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Third World News                     
Monday, February 1, 1971

D-QU BRIEF PROPOSAL

CHICANO HIGHER EDUCATION

  At the close of the decade of the 60's, activity withing institutions of higher education in California began to focus on that segment of the population known as the Chicano, or Mexican-American, or Spanish-Surnamed American. Much has been written about the process of development of Chicano Studies and Chicano Cultural Centers; nevertheless one most important word has been left unsaid. If any University, Institute, Center, or Chicano Studies program is to succeed there must be equal input from the three main groups of people who must make that educational entity a success: 1) the Chicano community at large, 2) the Chicano students, and 3) the faculty and staff of the educational institution.
 The longest slum in the world is the extension of shack twons of the Sacramento and San Joaquin Valleys. Data from the census of 1960, the Mexican-American Study Project, UCLA, 1967, and the "Testimony Presented at the Cabinet Committee Hearings on Mexican American Affairs", El Paso, Texa, October, 1967, provided ample documentation for this conclusion. In response to these conditions, the rising voice to the Chicano community now demands equality and justice. The Chicano students necessarily turn to universities in their attempt to make these goals a reality. It is imperative that we begin today.
  During the Chicano lecture series at the University of California, Davis, on April 28, 1970, Dr. Clark Knowlton, in addressing the Chicano students stated: 
  "There is a need for a generation of Ph.D. and M.A. Mexican-Americans who can hold positions in universities and colleges, who can write in both English and Spanish the history, the folklore, the culture, the whole heritage of a people. If you don't do it, no one else will do it. Because when your grandparents die the memories are gone. And what all of you ought to do is get a hold of some tape recorders and get out and talk to your grandparents and take down your life history. Oral history is one of the best ways of recovering the past. There is a need for magazines, there is a need for debate, intense debate on what the future of the Mexican-American people should be. We have very little debate except when the Chicano people get together. We need magazines, we need books, we need newspapers, we need publishing houses, we need publishing companies, you see, all of which we don't have. And if you don't do it, no one else will do it. So, the way that I see it, one of the most important contributions many of you can make is to stay in the university, get your B.A., get your graduate degree and go on into the university and become the historians, the deans, the faculty members who can open the way for your children, the children of your friends and of your colleagues and write the story of the Mexican-American people of the United States, a story that has never been written."
  The goals of this statement, in agreement with many scholars, can become a reality for the Chicano students through "Quetzalcoatl College."
  "The notion accepted widely a decade ago that our society can 'equalize' opportunity for education beyond the high school by simply making it available to rich and poor alike is in fact no longer tenable. The sad fact is that this view is still the commonly accepted one - among both academicians and non-academicians." In all aspects of Chicano life - in employment, civil rights, political activity, housing, health, as well as education - opportunity has not been equal, nor can it be equal by mere pronouncement of non-discrimination.
  Even today the Chicano is still being ignored by public agencies. The Chicano is the second largest minority in the United States, yet the census now being conducted has completely ignored this fact. Nowhere in the census can Chicanos or other Spanish- surnamed Americans find a specific listings to indicate their national origin. Nevertheless other races and nationalities are given specific listing in the census questionnaire.
  The census questionnaire symbolizes the propensity of the United States to ignore and exclude the Chicano. The result has been isolation and deprivation for the Chicano and a cultural and moral loss for the nation as a whole. Throughout the country de-education, unemployment, and underemployment have been the name for the Chicano, and Chicanos in rural areas suffered even more than their counterparts in the urban areas. The following statistical data in various areas tell the story vividly and succinctly:
1. Education. Chicanos fourteen years of age and over average 3.9 years less in schooling than Anglos and the Rural Chicanos trail their urban counterparts by 3.5 years.

TABLE I
[[2 Columned Table]]
| ETHNIC BACKGROUND | NUMBER OF YEARS SCHOOLING |
| --- | --- |
| Anglo | 12.0 |
| Non-white | 9.1 |
| Spanish-surname All | 8.1 |
| Spanish-surname Urban | 8.4 |
| Spanish-surname Rural, non-farm | 6.9 |
| Spanish-surname Rural, farm | 4.6 |

 The data for an inadequate education is quite clear. The rate of what is uaually described as functional illiteracy was seven times as high for the Chicano as for the Anglo.Table II are comparisons for population fourteen years or older, and the figures represent the percentage of the population in each category. The figures do not total 100% as all levels of education are not ETHNIC

Table II
[[5 columned table]]
| ETHNIC BACKGROUND | LESS THAN 4 YEARS | 8 YEARS | 12 YEARS | SOME COLLEGE |
| --- | --- | --- | --- | --- |
| Anglo | 3.7 | 12.8 | 27.8 | 22.1 |
| Non-white | 15.1 | 12.1 | 18.7 | 11.7 |
| Spanish-surname Total | 27.6 | 12.9 | 12.8 | 5.6 |
| Spanish-surname Urban | 24.8 | 13.1 | 13.9 | 6.3 |
| Spanish-surname Rural | 34.9 | 12.8 | 9.2 | 3.3 |
| Spanish-surname Rural Farm | 47.5 | 10.0 | 6.5 | 2.3 |

 Again the figures are quite revealing. Over one quarter of the Chicanos have had less than four years of education as compared to 3.7% of the Anglos. At the other end of the spectrum, one out of five Anglos have had some college, while just one out of fwenty Chicanos have had some college. Even in institutions of higher education the drop-out rate was disproportionately large for Spanish surnamed as only 1.78% attained more than four years of college. Agains, the rural farm Chicano fared worse with a whopping 47.5% having 4 years of schooling or less. Moreover, the figures for college education can be misleading as many of the college students were citizens of Latin American countries rather than Chicanos. 

2. Income. The past decade has seen many efforts to define poverty. A mere glance at relative median incomes can provide an immediate illustration of poverty that will suit almost any proposed definition.

TABLE III
[[2 columned table]]
| ETHNIC GROUPING | MEDIAN INCOME |
| --- | --- |
| Anglo California | $5,806.00 |
| Anglo Texas | 4,768.00 |
| Non-white California | 3,768.00 |
| Non-white Arizona | 2,116.00 |
| Spanish-surname Total | 2,804.00 |
| Spanish-surname Urban | 3,197.00 |
| Spanish-surname Rural Non-farm | 1,871.00 |
| Spanish-surname Rural Farm | 1,531.00 |

 In both the anglo and non-white groupings the highest and lowest of the five southwest states is shown. As can be seen the Chicano still ranges about $2,500.00 below the median income for the Anglo. Coupled to the fact that families are larger among the Chicanos, the per capita income falls even lower and the ratio becomes more unfavorable for Chicanos.
 Even when using the crude poverty guidelines of $2,500, 34.8% of Chicano families live in poverty while only 15.9% of Anglo families live in the poverty category throughout the Southwest. Again, the rural Chicano's figure is much higher as 30.8% of the urban Chicano families live in poverty.

3. Civil Rights. No detailed study adequately relates how the Civil Rights of the Chicano are violated each and 
[[image]]
every day. "Three recurring complaints are made with special frequency by Mexican-Americnas: of police brutality, illegal arrest, and exclusion from juries." The EMPLEO group at San Quentin recently made a request for legal help on the grounds that over 50% of the Chicano inmates were innocent of the crime for which they were convicted and that conviction came as a direct result of gross civil rights violations against the accused. It is interesting to note that many of the relevant decisions reached by the Supreme Court in the past decade concerning the protection of individual rights were the result of many appeals by Spanish surnamed individuals, the "Miranda Case," being the most significant. Further, the recent remarks of Judge Gerald S. Chargin of San Jose, have indicated to the population of California what Chicanos have known for years, that even the judicial process has prejudicial tendencies against the Chicano.
 One can only guess at the magnitude of civil right violations practiced against the Chicano, but one can look to the question of land grants as an indicator of one of the largest civil rights violations against an entire ethnic group. Continuously, along the border between the United States and Mexico and with increasing frequency further and further north, incidents between Chicanos and Border Patrol of the Immidgration and Naturalization are becoming everyday occurrences. "Officers of the Border Patrol are authorized to interrogate, without a warrant, any person believed to be an alien on his right to remain in the United States, and to search conveyances, such as buses or railway cars within 100 miles of the border. The result is that many U.S. citizens of Mexican descent are accosted and questioned in what they often term as harassment. They point out that no other American citizens, as a group, are subject to such trouble and humiliation." There is reason to believe that many undocumented cases are available which would show detention by the Border Patrol without due process of law.
4. Employment. Employment for Chicanos has traditionally been in the lower paid jobs of the labor market. The Chicanos have been the most under-represented in the professional, managerial and sales occupations. Additionally, the employment the Chicano has been able to obtain has often been in industries and occupations affected by the seasonal and cyclical influences. Thus only 56% of the Chicano males worked 50 to 52 weeks, including paid vacations, as working time as compared with 68% of the total male population of the Southwest. Unemployment rates for Chicanos are about twice those for Anglos. Some have argued that with an increase in educational attainment, income and employment among the Chicano will gradually increase and perhaps equal that of the Anglo. But one startling phenomenon casts doubt about such optimism. Japanese-Americans had at least twenty years of educational equivalence or better educational attainment than the Anglo, as of 1959. Nevertheless, in 1959 Japanese-Americans as a group earned average income of 84% of the average income level of the population. This fact could be an indication that minority groups income could possibly never reach the Anglo level, and it suggests different avenues the "Quetzalcoatl College" might use to approach the problem of unemployment.
Objectives
The overiding priorities in the establishment of  "Quetzalcoatl College" would be:
1. To initiate a research center with full emphasis on the Chicano.
2. To provide a flexible resource center which the Chicano community of California could utilize in solving its problems, i.e., economic development, education, etc.
3. To provide a Chicano Studies Academic Program.
4. To recruit and prepare the Chicano student to enter institutions of higher education.
5. To advance publications about the Chicano.
6. To establish New Careers staffing program for staffing Quetzalcoatl College.

Friday, April 2,  1971  DQU HISTORIC EDITION THIRD WORLD NEWS Page 5

The Sacramento Union
It's Friday, January 15, 1971 

U.S Gives

INDIAN-CHICANO

  American Indian demonstrators who have "seized" surplus federal property in California won their first victory Thursday since the occupation of Alcatraz 14 months ago.
  A 640-acre parcel of land near the University of California at Davis was turned conditionally over by the U.S government to the Indians who had seized it two months ago. 
  The Department of Health, Education, and Welfare's regional
the property on Nov. 3, 1970. 
  "I'm just speechless at the news," said and Indian spokesman, Grace Thorpe, daughter of football hero Jim Thorpe.
  Since the Indian invasion of San Francisco Bay's Alcatraz

Federal officials study DQU plans [[note]] DAVIS ENTERPRIZE DECEMBER, 16-70 [[/note]
 
EDUCATION

Minority U [[note]] SACRAMENTO BEE DECEMBER 16, 1970 [[/note]]

Indian, Chicano Educations Predict DQ University Will Open by Feb. 1

  San Francisco (AP) — Two educators from the University of California at Davis have predicted here that the first Indian-Chicano university of modern times will be in operation near Davis by Feb. 1.
  Dr. Jack Forbes, a Powhatan Indian and professor at UC Davis, 80 miles northeast of here, and Luis Flores, coordinator for Chicano studies at UC Davis, told a news conference they are confident the US Department of Health, Education and Welfare will grant an application for 640 acres of surplus Army land near Davis as a site. 
  The application was made by Deganawidah-Quetzalcoatl University, which was legally incorporated last July. Forbes said the projected university is named after Deganawidah, a Huron statesman in the Iroquois confederation, and Quetzalcoatl, Mayan leader in central America. 
  Forbes said a million American Indian and six or seven million persons who call themselves Chicanos have no university of their own. 
  Forbes and Flores met newsmen after conferring with HEW officials and said UC Davis had withdrawn its application, leaving DQU as the only remaining applicant. 
  Forbes says the land has four buildings which can be used for classes and administration and two barracks for housing. 
  He said many political figures support the plan, including Sen. Alan Cranston, Sen.-elect John Tunney, and Reps. Bob Mathias, Robert Leggett and Don Clausen. 
  Forbes said DQU would be oriented strongly toward vocational education, including agriculture. 

DQU is granted site — transfer of deed remains
unforeseen snags in the presently scheduled deed ece [partial word] of red tape fer [partial word] on April 2. ab- [partial word] Jan. 15, HEW's regional [words are covered by another article on the page] San Francisco granted [missing words] use permit to DQU to [missing words] site formerly a US strategic command facility. [missing words] possible snag which [missing words] a forthcoming [missing words] by the environmental protection agency on the whether or not the use of the site by DQU would have an "adverse environmental" [missing words] pact [impact?].
  As a Chicano I feel an obvious [missing word] in the unity of effort exhibited [missing word] Chicano and Indian comm [community?]. Further the dedicated and [missing word] oluntary [voluntary?] contributions of men [missing word].
  Jack Forbes, Dave Reisling, rez [partial word], Ken Martin, Dr. Jose Juarez, [missing word] and Jess Layba, who have a car [partial word?] [missing word] from an embryonic idea [missing word] position is [remaining part of this paragraph is covered] DQU vironmental policy act of 1969 had prepared a draft environmental statement to federal and local agencies which says they cannot not determine any adverse environmental effects from DQU use. 
  Local and federal agencies - including the city of Davis and Yolo county - have 30 days to offer any objection. 
  Contacted at [remaining paragraph is covered by another article]

CUSTODY
DQU SUCCESS NEARS
By Arthur J. Apodaca

  The temporary custody of the D.Q.U. site is just a preliminary to what should be actual transfer of property to the Deganawidah-Quetzalcoatl University. But this in itself does not insure success. Success will come only by the continued efforts of those presently involved and those that will involve themselves. 
  The continued cooperation and [missing words] the Indian and [the rest is covered]

THIRD WORLD STAFF
Coordinator, Mel Davis
Business Manager, Shirley Takemori
Advisor, Steve Peithman
Editorial Board
Asians, Dan Nishio
Ass. Ed. Jan Yoshiwara
Blacks, Carnell Montgomery
Ass. Ed. Fusha Hill
Chicanos, Gloria Hernandez
Ass. Ed. Taty Aguilar
Foreign Students Jacques Delettez
Native Americans, Jodie Beaulieu

The Third Word is published Monday. $[unreadable].50 will cover one years subscription and mailing costs. Letters to editors can be left in Room 12, Lower Freeborn. Our mailing address is Third Word News, UCD, Davis California, 95616

Transcription Notes:
First page completely done finish "Federal officials study DQU plans" section start "DQU is granted site — transfer of deed remains" The start of this section contains many partial words and I was not sure from the Transcription Tutorial how they should be indicated.