The warning bell rings at Tucson High, and students hurry to class. Juniors Brian Hill, Jacob Gomez and Roman Figueroa rush up the stairs and across the hall to Curtis Acosta’s Chicano perspective literature class. They are studying “Zoot Suit” by Luis Valdez.
Acosta’s classes are among 27 others in five local high schools that teach literature, history or government from an ethnic-based perspective. The classes are part of Tucson Unified School District’s ethnic studies program, which has stirred up conversation and controversy.
Most recently, the program spurred a bill to prohibit such classes, because opponents say it divides students by race and promotes “anti-American” sentiments.
But many students, teachers and administrators who know the program refute these claims.
“We’re not planning any revolutions,” Figueroa says. “We’re not being anti-American. So far, all I’ve seen is patriotism in the class; our love for the U.S.”
Figueroa believes students have a right to learn about their culture and history. To be blocked from it is bias, he says.
Figueroa, Gomez and Hill say they are upset by the misconceptions about the program. The classes aren’t designed for just one race, Gomez says, adding that the classes consist of students of all ethnicities and races.
“We need to learn all American culture if we want to call ourselves American,” Hill says.
The students agree that they learn important skills and achieve greater knowledge of the world through the program.
“The class teaches us about some of the injustices in society,” Figueroa says. “This class gives us a taste of life. It gives us a taste of reality.”
A Character Analysis
Acosta’s class begins with a “unity clap,” where students clap in unison while gradually increasing the speed and tempo to represent class solidarity. Students then dive into In Lak’ech’, reciting the traditional Mayan phrase that mirrors the Golden Rule.
“You are my other me,” it says. “If I do harm to you, I do harm to myself. If I love and respect you, I love and respect myself.”
Then it’s on to the lesson of the day.
The class begins with vocabulary. Students review English and Spanish words taken from “Zoot Suit.” Later, Acosta asks students to discuss why the main character in the book uses two different mannerisms to speak to his audience.
“To get rid of stereotypes,” one student answers.
“Yes,” Acosta says, “and he’s showing that you don’t have to assimilate to be part of one or the other—that you can be educated but still relate to your culture.”
Greatly Improved Statistics
Research conducted by TUSD’s Mexican-American Studies program shows that 97.5 percent of the program’s students have graduated, compared to the national average of 44 percent for Mexican-American students.
Also, 67 percent of the program’s students enroll in post-secondary education, compared to the national average of 24 percent.
The research, conducted between 2004 and 2008, also shows that those students were three times more likely to pass the AIMS reading section, four times more likely to pass the writing section, and two and a half times more likely to pass the math section. than students not in the program.
Sean Arce, director of the Mexican-American Studies program, says shutting the program down could have far-reaching implications: dropouts are a threat to the economy and ultimately a threat to democracy.
Pricila Rodriguez, a University of Arizona freshman and an alumna of the program, says she believes there are a lot of misconceptions about the program because those who oppose it do not come and see it for themselves.
She says the classes are founded on love and diversity, but also allow for discussion about racism and sexism.
“It’s what’s on the backburner of our minds, but it’s not really discussed in normal classes,” Rodriguez says.
Eren McGinnis and Ari Palos, of Dos Vatos Productions, are independent filmmakers in Tucson who agree with the program’s importance. They spent a year at Tucson High producing a documentary about the Mexican-American Studies program. Their film, “Precious Knowledge,” should be due out sometime after August, McGinnis said.
McGinnis says she was amazed how the classes transformed students and made them more engaged in their education and the community.
“These are kids every parent dreams of having,” she says.
HB 2281 Causes Confusion, Unease
Rep. Steve Montenegro, R-Litchfied Park, is a primary sponsor of HB 2281, which prohibits classes that “promote the overthrow of the U.S. government or encourage resentment toward a race or class of people” at any Arizona school district or charter school.
During a Senate reading of the bill on April 7, Montenegro said TUSD’s ethnic studies courses teach students that they are victims, creating an “us versus them” mentality.
Arizona Superintendent of Public Instruction Tom Horne has been a strong opponent of the ethnic studies program at TUSD for years. During the Senate reading Horne said he has first-hand testimony from students who say they are being taught that they are oppressed, and he said he has seen students becomes resentful of society due to the program.
Neither Horne nor Montenegro however, has visited the classes.
Sen. Linda Lopez, D-Tucson, said omitting critical knowledge of history and culture would limit students’ abilities to think critically.
“I think this is a solution without a problem,” she said of the bill.
While some in the legislature believe there isn’t enough evidence of a problem, others feel the legislation is vague and faulty.
During a March 23 House reading of HB 2281, Rep. David Schapira, D-Tempe, said he worries the ambiguous language will result in a legal challenge. He also said withholding money from any district, as the bill would allow, not only affects those in the program, but everyone in that district.
Augustine Romero, TUSD’s director of student equity says opponents don’t understand that the program is intended to serve all students. He worries that the bill, which has passed the state legislature and now awaits Governor Brewer’s decision, will be misinterpreted, and could lead to a type of witch-hunt.
“These people aren’t concerned about the truth,” he said. “It’s extremely scary.”
Teaching On
Acosta says public schools are slow to change, but he is impressed with the choices of classes at Tucson High.
He believes the classes cater to younger generations who see the world as more than black and white.
“The content reflects the complexity of life,” he says. “Beautiful, loving, comfortable—that’s not what you hear,” Acosta says. “But that’s what you find.”
In a follow-up lesson with his students, Acosta discusses a scene between two characters in “Zoot Suit.” One character says: “Either I kill him, or he kills me.”
The other character says: “That’s exactly what they want to see.”
Acosta looks at his students. “So it’s him or me. Just those two choices?” He asks the class. “You are thinking too small if you believe that.”
To see more photographs from the 2010 Unity Festival at Tucson High, look under the Multimedia link.
