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Acuna, Rodolfo (audio interview #1 of 1)
INTERVIEW DESCRIPTION - This short interview was conducted by a CSULB student. 5/8/1972
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- 2020-03-20
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- SUBJECT BIO - Rodolfo Acuna became the first Chicano Studies professor at San Fernando State Collge, now know as California State University, Northridge, in March, 1969. He organized the curriculum, hired other faculty members, and worked to make sure its courses were incorporated into the General Education program, and worked with students. It was, in fact, the students who demonstrated and campaigned to convince the school's administration to establish the department. It was one of the first Chicano Studies program in the US. Acuna, who was primarily trained as a historian, wrote textbooks and other scholarly works that contributed to the field of Chicano Studies. This short interview was conducted by a student. TOPICS - Topics on this side of the tape include, establishing the Chicano Studies Department at San Fernando Valley State College, later California State University, Northridge, recruiting faculty, developing courses, and working with faculty and students;
- *** File: mamracuna1.mp3 Audio Segments and Topics: (0:00-4:05)... Rudolfo Acuna became the first professor in the Chicano Studies Department at San Fernando Valley State College, which subsequently changed its name to California State University, Northridge. In 1968 Chicano students joined Black students in demonstrations and sit ins to protest the school's lack of classes about Blacks and Chicanos, and the under representation of minority group members among the student body. Acuna was hired in 1969 to start the new department. At the time, he was teaching at Cal State Dominguez Hills and was a tenured professor at Pierce College. He had been involved with community organizations since 1961. (4:05-8:43)... Acuna and other teachers and students wanted the Chicano Studies program to be an integral part of the school, yet also wanted it to be independent. They also wanted the department to grow in a sustainable way; they wanted their budget to be part of the school's budget and not an after thought financed by money that might not be part of the next year's budget. At the time, there were very few Chicano students even in comparison to the number of students from other minority groups; Black students, for example, outnumbered Chicano students by 10 to one. School administrators tried to divide Black and Chicano faculty members by telling them they were competing for resources. Nevertheless, Acuna was able to get six faculty positions for the Chicano Studies Department. (8:43-14:36)... Acuna wanted Chicano Studies courses to be included among General Education requirements for all students. He believed this was a way to insure the new department's future. During the Spring 1969 semester, within two weeks, Chicano Studies faculty submitted 42 course proposals. At the same time, Acuna and other faculty members had to search for qualified teachers for those classes. He managed to find a number of talented, charismatic, and cooperative Chicano professors. (14:36-17:15)... Before coming to San Fernando Valley State College, Acuna had earned his MA in 1962 at California State University, Los Angeles and later his Ph.D. at USC. He taught US and Latin American history and political science at several local colleges, and had extensive experience in interdisciplinary education over a variety of levels. (17:15-19:10)... San Fernando Valley State College, later California State University at Northridge, was one of the first to develop a Chicano Studies program. The department grew rapidly, and the faculty grew from six to 18 members by the next semester. At the same time, the number of Chicano students increased and became more politically active on campus. (19:10-22:24)... Although Acuna was central in developing the Chicano Studies Department, he did not want to be known as the sole representative of the program. He insisted that the department chair serve no more than one year, to try to ensure more faculty involvement within the department. In 1972, the department faculty decided that if 50 percent of the students disapproved of an instructor, that instructor would be asked to resign. Acuna felt that such measures were necessary to prevent stagnation within the department. End of tape
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