The manifesto asks the colleges and universities within state of California to act in the following areas: Finally, it calls for students, faculty, employees and the community to come together as "central and decisive designers and administrators of these programs".
[1] Following the manifesto, the document lays out a plan for organizing Chicano programs; recruitment and admissions, support programs, curriculum, political action, the outline of the degrees offered including a Bachelor of Arts and an associate degree, and proposed courses including those for Chicano history, contemporary politics of the Southwest, and Mexican American sociology.
[2] They were also purposed to imagine Aztlán, the mythical homeland for Chicana/o people, as both a physical place and a nexus for change in educational and academic communities.
Despite the emphasis on equality in higher education curricula, the androcentrism and heteronormativity of the Chicano movement is recognized and critiqued as a site for future improvement in which a diverse Chicana/o population can be included.
[6] UC Santa Barbara’s Office of Public Affairs and Communications maintains that the work of the movement is still in progress,[5] and professors argue that, while El Plan has solidified the presence of Chicana/o Studies in higher education, further implementation of the original plan’s true intentions of community-building will lead to more inclusive representation of Chicana/o students.