Date of Award
Doctor of Philosophy
The work conducts a sociological analysis of the historical record documenting segregated school settings in a rural area from 1867 to 1947 using socialization theory. The sociological theory of schemas will provide a lens from the Americanization process students in the U.S., specifically ethnic Mexican students, underwent to shape "American" identity. The analysis ventures into the intersectionality created by the social constructs of gender, sex, race, and class and how these factors combined as part of the Americanized socialization of ethnic Mexican students. Gender inequality, or patriarchy, was a leading factor in shaping the contested U.S.-Mexico borderlands and U.S. society. Anglo-American men wielded considerable power in shaping their physical and social surroundings to their liking. Whether the shaping or reshaping of the landscape was done legally, economically, sociably, or violently; white Anglo-American maleness was always at the forefront of Americanization. The gendered sociocultural force not only molded the spaces intruded by these men but also created the behaviors accepted, and expected, in said spaces. This concept I refer to as the albus vater or the "white patriarch" socialization schema. Ethnic Mexican identity in Presidio County, and elsewhere in the U.S. Southwest, was shaped by this Americanized socialization underpinned by Anglo-American maleness.
Recieved from ProQuest
Saldana, Aurelio, "The Shaping of Ethnic Mexican Identity in the Segregated Schools of Presidio, County, Texas, 1867-1947" (2022). Open Access Theses & Dissertations. 3544.