Title: Chicana/o studies
Content:  Chicana/o studies, also known as Chican@ studies, originates from the Chicano Movement of the late 1960s and 1970s, and is the study of the Chicana/o and Latina/o experience. Chican@ studies draws upon a variety of fields, including history, sociology, the arts, and Chican@ literature. The area of studies additionally emphasizes the importance of Chican@ educational materials taught by Chican@ educators for Chican@ students. In many universities across the United States, Chicana/o Studies is linked with other ethnic studies, such as Black Studies, Asian American Studies, and Native American Studies. Many students who have studied anthropology have also been involved in varying degrees of Chicana/o studies. Today, most major universities in areas of high Chicana/o concentration have a formal Chicana/o studies department or interdisciplinary program. Providing Chican@ studies to Chican@ students has helped these students find a community which offers a curriculum that is unique to their own heritage.
Title: Latino studies
Content:  it served as a blueprint for the establishment of Chicano Studies programs across public universities in the state. However, in calling for the establishment of comprehensive Chicano Studies programs—including departments, research centers, a Chicano studies library—and recommending the adoption of a host of institutional practices, many California universities implemented only certain elements of the plan. While Chicano studies programs proliferated across campuses in California, Texas-based institutions also played pivotal roles in development of early Chicano Studies programs, including the Center for Mexican American Studies at the University of Texas at Austin in 1970 and the Center for Mexican American Studies (CMAS) at the University of Texas at Arlington founded in 1993.
Title: Chicana/o studies
Content:  programs helped universities and colleges fulfill Affirmative Action requirements. During the mid 1990s, however, a study found that most Chican@ studies programs were still very non-uniform. Part of the reason that many Chican@ studies programs were not consistent in what was studied is that a core curriculum had not yet been formally published. The first primer of Chican@ studies was published in 1980 by Diego Vigil, called From Indians to Chicanos: A Sociocultural History. In addition, there was a lack of Chican@ faculty with only 1.2% of faculty at U.S. colleges and universities having any "Hispanic" ethnicity at all in 1985. Many of the faculty teaching Chican@ studies didn't feel that their own programs were "qualitatively sound."
Title: Latino studies
Content:  The first Chicano Studies program was established at California State University, Los Angeles (CSULA) in Fall 1968 in response to demands articulated by student activism movements. Initially named the Mexican American Studies Program, the program was instituted at CSULA as the Chicano Studies Department in 1971. Similar initiatives developed simultaneously at other California universities. In 1969 at a statewide conference held at the University of California, Santa Barbara, Chicano students, activists and scholars drafted the Plan de Santa Bárbara a 155-page manifesto for the implementation of Chicano Studies in institutions of higher education in California. While the Regents of the University of California did not formally adopt the manifesto as an institutional 
Title: Chicana/o studies
Content:  Many Chican@ scholars agree that Chican@ studies came about as a result of the Chicana@ student movements, whether they were in the form of protests, activism or just taking part in el movimiento, also known as the Chicano movement. Chican@ studies was seen as a way to advance Mexican American perspectives on culture, history and literature. The major push for universities and colleges to include Chican@ studies came within the context of the African-American civil rights struggle. During the 1960s, Mexican American educators demanded that colleges and universities address the pedagogical needs of Mexican American students. Scholar Rodolfo Acuña noted that this was especially important because Mexican American student populations grew significantly in the 1960s. 
Title: Chicana/o studies
Content:  programs began to be implemented at universities, it was necessary to provide infrastructure and support. In 1973, the University of California, Berkeley recognized the need to provide quality library materials to support the Chican@ studies programs, and in a more general sense to have academic spaces for Chican@ studies and Chican@ students. Researchers began to study the impact that these new programs had on students, finding that Mexican-American students responded positively to Chican@ studies and also to bilingual classes. Many scholars felt that the philosophy of education in the United States at the time was "inconsistent with the values of the Chicano movement" and that Chican@ studies needed to create tools for students to use in the real world and also a 
Title: Chicana/o studies
Content:  Chican@ studies went through structural shifts in its message and mission during the late 1970s and 1980s. During this period, Chican@ studies began to include women, the LGBTQ+ community, and other minority groups under the umbrella of "Chicano" while also acknowledging the many differences within the group. In 1981, the Mexican American Studies and Research Center (MASRC) at the University of Arizona was established. MASRC focused on contemporary applied public policy research on Mexican Americans. In 2009, MASRC became a department and continued public policy research and addressing issues of concern to Mexican American communities. As of 2019, MASRC is now known as the Department of Mexican American Studies and offers bachelor's degrees, master's degrees, and a Ph.D. 
Title: Latino studies
Content:  As Chicano and Puerto Rican Studies programs stemmed largely (but not exclusively) from the east and west coasts, institutions in the American Midwest pioneered some of the first academic departments with a multinational or transnational Latino Studies focus. These programs included the Center for Chicano-Boricua Studies at Wayne State University (established in 1972) and the Chicano-Boriqueño Studies Program (now the Latino Studies Program) at Indiana University (established in 1976). Throughout the 1980s and 1990s, dozens of universities across the country followed suit and established academic programs and departments (see list of major departments) in Latino Studies. The 1980s and 1990s also saw the emergence of a number of research initiatives and professional societies dedicated to the advancement of a Latino Studies research agenda. These initiatives including fellowships offered by the Ford, Rockefeller, Compton and Mellon Foundations and the establishment of research institutes including The InterUniversity Project on Latino Research, the Tomás Rivera Policy Institute and the Julian Samora Research Institute.
Title: Chicano
Content:  studies became deflated by the colonial academy, which aimed "to change the objective and purpose" of Chicana/o Studies programs from within. As stated by historian Mario García, problems arose when Chicanas/os became part of the academic institution; one "encountered a deradicalization of the radicals." Some opportunistic faculty avoided their political responsibilities to the community while university administrators co-opted oppositional forces within Chicana/o Studies programs and encouraged tendencies that led "to the loss of autonomy of Chicano Studies programs." At the same time, "a domesticated Chicano Studies provided the university with the facade of being tolerant, liberal, and progressive." Some Chicanas/os argued that the solution was "to strengthen 
Title: Chicana/o studies
Content:  economically and politically impoverished state. Also in 1967, political scientist Ralph Guzmán conducted a study with the Los Angeles State College which laid the foundation for a national center of Mexican American studies at California State College, Los Angeles (CSCLA). Both Mexican American and Black Student Unions pressed CSCLA to have ethnic studies classes at this time. The Plan de Santa Barbara is generally considered to be the manifesto of Chican@ studies. Drafted in 1969 at the University of California, Santa Barbara, the plan emphasizes the need for education, and especially higher education to enact Chican@ community empowerment. The Plan helped to "establish Chicana/o studies as an entity incorporated into the structures of academia." However, 

Question: when did chicano studies become major studies programs on college campuses?
Answer: By 1975.
1972.