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Resumo

This study contends that a great deal of the current school segregation of Chicano students in public elementary and secondary schools in California has its origins in racial ideologies of Anglo‐Saxon superiority and their subsequent impact on government policies. Using an ethnohistory case study approach (Santa Paula, California), the study sheds light on the Anglo domination and control thesis. A historical review of the ideologies of Anglo‐Saxon superiority is used to illustrate their ascendance and decline in academic, religious, and governmental spheres. It is followed by an analysis of the relations between such ideologies and the rise of widespread school segregation in California. In conclusion, an ethnographic case study is used to illustrate how ideologies of Anglo‐Saxon superiority strongly influenced the formation of school segregation in Santa Paula, California, in the 1920s. Connections are drawn between ideology, segregative policies of the early 1900s, and their long‐term effects on the contemporary segregation of Chicano students. SCHOOL SEGREGATION, CHICANOS, RACISM

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