Abstract
In the mid-1960s, researchers began conducting studies that explored the historical dimensions of the Chicano educational experience in the Southwest. The following essay discusses the status of this new literature and examines some of its major themes and arguments. The emphasis of this new historiography is on providing a historical description and interpretation of the quality of public school opportunities for children of Mexican descent in the Southwest; its interpretative framework is largely one of social control. From this review, the author concludes that this field of professional study is still in its infancy and suggests possible areas of research for future study.
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