Labels — What’s all the Hubba?

What?

Hispanic, Latin, Chola, Chicano, Mexican.. these are only a few common labels used in everyday conversation when describing people of certain dissents. It occurred to me this past week that, once again, I had become normalized to the words. I wasn’t entirely hearing what I or others were saying or understanding where these labels originally came from. A question that really resonated with me was Jennifer’s inquiry to the class, “how would you all feel if you were simply referred to as ‘English’?” I speak English, yes; but I am not of English dissent. Therefore, being called “English” is giving me in inauthentic identity. With this question, it was both easy and obvious to see the erroneousness in our everyday terminology for those of Latin, Mexican, or Hispanic dissent. This faulty language was made more clear in the writings of Lorena and Nelda. Lorena, on one hand, sees these labels in a rather derogatory light: “being Mexican now is almost taboo. I don’t describe myself as Hispanic. I don’t like calling myself Latina, either. Because Latina is like, Latina with an attitude. The fighter Latina, but not good enough fighter. The troublemaker. Chicana, the same way. Chicana is, “Oh, you’re always protesting for something, you’re always angry and something or somebody” (Orner, 198–199). Although I had never personally thought these things, they came of no shock to me when being read. The stigmas associated with these labels are emphasized in the media like movies, internet memes, and television. Thus, the stigmas have become normalized to those whom they don’t personally affect. Nelda, on the other hand, had a different approach to the stigmas: “although she was exposed to a lot of criticism about Chicanas/os, even in her own family, [she] felt that through reading history she had come to see their struggles as her own…she will always consider herself Mexican, she sees herself as different from other Mexicans who “look down” on Chicanos. Thus, she manages the dual identities of Mexican and Chicana without seeing any conflict between the two” (Valenzuela, 181). Rather than denying or pushing away these stigmas, Nelda embraces them head on. She educated herself on the actual history of the labels. With the power of knowledge at hand, she disallows herself to feel any shame or contempt for her heritage and the labels that go with them. I found Nelda to be both empowering and inspirational. Another piece from the writings that encompass both of these qualities is Lorena’s statement of performing her job as a human being: “my mission is to change one person’s life. Educate one person… if I can do that, I’ve done my job as a human being” (Orner, 184). Instead of saying her job is to help those like her parents (the farm workers), she focuses on the big picture. In the grand scheme of things, there is only one race; and that is the human race. Lorena accentuates this, and I could not agree more- if our jobs as human beings does not include helping the fellow human being.. then what’s the point of being the social creatures that we are?

So What?

As I opened up this critical reflection, I noted Jennifer’s question to the class: “how would you all feel if you were simply referred to as ‘English’?” The same reasons I would feel uncomfortable being labeled as ‘English’ are the exact reasons why these young women have such concern and interest to what they are labelled as. If one is Mexican and being called Hispanic, of course they are going to feel stigmatized. The word Hispanic refers to Spain and the indigenous roots that come with it. Just because someone speaks Spanish does not mean they’re Hispanic; this concept is simple to grasp and it is an honest request that these young women are asking for. While reading Nelda’s piece, I found something especially worth noting: “the educational process fails to promote bilingualism, biculturalism, and biliteracy. Instead, school is more about subtracting than adding these competencies, and in so doing compromises of achievement of immigrant and nonimmigrant youth alike” (Valenzuela, 178). It is incredibly impressive that these immigrant students can learn in more ways than one regarding their languages and cultures. Instead of acknowledging the advantage that these students have, the education system tries to strip them of it and “Americanize” them. These students’ strengths are being overlooked beyond belief; and instead of promoting what everyone individually has to offer, this nation’s school system is trying to equalize us all. Pretty counterproductive for our futures, I’d say.

Now What?

My community partner has had little emphasis on the stigmatization of cultural and ethnic identities. Because I am in a special education classroom, the attention is put more on the stigmatization of those with disabilities. People look at me differently when I am with the kids than when I am not. I believe this is a stigmatization. I don’t want to receive looks of pity or charity when I am simply spending time with my friends. Despite the learning or social disabilities that these kids have, they are nonetheless human beings just like everyone else. My position in the classroom allows me to know these students on a personal level and see that they are just like any other group of typical teenagers. To push back against their discrimination, I hope to share this knowledge to those who fail to see that these people- despite their needs- are SIMPLY PEOPLE.