In the poem I Am Joaquin, we see the same kinds of sentiment and emotion over the loss of oneÆs land and identity due to the dominating influence of other cultures. The poem is a heartfelt rendering of the injustice and pain felt by one Chicano whose title of the poem underscores his struggle to retain his identity in spite of the devaluing influence of a dominant ethnocentric culture. As Gonzalez (2004) writes of such influence:

I, of the same name, Joaquin. In a country that has wiped out all my history, stifled all my pride. In a country that has placed a different weight of indignity upon my age old burdened back. Inferiority is the new load (101).

In Yo Soy Chicano, we see similar emotions and attitudes of the destructive forces of imperialistic cultures. However, we also see that women tend to be subjugated by not only the dominant culture of the imperialists, but also by the dominant male forces in their own culture. As one women reports, ôWomen have been conditioned not to speak outö (Trevino 2004, 87). Nevertheless, we see the same integrity, perseverance and determination of many ChicanoÆs to endure and survive with their identity and culture in tact, despite the often devastating impact of dominant cultures. As one individual expresses, ôWe are a poor people, a humble people, but a people of action. We are the ones who make human history. The history of the world has alway

This collection of documents demonstrates a similarity with respect to the issues and themes that were common in helping found the Chicano movement. Injustices based on race and class, lack of resources devoted to immigrant schooling, and a lack of understanding and knowledge of Chicano culture by those responsible for educating Chicanos are just a few of the common issues and themes in these writings. In Walkout!, we see that it was high school students who first helped orchestrate what would become a full blown movement. Prompted by the censorship of the play Barefoot in the Park, Chicano students at Woodrow Wilson High School walked out of class en masse. This walkout was followed by others across Los Angeles, in large part to protest the lack of resources being allocated to minority education in comparison to white schools. As Trevino (2004) explains, ôAt the root of these walkouts were the deplorable conditions in the four predominantly Mexican-American high schools of Eastside,ö (61). Such walkouts demonstrate how just a handful of students who refuse to tolerate injustice can spark a full blown social protest that yields improvements.

We also see that it is often quite difficult to enlist the support of institutions that allegedly are egalitarian and in place to promote the needs of the needy. One such institution is the Catholic Church. The devoutly Catholic Chicano communityÆs needs were often relegated to secondary status by even the Church, prompting outrage from many. Eventually the militant organization, the Catholics for the People, mandated demands from the Catholic Church meant to address the most pressing needs among Chicanos. Among these needs were included: Education, Housing, Health, Leadership, Freedom of Speech, Use of Church facilities, and the ability of democratically elected Chicanos to serve along with those who administer tempo