User:Tjc81/New sandobox

Adding Information Deemed Necessary (min. 350 words)
These are two new sections. Background would be before the History section, and Responses would be after the History or the School of Thought section. In addition, I was thinking of changing to the title of the article to "Chican@ studies."

Background (as a note, some brief changes to the grammar of this section was made after I put it in the article, so for the most updated version, I would look at the actual live article).
The establishment of Chican@ studies in colleges and universities was in response to fundamental issues in the American educational system and how many Chican@s felt excluded from educational success in the United States. Specifically, one of the issues that led to the establishment of Chican@ studies was how Mexican-Americans, and in turn the greater Latinx community, were represented negatively in American history. An example where Mexican-Americans were portrayed negatively in American history is during the 19th century, when the territories of New Mexico and Arizona were not allowed to become states until there were more people of European descent living there to balance out the Mexican-Americans, who were thought of as lazy, talentless idlers. It also must be noted that these stereotypes have continued throughout the 20th and 21st centuries. Additionally, Chican@ scholars such as Felipe de Ortego y Gasca claim that Mexican-Americans are not seen as vital parts of general American history, but neglect to remember that after historical treaties such as the Treaty of Guadalupe Hidalgo of 1848, land originally belonging to Mexico has been a part of the United States for an extended period of time, and that those of Mexican descent have been "American" for over 160 years. Therefore, many Chican@ scholars feel the need to have necessary programming that restructures the way in which Mexican-Americans are perceived in American education. Another reason for Chican@ studies was that traditionally Mexican-Americans had been exposed to "Western" culture and European history through the standard educational system, but those of European descent had never had to learn Mexican history or the history of Mexican-Americans. Additionally, the little material the European-American community was taught about Mexican-Americans was framed in the context of European-American narratives, in other words meaning that the historical focus was not placed on Mexican-Americans and Mexican-Americans were often portrayed negatively. For that reason, Chican@ studies was created to combat traditional education that excludes Mexican-American history and furthers harmful stereotypes about Mexican-Americans.

Additionally, Chican@ studies was created to ensure Chican@ students have access to Chican@ education being taught by Chican@ educators. For in addition to the exclusion of Mexican-American narratives in American education and the negative perceptions of Mexican-Americans, professors and educators in higher education were rarely Chican@. For even at the nascency of Chican@ studies, the first teachers of Chican@ material were the only Chican@ professors at the institution. Therefore, another reason Chican@ studies was implemented at colleges and universities was to ensure diversity in the faculty of higher education and to demonstrate to Chican@ students that professional careers surrounding education can be an option for them as well.

Positive
Responses to Chican@ studies and its impact on the greater American educational system can be separated into two categories, positive and negative. Those who see the programs and studies as positive believe that Chican@ studies create positive academic changes in Chican@ students. For example, Chican@ educator Curtis Acosta noted the shift in Chican@ students' minds after they were exposed to literature that was written by Chican@s and intended for Chican@s. For according to Acosta, Chican@s often felt excluded by traditional educational systems, and felt as if they are not meant for educational success, or that success is tied to "whiteness," an educational standard that they can not attain. Acosta noted that the students that were exposed to Chican@ literature felt empowered and believed that educational success and higher education was meant for them. Therefore, those who view the studies as positive believe Chican@ education assists in Chican@ students' academic growth and in their realization that education is not inextricably linked to being white.

Negative
Those who view Chican@ studies as negative believe that the area of studies creates further problems for Chican@ students and the greater American educational system. Chican@ studies opposers cite that the education in Chican@ classes teaches anti-whiteness and a disdain for those of European descent. In addition, opposers believe that Chican@ studies allow Mexican-American students to feel as if they are victims or sufferers of Anglo-America. Furthermore, some believe that having education dedicated for a certain type of student creates self-segregation and further separation from the non-Chican@, particularly white, students. Another type of criticism comes from some Chican@s as well, who believe that Chican@ studies create students who become bothersome activists and generate a new wave movement that is not needed or wanted. Either way, opposers of the studies remain a strong voice (in addition to the supporters) in the continued conversation surrounding Chican@ studies.

Revising Article to Better Meet Wikipedia's Criteria (min. 5 edits)
- Changing Chicana/o to Chican@

'''- Rework sentences that have quotes in them to better align with Wikipedia's standard of having as little of direct quotes as possible. Most of these are in the History section.'''

- "The journal was called Aztlán: A Journal of Chicano Studies and it was created at first by the students. The journal, Aztlán, had a big influence on the discourse surrounding Chicana/o studies and helped "establish and legitimize" the subject in colleges and universities." Editing this sentence so there in no quote to better align with Wikipedia's standards.

- "The ten years between 1977 and 1987 saw "tremendous changes in the foundations of Chicana/o studies." Editing this sentence without the quotes.

- "Chicana/o scholars also recognized the need to have a "Chicano-controlled academic" space"

-Updating websites in Programs and Departments Section reliable sources

- Department of Chicano/Chicana Studies, California State University, Dominguez Hills

- Chicano Studies, Claremont McKenna College

- Department of Chicana and Chicano Studies, Loyola Marymount University

- Department of Chicana/o Studies, Metropolitan State College of Denver

- Department of Chicana & Chicano Studies, San Diego State University

- Chicano Studies[dead link], Scripps College

- Chicana and Chicano Studies major, Stanford University

- Chicana/o Studies Program, University of California, Davis

- Department of Chicano Studies, University of Minnesota

- Chicano Hispano Mexicano Studies, University of New Mexico

'''- Editing the existing lead section so it fits the requirements set out by Wikipedia (i.e., a succinct introduction that overviews the entireity of the article). This sentence does not sum up accurately the materials that Chican@ studies draws from.'''

- Chicana/o studies draws upon a variety of fields, including history, sociology, the arts, and Chicana/o literature." and add "and emphasizes the chican@ focuses (educators, material etc.) Find citation for this sentence, in addition to perhaps re-writing it to better encapsulate Chican@ studies.

Small Edits (min. 10 edits)
1) "Many Chicana/o scholars agree that Chicana/o studies came about as a result of the Chicana/o student movements, whether they were in the form of protests, activism or just taking part in el movimiento." Restructuring this sentence to clarify in general its meaning in addition to what "el movimiento" is. (also known as the chicano movement)

2) "In 1967, anthropologist Octavio Romano along with graduate students at the University of California, Berkeley began to publish a Chicana/o studies journal called El Grito: A Journal of Contemporary Mexican-American Thought. His co-founder was Nick. C. Vaca." Connecting these two sentences so it flows better.

3/4) "One major idea that was put forth in El Grito by its editors was that Mexican Americans, in contrast to other ethnic groups, ' have retained their distinct identity (paraphrase) and refused to disappear into The Great American Melting Pot.' The consequence of this, said the editors, was that Mexican Americans were kept in an economically and politically impoverished state." paraphrase

5) "Also in 1967, Ralph Guzmán, a political scientist was hired by Los Angeles State College to conduct a study which would lay the foundation for the creation of a national center for Mexican American studies at California State College, Los Angeles (CSCLA)." Editing this sentence so that it makes more grammatical sense (especially in the beginning of the sentence).

6) "As Chicana/o studies programs began to be implemented at universities, it was necessary to provide infrastructure and support." Citation needed tag.

7) "By 1975, many Chicana/o studies programs were in place at major universities." Editing this sentence so that it flows into previous paragraph, this one sentence does not need to be by itself.

8) "During this period, Chicana/o studies began to include more diverse voices that better represented women, homosexuality and other under-represented groups under the umbrella of "Chicano" while also acknowledging the many differences within the group." Editing this sentence so that it makes grammatical sense.

9) "In 1981, the Mexican American Studies and Research Center (MASRC) at the University of Arizona was established. MASRC focused on contemporary applied public policy research on Mexican Americans. citation needed

10) MASRC became a department in 2009. As the Mexican American Studies Department, it continued public policy research and teaching to addressing issues of concern to Mexican American communities. Citation and combine sentences

11) "It currently offers bachelor's degrees, master's degrees, and in 2011, began offering a Ph.D. degree in Mexican American Studies." citation needed. also add sentence about the renaming of department. as of 2019, etc.

12) "On May 11, 2010, the Governor of Arizona, Jan Brewer, signed House Bill 2281, or HB 2281." Citation needed roque planas source? and cabrera article from class