This anthology explores the relationships between Chicana/o students,
families, and communities and the various school settings that comprise
the education pipeline, from Kindergarten classrooms through
postsecondary programs and postgraduate experiences. The essays, which
appeared in Aztlán: A Journal of Chicano Studies between 1970 and
2015, present a historical overview that spans the 1880s to the present.
It brings together the work of scholars who have elucidated Chicana/o
education, and the resulting collection simultaneously historicizes
current education research and bolsters our understanding of
Chicanas/os' multifaceted relationship to schooling in the United
States.
Among the topics considered are bilingual education and cultural
relevance, teacher expectations and student achievement, racism and
sexism in postsecondary education, the Chicano movement and the high
school walkouts, anti-ethnic studies legislation, school finance and
governance, and Jotería identity. Together, the essays reveal how
educational institutions have operated in contradictory ways for
Chicana/o students: they have depressed and marginalized as well as
emancipated and empowered them. The Chicana/o Education Pipeline
presents the story of the struggle and perseverance of Chicana/o
students, families, and communities as they have fought for a more
equitable education.
