Erosion, Challenge and Change
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The Economic Value of Diversity
EOP students graduating from SDSU had a far-reaching impact during the last decade of the century. With the growth of the global economy, many EOP students found that their degrees, combined with their language skills and unique cultural backgrounds, were newly valued assets in the marketplace. For the first time, business and non-business entities around the world openly recognized the economic value of diversity.
1964
A group of students protested against Proposition 187, a ballot
initiative designed to sharply curb illegal immigration through strong restrictions on the social and educational services that undocumented immigrants could receive. Prop. 187 passed on
November 15, 1994.
1964-1998
Three California State propositions (187, 209, and 227) are passed that
restrict services for some immigrants, prohibit affirmative action programs,
and curtail bilingual education. These initiatives temporarily create a
climate that inhibits growth and development of EOP initiatives.
Civic Prominence
With the increased prominence of EOP graduates in well-respected positions in both business and community leadership, they have been able to continually influence policies affecting not only people of color but also all of society. Efforts have been focused on key areas such as the preservation of educational access and opportunity, student retention, economic development, civic and political participation. For example, Senator Hilda Solis, the first Latina senator, is a proud EOP graduate of California State Polytechnic University, Pomona.
Erosion of Hard Won Gains
In spite of all the progress made, challenges prevalent throughout the 1990s threatened to erode many of the hard-won gains. In California, Propositions 187, 227 and 209 had a chilling effect on program development and access to education for underrepresented students, many of whom come from low-income families. Because these initiatives dealt with educational opportunity, health, curriculum and instruction, and access to public education, visible consequences of these propositions were visible in campus struggles and community uncertainty. Policy decisions led to heightened anxiety regarding the ramifications of projected increases in the number of students who will seek admission to college in future years. EOP, its students and their families, and its community partners recognized the challenges as well as the opportunities that these changes posed. As in the beginning, EOP continued to play a critical role through its ongoing commitment to providing educational access and opportunity.
1996
“Proposition 209 was passed with a 54 percent majority by California voters on Nov. 5. The measure bars preferential treatment on the basis of race, ethnicity or sex by the state in hiring, education and contracting.”
(Daily Aztec, December 1, 1996)
1998
SDSU Alumna, Chicano Studies teacher, Language Coordinator at the County
Office of Education and former president of CABE (California Association for Bilingual Education) Rosalia Salinas fought adamantly against proposition 227, partnering with EOP director Gus Chavez and former City Council member and Chairman of the Board of the Chicano Federation Jess Haro, who provided support as they risked their state and county positions. (Free Press 12.17.16)
The New Millennium
Entering the Future
When EOP celebrated its thirty year anniversary, more than 250,000 students had graduated throughout the CSU system because they were EOP students. In thirty years EOP had grown to a $30 million program statewide and the CSU had over 35,000 EOP participants with a financial need of more than $305 million. EOP at SDSU was the fourth largest program among all the California State Universities and had served more than 22,000 students in its first 30 years.
Influencing Public Policy
Despite the challenges and changes that started in the 1990s, EOP Director Gus Chavez was excited about the future of EOP and programs like it.
“New leadership throughout California is prompting the creation of new public policies and funding opportunities for programs like EOP,” he said. “I’m hopeful that such leadership will increasingly include graduates from programs like EOP because their educational experiences can influence public policy in new and exciting ways.”
Facing New Hardships
More than 7,400 prospective students sought admission to EOP for fall 2000. Continuing to be a high-demand program, EOP at SDSU averages serving more than 3,200 students and awarding more than $1.5 million in grants annually. However, EOP students have an unmet need in excess of $1.4 million. Many students incur substantial loan obligations in order to meet their educational costs.
Prompting Social Change
Chavez saw positive steps in other areas as well. For example, significant generational and cultural changes were reflected by the greater number of women who entered and graduated from SDSU with the help of EOP.
