East L.A. walkouts

The same conditions that led to these astronomical drop-out rates were the chief motive of the walkouts. Both faculty and administration were short staffed, leading to 40-student classes and a school counselor with 4,000 students. Classroom materials, especially in history classes, painted over Chicano history. The majority of teachers held their own students in belittling contempt.[7] This attitude was reflected in a letter written by a teacher at Lincoln High School, Richard Davis:

Most of the Chicanos have never had it so good. Before the Spanish came, he was an Indian grubbing in the soil, and after the Spaniards came he was a slave. It seems to me that America must be a very desirable place, witness the number of "wetbacks" and migrants both legal and illegal from Mexico.^[8]

To improve these conditions, the students decided to organize. Esparza, Larry Villalvazo and a few other UMAS members, along with teacher

On March 1, 1968, the first students to walk out were from Wilson High School, which had among the highest dropout rates of any LA-area high school.[12] Though organizers had been planning for some time to stage walk outs to demonstrate against unsatisfactory conditions, the first blowout at Wilson was unplanned, precipitated by the principal cancelling a student-produced play that was deemed too risqué for the students to perform.^{[13] [14]} Between 200-300 students participated. On March 5, about 2,000 students at Garfield initiated the first planned walkout, prompting school authorities to call in police. Eventually, an estimated 15 to 20,000 students walked away from seven high school campuses in East Los Angeles (Wilson, Garfield, Roosevelt, Lincoln — 75% of students attending those schools were Chicano) and other parts of Los Angeles (Belmont, Jefferson, Venice).

Funds for Los Angeles public schools were allocated based on the number of students in class each day. By having students walk out of homeroom before attendance was taken, the organizers could increase public attention by targeting the schools financially.^[15]

Political activist and former Roosevelt High School student Vickie Castro played a leading role in the blowouts.

On March 6, 1968, Castro entered Lincoln High School pretending to be applying for a teaching position. She quickly bombarded the school principal with questions to distract him while organizers entered the school.[16] Other organizers entered to convince students to leave the campus. She then went to Roosevelt High School, where she had been a student, with the intention of carrying out the same plan. However, a teacher recognized her and threatened to call the police if she did not leave the premises.^[18] She then offered her car to pull down a chain linked fence which had been set up to keep organizers to enter the school.

Student demands

Following the walkouts, students were able to meet with the board of education. At this meeting, student leaders presented a list of demands that addressed what they felt were the most pressing issues within their schools that affected their education.^[13][14]

Academic demands

• "No student or teacher will be reprimanded or suspended for participating in any efforts which are executed for the purpose of improving or furthering the educational quality in our schools.
• Bilingual-Bi-cultural education will be compulsory for Chicanos in the Los Angeles Unified School District
  where there is a majority of Chicano students. This program will be open to all other students on a voluntary basis.

• Administrators and teachers who show any form of prejudice toward Mexican or Chicano students, including failure to recognize, understand, and appreciate Mexican culture and heritage, will be removed from East Los Angeles schools. This will be decided by a Citizens Review Board selected by the Educational Issues Committee.
• Textbooks and curriculum will be developed to show Mexican and Chicano contribution to the U.S. society and to show the injustices that Mexicans have suffered as a culture of that society. Textbooks should concentrate on Mexican folklore rather than English folklore.
• All administrators where schools have majority of Chicano descent shall be of Chicano descent. If necessary, training programs should be instituted to provide a cadre of Chicano administrators.
• Every teacher's ratio of failure per students in his classroom shall be made available to community groups and students. Any teacher having a particularly high percentage of the total school dropouts in his classes shall be rated by the Citizens Review Board composed of the Educational Issues Committee.^[19]

Administrative demands

• Schools should have a manager to take care of paper work and maintenance supervision. Administrators will direct the Education standards of the School instead of being head janitors and office clerks as they are today.
• School facilities should be made available for community activities under the supervision of Parents' Councils (not
  PTA
  ). Recreation programs for children will be developed.
• No teacher will be dismissed or transferred because of his political views and/or philosophical disagreements with administrators.
• Community parents will be engaged as teacher's aides. Orientation similar to in-service training, will be provided, and they will be given status as semi-professionals as in the new careers concept.^[19]

Facilities demands

• The
  Industrial Arts
  program must be re-vitalized. Students need proper training to use the machinery of modern-day industry. Up-to-date equipment and new operational techniques must replace the obsolescent machines and outmoded training methods currently being employed in this program. If this high standard cannot be met, the Industrial Arts program will be de-emphasized.
• New high schools in the area must be immediately built. The new schools will be named by the community. At least two Senior High Schools and at least one Junior High School must be built. Marengo Street School must be reactivated to reduce the student-teacher load at Murchison Street School.
• Library facilities will be expanded in all East Los Angeles high schools. At present the libraries in these high schools do not meet the educational needs of the students. Sufficient library materials will be provided in Spanish."^[20]
• All bathrooms to remain unlocked at all times.

Timeline

March 1, 1968: Over 15,000 Chicanos, students, faculty, and community members, walk out of seven East L.A. high schools. Those schools included:

March 11, 1968: The Chicano community (students, faculty, parents, and activists) began to organize and create the Educational Issues Coordinating Committee (EICC). They intended to demonstrate the needs and concerns of those who participated in the walkouts at the Los Angeles County Board of Education meeting, the Board later agreed.[5]

March 28, 1968: The meeting between the Los Angeles Board of Education and the Educational Issues Coordinating Committee takes place. Over 1,200 community members attend the meeting, and the EICC got to present their 39 demands from the Board. The Board denied the demands and the students walked out of the meeting.^[5]

March 31, 1968: Thirteen of the Chicano walkout organizers were arrested, also known as the

June 2, 1968: Sal Castro was released on bail, but lost his teaching position at Lincoln High school due to the arrest. 2,000 people protested outside of the police station to demand he get his teaching position back.^[17]

September–October 1968: Students and community members organized round-the-clock sit-ins at the LA Board office until Sal Castro could be reinstated for his teaching position. The board eventually allowed Castro to resume his position.^[23][24]

Aftermath

Many of the student organizers became prominent in their fields. Moctesuma Esparza, one of the thirteen charged with disrupting the schools, who became known as the East L.A. 13, later became a film producer. He helped recruit more Chicanos to Hollywood. Harry Gamboa Jr. became an artist and writer. Carlos Montes, a Brown Berets minister, was charged with arson at a hotel during the Chicano Moratorium protest against the Vietnam War; after fleeing the country he eventually faced trial and was acquitted. Paula Crisostomo became a school administrator, where she continues to fight for reform. Vickie Castro was elected to the Los Angeles Los Angeles Unified School District Board of Education. Carlos Muñoz, Jr., went on to a teaching and research career at the University of California, Berkeley.^[25] Carlos R. Moreno—who participated in the Camp Hess Kramer conference—went on to study law and eventually became a judge for the Supreme Court of California.^[5]

The student actions of 1968 inspired later protests that used similar tactics, including the 1994 student walkouts against

• Walkout (film)

Further reading

• Sahagún, Louis (2018-03-01). "East L.A., 1968: Walkout! The day high school students helped ignite the Chicano power movement". LA Times.

References

Sources

• Castro, Sal; Garcia, Mario T. (2011). Blowout! Sal Castro and the Chicano Struggle for Educational Justice. North Carolina University Press.
  JSTOR 10.5149/9780807877913_garcia
  .
• Castro, Victoria (1986). Resume.
• Chicano Power and the Brown Berets. 2011-10-11. {{cite book}}: |work= ignored (help)
• Delgado Bernal, Dolores (1998). "Grassroots leadership reconceptualized: Chicana oral histories and the 1968 East Los Angeles school blowouts". Frontiers: A Journal of Women Studies. 19 (2). Frontiers: 113–142.
  JSTOR 3347162
  .
• Rosales, F. Arturo (1997). Chicano! The History of the Mexican American Civil Rights Movement. Arte Público Press.
  ISBN 978-1558852013
  .

• Movie About East LA Walkouts and Brown Berets Begins Filming
• Walkout at
  IMDb
• DEMOCRACY NOW: Walkout: The True Story of the Historic 1968 Chicano Student Walkout in East L.A.