermingling of taking judicial actions to end school segregation educational policies for state all of the advancements Chicanos have
different racial and cultural groups in the segregation of Mexican children. The school leaders in Tejas. The policies made over the past twenty years we have
classrooms through the policy of local California court on March 13, 1931 modified the curriculum of the public still not made the impact that can carry us
segregation,
discouraged
Mexican ordered the Mexican children readmitted to schools to include a Mexican heritage, into the 21st century.
~ y looking at the educational past of
. Americans from learning English and the regular school. Despite this ruling, and developed workshops to train
-helped to maintain Spanish language use segregated schools for Mexican children hundreds of teachers to work with Chicanos, as well as all ethnic minoramong Chicano students. The segregation continued to flourished during the second Spanish speaking children. Also it was ities, an equal amount of educational
policy led primarily to detrimental and third quarter of this century in the during the Civil Rights Movement of the opportunity must be given to the new
sixties that Chicano students were a key incoming migrants who wish to achieve a
consequences on the education of Chic- state and throughout the Southwest
anos.
Once administrators accepted Chicanos role in the development of Chicano better way of life here in the U.S.
There were still other discriminatory into the school system they placed them Studies programs and curricula in the
educational practices which have had their on a vocational curriculum to Chicano institutions of higher learning during this
Guadelupe
San
Miguel,
Jr.
impact on Chicanos. San Miguel in a instruction. This type of curriculum was period.
These were the students who opened
"History of Chicano Education"
forthcoming book describes how local not an opportunity for advancement but a
Associate Professor
school officials in Tejas during the 1920's specific method for training the Chicano the door for Chicano people and allowed
them
the
opportunity
to
brooded
their
School
of Education/Chicano Studies
school
population
for
predetennined
and 1930's hired only Anglo teachers,
UC
Santa
Barbara
failed to enforce rigorously the com- occupations in the economy, usually in awareness to society. In these last twenty
~===========================~Monday, March 9, 1987~=====~====~
Ledl
Page 2
V(O)Z
Eng_lish
Tongue
Only
By Teresa Navarro
Staff Wrffer
The Immigration Control Act of 1986
will effect millions of lives. This act
will enable residency to those who were
born outside of the United States.
Persons who obtain legalization under the
new law must qualify under the following
requirements:
A. Must not have been convicted of
a felony or have committed three
misdemeanors while in the United States
B. A history of employment in the
United States and not have received public
(monetary) assistance
C. Undergo a medical examination
at his/her own expense
D. Must not have assisted in the
persecution of another person or persons
E. Must be registered or be willing
to register for the draft
The amnesty program will not be in
effect until May 5, 1987, but temporary
resident status will be available 12
months after May 5. After 18 months on
temporary residency, µndocumented
workers have one year to apply for
permanent residency or face deportation.
Before permanent residency can be
obtained, legal documents are required to
prove resident status before the act The
Nation's Immigration Chief promised that
legalization records would not be used to
deport those rejected. ·
Legal documents can be costly if
private assistance is sought through law
offices. Care should be taken when
chosing a law firm, since not all lawyer's
abide by the ethics prescribed by law. for the past three years - he/she can
Other public services are available continue to work. The bill is mainly
including the Catholic Church which will discouraging the hiring of undocumented
help undocumented workers attain workers presently or in the future.
documents free of charge.
Once an undocumented worker has
The employment aspect of this bill is been 'established as a permanent resident
very important Employer penalties may of the United States, he/she can file for
include up to $10,000 per undocumented income tax returns ,over the past three
worker ... and/or six years in prison. years. They may also petition for his/her .
However, these penalties will not be in immediate family to come to the United
effect until June 1988.
States.
In addition, the Grandfather Clause
Although this Immigration Control
allows employers to retain undocumented Act was formulated to solve immigration
employees hired before the enactment of problems, it will be the source of
the act itself. For instance, if the problems for many people. First of all,
undocumented worker can prove he/she there is to short amount of time that may
had worked at least 90 days within a year, -not allow the centers to accomodate the
Financial Aid Woes
By Sylvia Louise Moreno
Staff Writer
"I've_been told that I'm not eligible for
any Financial Aid each time I've applied,
but as many other students, I believe I'm
entitled to some aid." Peter Favela ·
Junior
"I'm somewhat disappointed with
E.O.P. because of the lack of help they
provide for transfer stude11ts as myself.
The financial Aid Offices on campus can
be quite unfair. Deadlines for students are
cut and dry but as for the office, they feel
that they have their perogative of being
late, or mistaken on some records. Come
on, let's be fair."
F. Rubio - Junior
"Financial Aid has helped me quiet a
bit ·Freshmen, I believe, need the most
assistance that the upperclassmen. But
juniors and seniors still need assistance,
because sometimes I feel like I've been
abandoned."
G. Davis - Senior
"My parents make too much money,
so that makes me ineligible. I think it's
unfair because it doesn't necessarily mean
that they are paying for my education, in
fact I've got to support myself through
school without the help of Financial Aid.
I know the~e are many students who are
caught in the middle who must work at
least part time to continue coming to
school."
R. Moghaddam - Sophomore
"I feel many students aren't receiving
adequate help.• I had received aid last
semester when the Financial Aids Office
notified me of a mistake on the forms
which wc:re processed. Now I am re.quired
to pay the full amount back because of
their mistake."
A. Sotelo • Junior
"I feel like I've been helped by
Financial Aid, but I believe that loans
should be available for those who need
money, there shouldn't be such strict
regulations. They'll' have to pay the loan
back anyhow."
Steve Akhlaghi - Senior
"Work Study helps me value the
money I do earn from Financial Aid,
otherwise, I'd spend it carelessly, if just
granted to me for free.. E.O.P. should
become more selective as to who receives
grants from them. . I also feel that the
office here on campus should cut down on
their "red tape" because they are wasting
our time as well as theirs."
J. Castaneda
"Last year I was told I didn't qualify for
Financial Aid for the following semester,
so my registration was rejected and sent
back to me. They sent me through the
tooious process of walk-through registration. A month later Financial Aid
explained that I was qualified after all and
that they had made a mistake . But it was
too late I had taken out a loan and aquired
a schedule that didn't work out to my
artvantage. The Financial Aids Office
should be more efficient after all these
years in operation.
M. Sandoval - Junior
millions of people that this bill will
effect. Secondly, Proposition 63
hindered the Bill by it's restriction on
bilingual public services. Thirdly, there
has not been enough media coverage in
Eng1ish or Spanish. Lastly, a large
percentage of these undocumented
individuals may be illiterate.
For information regarding permanent
residency, contac.t the Immigration and
Naturalization Service (I.N.S.) located in
Fresno. A fee of $100 will be required to
file an application. There are three other
I.N.S. centers throughout California; Los
Angeles, Sacramento and San Francisco.
Further information can be obtained by
calling Catholic Charities.
has
LMAW H.olds Conference
"ADELANlE MUJER HISPANA"
the third annual Hispanic women's
conference will be · held on Saturday,
March 28, 1987 at Fresno City College
from 8:15am to 4:00pm. The League of
Mexican American Women and their cosponsors are proud to present a conference
designed especially for the needs of
HISPANIC WOMEN of ALL ages. The
conference offers over -20 workshops
which include topics of concern to all
Hispanic women including the young
high school teens, the working woman,
the homemaker, mothers, single parents,
the unemployed, students and everyone in
between.
As an added benefit the first hour of the
conference includes a Resource Center
where several agencies who provide a
variety of services will set up information
tables for the conference participants. For
a pre-regestration fee of $13 general, $10
for college/vocational students, $3.50 for
high school students, each participant
will receive morning refreshments, lunch
and all materials. The pre-registration
deadline is March 20. To obtain a
registration fonn and for more
information please call Carlotta Curti at
431-1343. Jaime Sepulveda- Bailey is
the Keynote speaker.
She is the
Governor's liaison to the Hispanic
commuinity, Office of Community
Relations.
Stephanie Diaz
Editor
Lawrence
Jaime Perez
Rodriguez
Sta.ff Wnler
Teresa
Navarro
Staff Writer
Tina
Villareal
Staff Writer
Tovar
Ron Avila
Contributing
Writer
8111 Lerch
Staff Writer
Sylvia Moreno
Staff Writer
Photographer
Guadalupe
Tovar
Staff Writer
Stephanie
Tovar
Staff Artist
Chicano Youth Conference
High School
Students Go
To College
By Bill Lerch
Staff Writer
On January 17, the 14th Annual
Chicano Youth Conference took place
here at CSU, Fresno. The conference sponsored by MEChA with the
participation
of
various
Chicano
organizations - hosted approximately
1700 Chicano high school students from
all over the state and conducted
inspirational and educational activities.
Dr. Alex Saragosa, the keynote speaker
and professor at U.C. Berkeley,
emphasised that minorities including
Chicanos
can
become
respected,
successful leaders in society.
"We can become doctors, lawyers, and
teachers," he said. Saragosa stressed the
Chicano movement in his speech. He
mentioned that counselors and teachers
often tell minority students that they
cannot become professionals. To this he
said, "Don't be what others want you to
be...be what you want to be!"
At the end of his dramatic speech,
Saragosa said, "Go to the conference with
the idea of learning about the workships,
the university, and yourself.
The conference sponsored college
information workshops, where students
discovered the mandatory elements needed
for college admission, career workships
that illustrated career opportunities for
college graduates, and general interest
workshops, where students learned about
significant social issues from political
activists.
After the workshops and the college
fair, El Teatro de las Cucarachas
performed two plays called "Death in the
Courtroom" and "Stopwatch". The drama
centered on social problems that face the
Chicano sµch as drug abuse and barrio
warfare. Both plays emphasised the
negative to accentuate the possitive.
In "Death in the Courtroom", the Devil
prosecutes a young Chicano dropout
because he was caught shooting up
herion. The drama enabled the audience
to go back in time to find the reasoning
begind the young man's use of herion.
The audience saw the past and the
decision was for the audience to make.
Indeed, the drama was good.
The Chicano Youth Conference offered
some valuable information through the
conduction of workshops, infonnational
college
forums,
general
interest
workshops and entertainment.
Int
.:;.:;::::::::
":':.:._:::.'.:<.
Georgina Maldonado (left) encourages
Ruben Fuentes (right) to stab "Cyclone"
(middle) in a mock fight which was one of
El Teatro las Cucarachas' plays aimed at
stoppng gang warfare in the Chicano
community.
This
play . entitled
"Stopwatch" froze the action so that the
narrator could explain the foolishness of
fighting.
Burt Garcia, along with the Clovis High
School Marimba Band, provided the
entertainment for lunch at the Chicano
Youth Conference held in January.
Two youngsters attentively watch one of
El Teatro las Cucarachas' plays concerning
drug abuse.
As the guest speaker of the Chicano
Youth Conference, Or Alez Saragosa
encouraged Chicano teenagers to pursue
higher education.
Page 4
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Leadership Is Course Mariachis In Concert
By Tina VIiiareai
Stajf Writer
Fresno State student Maria Escoto said
it was the most "inspiring" and "infonnative" course she had ever attended.
Escoto was referring to the.fourth annual
Chicano Student Leadership Conference
that was held Feb. 20 and 21 in the
CSUF upstairs cafeteria.
What Escoto said might sound contradicting ... How could a conference be
acourse? That's easy-it is.
The conference, which was sponsored
by the Dean of Student Affairs ·and The
Chicano Research Center, is just one
facet of a three-part two unit course
offered by the Chicano Latino Studies
department The course requires the
students enrolled to attend a two-day
conference, participate in a mentorship
program, and to attend any of three
campus organi7.ation meetings.
This
coures is to encourage Chicano students,
who have the desire to be future leaders,
to develop and refine their leadership
skills.
The main objective of the conference,
which consisted of worlcshops conducted
by Chicano professionals from the
community and held over the two-day
period, was to stimulate the students'
awareness concerning serious problems
facing the Chicano community today,
such as, the latest immigration law,
media misrepresentation, -prejudice, the
lack of equal educational opportunities,
and the tremendous need for strong
Chicano leaders within communities and
college campuses. The conference was
also designed to inspire the student to
become analytical thinkers.
"I used to be the kind of student who
said I didn't care,"said Escoto.
"But after I came out of the conference
I had a totally different outlook towards
my culture.
"This
benefits people alot,"said
another CSUF student Joe Solano,"it lets
people know where they stand, in terms
of being Chicano in their community.
A wamess; that's where it's at"
"I used to be the kind of
student who sai.d I didn't
care. But after the conference I had a totally different outlook towards my
culture."
-Maria Escoto
During the conference students were
handed out evaluation sheets after every
workshop.
They were given the
opportunity to respond and to comment
on how the workshops could be
improved. According to professor Dr.
Manuel Pena, Head coordinator of the
conference, the course is still in its
experimental stages and student feedback
is necessary for future conference
improvements.
After the conference,
.Pena was asked by La Voz what he
thought of the 1987 Chicano Student
Leadership Training Conference. "It was
a success," said Pena. The students gained
valuable insight into the nature of
leadership."
"VIVA EL MARIACHI" is expected to
be another great success this year. This
type of Mariachi concert is the only one
of its kind that takes place in the entire
San Joaquin Valley, possible California.
Radio Bilingue's 5th annual event will be
held Sunday, March 22 in the Junior
Exhibit Building at the Fresno
Fairgrounds, beginning at noon.
There will be a five-hour concert
provided by mariachis from different parts
of the Valley: Mariachi de la Tierra, San
Joaquin, Nuevo Zapopan, Colonial and
Santa Cruz. . Each Mariachi will be
playing approximately for an hour. From
the Bay Area, Jorge Torres "El Jinete"
will be singing accompanied by Mariachi
Colonial.
Magician "El Gran John
Vasquez" will also be providing
entertainment for the young audience.
Roosevelt High School Marimba Dance
Group will also be performing.
Grupo Curiel, Conjunto los Dioses and
Disco Universal, who is opening and
closing this year's event, are providing
music for dancing after the Mariachi
Concert
.
Throughout the event there will be
food (Mexican. ~tyle) ~d beverages for
P~has~: . pmatas m the form of
manach1s will ~ broken.
.
No reservat10ns are necessary, llcket
donation of $~.00 in ad~ance and $7.00 ~t
th~- door will be~efit !-(SJV ~a~o
Bil1:11gue. Adv3;11ce ucket mformanon 1s
available by calling 486-5174.
Hispanic Connection
The anxiety of going back to taking
exams, attending classes with younger
students and meeting homework deadlines
can be overwhelming for the reentry
students on the F.S.U. campus.
More and more older students are
fmding their way back to the Fresno State
campus.
And, just like the regular
student population, more and more of
these older students are Hispanic. These
students are returning after several years
absence to either continue their college
education, or for many, it is the first
opportunity they have had to begin a
college degree. The Office of Reentry
Programs is doing everything they can to
make these experiences less stressful and
more enjoyable (if that is possible).
Support groups are a good way of
releaving that stress and lessening the
hassles of college and homework. The
Hispanic Connection is a support group
focusing on the everyday questions that
the older Hispanic studnets may run into.
Exchanging experiences during a support
~roup "break" can bring laughter or
needed information to a group.
The Hispanic Connection meets every
Tuesday at 12:00 ~oon in the Reentry
Lounge. Co-l~ders of the group are
Angie Cisneros and Luis Contreras,
counselors in the Reentry Program.
For more information, contact either
Luis or Angie at the Reentry Office at
294-3046 in the Main Cafeteria West.
Asian Americans In College
BERKELEY (CPS) - Asian-American
students, often recognized as good students
and one of the few success stories in U.S.
colleges' efforts to recruit
minority
students, may be getting shut out of some
schools, a civil rights groups charged.
Recently, officials from the University
of California, Berkeley, which has the
largest enrollment of Asian-Arn_erican
students in the nation, called a press
conference to deny that they use
enrollment quotas to keep Amerasians out.
"Cal does not, cannot and does not wish
to set quotas,'' said Assistant Vice
Chancellor B. Thomas Travers.
The San Francisco based Chinese for
Affirmative Action said \Dlarmounced
changes in UC admissions policies caused
Asian enrollment to drop 30 percent since
1984 at UC, Berkeley _and. a decline in
enrollment at other California schools as
well.
"A faculty committee last year at
Stanford (University) concluded that the
rate of admission of Asian students was
alanningly slower than whites," said
Henry Der of the CAA.
"UCLA also has an increasing number
of Asians applying for a limited number of
seats," Der said
"Stanford officials admitted they don't
know why this was happening," he said,
"but they identified it as a problem area
and they need to look at the barriers
holding back Asian-American enrollment"
According to statistics from Dr. Hal
Best, director of institutional research at
CSUF, the asian student population at
CSUF has been steadily increasing since
1982. In 1982 the number of Asian
students was 686 or 5.6 percent of the
student
population.
Currently,
Asian
students make up 7.2 percent of students
enrolled totalling 1129 students.
However, Best noted that the biggest
increase was between 1984 · and 85 when
the percentage of Asian students jumped
from 5.6 percent (794 students) to 6.6
percent (979 students). He said this was
mainly due to a change in the coding
system on applications.
.While many large schools, such as·
Alabama State University, Penn State
University,
North
Carolina
State
Universityand Texas State University,
complained they had been unable to attract
as many black students as they had
wanted. colleges generally have had much
better luck recruiting · and enrolling
Amerasians.
In 1984, while Asian enrollment
nationwide increased 8.8 percent from
1982, Hispanic enrollment grew 1.9
percent, black enrollment dropped 2.8
percent and Native American enrolhnent
dropped 5.7 percent.
Such numbers · have led to complaints
elsewhere.
University of Arizona students recently
charged that UA's Office of Minority
Affairs had been negligent in recruiting
non-Hispanic minority students.·
But Hispanic students at Michigan
State University complained about low
Hispanic enrollment and unmet financial
aid needs. Meanwhile, MSU AsianAmerican
students
said
they
were
overlooked as minorities and wanted the
same counseling, social and financial aid
benefits awarded to other minority groups.
At UC, Berkeley, the problems were
more intense because the Asian-American
applicant pool was growing quickly,
exceeding the number of whites seeking
admission in 1987.
"The same problems (which) face
schools here (also) face schools on the
East Coast," Der said. "With a large
number of Asians on both coasts, it's not
surprising that they are applying to the
major colleges in tho~ areas.
Der's group asserted that alumni have
pressured admissions offices to stall
minorities' applications.
"California has a law that the student
body at state colleges and universities
must reflect the makeup of high school
graduating classes," he said, "but if you
look at the number of Asians who graduate
from high school and apply to colleges,
the number who are admitted is low."
Travers of UC, Berkely disagreed.
In a report recently released , Travers
said Asian-Americans account for 26
percent of tJC,Berkeley's undergraduate
population, a number which rose from
3,410 in 1975 to 5,509 last year.
David Gardner, president of the UC's
nine-campus
system,
said,
"AsianArnericans are succeeding extraordinarily
well, both in high school and preparing
themselves for admission to UC, CSU and
the state's other colleges and universities.
And we reitterate the university's long
standing commitment to finding a place
on its campuses for every UC-elligible
undergraduate
student,
regardless
of
etlmicity."