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Strategies of SegregationRace, Residence, and the Struggle for Educational Equality$
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David G. García

Print publication date: 2018

Print ISBN-13: 9780520296862

Published to California Scholarship Online: September 2018

DOI: 10.1525/california/9780520296862.001.0001

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PRINTED FROM CALIFORNIA SCHOLARSHIP ONLINE (www.california.universitypressscholarship.com). (c) Copyright University of California Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CALSO for personal use.date: 17 September 2021

“Obsessed” with Segregating Mexican Students

“Obsessed” with Segregating Mexican Students

Chapter:
(p.55) Three “Obsessed” with Segregating Mexican Students
Source:
Strategies of Segregation
Author(s):

David G. García

Publisher:
University of California Press
DOI:10.1525/california/9780520296862.003.0004

This chapter presents a close examination of the publicly documented blueprints for school segregation from 1934 to 1939, as Oxnard school officials formalized a school-within-a-school model of separating Mexican children from Whites. Considering the school board meeting minutes during this six-year period, this chapter follows the trustees' incessant tinkering with classroom racial composition and social interaction practices within schools. It shows how they adjusted residential enrollment boundaries between schools and swiftly accommodated White parents' demands for segregation. These board actions facilitated racially disproportionate attrition rates for Mexican students before high school. Thus, though they attempted to portray themselves as dutiful administrators without any particular agenda, their documented segregation plans during this six-year time period reveal the racism of their actions.

Keywords:   Oxnard school officials, Mexican children, school-within-a-school model, classroom, social interaction, school enrollment, racism, school segregation

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