Review some of the demands from the Third World Liberation Front in Section 2.4 (and in this optional short video). 

Do any of these resonate with your experience on our own campus?

 What demands would you make of your administration? 

How would you modify or update these demands for your own context?

 Be sure to cite course sources using MLA in-text format.

Some demands made by the Third World Liberation Front still resonate with my experience on our campus.

One demand that stood out to me was the call for Ethnic Studies programs to have meaningful support and institutional commitment, not just symbolic approval (Espinoza-Kulick, 2.4).

At my school, we do have full-time Ethnic Studies faculty, which shows progress compared to the past.

However, Ethnic Studies courses still feel limited in availability and visibility to students.

Prompt 1 — Third World Liberation Front Demands & Today’s Campus

The demands of the Third World Liberation Front highlight the importance of institutional responsibility in addressing student inequality.The TWLF emphasized access to education, meaningful representation, and curricula that reflect the lived experiences of students of color (Rojas).

These demands remain relevant today, as Ethnic Studies on many campuses, including Foothill College, is often approached as a requirement rather than as a transformative part of a student’s education.

Some of the demands made by the Third World Liberation Front strongly resonate with my experience on our campus. One demand that stands out to me is the call for a School of Ethnic Studies with control over curriculum and faculty hiring by the communities being represented (Espinoza-Kulick, 2.4).

On my campus, Ethnic Studies courses exist, but students often have limited input in how programs are shaped or expanded. The demand for increased admission and support for non-white students also feels relevant today, especially when many students still face barriers related to financial aid, counseling, and representation (Espinoza-Kulick, 2.4).

If I could make demands of my administration, I would ask for more full-time Ethnic Studies faculty and better institutional support for students of color.I would also ask that Ethnic Studies not be treated as an optional or marginal subject, but as a central part of general education. To update the TWLF demands for today, I would include mental health support, culturally responsive counseling, and support for undocumented and first-generation students.

Like the TWLF, I believe meaningful change happens when students are heard and when institutions are held accountable (Espinoza-Kulick, 2.4).