This article examines the University of California at Berkeley Chicana/o Studies Movement between 1968 and 1975. The first section contextualizes how the Free Speech Movement (1964) and the Third World Liberation Front (1968–1969) set the stage for the advancement of Ethnic and Chicana/o Studies. The second section offers a historical examination of the Chicana/o Studies Movement and explains political conflicts between the university administration and their internal struggles. The final section examines the role of the El Grito publication and how it impacted the development of the Chicana/o Studies discipline. Finally, this paper examines how the culture of empire utilized neocolonialists to destroy the radical student voice and prevented the creation of an autonomous Chicana/o Studies Department.

The author reflects on her decades of cultural and political activism in the fight for Ethnic Studies—from her role in the 1969 Third World Strike at UC Berkeley, to her community activism after her graduation, to her participation in the fiftieth anniversary of the strike, including a transcription of her speech at the event.

The author reflects on her personal experience as a Native American at UC Berkeley in the 1960s as well as on her activism and important leadership roles in the 1969 Third World Liberation Front student strike, which had as its goal the creation of an interdisciplinary Third World College at the university.

The author reflects upon his experiences organizing Chicano students, supporting community activism, and participating in the 1969 Third World Strike at UC Berkeley. He additionally offers his own perspective on the importance of Ethnic Studies both inside and outside of academia

The author reflects on his participation in the Asian American Political Alliance and involvement in the Third World Strike at UC Berkeley in 1969, as well as the development and challenges with Asian American Studies and Ethnic Studies.

This essay provides a narrative timeline of the events leading up to what would become the 1999 twLF Movement at UC Berkeley. Just as it was inspired by the previous generation, the 1999 reincarnation now stands as an inspiration for current movements in Ethnic Studies K–12. This essay offers context to the political and social landscape of the 1990s, examining the racist slew of California ballot propositions and how community organizing on the ground, particularly with youth, created a generation of college student activists who renewed the visions of the twLF.