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Chicana Movements: Fresno Chicana Writings, Identity, and Activism, 1965-1975

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Chicana Movements: Fresno Chicana Writings, Identity, and Activism, 1965-1975 ABSTRACT CHICANA MOVEMENTS: FRESNO CHICANA WRITINGS, IDENTITY, AND ACTIVISM, 1965-1975 During the 1960s and 1970s, Chicanas/os at Fresno State College formed part of the larger Chicano movement aimed at obtaining civil rights for individuals of Mexican descent living within the United States. Between 1965 and 1975, Chicanas/os enrolled at Fresno State College realized the importance of forming student organizations within higher education in order to advocate for better resources, demand fair treatment, and foster a sense of community. Chicanas/os concentrated their efforts and organized to create the Chicano student newspaper, La Voz de Aztlán. Through their writings in La Voz, Chicanas/os identified racial and socioeconomic challenges in their community and wrote extensively on the discrimination they faced within public education systems. Chicanas specifically, used La Voz as the avenue by which to voice and develop their identities as Chicanas and activists within the movement. Chicana writings within La Voz demonstrate how they reflected, constructed, and expressed their activist identities, which, in turn, informed their modes of resistance. As this thesis illustrates, Fresno Chicanas formed part of the larger translocal network of women organizing within the Chicano movement, and demonstrates how their identities, which were unique to Fresno, guided their activism on campus and in the barrio. Modern Chicana/o historiography overlooks women in Fresno, but when examined closely, they form an important link to the larger narrative and deepen our understanding of how Chicana movements shaped the larger movement. Rocío Solís Hernández May 2020 CHICANA MOVEMENTS: FRESNO CHICANA WRITINGS, IDENTITY, AND ACTIVISM, 1965-1975 by Rocío Solís Hernández A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in History in the College of Social Sciences California State University, Fresno May 2020 APPROVED For the Department of History: We, the undersigned, certify that the thesis of the following student meets the required standards of scholarship, format, and style of the university and the student's graduate degree program for the awarding of the master's degree. Rocío Solís Hernández Thesis Author Lori Clune (Chair) History Elvia Rodríguez History Maritere López History For the University Graduate Committee: Dean, Division of Graduate Studies AUTHORIZATION FOR REPRODUCTION OF MASTER’S THESIS X I grant permission for the reproduction of this thesis in part or in its entirety without further authorization from me, on the condition that the person or agency requesting reproduction absorbs the cost and provides proper acknowledgment of authorship. Permission to reproduce this thesis in part or in its entirety must be obtained from me. Signature of thesis author: ACKNOWLEDGMENTS Early on in my life I learned of the importance of collective work. Growing up in an immigrant family in California, I understood that working together was a vital aspect of creating things anew. These lessons shaped my approach to life and this thesis is an example of the joint effort to trace and tell a story. Individuals inspired, encouraged, and guided me through this process. They offered their stories, time, and labor and brought this thesis to fruition. This thesis, then, is a culmination of all of that. At the center are the stories of the women who lived through this and whose writings and testmonios made this work possible. I would like to thank Lea Ybarra and Guadalupe Olgin for sharing their life stories of the Chicano movement with me. As they offered their testimonios and reflections, they inspired with their fierce sense of social justice and their deep love for their people. I want to thank them, and all the Chicanas who penned their stories, for sharing these parts of their lives with me. I would like to thank my thesis committee for guiding me through this process. Dr. Lori Clune and Dr. Elvia Rodríguez who acted as co-chairs and worked with me on this thesis since its early stages. I thank them for their wisdom, thought-provoking questions, and advice on how to organize and strengthen my ideas and writing. I would like to thank Dr. Maritere López, whom I am forever indebted to for her mentorship throughout the years, and especially on this thesis. There are certain individuals I have met that have greatly shaped who I am and changed the course of my life, and Dr. López is one of them. She always challenged me to think critically and engage with the sources; she has been instrumental in helping me develop and express my ideas through writing; and she always set high expectations for me and refused to accept anything but my best work. She encouraged me to explore and travel the world and pursue a graduate degree, the first in the history of my family to do so. She never shied away from a challenging v v situation and always offered advice on how to navigate higher education. In the very first course I took with her as an undergrad, she told us, “If you are willing to put in the work, I will bend over backwards to help you.” I want to say thank you to Dr. López for keeping that promise. All three committee members were instrumental to completing this thesis, as they offered their wisdom, labor, and guidance. All errors are my own. At California State University, Fresno, I am grateful for the research support I received. Thank you to the College of Social Science, Dean Michelle DenBeste, and the Oral History Summer Institute for providing me with the methods and resources necessary to carry out this research. I would like to thank the Henry Madden Library, the Special Collections Research Center, and at Cal State LA, the John F. Kennedy Memorial Library, and their Special Collections & Archives. All generously provided the sources and space needed to conduct this research. I would like to thank the History Department at California State University, Fresno. Over the course of my time at Fresno State I had the opportunity to learn from some of the best scholars and educators in our field. I would like to thank our Graduate Program Coordinator, Dr. Brad Jones whom I had the opportunity to work with as an Instructional Assistant. I learned a lot from his teaching philosophies and methods, and these lessons I carry with me as I prepare for my own career. A special thanks to my supportive friends and family. To my best friend Harley Hall, I am so thankful for your friendship and all the hours we spent in the library stressing, laughing, and writing papers. I cherish your company and am so glad I went through this program with such a smart and kind friend. To my primas, who are too many to list by name, thank you for offering your empowering words of encouragement and care. Knowing that I had an entire community of women who believed in me provided me with the motivation and courage to see this program and thesis through. Thank you to my partner, Michael Rettig, who read countless drafts of this thesis and always helped me vi vi find ways to strengthen my work. Thank you for your patience, keen eye to detail, and for never growing tired of listening to me talk about my research. I could not have asked for a better or more supportive partner. To my parents, Ana María and Rodolfo Hernández, nunca habrá las palabras suficientes para explicar lo tanto que los amo y aprecio. Por toda mi vida me han soportado en cada locura, me han guiado por un buen camino, y siempre me han hecho sentir que todo es posible conque le eche ganas. Es una bendición tenerlos como padres y nunca me olvidare de sus sacrificios y esfuerzos. Inculcaron en mi la confianza y determinación para enfrentar cualquier obstáculo directamente y es por eso que no me se rajar. Ojalá los he hecho orgullosos de mí. Con toda mi admiración y cariño, a ustedes les dedico esta tesis. TABLE OF CONTENTS Page LIST OF FIGURES ............................................................................................................. viii INTRODUCTION.................................................................................................................... 1 CHAPTER 1: AN EVOLVING, COLLECTIVE CHICANA/O CONSCIOUSNESS........................................................................... 16 CHAPTER 2: BECOMING CHICANA............................................................................... 36 CHAPTER 3: BECOMING A CHICANA ACTIVIST ...................................................... 52 CONCLUSION ...................................................................................................................... 71 BIBLIOGRAPHY .................................................................................................................. 75 LIST OF FIGURES Page Figure 1. Chicano students respond in the newspapers Pensamientos column. La Voz de Aztlán, April 1971. ........................................................................................... 26 Figure 2. Fresno Chicana responses for Pensamientos column. La Voz de Aztlán, November 1970..................................................................................................... 43 Figure 3. Las Adelitas announce their first meeting. Photo courtesy of California State University, Los Angeles, John F. Kennedy Memorial Library, Special Collections and Archives. ....................................................................... 59 Figure 4. Fresno Chicanas announce creation of Las Adelitas de Aztlán at Fresno State College. La Voz de Aztlán, October 1969. ................................................
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