The Practice of Racial Differentiation and Social Segregation - Essay Example

Chicano Latino Essay Affiliation: School Segregation in Santa Paula Santa Paula’s history records vast information on the separation of students of Anglo American and Mexican backgrounds in schools. The education system that was in place in the early develops of the education structure records school-based discrimination against certain students of a given race. The Anglo Americans and Mexicans formed the basis of this history. From as far as the 1800s, social segregation by the Anglo Americans had taken its practices to schools. Ruled had been imposed that racially discriminated against the Mexican students (Menchaca, 1995). Separation of the Mexicans from the Anglo Americans had become so prevalent that even schools had become characteristic of these discriminative acts. In almost every facet of life in Santa Paula, social segregation had become more of a norm than a vice. The Anglo Americans practiced so comfortably, that the whole situation appeared normal or natural to the society. Students were unequally treated, although all of them had been enrolled to the same education system. The Anglo American students were treated better than the Mexicans. It seemed that the American students were better off than the Mexicans, but this was only due to the perception of the society. There were rules and regulations that had been imposed for the Mexican students in schools, which the Anglo Americans were not required to follow. This only depicted how much social segregation had sunk into the education system. However, just like other social segregation issues, separation in schools would also be challenged. Residential segregation was at its peak during this time, and its consequent actions had found their way into schools. Anglo American residential areas were reserved for them alone, and no Mexicans were permitted to live in those areas. Societal separation had therefore led to the development of two distinct social groups that never interacted in the context of sharing the neighborhood. Practices of segregation in residential areas gave rise to school segregation in the process. Anglo Americans supported the move to have separation in schools, arguing that since Mexicans had their own places to live; it was only fair that they went to schools around their neighborhood (Menchaca, 1995, p. 179). Relationship across races had totally been ruined by the social segregation. Although the practice of these separations had been challenged, and to some extent overcome, schools remained observant of this separation. Mexicans still attended school separately from the Anglo Americans. Even those that had both Anglo Americans and Mexicans in the same school, different classes had been set up for the two differential groups. Mexican students had their own classes different from the Anglo Americans. School desegregation had not been achieved even with the alleviation of residential separation. In fact, Menchaca (1995, p. 175) says, “School separation in Santa Paula is a vestige of past racist practices that are firmly rooted in the city’s social structure”. The education system in Santa Paula promoted information asymmetry among the Mexican students, which was not the case with the Anglo Americans. Moreover, one-side concentration of resources and funds was evident in favor of the Anglo Americans. Mexicans were still working on the abolishment of discriminative racial practices in every social aspect. They had challenged the discriminating rules not once but severally, succeeding in some and failing in others. In spite of some instances of failure, the battle was not over just yet. In the 1960s, residential segregation had fallen out of place. During this time, a school by the name Blanchard School was built. This school enrolled both Anglo Americans and Mexicans together. Blanchard School was built in the now mixed-race area, and it had no choice other than to accommodate the different races that inhabited the area at the time. However, not many schools in Santa Paulo were ready to follow Blanchard School’s suit. Things are said to have changed over time in regard to segregation of distinct individuals and groups. Liberalization, modernization and globalization are the key contributing factors to this effect in the contemporary world. However racial equality is still far from being achieved. Even in the contemporary world, school segregation is still characteristic. Anglo American-Mexican mixing ratio in schools still depicts strong inequality. Schools that were built after Blanchard School strived to strike a population balance between students of different races, but the process was challenging since it faced strong opposition from the Anglo Americans. The course was worth trying however, because so many achievements were arrived at despite the difficulties and technicalities involved. The Residential Segregation in Santa Paula The practice of racial differentiation is what is referred to as social segregation. This practice had become characteristic of the America in her early years. In normal circumstances, the whites are usually isolated from the colored people due to the racial differences between the two. Further to this social segregation, the Anglo Americans have faced this separation from the Mexicans. In Santa Paula for example, racial mixing within places of residence had been banned. Menchaca (1995, p. 25) quotes, “A few decades after the Mexican-America War, Anglo Americans were unable to enforce discriminatory practices in Santa Paula and in other Southwestern communities”. At the verge of this social segregation, Mexicans had no political power and their living standards had deteriorated. Most of them had no land while the employed were inadequately compensated for their services. In the late 1880s, Anglo American residential areas had no Mexican inhabitants. The Mexicans had been restricted to specific areas of residence, thereby being denied any chance of mixing with the Anglo Americans in their places of residence. This rule was enforced by any means, including use of force, harassment and violence. The Anglo Americans easily achieved their interests in social segregation due to the fact that they had by far overcome the Mexicans both economically and politically. Dependence of Mexicans on the Anglo Americans made it easy to have these segregations actualized. As a result, the Mexicans and Anglo Americans hardly mixed, and in fact, residential places formed the major base of this kind of separation. Anglo Americans-Mexicans residential segregation formed the stepping stone to the racial separation of the two social groups. This means that from residential separation, other aspects of life began to be affected by the same. However, this kind of life was not without challenges from the Mexicans. They began rebel against racial discrimination by the Anglo Americans in the early 1950s. Racial separation had taken center stage all round but the Mexicans were merging forces against this separation. “Attempts to desegregate Santa Paula began in the local theater, were followed by the department stores, and concluded with the residential areas” (Menchaca, 1995, p.116). Ethical issues in the context of the segregation began to come up at this point in time. Discriminative rules that had been imposed in specific areas especially public places were challenged by the Mexicans. For instance, in movie theaters, Mexicans were not allowed to sit in one side with the Anglo Americans. This challenge to the Anglo Americans was successful. This followed the fact that they needed revenues from their business, and this could not be realized in the absence of the Mexicans since the Anglo Americans’ businesses depended on the Mexicans to a greater extent. If the Mexicans pulled down their support for the businesses, these Americans would plunge into an economic crisis. Desegregation in the residential places proved to be a hard nut to crack. The Anglo Americans preferred to have the Mexicans spend their time in stores or in the theaters, but when it came to the fact that they would reside together with the Mexicans, they considered this intolerable (Menchaca, 1995). The first step towards achieving residential desegregation was realized in the year 1953. This was the year when the very first Mexican, Martin Morales, bought a property in an Anglo American dominated area. Although this was not easily achieved, the wealth portfolio of this businessman saw it through. With frequent use of enough money, Mexicans were able to acquire and own properties in Anglo American residential areas. The availability of money that the Anglo Americans needed for the sake of their businesses provided a link that was slowly breaking racial segregation. At around this time, war veterans were being rewarded for their efforts in war and houses were being bought and being sold off for this purpose. The housing project thereby allowed selling of homes to whatever race. With this, residential segregation was fading away owing to this process. Mexicans had also taken part in the wars that had been engaged by the country. They therefore became part and parcel of the housing projects. Consequently, this process only proved that even the Mexicans deserved some respect. Over time, residential segregation was removed. However, this was not the end of social inequality. Many schools still remained segregated, and instances of racial discrimination were still evident form one place to another. Amid instances of social inequality even after alleviation of residential segregation, the overall progress was characterized by more advantages than disadvantages. Reference Menchaca, M. (1995). The Mexican outsiders: a community history of marginalization and discrimination in California. Texas: University of Texas Press. Read More