Some Chicanas/os argued that the solution was "to strengthen Chicano Studies institutionally" by creating "publishing outlets that would challenge Anglo control of academic print culture with its rules on peer review and thereby publish alternative research," arguing that by creating a Chicano space in the colonial academy that Chicanas/os could "avoid colonization in higher education." They worked with institutions like the Ford Foundation in an attempt to establish educational autonomy, but quickly found that "these organizations presented a paradox." As described by Rodolfo Acuña, while these organizations may have initially "formed part of the Chicano/a challenge to higher education and the transformation of the community, they quickly became content to only acquire funding for research and thereby determine the success or failure of faculty." As a result, Chicana/o Studies had soon become "much closer the mainstream than its practitioners wanted to acknowledge." For example, the Chicano Studies Center at UCLA, shifted away from its earlier interests in serving the Chicana/o community to gaining status within the colonial institution through a focus on academic publishing. Because of the historical and contemporary struggles of Chicanas/os in the colonial education system, many doubt its potential for transformative change; as Rodolfo Acuña states, "revolutions are made in the streets, not on college campuses."