Topics: Chicana , Chicano Studies, Education,
Segment: D Report
Participants: Gloria Miranda PhD, Chicana Studies Professor ( retired) and former Dean El Camino Community College
Broadcast Air Date: 04/20/18
Time: 5:15 PM (PST)
Station: KUCR 88.3 FM Riverside, CA
KUCR station page: http://www.kucr.org
Archive pages: https://soundcloud.com/stoppretending, http://www.dreport.org
Send comments about this segment to: email@example.com
Segment produced in KUCR, the radio station of the University California in Riverside.
Disclaimer: The views expressed are the sole responsibility of the respective speakers and do not represent the endorsed position of the UC Regents, UC Riverside or KUCR.
– What is the history of the field of Chicana Chicano Studies?
– Can you teach Chicana studies while in your first year of a doctorate history program?
– What was the percent of Chicana, Brown and Black students in colleges during the 70’s and 80’s?
– How is community college an equalizer of opportunity for Black and Brown communities in terms of navigating towards the four-year universities?
– How were the students that entered the Chicanas studies classes in the 70’s, different from the students that enter Chicana studies today?
– How did Chicana and African American studies professors neutralize the hostilities experienced by students outside of their respective classes?
– What is the relationship between the Chicana Movement and the emergence of Chicana Studies?
– What can you expect from your first Chicana studies class?
– How does Chicana studies become personal?
– How did Chicana studies build stories that students could relate to?
– When and how will the field of Ethnic studies open up to the K-12 system?
– How is the content of Ethnic Studies transformative?
– What are the different academic and personal tools available within Chicana studies?
– How did the academic field of Chicana Studies become permanent?
– Can a history department teach Chicana history?
– What are some of the basic principles for Chicana studies within the Plan de Santa Barbara?
– How did the field of Chicana Studies evolve?
– Is the trend in Chicana Studies to emulate “mainstream topics” of the other academic fields?
– Who were the first generation of Chicana studies faculty and how were they different from today’s faculty?
– Is there a difference in Chicana studies within community colleges and their four-year counter parts?
– What is the Chicana experience?
– Why use the word “ machismo” when the terms patriarchy and sexism already exist?
– Is the field of Chicana studies diminishing?
– How did the original community membership of Chicana studies change as the field moved to align itself with the university credentials of Baccalaureate, Master and PhD degrees?
– How will Chicana studies hold its unique place within the general academic setting?
– What is the future of Chicana studies?