ABSTRACT

Chicano school failure can be fully understood only when analyzed in the broadest political, economic, and cultural contexts. Macropolicies establish the boundaries of possibilities. Conceptualizing Chicano school failure from a macroperspective is no simple task, as information is scattered. What exists is uneven, and to make matters more difficult, the terrain is constantly shifting. The context within which the analysis must be made-the economic and political systems-is undergoing considerable but difficult to understand change. And yet for all the problems, the need to examine and analyze Chicano school failure in a large canvas remains.