004) writes of such influence:
I, of the same name, Joaquin. In a country that has wiped out all my history, stifled all my pride. In a country that has placed a different weight of indignity upon my age old burdened back. Inferiority is the new load (101).
In Yo Soy Chicano, we see similar emotions and attitudes of the destructive forces of imperialistic cultures. However, we also see that women tend to be subjugated by not only the dominant culture of the imperialists, but also by the dominant male forces in their own culture. As one women reports, ôWomen have been conditioned not to speak outö (Trevino 2004, 87). Nevertheless, we see the same integrity, perseverance and determination of many ChicanoÆs to endure and survive with their identity and culture in tact, despite the often devastating impact of dominant cultures. As one individual expresses, ôWe are a poor people, a humble people, but a people of action. We are the ones who make human history. The history of the world has always been made by mass movements of people like usö (Trevino 2004, 87).
This collection of documents demonstrates a similarity with respect to the issues and themes that were common in helping found the Chicano movement. Injustices based on race and class, lack of resources devoted to immigrant schooling, and a lack of understanding and knowledge of Chicano culture by those responsible for educating Chicanos are just a few of the common issues and themes in these writings. In Walkout!, we see that it was high school students who first helped orchestrate what would become a full blown movement. Prompted by the censorship of the play Barefoot in the Park, Chicano students at Woodrow Wilson High School walked out of class en masse. This walkout was followed by others across Los Angeles, in large part to protest the lack of resources being allocated to minority education in comparison to white schools. As Trevino (2004) explains, Ã...