Imelda G. Cortez, a sophomore at Pueblo High School, didn’t want to be in the counselor’s office.
The older white counselor had asked to see Imelda’s mother, after trying, unsuccessfully, to dissuade Imelda from entering Tucson Unified School District’s Mexican American Studies (MAS) program. Why would she take Mexican American Studies, the counselor asked, if she was already in gifted classes and excelling academically?