One in a series on bilingual education, this book contains 15 chapters organized under the following subject headings: Chicano studies; Chicano history, social structure, and politics; literature and folklore; and education. Carlos Munoz, Jr., traces the history of Chicano studies and its impact on access to higher education. Albert Camarillo dsscribes the Chicano urban experience. Mario Barrera discusses class structure and class diversity. Juan Gomez-Quinones examines the politics of immigration. Christine Sierra relates the history of Mexicans in the United States to contemporary issues. Francisco Lomeli follows Chicano literature from early Southwest beginnings to contemporary status. Carmen Salazar-Parr focuses on the characterizations of Chicana women. Jorge Huerta covers contemporary Chicano theater. Maria Herrera-Sobek provides an overview of Chicano literary folklore. Gary Keller shows how Chicano authors use bilingual techniques for literary effect. Guadalupe San Miguel discusses educational segregation of Mexicans in the Southwest. Eugene Garcia evaluates bilingual education programs. Co-authors John Aguilar and Carlos Vallejo propose a concept of culture for bilingual/bicultural education. John Halcon points out ways in which local school districts determine the effectiveness of bilingual education programs. Raymond Rocco calls for Chicano studies research informed by an understanding of the significance and role of theory in social inquiry. (JHZ)