Arizona's SB 1070 and HB 2281

Nancy Ruiz 

English 214 

Professor Stock 

10 May 2012 

                                                             

    Arizona’s SB 1070 and HB 2281

      

 Teachers and faculty members from Tucson, Arizona have lost their jobs due to the cut in the ethnic studies program. The majority of the school district members, teachers, and students attending these schools are Mexican-Americans. Ever since politicians have banned the ethnic studies program they have also prohibited various books. Politician want to stay away from anything in literature that has to do with “race, ethnicity and oppression” (Murray). Some schools face multimillion dollar fines if they don’t retract from banning these books. One of many books that was banned was Like Water for Chocolate by Laura Esquirel. The profound message of tradition and cultural did not seem right to certain politician and district members. They want their students and the future of tomorrow a bit more Americanized. Politicians are scared of minorities getting smarter and taking over. By which I mean taking their jobs and advancing in remarkable ways towards their educational goals. With the MAS program (Mexican Americans Studies) in 2004 to 2009 students were able to pass their standardized testing with great scores. 

 Economically speaking the U.S. was in distress and people with blue collar occupations were the main victims. The best way to describe Arizona’s economic condition would be dragging “along the bottom” (Orozco 45). There was poverty and concern for unemployment since the construction industry decreased by about 13%. During this time when certain factors were occurring many Anglos and Mexican Americans were being detained without any warrant, because they were thought to be immigrants. SB 1070, simply stated:

“Where reasonable suspicion exists that the person is an alien who is unlawfully present in the United States, a reasonable attempt shall be made . . . to determine the immigrations status of the person . . . A law enforcement officer, without a warrant, may arrest a person if the officer has probable cause to believe that the person has committed any public offense that makes the person removable from the United States” (Orozco 45). 

I would have to disagree with this law, because of the fact that it is racial profiling and everyone has the right to their freedom. To go as far as banning a certain program and books from a school district seems careless and as if they are trying to create more obstacles than what students already have. As a result of the SB 1070 many civil rights groups and Mexican ethnic programs filed for lawsuits. In the summer of 2010, a civil protest occurred where people against the SB held picket sign in spanish as well as held up both the Mexican and U.S. flag. It became evident there were two groups in Arizona. One group supported the SB 1070 law, while the other made up of “most Latinos in Arizona opposed SB 1070” (Orozco 46). Over time it was noticed:

  “The population that is the target of SB 1070 is largely Mexican. . . .Some are American citizens . . . Others are children who were brought to Arizona at a young age, the so called 1.5 generation. This population of mixed legal status is visible and visibly disliked by some white Arizonans” (Orozco 99). 

Not only was this turning into racial profiling, but it was converting to a racist acts. Which after lead politicians to focus on the school curriculums. Tom Horne one of many politicians was focused on getting rid of the ethnics studies program mainly the raza studies. He  presented the HB 2281 which is :

“THE LEGISLATURE FINDS AND DECLARES THAT PUBLIC SCHOOL PUPILS SHOULD BE TAUGHT TO TREAT AND VALUE EACH OTHER AS INDIVIDUALS AND NOT BE TAUGHT TO RESENT OR HATE OTHER RACES OR CLASSES OF PEOPLE” (House of Rep.).

Tom Horne believes students were becoming more prejudice against other races, because each student chose an ethnic studies class that taught primarily on their race.  Although this could be true; many believe that their are more students in the raza ethnic studies classes, but in reality Mexican American students enroll in other ethnic study classes. There is just a high population in Mexican Americans, because the border is instantly close by. Any students from any race, culture, or religion is allowed to take any of the ethnic studies classes.  It is also put to the student to be enrolled in the program. Tom Horne rationalized getting rid of the ethnic studies program as “long sought to eliminate runs afoul of the law's requirement that classes cannot be designed primarily for pupils of a particular ethnic group" (Murray). 

Politicians and others who do not support the ethnic study courses have no idea what a great have an impact on students. When Tom Horne decided to ban books and the program he didn’t take in consideration the attachment faculty had on the curriculum. He expected all students and teacher to follow the same curriculum, which was more Americanized to his standard and didn’t focus on “one race.” 

      The MAS program has continuously been a part of the Tucson School District for fourteen years. They might have gotten rid of it due to budget cuts, but in reality it only helped students progress with their education. The program was created as an outcome “of a grassroots movement for greater levels of academic achievement for Chicana/o children in the district” (Romero 8). In early years student activist as well as others like Raul Grijaval, Guadalupe Castillo, Salomon Baldenegro, and Edward Olivias fought to start the Chicana/os studies. It was a popular demand in the community. These activist would initiate walkout among student, but even back then the school system was unequal. Finally the Chicana/o program began on July 1969. Although minorities have always had hardships especially coming from the school districts. Most of the time “district’s resources flowed to a vastly predominate white eastside schools, and very few resources went to the predominately African American and Chicano westside schools” (Romero 8). Although no major changes were instated in the school system and desegregation was occurring slower than imagined groups came together and began MAS. MAS is not only a Chicana/o program it is a legacy in which a quest where people had to struggle through for education justice. As the program progressed it was known “for increased academic achievement referred to as critically compassionate intellectualism” (Orozco 46). Students in this program progressed overtime, because of their drive towards certain goals. Within the program not only do the students learn from each other, but the teacher also part take in the class. When carefully looking at statistics “students enrolled in the program showed academic achievement levels and graduation rates superior to their peers who were not enrolled in the program” ( Orozco 47). Due to the passion towards the program it may seems much easier to relate to certain subjects that may be discussed or books that might be read. Students in this program can also connect to their parents and their background. 

        Even though this dilemma is not occurring in California; people are still concerned for these students, because they have tried to put themselves in the student’s place. At San Francisco State University various teachers and faculty member from TUSD (Tucson Union School District) came to have a panel and inform not only the students, but the professors as well. They had created a documentary to explain how their transition being involved in an ethnic program to going into regular classes and being like everyone else. In my opinion discarding certain literatures seemed disrespectful to the author, because their hard work and effort went into that piece. Students should have the option to even be placed in the MAS program and decide what books they want to read or teachers should provide numerous books to read so they have options. Since I was a part of the walkout after the panel and was also involved in SQE (Student Quality Education) I felt there was a sense of urgency, because this could easily become our campus in this predicament. Students from far and near had the same feelings towards the problem and due to that people were more unified.

Work Citied 

De La Torre, Miguel. Arizona Schools Forced to Ban Ethnic-Studies Books. Ethics Daily, Febr. Web. 20 Apr 2012. <http://www.ethicsdaily.com/arizona-schools-forced-to-ban-ethnic-studies-books-cms-19217>.

Esquivel, Laura. Like Water For Chocolate. 1st ed. First Anchor Books Edition, 1992.

Murray, R.. "Daily News." Ny daily news. NYDailyNews.com, 16 0. Web. 19 Apr 2012. <http://articles.nydailynews.com/2012-01-16/news/30633590_1_book-ban-mexican-american-studies-ethnic-studies>.

Orozco, Richard A. "Racism And Power: Arizona Politicians’ Use Of The Discourse Of Anti-Americanism Against Mexican American Studies." Hispanic Journal Of Behavioral Sciences 34.1 (2012): 43-60. Academic Search Complete. Web. 16 Apr. 2012.

Toribio, elyse, and louis casiano. "Tucson School Board Eliminates Mexican american Studies Program ." The New York Times Student Journalism Institute Tucson 2012. N.p., 12 J. Web. 19 Apr 2012. <http://tucson12.nytimes-institute.com/12/tucson-school-board-eliminates-mexican-american-studies-program/>.

"House Bill HB 2281." Az legislation. N.p., 2010. Web. 10 May 2012. <http://www.azleg.gov/legtext/49leg/2r/bills/hb2281s.pdf>.