The overall goal of this unit is to have students explore the history of Hollywood, specifically focusing on film representations of Latinx cultures. This unit will begin with critically examining Latinx stereotypes in movies, both past and present. By tracing the evolution of these stereotypes, students better understand the problematic ways Latinx individuals have been portrayed throughout America’s cinematic history. This exploration prepares students for a detailed analysis of specific films, ultimately leading to a critical viewing of West Side Story.
This initial lesson will equip students to recognize, challenge, and question the harmful stereotypes in movie narratives. Students will be able to analyze a specific example of Hollywood's representations of Latinx people. Students will be able to compare and contrast these movie representations with the historical experiences of Puerto Ricans in New York City at the end of this unit.
Students will have developed an increased understanding of Latinx representation in movies by the end of this unit, as they will also be better able to identify, comprehend, and confront negative stereotypes. The goal is to foster a more accurate, inclusive, and realistic understanding of the Latinx community, enabling students to engage with media portrayals critically and form a more inclusive experience.
Concepts Educators Can Explore:
Students must first understand the prevalent Latinx stereotypes in Hollywood’s history to start this unit. These stereotypes have distorted the portrayal of Latinx individuals in film for decades, distorting the description of the Latinx community. In teaching Latinx history through cinema, educators must highlight these stereotypes, providing students with tools to challenge these harmful portrayals.
Among the examples of Latinx stereotypes, the El Bandido portrayal is one of the most recognizable. This stereotype originated in the early days of Hollywood, appearing in Westerns such as Broncho Billy and the Greaser (1914). Latinx characters were shown as dangerous figures with unshaven faces, scars, and habitual scowls in these depictions. Also, in these movies, Latinos were portrayed as violent, erratic, and reluctant to communicate effectively, resorting to violence instead.
This El Bandido stereotype has endured, transitioning from the landscapes of spaghetti westerns to modern urban settings. Present-day films frequently depict Latinx characters as street gangsters or drug traffickers.
In Falling Up, the El Bandido stereotype takes this form, as Latinx characters are depicted as local gangsters. In the movie, there is a scene where Latinx gang members attempt a robbery, reinforcing the longstanding stereotype of Latinx individuals as criminals. This portrayal reinforces negative assumptions and broad generalizations about Latinx individuals being associated with violence, contrary to the rich diversity and varied experiences within the Latinx community. By discussing such scenes, educators can highlight how these stereotypes are perpetuated in the media and prompt students to question these problematic portrayals.
The 1961 film West Side Story also shows the El Bandido stereotype. Bernardo, the leader of the Puerto Rican gang The Sharks, embodies many El Bandido characteristics. With his jet-black, greased-back hair, Bernardo is the first character to choose violence over logical discourse. The Sharks also show striking similarities to the El Bandido stereotype. For example, violence is nearly sparked when a rival gang member, The Jets, simply bumps into one of the Sharks at the school dance. As soon as The Sharks feel threatened, they resort to violence. This exaggerated portrayal was especially detrimental when it was first shown in the movies, as it was many people's first exposure to Puerto Rican culture and undoubtedly affected understanding and interactions for years.
Another notable stereotype in cinematic representations of Latinx characters is the Harlot. Like El Bandido, this stereotype originated in the early days of Hollywood Westerns. This stereotype reduces Latinx women to overly sexualized figures, rendering them objects of desire rather than fully developed characters. These portrayals generally attribute to Latinx women's excessive sensuality, fiery temperaments, and lack of honesty, reinforcing negative gender and ethnic stereotypes. The Harlot stereotype is harmful as it severely simplifies the diverse experiences of Latinx women, restricting their representation to one-dimensional characters defined primarily by their sexuality. In West Side Story, Anita's character similarly aligns with the Harlot stereotype. Throughout the film, her dialogue often revolves around the sexual nature of other characters' attire and her attraction toward Bernardo, thus accentuating her sensuality. Furthermore, the visual contrast between Anita and Maria is intentionally designed to stand out. While Maria is dressed in a modest white dress, Anita wears vibrant, revealing attire, further entrenching her in the Harlot stereotype. These contrasting characterizations polarize the 'good' Puerto Rican character, Maria, from the more sexual and promiscuous Anita.
Another example of a prevalent Latinx stereotype is the male Buffoon. In this representation, Latinx men are shown as simple-minded, with poor English skills, and drawn to emotional outbursts. One character embodying these traits is Luis from Marvel's Ant-Man and Ant-Man and the Wasp. With his lengthy, amusing anecdotes, Luis's character primarily serves as comic relief. A white character's logical intervention is the only way to stop or interrupt them. In West Side Story, the Male Buffoon stereotype is evident in the character of Chino. Chino's simplicity is recognizable from his first appearance as Maria's dance date. He frequently resorts to Spanish to express his feelings and exhibits a lack of grace and confidence when asked to dance with Maria, reinforcing this stereotype. His ultimate act of impulsivity—murdering Tony—paints him as an emotion-driven rather than reason-driven person. Having set the stage with the history of Latinx stereotypes in Hollywood, students will be better equipped to analyze West Side Story as a case study. By the end of this lesson, students will have improved their ability to recognize these stereotypes. Overall, at the end of the unit, students will be exposed to skills to critically deconstruct such portrayals, contributing to a better understanding of Latinx culture beyond Hollywood's traditional depictions.
Lesson Plan 1:
Teachers start the lesson by introducing the stereotypes of El Bandido, The Harlot, and The Male Buffon. Next, students will discuss these characters, their distinct traits, and the negative implications of these stereotypes. With this foundation in place, students will then transition into the core activity for this lesson: film analysis. Students will be shown selected clips from the 1961 version of West Side Story and other movies demonstrating one of the three stereotypes. After viewing, students will be tasked with identifying the presence of El Bandido, The Harlot, and The Male Buffon. This interactive discussion will foster a deeper understanding of these stereotypes and their presence in cinema.
Following the film analysis, students will have the opportunity to conduct their research. Working in pairs, they will utilize a provided database to find images that counter the stereotypes previously discussed. This research will encourage students to challenge these stereotypes and seek historically accurate representations. Once students have selected their “counter-stereotype” images, they will compose a brief write-up explaining how their chosen picture counters a stereotype. These two activities will serve as preparation for a gallery walk presentation. During this presentation, each pair will display their image and write-up. Once the group work is complete, the subsequent class period will begin with an interactive gallery walk. During this time, students can move around the classroom, viewing and reflecting on each pair's sources and accompanying write-ups. Overall, this activity will facilitate peer learning and broaden students' understanding of alternative representations. At the end of the lesson, the teacher will lead a discussion on the gallery walk findings, encouraging students to share their observations and reflections. This conversation will give students a chance to articulate what they have learned and discuss how these stereotypes and their counter-images have influenced their understanding of Puerto Rican representation in film. Throughout this lesson, students will be assessed on their ability to identify and discuss stereotypes, research and presentation skills, and active participation in class discussions and the gallery walk. With the guidance of these exercises, teachers can ensure that students are active learners rather than merely passive recipients of content.