title: Plan de Santa Bárbara
text: # Plan de Santa Bárbara
  
  Part of a series on :
  
  Chicanos and Mexican Americans :
  
  Terms
  
  Identity
  
  Chola/o
  
  La Raza
  
  Pachuca
  
  Pachuco
  
  Pinta/o
  
  Xicanx
  
  Concepts
  
  Anti-Mexican sentiment :
  
  History
  
  Early-American Period
  
  Josefa Segovia
  
  Las Gorras Blancas
  
  Mexican–American War
  
  Mutualista
  
  San Elizario Salt War
  
  Sonoratown
  
  Treaty of Guadalupe Hidalgo
  
  Pre-Chicano Movement
  
  1917 Bath riots
  
  Bisbee Deportation
  
  Bloody Christmas
  
  Bracero program
  
  California agricultural strikes
  
  Cantaloupe strike of 1928
  
  Citrus Strike of 1936
  
  La Matanza
  
  Mexican Repatriation
  
  Operation Wetback
  
  Plan de San Diego
  
  Porvenir Massacre
  
  Sleepy Lagoon trial
  
  Zoot Suit Riots
  
  Chicano Movement
  
  Aztlán
  
  Black-brown unity
  
  Brown Berets
  
  Católicos por La Raza
  
  Centro Cultural
  
  Chicanismo
  
  Chicano Moratorium
  
  Colegio César Chávez
  
  CFMN
  
  Conferencia de Mujeres
  
  CRP
  
  East L.A. walkouts
  
  Hijas de Cuauhtémoc
  
  Huelga schools
  
  Land grant struggle
  
  Las Adelitas de Aztlán
  
  Los Siete de la Raza
  
  Los Seis de Boulder
  
  MANA
  
  MAYO
  
  MEChA
  
  Occupation of Catalina Island
  
  PCUN
  
  Plan Espiritual de Aztlán
  
  Plan de Santa Bárbara
  
  Quinto Sol
  
  Raza Unida Party
  
  United Farm Workers
  
  Post-Chicano Period
  
  1985–1987 cannery strike
  
  1992 Drywall Strike
  
  2019 El Paso shooting
  
  Abolish ICE
  
  Arizona SB 1070
  
  Castro 2020
  
  Chicano Art Exhibit
  
  DACA
  
  Great American Boycott
  
  IRCA
  
  Farah strike
  
  Justice for Janitors
  
  Murder of Selena
  
  Proposition 187
  
  South Central Farm :
  
  Culture
  
  Language
  
  Abrazos, no balazos
  
  Caló
  
  Chicano English
  
  Chicano names
  
  Órale
  
  Food
  
  New Mexican cuisine
  
  Tex-Mex cuisine
  
  Mexican-American cuisine
  
  Music
  
  Chicano rap
  
  Chicano rock
  
  Chicano soul
  
  Tejano music
  
  Symbols
  
  Cal-Style VW
  
  Homies
  
  Lowrider
  
  Lowrider bicycle
  
  Mexican-American folklore
  
  Pancho Claus
  
  Zoot suit :
  
  Literature
  
  Literature
  
  Chicana literature
  
  Chicano literature
  
  Chicano poetry
  
  Autobiographical
  
  Always Running
  
  Living Up the Street
  
  Who Would Have Thought It?
  
  Novels
  
  Bless Me, Ultima
  
  Caballero
  
  Desert Blood
  
  From This Wicked Patch of Dust
  
  Mexican WhiteBoy
  
  The Dirty Girls Social Club
  
  The House on Mango Street
  
  The Rain God
  
  The Revolt of the Cockroach People
  
  So Far from God
  
  Under the Feet of Jesus
  
  ...y no se lo tragó la tierra
  
  Poetry and Short Stories
  
  Emplumada
  
  I Am Joaquin
  
  Moment of Silence
  
  Pensamiento Serpentino
  
  The Moths :
  
  Chicana/o studies
  
  Fields
  
  Chicana feminism
  
  Chicanafuturism
  
  Organizations
  
  MAS Programs, Tucson
  
  NACCS
  
  UCLA Chicano Studies Research Center
  
  Texts
  
  Borderlands/La Frontera: The New Mestiza
  
  Brown, Not White
  
  The Church in the Barrio
  
  This Bridge Called My Back
  
  Theory
  
  Barrioization
  
  Coyolxauhqui imperative
  
  Gringo justice
  
  Nahui Ollin
  
  Nepantla
  
  New tribalism
  
  Rasquachismo
  
  Spiritual activism
  
  Vergüenza
  
  Youth control complex :
  
  Visual art
  
  Visual Art
  
  Chicana art
  
  Chicano art
  
  Chicano cinema
  
  Paño
  
  Tortilla art
  
  Art Collectives
  
  Asco
  
  Culture Clash
  
  East Los Streetscapers
  
  Los Four
  
  Mujeres Muralistas
  
  Teatro Campesino
  
  Royal Chicano Air Force
  
  Art organizations
  
  Centro de Arte Público
  
  Galería de la Raza
  
  Mission Cultural Center for Latino Arts
  
  Precita Eyes
  
  Self Help Graphics & Art
  
  Locations
  
  Balmy Alley
  
  Chicano Park
  
  Estrada Courts
  
  Great Wall of Los Angeles :
  
  Law
  
  Supreme Court cases
  
  Botiller v. Dominguez
  
  Hernandez v. Texas
  
  San Antonio I.S.D. v. Rodriguez
  
  Espinoza v. Farah Manufacturing Co.
  
  U.S. v. Brignoni-Ponce
  
  Plyler v. Doe
  
  Medellín v. Texas
  
  Flores-Figueroa v. U.S.
  
  Leal Garcia v. Texas
  
  Mendez v. Westminster
  
  Bernal v. Fainter
  
  Perez v. Brownell
  
  DHS v. Regents of the Univ. of Cal.
  
  Federal Court cases
  
  Madrigal v. Quilligan :
  
  Population
  
  Population by City
  
  Arizona (Tucson)
  
  California (Los Angeles)
  
  Illinois (Chicago)
  
  Michigan (Detroit)
  
  Nebraska (Omaha)
  
  Texas
  
  Dallas–Fort Worth
  
  Houston
  
  Multiethnic
  
  Blaxicans
  
  Californios
  
  Nuevomexicanos
  
  Tejanos
  
  Indigenous Mexican Americans
  
  Punjabi Mexican Americans :
  
  Lists
  
  Chicano films
  
  Chicano poets
  
  Chicano rappers
  
  Mexican Americans
  
  Writers
  
  Bibliography :
  
  United States portal
  
  Category
  
  Index :
  
  vte :
  
  El Plan de Santa Bárbara: A Chicano Plan for Higher Education is a 155-page document, which was written in 1969 by the Chicano Coordinating Council on Higher Education. Drafted at the University of California Santa Barbara, it is a blueprint for the inception of Chicana/o studies programs in colleges and universities throughout the US. The Chicano Coordinating Council expresses political mobilization to be dependent upon political consciousness, thus the institution of education is targeted as the platform to raise political conscious amongst Chicanos and spur higher learning to political action. The Plan proposes a curriculum in Chicano studies, the role of community control in Chicano education and the necessity of Chicano political independence. The document was a framework for educational and curriculum goals for the Chicano movements within the institution of education, while being the foundation for the Chicano student group Movimiento Estudiantil Chicano de Aztlán (MEChA).
  
  The plan itself begins with a manifesto which calls for a renaissance and a "quest for cultural expression and freedom" and continues by pushing back against racist power structures and assimilation and a push toward the importance of community and pride in Chicanismo. The manifesto asks the colleges and universities within state of California to act in the following areas:
  
      1. Admission and recruitment of Chicano students, faculty, administrators, and staff;
      2. A curriculum program and an academic major relevant to the Chicano cultural and historical experience;
      3. Support and tutorial programs;
      4. Research programs;
      5. Publications programs; and
      6. Community, cultural, and social action programs.
  
  Finally, it calls for students, faculty, employees and the community to come together as "central and decisive designers and administrators of these programs".
  
  Following the manifesto, the document lays out a plan for organizing Chicano programs; recruitment and admissions, support programs, curriculum, political action, the outline of the degrees offered including a Bachelor of Arts and an associate degree, and proposed courses including those for Chicano history, contemporary politics of the Southwest, and Mexican American sociology. The document closes with an outline of a Barrio Center program which aims to reach out to students outside of the colleges and universities in regards to dissemination of college entrance information, community engagement and the presence of on-going research proposed by Chicano scholars. Throughout the plan are pictures of those in the Chicano movement as well as art drawn by members of MEChA. This manifesto was adopted in April 1969.
  
  ## Critical response
  
  Indigenous history and traditional myths were used in the Chicano movement to create a nationalist political identity based on reclaiming cultures and histories. They were also purposed to imagine Aztlán, the mythical homeland for Chicana/o people, as both a physical place and a nexus for change in educational and academic communities. The concept of Aztlán is given a home in higher education, as those who created this plan were “students, faculty, administrators, and community delegates representing…La Alta California, Aztlán.” This text includes myriad references to “La Raza de Aztlán” and indigenous ways of knowing across subjects. Proposed curricula include indigenous histories of science, sociology, architecture, and music, among many other subjects. Because of this, some argue that the Chicano movement was exemplified and institutionalized through projects like El Plan de Santa Bárbara. Imagining the future of education is described as a matter of social justice for Chicana/o authors, as it is a way for them to imagine a world outside of colonial constructs. Thus, professors, students, and administrators from UC Santa Barbara and Chicana/o Studies departments across the country reference El Plan de Santa Bárbara as a key player in the institutionalization of Chicano ideology and its recognition across the Southwest and within the academic community. Given the context of Chicana/o exclusion in academia, this plan is described as an explicit call for equity.
  
  ## Critiques
  
  Despite the emphasis on equality in higher education curricula, the androcentrism and heteronormativity of the Chicano movement is recognized and critiqued as a site for future improvement in which a diverse Chicana/o population can be included. Academics of Chicana/o Studies argue that the exclusion of women and the LGBT community in Chicano manifestos such as El Plan de Santa Bárbara and El Plan Espiritual de Aztlán embody the limitations of the future this movement was working towards, as it was exclusionary. Chicana feminism is explained as a response to the limitations of texts like El Plan de Santa Bárbara, such that Chicana feminists had to work to reassert overlooked identities in contemporary and future discussions of Chicana/o movements for social change. UC Santa Barbara’s Office of Public Affairs and Communications maintains that the work of the movement is still in progress, and professors argue that, while El Plan has solidified the presence of Chicana/o Studies in higher education, further implementation of the original plan’s true intentions of community-building will lead to more inclusive representation of Chicana/o students.
  
  