Summary
Highlights
The year 1968 was marked by a global spirit of change and protest, with movements for better alternatives to the existing world order. The Vietnam War heavily impacted Chicanos, who were dying in disproportionate numbers, leading to a strong desire for societal change within the community.
East Los Angeles, home to almost 100,000 Mexican-Americans, was a segregated community. Despite the belief that education offered a path to the American dream, only one in four Chicanos completed high school, with many being 'pushed out' due to unmet needs and lack of cultural acknowledgment. This led to high unemployment and lower wages for Mexican-Americans.
Mexican-American students faced discrimination and prejudice, being shamed for speaking Spanish and their cultural heritage. Examples include being forced to wear a 'Spanish' cone hat and experiencing ridicule for traditional foods. Counselors steered students away from college, and teachers made derogatory remarks, leading to a 'tracking system' that limited their educational and career choices.
Frustrated students realized they were not alone. They conducted surveys, gathering information about inadequate college advisement, unfair discipline, and poor reading rates. Their demands included bilingual instruction, Mexican-American history courses, an end to corporal punishment, and more Mexican-American teachers and counselors. These efforts aimed to redefine civil rights in America.
For decades, Mexican-American families had sought educational reform, protesting segregation in 'Mexican schools' where speaking Spanish was punished. In 1946, the Mendes v. Westminster School District case made segregation unlawful, influencing Brown v. Board of Education. Despite this, segregation and unequal resources persisted, preparing Mexican children for menial labor.
Young Chicanos underwent a political evolution, realizing that the system needed direct action to change. They built support across campuses and within the community. Sal Castro, a history teacher who experienced educational shortcomings firsthand, became a key organizer, challenging the school system's blame on Mexican families for student failures.
Students decided a mass walkout was necessary as internal change was not happening. On the day of the walkouts, the signal was 'blow out,' and thousands of students left their classes with dignity, chanting 'Chico power' and demanding change. Over 10,000 students from 16 schools participated by the end of the week.
Community reactions to the walkouts were mixed, with some feeling embarrassed and uncomfortable. School officials blamed external agitators, specifically the Brown Berets. The Brown Berets, a paramilitary group advocating direct action, provided security for the students and became a target of the police and press, who viewed them as troublemakers.
As walkouts continued, tensions escalated, leading to police intervention. Police were seen as hostile, clubbing and arresting students. Many felt the police overreacted to the protests, which were deemed constitutionally protected activities. Parents worried about their children's safety, and the events highlighted the existing social injustice.
School authorities tried to pressure students with threats of suspension and scholarship revocation. Students sought support, meeting with Bobby Kennedy, who expressed his backing for their efforts. Parents, becoming actively involved, asked to meet with school officials, but their request was initially denied. Their commitment underscored the mass involvement of the Mexican-American community in the movement.
After the students returned to school and some demands were addressed, 13 Chicano leaders, including Sal Castro, were arrested and indicted on conspiracy charges, facing up to 66 years in prison. This was viewed as a political attack designed to halt the movement, but the community rallied to their defense, seeing these arrests as an indictment of the educational system itself.
The movement faced surveillance from the FBI's COINTELPRO, a counterintelligence program initially targeting civil rights and black power movements. Many organizations were infiltrated, and perceived leaders like Sal Castro were listed as 'subversive individuals,' facing threats and arrests. This created a climate of paranoia and forced the movement to focus on self-defense.
Sal Castro was suspended from teaching due to his indictment, leading to a defining moment for the East Los Angeles community. Students and parents rallied, picketing daily and attending school board meetings to demand his reinstatement. After initial attempts failed, activists resorted to a sit-in at the school board offices, determined to occupy the room until their demands were met.
Despite discomfort caused by the board, the sit-in persisted for seven days. Eventually, the board agreed to vote on Castro's reinstatement, with protesters being arrested if they didn't leave. After an emotional appeal from Chicano leaders, Sal Castro was reinstated. Although the LA13 faced two more years of legal battles, their conspiracy charges were ultimately dismissed on appeal. The walkouts were a significant urban struggle, fostering a collective voice, and igniting a nationwide movement for educational reform and Chicano civil rights.