Double-Entry Journal

Idea from text

1. Chicanos struggle for quality
education and the right to include
the culture, history, and language
in the curriculum is not a
phenomenon of the 60s but
instead predates the Blowouts by a
number of decades (p. 116).
2. During the 60s, East LA high
schools has an especially
deplorable record of educating
Chicano students, who had a
dropout/pushout rate of well over
50% as well as the lowest reading
scores in the district (p. 119).
3. The classrooms were
overcrowded, and most teachers
lacked sensitivity to or
understanding of the Mexican
working-class communities in
which they taught (p. 120)

Reaction/Connecti
1. There is a dominant
misconception that Latinos do not
prioritize education, but even
before the 60s Latinos were
fighting for their education. Today,
Chicanos are still hugely absent in
curriculums but there has been
improvement.
2. Chicanos are still one of the
ethnic groups with the highest
dropout rates and lowest test
scores. High schools in urban LA
continue to push out Latinos and
African Americans.
3. It is impossible for anyone to
succeed in school when thee
educators themselves do not
want to teach you. I experienced
this in HS when a new teacher
hated coming to work and always
said negative racial comments to
us.

4. Though the Blowouts were

centered at 5 predominately
Chicano high schools located in the
general eastside of LA, other
schools also participated, including
Jefferson HS, which was
predominately African American
(p. 120).

4. When we learn about civil rights

we learn about individual groups
separately but many times they
worked together. (Jefferson HS
was the school I was supposed to
attend but did not because of its
low resources and high dropout
rate).

5. The LAPD were treating it like we

were rioting and tearing everything
up, whit we werent. we werent

5. How did the media portray the

police attacks and justify them?
It also compares to