The Profe Files: Social Psychological Perspectives On Power, Pluralism, And Chicano Identity

By Albert Ramirez

"The Profe Files: Social Psychological Perspectives on Power, Pluralism, and Chicano Identity" is a dialogue between two persons, Henry and Profe. Henry is a fictional character, a composite of college students that I have known over the years; a young person with many questions, searching for the answers in a multitude of ways. Profe, to some degree, is also a fictional character, but only to the extent that there is no faculty person at the University of Colorado whom everyone calls “Profe.” However, his stories, his published articles that he gives Henry to read, his personal essays - all contained in his filing cabinet that contains “the Profe files” - are that of the present writer. Some of the characters that Profe refers to in these files are real, others are fictional, but representative of students, faculty, and administrators whom I have known over the years.
In this book, Profe utilizes the experiences of the Chicano students and faculty at the University of Colorado to demonstrate the impact that these experiences had on his own professional development. As a result of these experiences, and as a social psychologist, Profe begins to explore the issues of power and pluralism -- issues that were so critical in the rise of the Chicano Student Movement on his campus. Ultimately, he develops the monolithic-pluralistic systems model that serves as the paradigm and theoretical basis for many of the issues discussed in this book. This systems’ model also serves as a framework for analyzing cultural identity. The personal narratives, however, provide the experiential basis for analyzing cultural identity. The result of this analysis is the discovery> transformation model of cultural identity. Combined, the monolithic-pluralistic systems’ model and the discovery>transformation model constitute the groundwork for the emergence of a pluralistic psychology.

• Language: English
• Publisher: Albert Ramirez
• Release date: Jul 19, 2013
• ISBN: 9781301582136

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The Profe Files:

Social Psychological Perspectives On

Power, Pluralism, And Chicano Identity

By

Albert Ramirez

Published by Albert Ramirez at Smashwords

Copyright 2013 Albert Ramirez

Spring, 2013

Smashwords Edition, License Notes

This ebook is licensed for your personal enjoyment only. This ebook may not be re-sold or given away to other people. If you would like to share this book with another person, please purchase an additional copy for each recipient. If you’re reading this book and did not purchase it, or it was not purchased for your use only, then please return to Smashwords.com and purchase your own copy. Thank you for respecting the hard work of this author.

C O N T E N T S

PART I. POWER

Chapter One - Power and the Chicano Student Movement

Chapter Two - Racism and the Psychology of the Chicano

Chapter Three - Equal and Unequal Social Power

PART II. PLURALISM

Chapter Four - The Chicano Experience in a Monolithic System

Chapter Five - Pluralistic Psychology

PART III. CHICANO IDENTITY

Chapter Six - Chicano Identity: Personal Narratives

Northside Houston: Memories and Reflections

Chapter Seven - Chicano Identity: a Theoretical Framework

Appendix

Chronology of Chicano Experiences at the University:1963-1978

B. Chicano Intelligence Scale of Cultural Orientation (CISCO)

C. Monolithic-Pluralistic Systems Inventory

D. Social Indicators Analysis

E. Discovery > Transformation Interview Form

INTRODUCTION

For several years, I have wanted to write a book that dealt with the subjects that have captivated both my professional interests and my personal experiences. I did not, however, care to utilize a traditional psychology textbook style of writing. One day I happened to have lunch with a colleague, Richard Delgado, who had earlier published a book entitled The Rodrigo Chronicles: Conversations about America and Race. After sharing some of my ideas with him, Professor Delgado suggested the style of writing that he had used in his book - storytelling. He was kind enough to give me a copy of his book, and after reading it, I knew that the storytelling approach was the one I wanted to use in discussing the topics that were important to me personally and professionally.

The Profe Files: Social Psychological Perspectives on Power, Pluralism, and Chicano Identity is a dialogue between two persons, Henry and Profe. Henry is a fictional character, a composite of college students that I have known over the years; a young person with many questions, searching for the answers in a multitude of ways. Profe, to some degree, is also a fictional character, but only to the extent that there is no faculty person at the University of Colorado whom everyone calls Profe. However, his stories, his published articles that he gives Henry to read, his personal essays - all contained in his filing cabinet that contains the Profe files - are that of the present writer. Some of the characters that Profe refers to in these files are real, others are fictional, but representative of students, faculty, and administrators whom I have known over the years.

In this book, Profe utilizes the experiences of the Chicano students and faculty at the University of Colorado to demonstrate the impact that these experiences had on his own professional development. As a result of these experiences, and as a social psychologist, Profe begins to explore the issues of power and pluralism - issues that were so critical in the rise of the Chicano Student Movement on his campus. Ultimately, he develops the monolithic-pluralistic systems model that serves as the paradigm and theoretical basis for many of the issues discussed in this book. This systems’ model also serves as a framework for analyzing cultural identity. The personal narratives, however, provide the experiential basis for analyzing cultural identity. The result of this analysis is the discovery> transformation model of cultural identity. Combined, the monolithic-pluralistic systems’ model and the discovery>transformation model constitute the groundwork for the emergence of a pluralistic psychology.

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Many years ago, when I was a young and aspiring graduate student in the psychology department at the University of Houston, one of the lessons emphasized by my professors was that, as researchers and scholars, we must always remain objective in our pursuit of knowledge. We must keep an emotional distance from our object of study, lest this affect our interpretation of the subject matter, and the way we go about studying it. Empiricism and objectivity were, and to a large extent still are, the pillars of the study of human behavior.

During most of my career as a social psychologist I adhered to the above principles, and to the lessons taught to me by my professors. It was not until many years later, when I taught a course in Chicano identity, and became immersed in the subject matter in a very personal way, that I realized the limitations of theories and methodologies that had served me well up until this point. As I read the literature relating to Chicano identity, I found the written work in the arts and humanities extremely helpful and valuable in my understanding of the Chicano experience. I was particularly moved by those authors who used their own personal experiences to unravel all of the dynamics and challenges relating to how Chicano identity is developed and transformed. Their stories gave me an understanding of Chicano identity that I was unable to find in the social science journals and in the social science literature in general. And, more than anything else, I was moved by their honesty and passion, by their total immersion into their explorations regarding the Chicano experience. Objectivity was not their goal, understanding was. Empiricism resided within their own introspective analysis of their life experiences. Introspection, an approach that in my own field of social psychology had taken a back seat to objectivity and empiricism, formed the basis of analysis for many of these authors and creative writers.

Thus began my introspective analysis regarding the development of my own Chicano identity - and the more I reflected on this the more I realized that my cultural identity was first formed and given life through my experiences in the neighborhood in which I was born and raised – in Northside Houston.

The personal narratives included in this work are among the ones I remember most vividly; they also form the basis for the development of my own theory of Chicano identity. Without these memories and reflections it is doubtful that I would have developed the theory. This is the case because the theory – what I call the discovery > transformation model of Chicano identity - is the result of my attempting to analyze and make sense of my early experiences in Northside Houston. The personal narratives are important, not so much that I wanted to share my story with others - my story is not so much different from other first generation Chicanos – but that these narratives serve as a mechanism for understanding how we first discover who we are as a distinct ethnic group member, what we do with that discovery, and how ultimately that discovery leads to our transformation as a human being.

Consequently, in my classes I utilize storytelling and personal narratives quite often, along with the theories and methodologies within the social sciences and literary works in the humanities, to pursue the journey on which I and my students find ourselves – the understanding and appreciation of Chicano cultural identity. In so doing, the students become their own storytellers as well – for each and every one of them has their own story to tell and to share, and they become active agents in the teaching-learning process. The classroom is transformed into a dynamic that creates a close relationship and intellectual bond between student and professor - what I refer to as a mutual act of discovery. It is this mutual act of discovery that is the essence of teaching.

I first started writing The Profe Files several years ago, when I was still a faculty member at the University of Colorado. I assigned earlier drafts of the manuscript as part of the reading requirements for several of my classes, placiing the drafts on library reserve. At the end of the semester, the students were invited to provide me feedback, anonymously. Their feedback was always constructive, and invaluable in helping me to improve each future draft. I am grateful to all these students, and to the thousands of other students whom I have been fortunate to have in my classrooms for a period of over forty years. I also wish to acknowledge the support givem to me through the years by my colleagues in the psychology and ethnic studies departments, as well as the administrators with whom I have worked in various capacities. Although Profe is critical of some faculty and administrators at the university, and sometimes appears to be rather pessimistic about the institution’s commitment to diversity, it will be noted that The Profe Files covers a period of close to forty years. Like many other predominantly white universities during this time period, the University of Colorado has evolved, matured, and learned that academic excellence cannot be achieved without the contribution of a diverse faculty, staff, and student body. It is doubtful, however, if this university - as well as other predominantly white universities - would have been at this point of evolution had it not been for the struggles and sacrifices of the students and faculty of color that began in the 1960’s and 1970’s as part of the civil rights and student movements.

Finally, I wish to acknowledge the support of my family over the years, particularly that of my wife, Vera. She was my faithful companion, friend, and partner for thirty-four years. I miss her each and every day.

Albert Ramirez

Professor Emeritus, Ethnic Studies and Psychology

University of Colorado at Boulder

PART 1: POWER

CHAPTER ONE

POWER AND THE CHICANO STUDENT MOVEMENT

HENRY MEETS PROFE

As Henry walked through the beautiful campus of the University of Colorado at Boulder, he kept thinking how fortunate he was to be a part of this campus community. Two years ago, Henry had received his undergraduate degree in psychology from a large, public university in Texas. When, during the fall semester of his senior year he had applied to the graduate program in social psychology at the University of Colorado, he had little expectation that he would be accepted. His faculty advisor, however, had been more optimistic, indicating that Henry’s research background, methodological skills, and theoretical interests in social psychology, as well as the strong letters of recommendation from her and the other members of the department, would make Henry’s application a very competitive one. It appears that she was right. Henry was offered a research fellowship and the opportunity to work with any one of a number of social psychologists in the psychology department at Colorado. His first year had been very successful. Henry did well in his classes, and his first year research project -- under the direction of a research advisor —- had received a favorable review.

As part of his first year project, Henry had carried out a study concerning the aspirations and expectations of Hispanic college students regarding their career and professional goals, and relating these aspirations and expectations to locus of control. The research suggested that individuals with an internal locus of causality – who saw such factors as goal attainment being within their own control – would have greater expectations about achieving these goals as compared to individuals with an external locus, who thought such matters were outside of or beyond their own control.

In spite of the fact that his first year research project had been well-received by the faculty in the social psychology program, Henry felt dissatisfied with the work that he had done. And he could not explain to himself why he felt this sense of dissatisfaction. For the first time since he started college as a freshman several years ago, he had doubts as to whether he had made the right career decision – perhaps social psychology was not the field that he should have chosen for graduate school.

Professor Michael Smith, Henry’s first year research advisor, recognized the conflict that Henry was experiencing. It was Professor Smith who advised Henry to talk to Profe. And this is how Henry happened to be walking across campus to meet another faculty member in the social psychology program, someone who was also a university administrator, and someone whom he had never met before and whom everyone referred to simply as Profe. Henry did not know much about Profe, other than the fact that he had been a member of the department for almost 30 years, and for fifteen of those years he had been involved in academic administration. Last year, when Henry arrived, Profe had been on a leave of absence.

He has been here a long time, Professor Smith had said. He has seen a lot, done a lot -- particularly with the Mexican American community on campus. We have been friends for many years, and he has worked with many of the graduate students of color in our program. I am sure he will appreciate what you are now experiencing with respect to your work and the field of social psychology.

And so, here Henry was, knocking on the office door of Profe. Upon hearing the words, Come in, Henry entered the office and was greeted by a man in his early to mid-sixties, of medium height, graying hair, and an engaging smile.

So you are one of the second year graduate students!, exclaimed Profe. Your name is, -- I'm sorry, I wrote it down, but I seem to have misplaced the paper on which I wrote it."

My name is Henry Markiss, and I am very pleased to meet you. Henry was sincere, he was pleased to meet Profe. He had a way of making Henry feel comfortable and at ease. The office itself was not at all pretentious, particularly for a university administrator. It was medium-sized, filled with bookcases and several filing cabinets. Just enough space for Profe's desk and chair, plus one more chair.

Henry, may I call you by your first name? Please sit down. My mother's maiden name was also Marquez. Maybe we are related?

Henry blushed slightly. He did not want to begin their conversation by correcting Profe about the pronunciation and the spelling of his name. Besides, this was not the time to get into his own personal history. Profe did not need to know that his birth name was Enrique Villagomez Marquez. Several years ago, after his parents had died, Henry had decided to change his name to Henry Markiss. It was not that he was ashamed of his name; it was just that people were always mis-pronouncing it. Henry decided to ignore Profe's question.

You have a beautiful view of the campus and of the Flatirons, sir.

Profe realized that Henry did not care to discuss his surname, so he, too, went along with the change in the topic of conversation. Thank you, it is a lovely view. The beauty of this campus and of the mountains never ceases to amaze me. Being from Houston, Texas, I was not used to seeing mountains from my window! Sometimes I find myself staring at them, not believing that they are real, and feeling very peaceful inside and, at the same time, in awe of their majesty and magnificence. For a moment, Profe seemed lost in thought, and a thousand miles away. He recovered quickly, and added, But, please, don't call me ‘sir’. Everyone on this campus calls me Profe.

I, too, am from Texas, - from San Antonio, Henry volunteered.

Ay, San Antonio! One of my favorite places in all of the world. When I was a child, we would travel from Houston to San Antonio, to catch the Aztec Eagle train that would take us all the way to Mexico City. That train station, the Missouri Pacific, does not exist anymore. Now it is just another office building.

Profe seemed lost in thought again, so Henry quickly changed the subject. I have been looking forward to meeting you. Did you enjoy your leave of absence last year?

Very much, indeed, Profe responded in a somewhat excited manner. It gave me the opportunity to catch up on some of my writing, as well as to organize all of my research projects that I have completed throughout my academic life. Can you believe it - - - all that I have ever done professionally is contained in those files? He pointed to the filing cabinets on the other side of the room. But tell me, what are your research interests?

THE OBJECT OF STUDY VS. THE SUBJECT OF STUDY

Henry responded, My area of interest for my first year paper had to do with the relationship between internal/external locus of control, and the aspirations and expectations that Hispanic college students have concerning their educational goals.

I see, Profe said. Tell me, how did you select the college students that participated in your study?

They were Hispanic students taking the introductory psychology class. I was able to use them as part of the subject pool that is available for research projects.

And your measures of these concepts? inquired Profe rather seriously.

I reviewed the literature regarding educational aspirations and expectations, and used questionnaires that had been used in some of these previous studies. For the locus of control measure, I used the Rotter scale. ¹

That certainly is one way to do it, responded Profe in a somewhat agitated tone – it is convenient, quick, and traditional. The approach has been used extensively to interpret and conceptualize the Mexican American experience. If that is the approach you would like to continue to use, you are very fortunate, since there are a number of faculty in the social psychology program that routinely use this method.

Henry sensed that a wall had been erected between them, and that Profe was dismissing him. For some reason, he did not want their discussion to end in this matter. Profe’s opinion of him was important.

With this in mind, Henry asked, Profe, I have the impression that you do not agree with this procedure. In your opinion, is there some other way that I could have approached this?

I appreciate your interest in how I would approach this, Profe said, with what appeared to be a touch of excitement in his voice. Henry, it is only fair to tell you that my approach is very different. Although I have extensively used the traditional experimental approach in the past, I use it less frequently now. And I do not use introductory psychology, subject-pool students in my research studies! I have, however, done some work in this area with respect to the Chicanos on this campus. Much of this work is contained in those files. He again pointed to the filing cabinets in the corner of his office.

"If you are sincerely interested in the attitudes of Chicano students on this campus, you need to first learn about the context in which they are currently in – this university. You need to learn about the historical events that have played a role and that have had an impact in forming the present contextual milieu in which these students find themselves.² I am a firm believer in the notion that much of social psychology is anchored in the delineation of socio-historical knowledge. Finally, if you are interested in learning about Chicanos on campus, you must identify where they are, and go to them – rather than simply taking the easy way out, and learning only about those few Chicano students who must come to you because they have the misfortune of presently being enrolled in an introductory course in psychology that requires them to participate in a study! When you do research in the traditional, narrow way, you may learn a lot about experimental design and statistical analysis – but you do not have much of an opportunity to learn about your subjects as individuals, nor do you have the opportunity to learn more about yourself in interaction with them as individuals. If you are genuinely interested in knowing the full picture of the Chicano experience on this campus – you must begin with learning the history of this experience, and about the context in which that experience has taken place - and that takes time and commitment.³ I can help you in this endeavor, since for some time now I have been in the process of writing about that experience, from my own perspective. Talking to you about it will help me articulate my own work in this area."

Profe, Henry interjected, I must tell you why I came to see you – actually it was Professor Smith who advised me to come. After completing my research study, I thought that I would be elated. The findings confirmed my initial hypotheses, everything went according to plan, and the faculty liked my discussion of the work. Still, when it was all completed, somehow I felt dissatisfied. I felt that somehow I had betrayed myself, as well as the students who had participated in the study. I now find myself having second thoughts about becoming a social psychologist. As you were discussing your approach, however, I found myself resonating to what you were saying. I would really appreciate the opportunity to discuss these issues with you.

THE RELATIONSHIP BETWEEN TEACHER AND STUDENT

Good, I will look forward to our conversations. Why don't we plan to meet once a week, until we both feel that we have accomplished our task. You should, however, know something about my style-- the way I interact with the graduate students with whom I work. To work with me means to learn about me as a person -- who I am and what I am about. I share myself intellectually and professionally, and I expect this sharing to come from my students as well. I can't share myself with you, unless you, too, are willing to fully participate in the interaction. I call this process a mutual act of discovery -- the learning and the discovery is coming from each of us, and we both benefit from what we learn from the other. This, I believe, is the essence of what is called teaching. You are as much the teacher as I am, and I am as much the student as you are. I bring that same orientation when I am interacting with so-called subjects in a research project. It is a mutual, co-equal exchange – not the restrictive, dominant-subordinate one of the experimenter-subject relationship that serves as the model for so much of social psychological research⁵

After a brief moment, Profe added, Henry, I am impressed by your candor, and by your questioning of the a priori assumptions and approaches that you have been taught. That is a good sign. It took me much longer to reach the stage where you are now.

Profe, you mean that you, too, have questioned what you do as a social psychologist? Profe nodded. Henry felt as if some great weight had been lifted from his shoulders. He did not know where these conversations with Profe would lead, but he was looking forward to the journey. He added, With your consent, Profe, I would like to try it your way, what you call the mutual act of discovery.

Good, responded Profe enthusiastically.

Tell me, Profe, how did you begin to resolve the issues you had about social psychology?

THE CHICANO STUDENT MOVEMENT

I owe most of my learning to the students on this campus – particularly the Chicano students who in the late sixties and early seventies were involved in the Chicano Movement at the university.⁶

I heard that the Chicano Student Movement was a very strong force on this campus in the early seventies, added Henry.

Very much so. Over the years, I have kept a journal regarding many of my experiences on this campus. Let me go to my files and let you see some of my comments regarding my early years on campus. Profe opened one of his file drawers, and pulled out a journal entry. He gave it to Henry to read.

====================================

Welcome to C.U. – The Early Years

It was the early 1970’s, and it was a time of turmoil and unrest. Only a few years earlier, there had been less than a handful of Chicano students on campus. These few students, however, were very vocal and dedicated to increasing the presence of Chicano students and faculty at the University of Colorado. There were marches, demonstrations, sit-ins –- all the strategies that