Demographic trends in the Chicano population

Demographics in Chicana/O Population

The United States is considered the third most populous country in the world with roughly 4.6% of the world's population (Shrestra 2006). Its current population of 299 million is estimated to double its 1950 level of growth of 152 million within the next few years and to modify its characteristics. The U.S. Population Reference Bureau reported that the American population has not only been getting bigger but also older and more diverse. This has been the observation of demographers since 1950 and the consensus is that these characteristics and future trends would alter the shape of the nation in the coming decades till 2050. Underlying factors, such as increased survival from declining mortality rates, fertility levels and international migration, have contributed to its rapid growth. It has also been aging in that there has been more people aged 65 and older and those in the median age. Lastly, the American population has been becoming more racially and ethnically diverse, with the Hispanic or Latino people as a major racial group. They are Mexican-Americans called Chicano or Chicana. Recent trends have exerted influence over or relate to essential societal domains, such as work, retirement, pension, private wealth and income security, the health and well-being of the aging population of the U.S. (Shrestha).

Statistics showed that the Chicano population has grown from 4.7 million in 1980 to 13.4 million in 1990 at a 54% intercensal increase and constituted 8% of the American population (Baker). At the turn of the century, Chicanos accounted for more than 10% of the national population. The Chicanos' growth since 1980 has been due to childbirth as compared with that of African-Americans by natural increase and Asian-Americans by international migration. The issues confronted by immigration policy center on eligibility for public services, mainly health, education and welfare. Those who support immigration restrictions contend that immigrants drain public funds and reduce wages and working conditions in places or communities where they settle in large numbers. Local governments, where these communities are located, have incurred increased health and education costs. Another consequence is that either legal or undocumented immigrants tend to be more exploited in work places than American citizens. Furthermore, most of the violations committed in the workplace are violations of U.S. wage and hour laws. The wage-depressing effects of immigration could be contained by ensuring that employers do not exploit workers who are desperate for work (Baker).

Public education and welfare are the other major issues for policy-making in the 21st century (Baker). Realistic allocations can be made only when based on true population composition. This is illustrated by a recent decision not to adjust the 1990 U.S. Census Bureau statistics, which disproportionately omit U.S. Latino-residents and, as a result, understate the population bases on which congressional representation and decisions on program funding are made. This kind of resistance has repeatedly resulted in an incomplete policy agenda and the formation of the appropriate and responsive management of demographic change. The fast-aging character of the American population places the burden of caring for the elderly on minorities and immigrants. Current and projected demographic patterns indicate that the economic success of the nation depends more and more on the fate of the growing Chicano population. Their education and welfare can, therefore, not be ignored by policymakers (Baker).

Confronting and realistically addressing the significance of the education and welfare of the growing -and mostly young - Chicano population in America is a primacy concern in policymaking for the 21st century (Baker). The focus and direction of policies must be the meaningful socioeconomic advancement of the Chicano population and this, in turn, requires a total re-evaluation and strong connection between the Chicanos and the American public education system. The public education system, as it is today, rejects their welfare. School funding discriminates against them 10 times, with the Latino school districts receiving the lowest, such as in Texas. There has also been half-hearted implementation of instructional programs for Latino school children. Tracking systems likewise disproportionately categorize Chicano students along non-academic paths. These acts of rejection by the public education system have resulted in a 50% dropout rate among Chicano students, a trend that clearly illustrates failure in responding to demographic realities (Baker).