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https://eric.ed.gov/?id=ED387281
https://www.britannica.com/event/East-L-A-walkouts
https://www.npr.org/sections/codeswitch/2017/09/16/545162052/-from-the-mundane-to-the-magnificent-photos-from-the-chicano-rights-movement
https://newsroom.ucla.edu/stories/east-l-a-chicano-student-walkouts:-50-years-later

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Discrepancies in the education of Anglo and Mexican-American students surfaced in Los Angeles during the 1950s and 1960s. Mexican-American students experienced a 60% dropout rate from high school, and those who did graduate averaged the reading level of an 8th grade Anglo student. In some schools, teachers prohibited students from speaking Spanish, and in others, school staff recommended Mexican-American students educational curriculum meant to help students with mental disabilities. These schools funneled many Mexican American students into vocational programs and discouraged from post-secondary studies. In response, students, teachers, parents, and activists began to organize.

The East Los Angeles Walkouts, also known as Blowouts, reflected a mass response to these discrepancies. From March 1-8, around 15,000 students walked out of their classroom in protest thanks to the organization of collective groups, who together formed the Educational Issues Coordinating Committee (EICC). This committee continued to voice student concerns even after the walkouts concluded, ultimately presenting a list of demands to the Los Angeles Board of Education, including recommendations for curriculum changes, bilingual education, and hiring of Mexican-American administrators.

The Board said they could not fulfill the demands due to a lack of funding. Shortly after EICC made their demands, police arrested 13 of the organizers on felony conspiracy charges. However, Sal Castro remained imprisoned even after police released 12 other organizers. This shifted the EICC goals from policy to legal representation, which eventually led to the group's dissolution. Nonetheless, organizers continued to demonstrate in support of Castro, who police eventually released. The school later reinstated him.

The East Los Angeles Walkouts represented a call to action for civil rights and access to education for Latino youth in the city. Even with the rejection from the Board of Education, the event remains one of the largest student protests in United States history. In bringing together so many organizing groups, the demonstrations also highlighted an ability to mobilize across age and class lines. The walkouts also represented a strong group commitment to the Chicano identity, which continued to develop afterwards.

Timeline

March 1 - 8, 1968

Over 15,000 high school students walk out of seven different schools in East Los Angeles.

March 11, 1968

Educational Issues Coordinating Committee (EICC) forms to present the concerns to the LA Board of Education.

March 28, 1968

Community meeting occurs with the LA Board of Education and the EICC presents their 39 demands.

March 31, 1968

Thirteen walkout organizers are arrested, with twelve released soon after demonstrations outside of the Hall of Justice in Downtown Los Angeles but schoolteacher Sal Castro is kept longer.

June 2, 1968

Castro is released on bail, but is fired from his teaching position, with continued demonstrations demanding his job be reinstated.

October 2, 1968

After months of sit-ins at the office of the LA Board of Education, 35 demonstrators are arrested, and Castro's job is reinstated.

Resources

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Research Guides: A Latinx Resource Guide: Civil Rights Cases and Events in the United States: 1968: East Los Angeles Walkouts

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This Hispanic Reading Room research guide focuses on 20th and 21st century American court cases, legislation, and events that had important impacts on civil rights in Chicana/o/x, Hispanic, Latina/o/x, Mexican-American and Puerto Rican communities

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En los 1960s, hubo mucho discriminación en las escuelas de los Estados Unidos contra muchas razas, uno de esos era los chicanos. Los chicanos son mexicano-americanos o personas con ascendencia mexicano. Este discriminacion quito privilegios de los chicanos que las estudiantes blancos pudieron tener.

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¿Cuándo pasaron los eventos principales?

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¿Cuándo pasaron los eventos principales?

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De jure segregacion en escuelas termino en 1945. De jure segregacion son leyes que prohiba personas de casiendo con personas de otras razas, dando personas de otros razas trabajos, y mas.

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¿Dónde pasaron los eventos principales/¿Dónde están/se presenten las obras? (Si tu tema es música, arte o literatura)

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¿Dónde pasaron los eventos principales/¿Dónde están/se presenten las obras? (Si tu tema es música, arte o literatura)

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Muchas de los protestos de escuela hicieron en este L.A., donde miles de estudiantes salen de la escuela para protestar los derechos diferentes de los estudiantes.

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¿Por qué es (tu tema) importante en el Movimiento Chicano? ¿Qué pasó como un resultado? Había un cambio en el mundo/el país/para los Chicanos debido a (tu tema)?

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¿Por qué es (tu tema) importante en el Movimiento Chicano? ¿Qué pasó como un resultado? Había un cambio en el mundo/el país/para los Chicanos debido a (tu tema)?

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Porque tiene derechos de los estudiantes en su clases. Antes el Movimiento los estudiantes no tenían derechos en contrario de estudiantes que nació una raza diferente en los Estado Unidos. Después el Movimiento muchos estudiantes tuvieron más o menos derechos iguales que otros estudiantes.

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Esto es un protesto abogando por derechos de estudiantes chicanos, o mas específicos los derechos para ir a colegio.

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El símbolo de los Trabajadores Agrícolas Unidos

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El símbolo representaba el movimiento de Chicano que César Chávez llamado los Trabajadores Agrícolas Unidos.

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Estudiantes protesta durante los Walkouts en 1968

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Estudiantes protesta durante los Walkouts en 1968

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Estudiantes hablaban con un profesor el la escuela durante los Walkouts en 1968. Muchos estudiantes en los Estados Unidos no tenía una bueno educación porque ellos no se les dio el mismo privilegio que los otros estudiantes de otras razas.

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Miles de estudiantes se participaron en estos protestos por las callas de Los Angeles en 1960s.

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Activistas de la comunidad luchan con el administrador de a Junta de Educación de Los Ángeles por la igualdad de derechos de los estudiantes en la escuelas.

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Estudiantes de la universidad comunitaria de Denver protestando en la calle por igualdad de derechos en su universidad porque los profesores a cargo no les darían el mismo trato que otros estudiantes