The First Chicano College: A Forgotten Chapter in American Education
Although Colegio César Chávez no longer exists, its influence remains significant in the broader history of Chicano education and civil rights.
JOIN TODAY and get 10% off your Daily Chela Insider subscription for an entire year.
In the early 1970s, a groundbreaking initiative emerged in Mt. Angel, Oregon, aiming to provide greater educational opportunities to Mexican Americans and other marginalized communities.
That initiative was called Colegio César Chávez.
Not only would Colegio César Chávez become the first accredited, Chicano-run college in the United States, but the institution’s influence on Chicano activism is still felt today.
A College Reborn
The story of Colegio César Chávez began at Mt. Angel College, a Benedictine school founded in 1888. However, by the 1970s, Mt. Angel was on the brink of closure due to financial issues and low student enrollment.
The institution had already lost its accreditation by 1972 and was struggling to repay significant debts to the Department of Housing and Urban Development (HUD).
In 1971, a pivotal change came with the appointment of Sonny Montes, a Chicano activist, as the director of Ethnic Affairs.
Montes’ arrival marked the beginning of a new era of activism on campus.
Alongside faculty members such as Father Joseph Blitz, Montes advocated for the inclusion of more students of color and for a curriculum that addressed the needs of minority communities.
Their efforts ignited a campus-wide movement for diversity and representation, which ultimately led to a dramatic transformation in 1973—when Mt. Angel College officially became Colegio César Chávez, named after the iconic labor leader and civil rights advocate.
Redefining Education for Mexican Americans
The new institution set out to offer a curriculum that honored Mexican American culture and traditions while empowering students to serve their communities.
Inspired by the national Chicano movement, Colegio César Chávez introduced a bilingual and bicultural educational approach, aiming to strengthen students’ ties to their heritage and equip them to be active contributors to society.
One of the college’s signature programs, “College Without Walls,” allowed students to earn academic credit through community-based projects, service work, and independent study.
This non-traditional approach to education was modeled after the Union for Experimenting Colleges and Universities, promoting a hands-on, experiential learning environment.
The institution drew a diverse group of students, especially Mexican American, Native American, and African American individuals. While the college’s enrollment remained small, it was a vibrant community of students dedicated to activism and cultural pride.
The curriculum featured specialized programs in Chicano studies, bilingual education, early childhood education, and teacher training for bilingual classrooms—fields that would later play a critical role in increasing Mexican American representation in education.
Successes Despite Struggles
During its ten years of operation, Colegio César Chávez faced significant challenges, including financial instability and fluctuating enrollment.
At its peak in 1974, the college enrolled almost 100 students, but that number dwindled over time. However, at its height, the college achieved several milestones.
In 1975, it earned accreditation from the Northwest Association of Schools and Colleges, ensuring its place as a legitimate institution of higher learning. Over the years, 21 students graduated, many of whom went on to become leaders in activism, education, and the arts.
Among the college’s notable alumni were Cipriano Ferrel, founder of the labor organization Pineros y Campesinos Unidos del Noroeste (PCUN), and José Ángel Gutiérrez, a poet and political activist.
The college also hosted César Chávez on two occasions, in 1974 and 1977.
Chávez’s visits were significant for the college, drawing national attention and further connecting the institution to the Chicano labor movement. Chávez’s involvement inspired both faculty and students, reinforcing the college’s mission of social justice and empowerment.
The Fall and Closure of the College
Despite its early successes, the college was unable to overcome the persistent obstacles of financial instability and low enrollment. By 1981, the institution’s application for re-accreditation was rejected.
In 1983, after attempts to stabilize the college, it was forced to close its doors.
But the legacy of Colegio César Chávez did not end. In 1985, when the institution faced foreclosure, a benefactor paid off the remaining debt, and the land was returned to the Benedictine Sisters the following year.
Today, the only remaining artifact of the college is a mural titled College Without Walls, created by Daniel DeSiga in 1975. It is now housed at St. Joseph’s Shelter and Mission in Mt. Angel.
A Legacy That Continues to Inspire
Although Colegio César Chávez no longer exists, its influence remains significant in the broader history of Chicano education and civil rights. The college’s commitment to bilingual and bicultural education and its emphasis on community engagement made it a unique and progressive force during the 1970s and early 1980s.
Alumni and faculty continue to honor the institution’s impact through their work in education, social activism, and justice.
The story of Colegio César Chávez serves as a powerful reminder of the importance of providing education to underserved communities and the enduring power of grassroots movements in the fight for equality and empowerment.
Read more about Colegio César Chávez at Oregon Encyclopedia and OPB who covered this story as part of the Oregon Historical Society and Oregon Experience series (Credit: Ana Knutson, Tania Hyatt-Evenson).
JOIN TODAY & Get 10% Off A Daily Chela Insider Subscription For A Year!
Subscribers Get Exclusive News, Videos & Stories:
Our mission is to provide a platform for Mexican Americans, and cover news with the depth and context it deserves.
Here’s how you can help:
Make a Small Monthly Contribution: Your financial support will help us cover operational costs, pay our dedicated team, and expand our reach to more readers.
How To Support:
To subscribe, click on the button below. Thank you for your support and for believing in the power of independent media. Together, we can make sure that every voice is heard and every story is told.
In the last week in December of 1969, a statewide conference of the Mexican American Youth Organization (MAYO) was held in the lower Rio Grande Valley of Texas at a vacant Oblate Novitiate a few miles south of Mission. On the last day of the conference, in the last large general session, I stood up and announced we were going to establish a Chicano college. On Oct. 12, 1970, we kicked off the project which eventually was called Colegio Jacinto Trevino. A couple of years later, part of the original group split and a new institution was established in Austin, Texas: Juarez-Lincoln, which lasted about five or six years. Both colleges were given degree granting privilege by Antioch College in Yellow Springs Ohio, as part of their graduate program which was designed on the University Without Walls concept.
We called CJT the first Chicano College in the US in 1970.