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Lemon Grove Incident
The Lemon Grove Case (Roberto Alvarez vs. the Board of Trustees of the Lemon Grove School District), commonly known as the Lemon Grove Incident, was the United State’s first successful school desegregation case. The incident occurred in 1930 and 1931 in Lemon Grove, California, where the local school board attempted to build a separate school for children of Mexican origin. On March 30, 1931, the Superior Court of San Diego County ruled that the local school board’s attempt to segregate 75 Mexican and Mexican American elementary school children was a violation of California state laws because ethnic Mexicans were considered White under the state’s Education Code. Although often overlooked in the history of school desegregation,〔"The Lemon Grove Incident: The Nation’s First Successful Desegregation Court Case" by Robert Alvarez, Jr. The Journal of San Diego History Spring 1986, Volume 32, Number 2()〕 the Lemon Grove Case is increasingly heralded as the first victory over segregative educational practices and as a testimony to the Mexican immigrant parents who effectively utilized the U.S. legal system to protect their children’s rights.〔
== Background ==
The segregation of Mexican and Mexican American children was commonplace throughout the Southwest in the early-to-mid 1900s.〔Different Shade of Brown: Latinos and School Desegregation, A by Kristi Bowman. Judicature 2004, Volume 88: 85〕
〔Black, White, and Brown: Latino School Desegregation Efforts in the Pre- and Post-Brown vs. Board of Education Era by James A. Ferg-Caldina, 2004.〕〔The Unheralded History of the Lemon Grove Desegregation Case by Michael E. Madrid. Multicultural Education 2008, Volume 15, Number 3: 15-19.〕 While the California Education Code did not explicitly allow for the segregation of children of Mexican descent, approximately 80% of California school districts with substantial Mexican and Mexican American populations were segregated.〔The new face of school desegregation by Kristi Bowman. Duke Law Journal 2001: 1751-1808〕 The other 20% of school districts maintained partial forms of segregation, such as segregated classrooms within mixed schools.〔 School boards in cities such as Pasadena, Santa Ana, Riverside, and Los Angeles offered various rationales for such segregation.〔 Many districts relied on linguistic arguments, claiming that segregation was necessary given English “language handicaps”.〔 Others cited the need to train Mexican and Mexican American youth for “appropriate” jobs.〔 Several districts argued that “Americanization” schools were necessary to properly assimilate Mexican and Mexican American youth.〔 Authorities often promised that Mexican and Mexican American youth could be integrated upon their mastery of the English language and their complete Americanization; yet these pledges almost always went unfulfilled.〔 Records indicate that such “Mexican schools” had substandard facilities, shorter school years, and poorer quality of instruction.〔
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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