Abstract
Statement of Problem
The current educational structure in the state of California continues to be outdated and in need of a modification to conform to classroom demographics. According to the California Department of Education, recommendations have been presented to the State Board of Education to ensure updated curriculum(s) is written to encourage cultural understanding of how different groups have struggled and worked together, as well as highlight core ethnic studies concepts such as equality, justice, race, ethnicity, and indigeneity (Thurmond, 2020). The demand for a de-segregated learning environment dates back to the 1930s Lemon Grove Incident (Roberto Alvarez vs. the Board of Trustees of the Lemon Grove School District; Alvarez, 1986), which was a demand during the civil rights era (Mendez v Westminster, 1946), and still can be heard today as children of Mexican origin and other non-white students continue to be underrepresented and unequally educated within academic institutions. Students in California have led the demand for an inclusive education since the 1960s. This continued history on the push for ethnic studies to be a core discipline is rooted in the student movements of the San Francisco Bay Area in the late 1960s (Pawel, 2020). They are the future and continue leading the push for change; demanding educational institutions conform to their needs instead of operating through a lens of an assimilation in academia.
Relatable connection(s) to academic curriculum enables students to attain academic achievement and success. Latino teachers and instructors of Mexican origin have reported that incorporating Latino and or Mexican culture(s) into classrooms also bolstered students’ confidence and instilled a sense pride that was not present prior to the cultural implementation. As one teacher explained, “We are acknowledging where they come from and who they are, because when we do that, I think it gives them more confidence” (Amerikaner & Morgan, I., 2018, p. 9). Moreover, research points to other positive outcomes for Latino students. In Tucson, Arizona, for example, K-12 students enrolled in a Mexican American studies program experienced higher test scores, better graduation and attendance rates, and had better disciplinary records than those who did not participate (Amerikaner & Morgan, 2018). A holistic approach to learning, where the contributions of Native Mexican women are highlighted through academia, will create a positive self-image for all students, especially girls and students of Mexican origin who remain left out of the standard core curriculum. According to the Centers for Disease Control and Prevention, female students of Mexican origin are the highest population to drop out of school as well as to become teen mothers (2017). Creating a welcoming learning environment where students of Mexican origin and other non-white students can successfully thrive equally with their white classmates, is a rationale action an educator can implement to lead the way for change in which inclusive education becomes the norm instead of the exception.
Purpose of Project
The purpose of this project is to develop a resource list for educators, focusing on women of color curriculum, particularly women of Native Mexican origin. This is important because there currently is not enough focus on Native Mexicanas in the State of California educational curriculum, leaving thousands to millions of children unable to identify with their cultural roots and historical ties to their ancestral homelands. Research conducted thus far has found a student’s academic achievement is based on their relation and retention of educational instruction and materials presented to them in a classroom setting. As stated in Handbook of Urban Education, “Connection through academia is imperative for educational development and success, especially for early learners to become confident, aspiring adults” (Milner & Lomotey, 2013). When a student cannot connect to the classroom curriculum, the probability of academic retainment and success is drastically impacted, having a domino effect on the student’s future, livelihood, and success.
Project Description
Historical figures of Native Mexican women, their roles, attributions, and accomplishments, should be presented in a classroom setting as a means of enabling children to effectively connect to academic curricula as well as gain a positive sense of self. This project was created to provide educators with a resource list of Native Mexican women to use in a classroom setting as a tool to children through its implementation in the academic curriculum. The women referenced in this project are detailed in a resource list with their photos and information presented in an online web format (Appendix A).