DOCONEUT RESUME

ED 071 514 FL003 764 LDTHOR Stabb, Martin S.; And Others TITLE Conference Report on Aqui Se Habla Espanol:" A Conference on the Role of EducationalInstitutions in Solving Problems Related to the Identity,Status and Future of Spanish-Speaking Peoples of the . INSTITUTION State Univ., University Park.Latin American Studies Committee. spoNs AGENCY Pennsylvania State Dept. of Education, Harrisburg. PUB DATE Apr 72 NOTE 48p.; Conference held April 16-17, 1972at Pennsylvania State University

EDRS PRICE MF-60.65 HC -$3.29 DESCRIPTORS Anglo Americans; *Bilingual Education; *Conference _Reports; *Cultural Differences; Cultural .Disadvantagement; Culture Conflict; Educational Change; Educational Discrimination; Educational Equality; *Educational Problems; Educational Programs; English; Latin American Culture; Mexican Americans; Puerto Rican. Culture; ; Spanish; *Spanish Speaking

ABSTRACT This conference sought to bring to the attentionof a broad audience of educators the problems facingSpanish-speakers in this country. The speakers, includingCongressman Herman Badillo of New York, all agreed that not enoughwas being done to assist the person of Spanish background in adapting to a new and foreign culture, and presented, specific examples of problemswhich arise in this clash between two cultures..The conference concludedthat much _mpre_had.t9Alm...ftle .tu.iiid_Pe_Spanish7speaking.person, especially in_ the. field of bilingual education. The appendixes, whichamount to almost half the. report, providea roster of participants, a list of Puerto Rican Studies Programs in the Delaware Valley,a statewide design for bilingual education, anda selected bibliography. (SR) CONFERENCE REPORT

on

AQUfSE HABLA ESPANOL

A conference on the role of educational institutions in solving problems related to the identity, status and future of Spanish-speaking peoples of the UnitedStates.

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Conference Report Committee

Martin S. Stabb, Chairman Lester S. Golub Thomas A. Kelly TABLE OF CONTENTS

I. Conference Program 1

II. Rationale, Purposes, and Scope 3

III. Sponsoring Departments and Agencies 4

IV. Summary of the Sessions 5

A. Keynote Address 5

B. Panel A 8

C. Panel B 12

D. Panel C 17

V. Recommendations 24

VI. Appendices 25

A. List of Participants 25

B. Puerto Rican Studies Programs in the Delaware'Valley . 30

C. A Statewide Design for BilingualEducation 33

D. Selected Bibliography 39 I. PROGRAM

1. Keynote Address: Congressman Herman Badillo, 21st District, New York

"The Hispano-American--Hispano American?" Address followed by discussion period Sunday, April 16, 1972, 8:00p.m. Auditorium, Conference Center

2. Panel Discussions

Panel A: "Hispanic Identity in American Society: Basic Questions" Monday, April 17, 9:00-10:30 a.m. Room 312, Conference Center

Distribution of Spanish speakers in the UnitedStates; Hispanic vs. Anglo life styles, values, traditions; relations with other ethnic groups; relations between Puerto Ricans, Chicanos, Cubans,etc. Political and economic problems of the hispanohablante in the United States. Regional differences, racial and ethnic discrimination, etc.

Moderator: Martin S. Stabb, Chairman, Latin American Studies Committee and Head, Department of Spanish, Italian and Portuguese, The Pennsylvania State University

Panelists: Rodolfo Alvarez, Department of Sociology,Yale University

Antonio Valdrcel, Puerto Rican Researchand Resources Center, , D. C.

Anna Stevens, Educational OpportunityProgram, The Pennsylvania State University,formerly with ASPIRA, , Pennsylvania

Panel B: "The Hispano and the Educational Establishment" Monday, April 17, 10:45-12:15p.m. Room 312, Conference Center

Bilingualism, biculturalism and basic education. Role of colleges and universities in preparing teachers for bilingual and bicultural situations. The role of ethnic studies (Puerto RicanStudies, Chicano Studies) in higher education.

Moderator: Lester S. Golub, College of Education, ThePennsylvania State University

-1- Panelists: Bruce Gaarder, United States Office of Education, Department of Health, Education andWelfare, Washington, D. C.

Joseph Michel, Foreign Language EducationalCenter, University of Texas, Austin, Texas

Eduardo Seda Bonilla, Director,Puerto Rican Studies, Hunter College, City Universityof New York

Luncheon: Penn State Room, Nittany LionInn, 12:30-1:30 p.m.

Panel C: "Bilingual and BiculturalPrograms in Pennsylvania and Neighboring States" Monday, April 17, 1:45-3:15p.m. Room 312, Conference Center

Elementary grades--accomplishmentsand needs. Puerto Rican Studies at area colleges anduniversities. Staff development for bilingual and biculturalprograms- - state and regional needs for the training of teachers, paraprofessionals, etc.

Moderator: Thomas Kelly, College of Education, ThePennsylvania State University

Panelists: Eleanor Sandstrom, Department of ForeignLanguages, School District of Philadelphia

Martin Gilderman, Department of Spanish,Temple University

John Searles, College of Education, The Pennsylvania State University

Adjournment: 3:15 p.m.

-2- II. RATIONALE, PURPOSES AND SCOPE

The last several years haveseen a steadily increasing interest

in Spanish-speaking Americanson the part of Anglo-Americans, as well

as a marked growth in self-awareness by hispanosthemselves.Yet

despite this interest thereave been few attempts to gain an overall

perspective of the emergence of this importantsegment of our

population.Specific problems--bilingualism in , delinquency

and the youth culture of New York's PuertoRicans, or the exploitation

of Chicano farm labor on the West Coast--haveattracted much attention;

however, a number of more fundamental questionsare seldom raised.A

few examples may be given: What might there be in the nature of

hispanic culture that has made integrationinto Anglo-American society

especially difficult for the Spanish-speakers?Just what does a

California chicano have incommon with a New York miertorriquerio?

What are the similarities and differencesbetween the problems faced

by hispanos and other minoritygroups such as blacks and Indians? How

much does the Anglo American know--and howmuch should be known about

Spanish-speaking residents of this country?

Special programs in "Chicano studies," "PuertoRican Culture" and

the like are rapidly being establishedat a number of our colleges and

universities. While many of theseprograms are well-thought-out and

are achieving their objectives, there isreason to believe that others

have been less successful in accomplishing the tasks theyhave set for

themselves.

In view of the foregoing the Latin AmericanArea Studies Committee

of The Pennsylvania State Universityproposes to organize and present a

major conference dealing with tha entire question of theidentity, status

and future of Spanish-speaking paoples of the UnitedStates. We further

3. believe that since the groups in question sharean historical,

cultural, and linguistic heritage with SpanishAmericans throughout

the hemisphere, it is appropriate thata committee such as ours sponsor

this conference.

The project will seek to accomplish severalobjectives: (a) to

bring to a broad audience of educators,at all levels of the educational

system, a deeper understanding of the unique background,character, and

problems of our nation's largest non-Englishspeaking ethnic group;

(b) to acquaint a more general audienceof the Pennsylvania State

University community, social workersand other professionals, students,

and the general public with the specialnature and problems of the

Spanish-speakers of this country; (c)to determine what specific

programs have been developed in educational and governmentalinstitutions

to help this group overcome the problems whichthey face; and, perhaps

of greatest importance, (d) to apply the workof the conference by

suggesting specific ways in which universitiesand colleges can help

the Spanish-speaking American better understandhimself, and be better

understood by the non-Hispanic majority.

III. SPONSORING DEPARTMENTS AND AGENCIES

1. The Latin.American Studies Committee, ThePennsylvania State University

2. College of Education, The Pennsylvania StateUniversity

3. College of Liberal Arts, Center for ContinuingLiberal Education, The Pennsylvania State University

4. College of Liberal Arts, Office of Researchand Graduate Study, The Pennsylvania State University

5. Department of Political Science, ThePennsylvania State University

6. Department of Spanish, Italian andPortuguese, The Pennsylvania State University

-4- 7. Educational Opportunity Program, ThePennsylvania State University

8. Graduate School Lecture Series, ThePennsylvania State University

9. The Pennsylvania Department of Education

IV. SUMMARY OF THE SESSIONS

A. Keynote Address - Summary

Warning that Puerto Ricans and otherSpanish-speaking Americans

are being forced into whole subculture of poverty, Congressman

Herman Badillo (D-N.Y.) opened theconference by urging that

initiatives be taken tomove them into the mainstream of American

life.

The New York Congressman noted thatPuerto Ricans are not

concentrated in specificareas as are many other ethnic or minority

groups. Consequently, they do not benefit from variousprograms

aimed at assisting one particularneighborhood or geographic area.

He observed that large numbers ofPuerto Ricans do not reside in

one of the 26 poverty areas of and theyare not

benefitting from urgently-needed assistancein housing, education,

welfare and other criticalareas. "We must begin to devise

comprehensive community-wideprograms and get away from the concept

of geographic boundaries in orderto bring Puerto Ricans, Chicanos

and other Spanish-speakingpersons into the mainstream of American

life," Mr. Badillo stated.

The -born legislator proposedthat Spanish-speaking

economic development programs--developedand formulated by Chicanos,

Puerto Ricans, Cubans and othersto meet the particular needs of

their individual peoples--be separatelyand directly funded by the

Federal government. Included in such efforts would be the whole

range of economic opportunity programs, assistance for smallbusinesses,

-5- manpower and job training, bilingual education and economic

development. "The 15 million Spanish-speaking Americans have been

denied the opportunity to share the benefits of thiscountry on the

same basis as other citizens and we have been prevented from fully

and equally participating in the political,economic, social and

cultural life of this nation,'Congressman Badillo charged. "Our

governmental institutions--Federal,state and local--must come to

grips with the problems ofpoverty, deprivation, poor education

and housing, and disease withwhich we are confronted."

Congressman Badillo also chargedthat the educational system

has historically discriminatedagainst Puerto Rican youth. "In many

instances our children havebeen forced to attend the older,

frequently overcrowded andmost inadequate schools," he said. This

discrimination is compoundedby the fact that many Puerto Rican

and other Spanish-speaking childrenspeak little or no English and

they are therefore denied equaleducational opportunities.

"The inability of Puerto Rican,Chicano and others to properly

function in the English language clearlyprevents them from full

participation in all aspects ofour society." As a result of

this situation, Hr. Badilloobserved, they are denied access to

further education and to meaningfulemployment. "Not only that," he continued, "but, because ofa lack of bilingual and bicultural education, they are being cruellydeprived of their cultural identity and an appreciation ofour rich heritage." In this connection

Representative Badillo reiteratedan earlier plea that state and city agencies, in addition to the Federalgovernment, make specific allocations out of their own budgets forthe development and opera- tion of bilingual/bicultural educationprograms. "There is a clear

-6- obligation on the part of state and municipalgovernments," Mr.

Badillo said, "to encourage andsupport bilingual education programs

and the burden must notrest solely with the U. S. government."

The Congressman also charged thatgovernmental officials are

insensitive to the needs and aspirationsof Spanish-speaking

Americans and that no place is thisbetter demonstrated than in

the area of employment in the Federalgovernment. Citing statistics

which reveal that Spanish-speakingAmericans represent less than

three per cent of all Federal employees,Mr. Badillo stated that

"data clearly demonstrate thata viciot, de facto occupational caste

system is being perpetuated against the Spanish-speakingin Federal

departments and agencies."

Mr. noted that the President's 16-point program for

the employment of the Spanish-speakingwas a complete failure and

that "aningful progress in the area had not been achieved. "A

commitment must be made not only to increase employmentopportunities

for the Spanish-speaking but also to end certainrequirements and

features of Federal personnel policies which discriminateagainst

our people."

"The time is long past that Spanish-speaking Americansmust

endure the second-class status to whichwe have been relegated,"

Congressman Badillo said. He observed that the pleas for aid,

guidance and understanding by the Spanish-speaking communityhave

generally either gone ignoredor have been met with nothing more

than vague, meaningless promises and inaction. As a result Puerto

Ricans, Mexican-Americans, Cubans and otherSpanish-speaking persons have formed various coalitions throughout thecountry to seek solutions to their own problems and to createan awareness on the

-7- part of the nation's political, business,labor and social leaders,

to enlist their support to correctcurrent inequities and to provide

meaningful and effectiveprograms.

The first-term Democrat observedthat the Spanish-speaking

are increasingly becoming united andpresent an important and

viable force in achieving changeand urgently-needed reforms.

"The Spanish-speakingcommunity is hard at work securing from

our national, state and municipal politicalleaders--regardless

of party--the giants of industry, andthe heads of unions firm

and substantive commitmentsthat we will no longer be the victims

of discrimination and bias in housing,education, equal employment

and countless other areas."The Congressman expressed some hope

that some reforms could be achievedduring this election year but

cautioned that much remainedto be done to insure that the country's

institutions no longer callouslydisregard the plight and needs of

Spanish-speaking Americans.

B. Hispanic Identity in AmericanSociety: Basic Questions

(1) The first speaker, Professor RodolfoAlvarez of the Department

of Sociology, Yale University, began hispresentation by noting

the broad similarities which existbetween both Mexican-American

and Puerto Rican groups. He indicated that the fact that these

two major Spanish-speakinggroups in the United States are apparently

not united is due more to a deliberate efforton the part of the

Anglo majority to keep themapart than it is to intrinsic differences

between the groups. For example, he pointed out that the Chicano

is told that he has nothing incommon with the Puerto Rican because

the latter is really "black," whilethe Puerto Rican is led to believe

that Mexican-Americansare in effect alien beings by virtue of their

Indian blood. -8- Although there are undeniable ethnicdifferences in the two

groups, Professor Alvarez made the point that thesocial, historical

Lad economic factors which have shapedpresent-day hispanos in the

United States has Lie fact provided solid bonds ofunity. Alvarez

then analyzed several ofthese factors: both groups are essentially

rural by origin rather than urban;both have been victims of political

as well as cultural imperialism; Lnthhave had to face de facto and

legal obstacles in theiruse of theiz native language; and both were

products of the peculiar religiousand political institutions of

16th century .

As one of the few Mexican Americanson the program, Professor

Alvarez concentrated the balanceof his presentation on sketching

out the historical antecedents ofthe contemporary Chicano community

of the Southwest. He pointed out, for example, that the stated

rights and guarantees madeto .he conquered Mexican population in

1848, at the close of theMexican War, were slowly and steadily

eroded so that by the end ofthe century virtually all people of

Mexican origin in thearea "were in dependent, non-landed, low-

wage, employee positions--even those who hadonce held commanding

social positions."He concluded, "Mexicans becamea caste at the

bottom of the social structure." Professor Alvarez further stated

that contemporary scholars whotend to treat the preserv- Chicano

population as if it were composed merelyof recent arrivals in

this country are perpetuatingan erroneous and pernicious concept:

"...the fact is that when successivewaves of Mexican migrants

arrived in the post-1900 southwesternUnited States they found a

large materially dispossessedminority with whom they had language,

custom, kinship and all manner of qualities incommon, not least of which was that they both occupiedthe very bottom of the social

-9- structure." Hence, Professor Alvarez concluded,"It does not make

sense to view these large earlywaves of Mexicans as similar to

immigrants from other lands..."

(2) The following panelist, Antonio Valcarcelbegan his remarks by

analyzing conditionson the island of Puerto Rico as determinants

of Puerto Rican migrationto the mainland. He stressed such factors

as poverty on the island, economicconditions and employment

opportunities in the Statesas the factors which have influenced the

flow of migrants toward theNorth. In this context Valcarcel pointed

out several little-known facts ofthe early history of U. S. domina-

tion of the island: for example, he stated thatsome of