The Chicana/o, World War II & a Betrayal of Promises . Today’s Question:. How did World War II affect Mexican-American communities, families and help shape Chicana/o cultural resistance? . Main Focus. Racial relations during WWII Changed Gender dynamics in Chicano communities
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How did World War II affect Mexican-American communities, families and help shape Chicana/o cultural resistance?
(Hitler’s German Nazi regime allied with Japan)
(U.S., Great Britain, France)
* Individual racism is a product of institutional racism; institutional racism is perpetuated by individual racism.
“poverty and the lack of role models in the homes that resulted when the fathers and older brothers went off to the War” (p. 240).
What is the purpose of gangs?
Why do gangs exist?
What happened on the evening of August 1, 1942?
Who was targeted against and by whom?
What was the outcome of the trial?
What did the media say about Pachucos?
How were the Pachucos portrayed?
What did LULAC say about the Sleep Lagoon Trial?
Compare this Bracero Legislation advertisement to a similar advertisement for labor during our African slavery (16-18th) in the United States. Similarities? Differences?
“Continued violations to the workers’ contracts and irregularities in the agents from the United States Employment Services (USES) are the main complaints that our Mexican laborers are filing. An example is how our workers are being forced under threats by a “tyrannical” government representative to sign contracts with specific companies. This is a violation of their contracts that stipulates that our workers are free to choose their employers.”
-- from the Mexican Viseconsul [sic] report written in 1952
(Luz Maria Gordillo, “The Bracero, the Wetback, and The Terrorist: Mexican Immigration, Legislation, and National Security”, p. 154)
“One of the [most] racist, dominant culture’s most effective ideological strategies has been to educate us all—minorities and non-minorities—to the national myths of equality, democracy, and freedom for all. We are taught that these principles are attainable realities in the U.S. and furthermore, as minorities we wish that this were true.”
-- Laura Perez, “Opposition and the Education of Chicana/os”, 1993.