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The decade of the 1960's marked the emergence of Chicano political activism that included both student mobilizations and union organizing. These strengthened the saliency of the Chicano civil rights agenda. Social and political unrest, nationally and internationally, built an energetic momentum for institutional change and cultural transformation. The belief in individuals organizing to maximize their power created a group dynamic of strength premised on culture for /and by minority groups.

Domestic and international factors contributed to the new political and social consciousness of "Chicanismo". Internationally, countries in Latin America, Asia, and Africa had been involved in Wars of liberation; revolution was in the air. Domestically, the Civil Rights Movement fomented many ideas for social change and personal and collective liberation. The threshhold Free Speech movement entailed reaction by youth against the attempts by University of California, Berkeley authorities to contain or regulate student’s voices. Organizing efforts by the United Farm Workers influenced significantly the activities of student organizations that would use peaceful demonstrations to demand change. The UFW gave a voice to a silenced group, the Mexicano farm worker. The Watts Rebellion stamped a reminder of the causes of social discontent on people’s minds in the late 60’s. All these would make many question the conditions of minorities in the U.S. and all would contribute to the struggle for economic, social and political equality.

During the sixties individuals formed the first Raza organization at UCLA, the United Mexican American Students. At a time of less than 100 students enrolled, the organization became a very strong advocate at UCLA for change and a solid pillar in the Chicano Movement overall. UMAS energetically advocated for change on and off campus. Important activities were large conferences on Chicano issues, including the first Chicana rights conference.

Concurrently, after months of organizing, there was a concerted effort to address K-12 community educational concerns by UMAS from UCLA and other campuses and several community organizations. In March of 1968, thousands of Mexican high school students walked out of their classrooms to show with action dissatisfaction with education. These activities became known as the East Los Angeles Blow Outs . The mass protests brought to the forefront the discriminating attitudes held by many teachers as well as the inferior educational conditions most Mexican students had to endure. They made their grievances public and secured solutions from the Board of Education. The blow outs involved primarily five high schools in the East Los Angeles area, but their impact was also felt throughout the city, the state and the Southwest.

A seminal watershed, the1969 Plan de Santa Barbara was led by a committee and entailed extensive prepartory organizing. The plan's goal was to further equality in higher education. The plan called for the implementation of educational reform in four areas: student admissions and services, the establishment of a bilingual-bicultural Chicana/o Studies curriculum; access for faculty, and staff in higher education, and guidelines for community services. A main objective of the plan was to stimulate growth of Chicano studies programs at campuses and coordinate Chicano programs statewide in an effort to expand a specific agenda for higher education. As a result of the conference in Santa Barbara, UMAS along with other student organizations would change their name to El Movimiento Estudiantil Chicano de Aztlan (MEChA). The new name represented a uniform commitment and unity in addressing social injustice and in rejecting assimilation into the dominant group of society. Changes would be done through student militant actions both on campus and in the community, leaving a tradition that is still followed. Seminally, the conference also led to the formation of the Chicano Council on Higher Education which in its day sought to implement a working coalition to advocate for Chicano higher education needs. By the end of the sixties the basic Chicana/o organizational basis had been accomplished and a basic agenda advocated. UCLA graduate and undergraduates had pivotal participations in the Chicano Liberation Conference of 1969 which issued the Plan de Aztlan and in the Poor People's Civil Rights March on Washington D.C., 1968 and the Chicano Moratorium of 1970.


 





History, Youth, Power and Change Team Research Project.
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Last Revised: February 27th, 2000.