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 United States. INSTITUTION Pennsylvania 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; Puerto Ricans; 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, Washington, D. C.
Anna Stevens, Educational OpportunityProgram, The Pennsylvania State University,formerly with ASPIRA, Philadelphia, 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 New Mexico, 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 New York City 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 Puerto Rico-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 Spain.
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