Active Outline

General Information

Course ID (CB01A and CB01B)
CHLXD011.
Course Title (CB02)
Chicanx Culture
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course explores the origins and development of the Chicanx culture with an emphasis on the values, religions, philosophies, and lifestyles of Chicanx people. The course will introduce students to issues regarding identity, language, music, food, traditions, festivals, literature, and art with an emphasis on the sociopolitical and cultural dynamics.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course meets a general education requirement for °®¶¹´«Ã½, CSU GE, and IGETC and is CSU/UC transferable. It belongs on the Intercultural Studies AA degree. It was developed to provide students with a unique anthropologic focus on Chicanx culture.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Formerly Statement
(Formerly ICS D031.)

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
°®¶¹´«Ã½ GEArea(s)StatusDetails
2GDX°®¶¹´«Ã½ GE Area D - Social and Behavioral SciencesApproved
CSU GEArea(s)StatusDetails
CGDYCSU GE Area D - Social SciencesApproved
IGETCArea(s)StatusDetails
IG4XIGETC Area 4 - Social and Behavioral SciencesApproved

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Guest speakers

Collaborative projects

Discussion of assigned reading

Discussion and problem solving performed in class

Quiz and examination review performed in class

Guest speakers

Field observation and field trips

Assignments

  1. Reading
    1. Reading assignments from college-level textbook
    2. Supplemental readings to be assigned to provide more in-depth knowledge on specific topics and issues
  2. Writing
    1. Develop a creative written, visual and oral group presentation on a major issue relative to Chicanx culture that synthesizes key concepts, ideas and theories from readings and class.
    2. Written assessment that demonstrates understanding and analysis of key concepts from class and readings conducted through quizzes, short response written exercises, journals of critical self reflection and community events and in class activities.
  3. Participate in, and evaluate, community cultural event

Methods of Evaluation

  1. Midterm and final examination with comprehensive essay questions where students will be assessed based on their ability to critical analyze and demonstrate conceptual relationship of key concepts, theories and issues relative to Chicanx culture discussed in class material.
  2. Creative project: A visual and written project that demonstrates student comprehension, analysis and interpretation of a major issue relative to Chicanx culture and supported by research.
  3. Participation and contribution in classroom activities in which student abilities to interpret and critique will be applied and reflected in writing and discussions.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Burciaga, Jose Antonio. Drink Cultura - Chicanismo. Santa Barbara, CA: Joshua Odell Editions. 1993
Anzaldu, Gloria. Borderlands/La Frontera: The Mestiza, Fourth Edition. Aunt Lute Books, 2012.
Molina, Ruben. Chicano Soul: Recordings. Texas Tech University Press, 2nd edition, 2017.
Calvo, Luz, and Esquibel Catrio. Decolonize Your Diet: Plant-Based Mexican-American Recipes for Health and Healing. Arsenal Pulp Press, 2015.
Tatum, Charles M. Chicano Popular Culture, 2nd edition. Tucson: University of Arizona Press, 2017.

Examples of Supporting Texts and References

AuthorTitlePublisher
Acuna, Rodolfo F. Occupied America: a History of Chicanos. Prentice Hall, 2019.
Anzaldúa, Gloria, and Cherríe Moraga. This Bridge Called My Back: Writings by Radical Women of Color. SUNY Press, 2015.
Vigil, James Diego. From Indians to Chicanos: The Dynamics of the Mexican-American Culture, Third Edition, 2012.
Junge, Maxine Borowsky. Voices from the Barrio: the Story of the First East Los Angeles Chicano Literary Magazine. Publisher Not Identified, 2016.
Jackson, Carlos Francisco. Chicana and Chicano Art: ProtestArte. Univ. of Arizona Press, 2010.
Gutierrez, Margo. Curanderismo: Folk Healing in the Mexican American Community. Austin: Benson Latin American Collection, University of Texas at Austin, 1999.
Tatum, Charles M. Lowriders in Chicano Culture: From Low to Slow to Show. Greenwood Publishing Group, 2011.
González Ray. Muy Macho: Latino Men Confront Their Manhood. Doubleday, 1996.
Maciel, David, ed. Chicano Renaissance. Tucson: University of Arizona Press. 2000.
Alamillo, Laura, et al. Voices of Resistance: Interdisciplinary Approaches to Chican@ Childrens Literature. Rowman & Littlefield, 2018.
Melville, Margarita B. "Ethnicity: An Analysis of its Dynamism and Variability Focusing on the Mexican/Anglo/Mexican American Interface." American Ethnologist. 1983, X (2) pp. 272-289.
Menard, Valerie. The Latino Holiday Book: From Cinco de Mayo to Dia de los Muertos-The Celebrations and Traditions of Hispanic-Americans. New York: Marlowe & Company, 2000.
Moore, Joan W., James D. Vigil, and Robert Garcia." Residence and Territoriality in Gangs." Journal of Social Problems. 1983, 31(2): 182-194.
Muller, Thomas. The Fourth Wave: California's New Immigrants. Washington, DC: The Urban Institute Press, 1978.
Sanchez, George. Becoming Mexican American. NY: Oxford University, 1983.
Sperling Cockcroft, Eva and Holly Barnett-Sanchez, ed. Signs From The Heart: California Chicano Murals. 2nd printing. Albuquerque: University of New Mexico Press. 1996.
Trejo, Arnulfo, ed. The Chicanos As We See Ourselves. 4th printing. University of Arizona, 1990.
Vigil, Angel. Una linda raza: Cultural and Artistic Traditions of the Hispanic Southwest. Foreword by Rudolfa Anaya. Golden, CO: Fulcrum, 1998.
Vigil, James Diego. "Chicano Gangs: One Response to Mexican Urban Adaptation in the Los Angeles Area." Urban Anthropology. 1983, 12(1): 45-75.
West, John O. Mexican American Folklore: Legends, Songs, Festivals, Proverbs, Crafts, Tales of Saints, of Revolutionaries, and More. Little Rock: August House, 1988.
Zavella, Patricia. Women's Work and Chicano Families: Cannery Workers of the Santa Clara Valley. Ithaca, NY: Cornell University Press, 1987.

Learning Outcomes and Objectives

Course Objectives

  • Identify, assess and explore social and behavioral sciences and engage the various methodology to these disciplines in the study of the Chicanx experience.
  • Define culture and recognize the basic anthropological concepts, approaches and tools for the study and understanding of culture, cultural diversity, and cultural specificity as related to the Chicanx experience.
  • Analyze and interpret the evolution of the syncretic relationship of indigenous and Hispanic European cultures within Mexico and its impact on Chicanx culture.
  • Compare and contrast the relationship between the dominant American culture and Chicanx culture.
  • Analyze the syncretic relationship developing within Mexican and the United States borderlands and its current and future impact on Chicanx people.

CSLOs

  • Recognize and evaluate the elements of cultural syncretism and their respective role within Chicanx experience.

  • Describe how and why beliefs, values, assumptions, communications practices shape world views and dynamic nature of culture change within the Chicanx experience.

  • Evaluate cultural dynamics in bi-cultural, traditional and non-traditional cultural patterns, gender roles, religiosity and various artistic expressions within the present day Chicanx experience.

Outline

  1. Identify, assess and explore social and behavioral sciences and engage the various methodology to these disciplines in the study of the Chicanx experience.
    1. Identify limitations and critique eurocentric approaches of traditional academic disciplines within the social and behavioral sciences.
    2. Identify and describe the discipline of Chicanx studies and interdisciplinary approaches
    3. Identify and describe the use of investigative, data collection, and analytical techniques, comparative/contrastive study, and associate fieldwork tools and methods used within the disciplines of the social and behavioral sciences.
  2. Define culture and recognize the basic anthropological concepts, approaches and tools for the study and understanding of culture, cultural diversity, and cultural specificity as related to the Chicanx experience.
    1. Define and explain culture in its broad anthropological meaning, including enculturation (socialization) and acculturation
    2. Understand and identify the basic anthropological approaches and tools for the study and understanding of culture, cultural diversity and cultural specificity
    3. Determine and explain the concept of ethnicity
    4. Explain how the concept of self-esteem is related to one's identity and the perceived attitudes of the majority society; its roles in motivation, goal development, and self-realization; the importance or understanding one's identify; and the development of pride
    5. Apply ethnography as a methodology and the objective/subjective balance of participant/observation
  3. Analyze and interpret the evolution of the syncretic relationship of indigenous and Hispanic European cultures within Mexico and its impact on Chicanx culture.
    1. Indigenous roots of Chicanx identity emphasizing the accomplishments of pre-Columbian civilization including agriculture, astronomy, religion, social stratification, education; Aztlan, the departure point for Aztec migration and its development as a Chicanx concept; Quetzalcoatl as an Indian symbol and its significance for Chicanos and Chicanas.
    2. The Spanish conquest and its effects. The role of missionaries, religious syncretism, the Virgin of Guadalupe, the introduction of processions, posadas, the contrasting difference between the importance of Good Friday for Chicano Catholics and Easter for Anglo Christians; land use and the distribution of labor, class structure during the colonial period, the appearance of mestizos, and the effects of racism; the northern territories and the establishment of the missions.
    3. Mexican independence and nationalism. The criollos and their role in the independence movement, Miguel Hidalgo y Costilla, Dona Josefa Ortiz de Dominguez, the Grito de Dolores, the significance of the Mexican flag.
    4. Steven F. Austin and the Anglo settlers in Texas; Texas independence and the role of Mexican settlers; the war between the U.S. and Mexico and the role of settlers in the region; the Alamo, the Treaty of Guadalupe Hidalgo; Ignacio de Zaragoza and the Cinco de Mayo; the 1910 Revolution, Pancho Villa and Emiliano Zapata.
    5. The Anglo-American period and the birth of the Mexican American, internal colonialism; assimilation vs. acculturation; roots of prejudice and discrimination; mutualistas; LULAC; Pachucos, zoot suiters; Cholos and vatos locos.
    6. The Chicano movement. WWII and the military veterans; the civil rights movement; consciousness-raising; the Vietnam War and the Chicano Moratorium, the war on poverty; major leaders and their causes; Cesar Chavez, Dolores Huerta and the farm workers in California, Reies Lopez Tijerina and land grant claims in northern New Mexico, Corky Gonzalez and Crusade for Justice in Colorado, and Miguel Angel Gutierrez and the Raza Unida Party in Texas; role of art and artists in movement building, Plan de Delano, El Teatro Campesino, Plan de Santa Barbara, Plan Espiritual de Aztlan, role of women and Chicana feminist movement; Yolanda Lopez, Juana Alicia, Cherrie Moraga and Gloria Anzaldua.
  4. Compare and contrast the relationship between the dominant American culture and Chicanx culture.
    1. Identify the basic cultural factors, value systems, beliefs, norms and maintenance mechanisms of the Chicanx and Anglo culture.
    2. Identify misinterpretations of value systems and salient traditional values of the Chicanx communities by academics.
      1. Respeto as fatalism and its roots
      2. Present vs. future time orientation
      3. Familism and hierarchical authority lines
      4. Personalismo
    3. The concept of machismo, masculinty and the development of Chicana feminism
  5. Analyze the syncretic relationship developing within Mexican and the United States borderlands and its current and future impact on Chicanx people.
    1. Analyze life in Texas
      1. Texas as a cultural battleground
      2. How this impacted on the development of ethnic "Tex-Mex" identity
      3. The origin and significance of the corrido and the development of norteno music
    2. Analyze life in New Mexico and Arizona
      1. Early New Mexico history and the origin of the Hispanos and "Manitos"
      2. Religious variants: Catholics and Protestants; los penitentes; santeros and folk art
    3. Analyze life in California
      1. Los Californios, Native Americans and the missions, class structure in the early Anglo period
      2. The rise of large scale Urban Chicano and Chicana life
      3. Leadership and participation in politics; interface with Anglo institutions, criminal justice system, police, courts, prisons
    4. Analyze the life and experience of migrant and immigrant populations
      1. Distinguish similarities and differences between U.S.-born migrant farm workers and undocumented immigrants
      2. Major problems faced by migrant farm workers; interrupted education, poverty, threats to health, inadequate housing, unionization; Teatro Chicano/a
      3. Short history of the cycles of immigration from Mexico; effects of undocumented status; and the impact of the current immigration law
    5. Analyze various expressions of Chicanx life
      1. Language, Chicanx press, radio, literature, zines, bilingual education and foodways
      2. Chicanx art: visual and performance
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