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Winner of the 2007 Critics' Choice Award presented by the American Educational Studies Association Until now, much of what has been written about Mexican American educational history has focused on California and Texas, while Colorado's story has remained largely untold. Rubén Donato recounts the social and educational history of Mexicans and Hispanos (descendents of Spanish troops who came to the region in the late 1500s) in Colorado from 1920 to 1960. He examines both groups' experiences in sugar beet towns, the experiences of Hispanos in Anglo American-controlled towns, and the Hispano experience in a historically Hispano-controlled town. Donato argues that whoever possessed power at the local level determined who ran the schools, who administered them, who taught in them, who succeeded in them, and what sorts of social and academic environments were created.

Mexican Americans have a long history in the struggle to end school segregation and achieve educational equality. Rubén Donato and Jarrod Hanson trace that history through a series of court cases that show how their fight for desegregation both intersects with and differs from the more well-known struggle of Black Americans. In some cases, Mexican Americans were determined to be White and therefore not potential victims of racial discrimination, even when school practices showed that their Mexican heritage, rather than differing educational needs, drove district decisions. The authors suggest that advocates of desegregation should avoid accepting the notion that segregation is a natural occurrence but should instead broaden their understanding of what intentional segregation looks like.

This article examines the emergence of Mexican American school segregation from 1915 to 1935 in Kansas, the state that gave rise to Brown v. Board of Education in 1954. Even though Mexicans were not referenced in Kansas's school segregation laws, they were seen and treated as a racially distinct group. White parents and civic organizations pushed school officials to establish separate facilities for Mexican children. We argue that the contradictory and enigmatic responses to school segregation from high-ranking U.S. and Mexican government officials pointed to a degree of uncertainty about whether Mexican children could be segregated. That ambiguity, however, did not prevent local school officials from placing Mexican children in separate facilities. As the American Educational Research Association continues to pursue education research that promotes the public good, the segregation and resegregation of Mexican children in the United States must be framed as a critical issue moving forward into the \"next 100 years.\"

The history of Mexican American school segregation is complex, often misunderstood, and currently unresolved. The literature suggests that Mexican Americans experienced de facto segregation because it was local custom and never sanctioned at the state level in the American Southwest. However, the same literature suggests that Mexican Americans experienced de jure segregation because school officials implemented various policies that had the intended effect of segregating Mexican Americans. Ruben Donato and Jarrod S. Hanson argue in this article that although Mexican Americans were legally categorized as \"White,\" the American public did not recognize the category and treated Mexican Americans as socially \"colored\" in their schools and communities. Second, although there were no state statutes that sanctioned the segregation of Mexican Americans, it was a widespread trend in the American Southwest. Finally, policies and practices historically implemented by school officials and boards of education should retroactively be considered de jure segregation. (Contains 11 notes and 1 table.)

In 2007, the US Supreme Court struck down two student school assignment plans, one in Seattle and the other in Jefferson County, Kentucky, which specifically relied on racial classification. School districts can no longer use race-specific criteria to assign students to schools. Accordingly, school districts will have to use alternative methods to diversify their schools. Justice Anthony Kennedy, however, endorsed “race conscious” mechanisms that allow school districts to devise student attendance zones that encompass racially segregated neighborhoods, the building of new schools in mixed neighborhoods and the development of programs in order to integrate schools. We present a case study of a school district in northern Colorado that redrew its attendance zones because it constructed a new middle school in an affluent White neighborhood. We argue that school districts that seek to implement such plans will most likely be challenged, even where physical distance to schools does not present hardships for parents, and where minority and poverty rates are low enough to carry out such goals. School authorities need to be cognizant of the limits and possibilities of race-conscious economic integration plans, and mindful of their potential adverse effects.

This article, based on a Spencer Foundation sponsored conference on new directions in the history of education, examines the dilemma of audience and voice. It connects the \"golden era\" of American educational historiography to the education reforms of the 1960s and 1970s, and then discusses recent developments in the areas of people of color, history and policy, higher education, and a gender-based history. It suggests ways history might be connected to current educational research issues.

Challenging conventional wisdom that Mexican Americans were passive victims of their educational fates, this book examines the Mexican American struggle for equal education during the 1960s and 1970s in a California community \"Brownfield.\" It looks at responses of a predominantly White school system and community to the growing number of Mexican American students in that era; Mexican American parents' confrontations with existing patterns of school governance; and the mix of federal, state, and local politics that produced educational reform. Chapter 1 provides a historical overview of Mexican American schooling experiences in the Southwest, particularly California, from the 1920s to 1954: how social, political, and economic trends shaped the schooling of Mexican American youth, and how ideologies of language, ethnicity, and culture were used to disenfranchise them. Chapter 2 gives background on Brownfield, including the politics of school district consolidation, which was pursued by educators and politicians for economic reasons but inadvertently improved educational opportunities for Mexican American children. Chapter 3 describes the mobilization of the Mexican American community and the challenges it mounted against the local educational power structure. Chapters 4-6 examine community controversies over year-round schooling, which adversely affected migrant families; bilingual education, mandated by state legislation but locally opposed in its implementation; and school desegregation, which was circumvented in White suburban areas. Contains references in notes, an extensive bibliography, and an index. (SV)

This article, based on a Spencer Foundation sponsored conference on new directions in the history of education, examines the dilemma of audience and voice. It connects the \"golden era\" of American educational historiography to the education reforms of the 1960s and 1970s, and then discusses recent developments in the areas of people of color, history and policy, higher education, and a gender-based history. It suggests ways history might be connected to current educational research issues.