Presentation for the Association of Mexican-American Educators
November 12, 1999
San Diego, California
Jill Kerper
Mora
San Diego State University
Click here for a Road Map to the Bilingual Education Controversy
Click here for a PowerPoint slide show on Critical Thinking in the Bilingual Education Debate
California's Bilingual Education Debate:
A Case Study in Intergroup Conflict
and Patterns of Prejudice
Abstract
This article utilizes a paradigm of social intergroup conflict and patterns of prejudice based on theories of social psychology to examine the public debate over Proposition 227 banning bilingual education in California. The campaign resulted in passage of the initiative by 61% in the June 1998 primary election, virtually eliminating bilingual programs. The debate involving 50 self-selected participants was characterized by competition, derogation, stereotyping, and scapegoating. Participants pitted English-only and assimilationist ideologies against cultural democracy and linguistic human rights. Arguments for and against Proposition 227 illustrate patterns of prejudice arising from conflict between dominant culture voters supporting the ban on bilingual instruction, opposed by bilingual educators seeking local options to continue programs.
The example of the media debate over bilingual education described in this article is the on-line public forum on Proposition 227 conducted between April 30 and June 12, 1998 sponsored by the San Jose Mercury News. Over 50 participants contributed a total of 442 postings to the forum. The participants included a balance of proponents and opponents of Proposition 227, with only two individuals stating a neutral position. The journalist who moderated the debate was also a participant. There was one Anglo bilingual teacher in favor of the proposition and several Latino, Anglo, and Vietnamese bilingual teachers who were opposed. Four teacher educators and researchers participated, expressing opinions on both sides of the issue.
The participants were citizens from various walks of life, including two computer industry professionals, a technical writer, and several university students. The participants in the Bilingual Education Debate were from varied ethnic backgrounds, as well. They included several from Jewish and Italian immigrant backgrounds and one woman from India. The participants' comments overall closely paralleled arguments made in the media through editorials, letters to the editor, and articles by reporters. The commentary from both sides of the debate revealed the competition and resulting stereotypes and prejudices expressed between the dominant majority, which won passage of the proposition, and the minority, including bilingual educators.
Alternative outcomes of Proposition 227 regarding the intergroup power struggle and challenge to dominance in enforcement of the statute are explored. The conclusion is that prejudice and stereotyping in political rhetoric distort sound pedagogical arguments and threaten educational equity for language minority students.
Click here for further discussion of these issues:
Proposition 227 Two Years Later: Triumph or Travesty?
Proposition 227: A Public Policy Failure
An educator's response to passage of Proposition 227
Implementation of Proposition 227
1998-2000 SAT-9 test scores for English language learners
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