My Illusive Identity (Rough Draft)

                                                  My Illusive Identity

            Generally all individuals begin developing their identity during adolescence.  Growing up as a self proclaimed “hybrid” because I was both White and Mexican, I found it very difficult to understand culture. My mother had been cohabitating with a man that I genuinely thought was my biological father. He also was Mexican, but didn’t really practice his culture away from his family, thus leaving me wondering until the latter years of his life. Still, whenever we visited his side of the family it became clear his culture was all about being loud, having a good time, and enjoying great Mexican cuisine. The scent of albondigas stewing, watching tacos being constructed, analyzing the secrets of amazing tamale recipes, and of course occasionally walking through the kitchen stealing fist full samples of all that is food stick with all my senses till this day. I could not help but to compare my experience to that of Gloria Anzaldua’s when she describes her identities through food. With that being said I can arguably say that my love for food and the senses triggered by it became my first sense of identity.  

            After acknowledging my fancy for Mexican food, then I searched for a sense of guidance on what type of person I should be. However, unfortunately I did not exactly have the best role models growing up. Most of my “step fathers” family did drugs, smoked, joined gangs, stole, accepted dead end jobs, didn’t graduate high school, belittled me, called me stupid, and blamed the world for their circumstances. Yet oddly for some reason I somehow developed my own reasoning and decided that I didn’t want to follow their footsteps. My mother’s side was not much better; therefore theoretically I was being set up for failure. By somehow understanding that I can make my own decision or choose my own path I created an internal sense of pride and belief that I could change my stars so to speak, even at the tender age of eight years old. Therefore, the history of my “step-fathers” and mother’s families could not affect me anymore, thus influencing my unique frame of mind today.

            The language barriers in life consist of variables in which we as individuals sometimes struggle to connect. I moved back to California for the second time at age twelve, but unlike the first time around I was now slapped in the face with the Mexican/Latin culture. The middle school I attended was roughly 90% percent Latino and I had just moved in from Salt Lake City, Utah. Instantly I had to learn Spanish at least a little bit just to get by and several slang language was used along with different dialects. Immediately I was labeled the “gringo” not just because of my lack of speaking Spanish, but also due to my light complexion and height. Some kids could only speak Spanish, so that forced me to try and develop a common ground of communication. So that means I ended up speaking some Spanish and they would speak some English and we would practically invent words that only we understood to work on and complete assignments. However, other kids felt that I should try harder to learn their language and would put me down for being “so white.” After a while I gained the confidence to ignore them and be proud of the fact that I have one primary language. Gloria Anzaldua in “How to tame a wild tongue,” states “I will no longer be made to feel ashamed of existing. I will have my voice: Indian, Spanish, White. I will have my serpents tongue” (109). At that time I did develop the same type of protest as Gloria, even though in this particular context it is slightly reversed. It is tough being caught between two cultures and not truly living either one of them, but through my youth experiences I can confidently say that the Mexican culture the one I can call my own.

            In conclusion, since the moment I was brought into this world my sense of identity has been increasingly hard to come by. Through the shambles that existed throughout my adolescence I did learn a lot about myself and what I am capable of. Both Mexican and White cultures are a part of me, but I am neither a master of either one as well. Love was learned through values, values were learned through common sense, common sense was learned through experiences, and experiences were learned through mistakes of others as well as mistakes of my own. Through my developed logic over the years all these characters lead to my uniqueness, my sense of being, therefore my identity.

Work Citation:

Gloria Anzaldua. “How to tame a wild tongue” Mercury Reader. Boston, MA:

                Pearson Learning Solutions. 2012 Pg. 102-115.

Revised: MLA Amendments

 The very first positive outcome of the American Civil War revolved around the XIII Amendment. Slavery was officially abolished once Section 1 of the Amendment was released. As stated in "America Past and Present" section 1 "Neither slavery nor involuntary servitude, except as a punishment for a crime whereof the party shall have been convicted, shall exist within the United States, or any place subject to their jurisdiction"  (Divine, Robert A, A-12). The firmness of the literature truly emphasize the radical change of that time. This means that nowhere is it legal on American soil the practices of slavery or involuntary servitude unless it is for punishment of a crime against the law.

  A couple of years later, the country is still uncertain and unsettled about the XIII Amendment. The XIV Amendment was passed and enforced nation wide in 1868. This section formally defines equal "Citizenship, Life, Liberty, and fair entitlement to property" (A-12)  was emphasized in Section 1. As stated, "nor shall any State deprive any person of life, liberty, or property, without due process of law" (A-12). This allows the Federal Government to protect all naturalized citizens from any cruel laws being passed through the state level.

  In addition with the XIV Amendment the ground rules on voting rights were explained along with what defines a US Citizen and who is not eligible to run for office (civil or military) in the following sections. Section 2 clarifies that any male 21 years of age is entitled to vote no matter the race. As stated in Section 2 "any of the male inhabitants of such state, being twenty-one years of age, and citizens of the United States... shall bear to the whole number of male citizens" (A-12). This means that post slaves are counted as "one whole person" per-vote rather than being considered 3/5ths or a person as previously enforced.

  Section 3 stressed that all members of the old confederacy leaders not have the ability to hold any Federal Office. As stated, that no person shall "have engaged in insurrection or rebellion against the same or given and or comfort to the enemies" (A-12). The only way they should have a chance to regain full citizenship and a spot in office is through a passed 2/3 vote from congress itself. This voting measure was put in place to control the possible Confederate political influence during the reconstruction era.

  Continuing on with the XIV section 4. As stated "any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void" (A-12). This was a section firmly stating to all southern states that there will be no payments or compensation for loss of slavery or payment to slave traders at that time. Section 5 pretty much speaks for its self. With support of legislation, Congress has the power enforce all said through this article. This adopted Amendment covered several issues stemming through that time and was a major stepping stone towards African American Civil Rights.

  The final Amendment passed through the post Civil War was designed to guarantee that former slaves would retain their voting rights from any ban. The XV Amendment, section 1 states, "the right of citizens of the United States shall not be denied... on account of race, color, or previous condition of servitude" (A-12). This section was written to counter the suffrage laws being placed by southern states to discriminate any kind of groups. Loopholes were eventually manipulated in this Amendment as well as the rest and states found ways to continue banning/preventing blacks from voting even up to the 1960's, but nevertheless they were stepping stones towards inevitable implantation of full Civil Rights.



    Work Citations:


Divine, Robert A. "Appendix" America Past and Present. Upper Saddle River, NJ:


    Pearson Education/Longman, 2011. A-12.

"Open Letter" - My View

  The lack of enforcement protecting the adopted Amendments and all citizens covered by them since the Civil War ended was the main issue during the last quarter of the 19th century. With violence and discrimination running rampant throughout the south during that time African Americans were forced to stand up for their newly acquired rights. As stated in the "Open Letter to Pres. Mckinley" By the Colored People of Massachusetts, "the Colored National League (CNL) arose to combat the discrimination and violence against freed slaves" (44). The CPM state, "we ask for the enjoyment of life, liberty, and the pursuit of happiness equally with other men" (45). The plea and argument which was so righteously bestowed upon President Mckinley for his viewing pleasure pointed out several malicious acts carried out by local mobs against helpless black individuals and how they were strategically ignored. This brings light to how society was during that time and how the effects of racial discrimination stemmed even to the top of the executive branch.

  Civil equality seemed like nothing but a dream to those suppressed by their white counterparts, but the willingness to fight for those rights and the hope that future generations can benefit from these efforts is what motivated organization such as The Colored People of Massachusetts. The CPM expressed that even after all the barbaric tactics had been done by mods across the south specifically, they still somehow had faith that these issue will be addressed at the state of the union. However, as stated by the CPM, "But not one word did your message contain on this subject, although it discussed all sorts and conditions of subjects" (48). Also, the facts that Pres, Mckinley and the rest of the Legislative branch supported the act on liberating Cubans during the Cuban Revolution, but did not act on a similar conflict back home in the south were the issue at hand were effecting African Americans was argued as well. The CPM did state and argue that the President "wished to terminate and did terminate" (51) the Spanish influence on Cuba with Federal forces, but did not see the actions in the south as "injurious and menacing to our interests and tranquility, as well as shocking to our sentiments of humanity" (51). This information clearly states as evidence that Pres. Mckinley and the Legislative branch did contradict themselves to an extent based off of what the Amendments stood for and why the constitution was in place. 

  The Legislative, Judicial, and of course the Executive Branches all should have imposed their power to enforce the laws that passed through the system. The same federal military forces that handled the Cuban liberation instead should have been mobilized for domestic purposes in the south to establish security and fortify the proper insertion of the current laws for all American Citizens. The prejudice sprinkled throughout each branch should have been overruled by the constitution which does not see color, but an individual born of this opportunistic soil who should enjoy all rights equally with his or her fellow man. The change in mindset of an already established by a politically white post Civil War generation would not change in any scenario, but having laws passed during the reconstruction era acknowledging African Americans as citizens was the seed that will eventually grant the future generations their rightful place amongst equal Civil Rights.        

  

  Work Citation: 

The Colored People of Massachusetts. "Open Letter to President Mckinley" Mercury Reader. Boston,
   MA: Pearson Learning Solutions. 2012. Pg. 44-51.