2 10 143 http://omeka.buffalolib.org/files/original/acf4ee2b8b57aae4b506b541d5be9f05.mp3 ed0574301e5a7881dcb32a47efbb2f0c http://omeka.buffalolib.org/files/original/27b7a8888dd39e457e84d5e7aec504ab.pdf e1984334515621df855b8fb4aa39707f PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: David Caban Interview Location: Buffalo, NY Interview Date: 8/20/2013 Interview Conducted by: Stephanie Bucalo Executive Summary: This interview with David Caban took place on August 20, 2013 at the Enterprise Charter School in Buffalo, NY and was conducted by Stephanie Bucalo. David was originally from New York City but received his university education at the University at Buffalo. After graduating, he stayed in Buffalo to help improve academic opportunities for the Latino population in the public school system. David soon realized the Buffalo Public Schools were not prepared to educate the growing Spanish speaking population and quickly jumped in to help develop a bilingual program at the Herman Badillo Community School on Elmwood Avenue. David, along with his fellow BPS bilingual colleagues, partnered with the community to identify how to best cater to the academic needs of the Spanish speaking community. He recognized that complete bilingualism was key to maintaining the Spanish language and culture, but also to help students prepare themselves for college and the workforce. Over the years David has been instrumental in furthering the success of the Herman Badillo Community School as well as implementing a bilingual program at the Olmstead Elementary School. In this interview, David discusses the importance of maintaining the Spanish language within the Latino community as well as the struggles that Latino students at Herman Badillo face as they live at a lower socioeconomic level than the more affluent students at Olmstead Elementary School. David strongly stresses the need for community and family intervention in all aspects of their child’s education. Resumen Ejecutivo: Esta entrevista tomó lugar el 20 de agosto de 2013 al Enterprise Charter SChool en Búfalo, NY y fue conducida por Stephanie Bucalo. Originalmente David es de la Ciudad de Nueva York pero vino a Búfalo para recibir su educación a la Universidad de Búfalo. Después de graduarse, se quedó en Búfalo y ayudó a mejorar las oportunidades educativas para la población latina en el sistema público de escuelas. Justo se dio cuenta que los Buffalo Public Schools no estaban listos a educar a los estudiantes hispanohablantes y se involucró �rápidamente para desarrollar un programa bilingüe en Herman Badillo Community School en la Avenida Elmwood. David, al lado de sus colegas de BPS, trabajaba con la comunidad para identificar la mejor manera de tratar las necesidades educativas de la comunidad hispanohablante. Él reconoció que el bilingüismo completo era clave en el mantenimiento de la lengua española y la cultura, pero también para ayudarlos a los estudiantes para la entrada en la universidad y la fuerza laboral. Sobre los años David ha sido fundamental en el progreso y el éxito del Herman Badillo Community School tanto como la implementación del programa bilingüe al Olmstead Elementary School. En esta entrevista, David expresa la importancia del mantenimiento el lenguaje español dentro de la comunidad latina tanto como los desafíos que los estudiantes latinos enfrentan porque viven a un nivel socioeconómico más bajo que los estudiantes afluentes que asisten al Olmstead Elementary School. David enfatiza fuertemente que es necesario que la comunidad y la familia intervenga en los asuntos educativos de sus niños para crear el mejor estudiante. Story Clips: 0:12 - A brief introduction David Caban gives a brief introduction about himself. David se presenta con una introducción. 0:42 - Educated in Buffalo David came to Buffalo to attend the university. He is originally from New York City. He received all of his degrees in Buffalo and has since become an integral part of the education system. David vino a Búfalo para asistir a la universidad donde recibió todos de sus titulados. Originalmente vino de Nueva York. Se quedó en Búfalo y se integró al sistema educativo. 1:15 - How did David get involved with the Hispanic community? David explains how he became involved with the Hispanic community. He learned about the challenges Hispanics faced in Buffalo from friends he met in the university. �David explica cómo se involucró con la comunidad hispana. Él aprendió sobre los desafíos que enfrentaron a los hispanos en Búfalo de unos amigos que conoció en la universidad. 2:43 - Community members help select new bilingual teachers Members of the community formed a team and helped select new bilingual teachers. This was the first time people outside of the administration and school had the opportunity to choose faculty for the bilingual program. Unos miembros de la comunidad formaron un equipo y hicieron entrevistas con los nuevos candidatos de los puestos bilingües. Era la primera vez que unos miembros de la comunidad participaban en las entrevistas de los nuevos maestros y influyen las decisiones de quién iba a ser una parte del programa bilingüe. 3:50 - Hispanic community leaders get involved in bilingual education The Hispanic community leaders helped design the bilingual program. Los líderes de la comunidad hispana ayudaron a construir el programa bilingüe. 8:37 - BPS didn't know what to do with the growing Hispanic student population Initially the Buffalo Public Schools didn't know how to best teach the growing Spanish speaking population. They did not have bilingual teachers or curriculum for Spanish speaking students. Al inicio los Buffalo Public Schools no sabían enseñar a los estudiantes hispanohablantes crecientes. Ya no había un programa bilingüe desarrollado. Tampoco eran maestros bilingües ni currículo en español. 9:51 - Programs in Dade County and Texas were the first to have bilingual programs The committee members got ideas for a bilingual program from Dade County and Texas. These two places were the first to implement bilingual programs in their public schools. Los miembros del comité consiguió ideas de Dade County y Texas. Ambos lugares eran los primeros que empezaron un programa bilingüe en las escuelas públicas. �10:57 - Self contained vs Pull out classes David explains the difference between a self contained class versus a pull out class. David explica la diferencia entre las clases autónomas y las de los estudiantes que salen a otras aulas. 11:17 - Screened teachers were placed in schools with large numbers of Spanish speaking students The teachers who were selected during the community interviewing process were placed where there were large Spanish speaking populations. Se mandaron a los maestros que fueron elegidos por el comité de la comunidad a las escuelas con las poblaciones más grandes en la ciudad. 11:58 - Apply for Federal funding in academic year 1972-1973 A committee of community members applied for Federal funding to start a bilingual program in the Buffalo Public Schools in 1972-1973. Un comité de miembros comunitarios se solicitó de una fuente federal para empezar un programa bilingüe en los Buffalo Public Schools. 13:13 - The meaning of self-containment David explains what takes place in a self-contained classroom. David explica lo que toma lugar en un aula autónomo. 14:01 - The benefits of having a self contained classroom There were many benefits to having a self contained classroom. The teacher could instruct the same kids all day long without changing classes. Habían muchos beneficios de las aulas autónomas. Los maestros pueden dar clases a los mismos estudiantes por todo el día sin cambio. 14:35 - Herman Badillo program was the ideal Herman Badillo is located right within the Spanish speaking community. The committee felt that this school was the ideal location for the first bilingual program. �Se ubica Herman Badillo justo dentro de la comunidad hispanohablante. El comité pensó que Herman Badillo era la escuela perfecta para el primer programa bilingüe. 15:39 - Why strip the child of their native language David doesn't think the education system should strip the kids of their native language. David no cree que el sistema educativa deba robar a los estudiantes de su lengua nativa. 17:09 - Bilingual program evolves The bilingual program evolves as more students become a part of it. El programa bilingüe evoluciona como más estudiantes entraron en el programa. 18:57 - Transitional vs Maintenance Bilingual Program David explains the difference between a transitional bilingual program and a maintenance bilingual program. Transitional bilingual programs are for students who are ready to move into an English only classroom. Maintenance bilingual programs are for students who need to work on maintaining their Spanish. David explica la diferencia entre un programa bilingüe transicional y un programa bilingüe de mantenimiento. El programa bilingüe transicional era para ayudar a los estudiantes que van a un program solamente en inglés. El programa bilingüe de mantenimiento era un programa para ayudar a los estudiantes que necesitan mantener el español. 19:56 - We wanted to maintain their Spanish David explains that the committee who set up the bilingual program wanted the students to maintain their Spanish but also learn English. David explica que el comité quería que los estudiantes mantuvieran el español pero al mismo tiempo aprendieran el inglés 20:27 - Spanish predominant students continued with their education Spanish predominant students continued with their education even if they weren't fully bilingual. �Los estudiantes hispanohablantes siguieron con su educación aunque no eran completamente bilingües. 22:31 - The bilingual classroom became attractive to other students Other students wanted to be a part of the bilingual classroom too. Students who only spoke English began to see the benefits of the bilingual classroom. Otros estudiantes querían ser parte del aula bilingüe. Los estudiantes anglosajones empezaron a ver los beneficios de ser bilingüe. 23:58 - Their needs were being met academically As the bilingual services increased within the Buffalo Public Schools, the students started to succeed. Cómo aumentaron los servicios bilingües dentro de los Buffalo Public Schools, los estudiantes empezaron a tener más éxito. 25:09 - Families were coming from Puerto Rico not the Bronx or Brooklyn At this time, families were coming to Buffalo, not the Bronx. This meant that many of these students had never received instruction in English. Prior to this new wave, Puerto Rican migrants were coming from New York City where they were already accustomed to the education system in English. En esa época, las familias vinieron a Búfalo de Puerto Rico y no del Bronx. Este quería decir que era posible que los estudiantes nunca hubiera recibido instrucción en inglés. La ola anterior vino de Nueva York y los estudiantes ya estaban acostumbrados al sistema educativa en inglés. 26:41 - Parents supported bilingual program at Herman Badillo Parents in the neighborhood supported the creation of the Herman Badillo bilingual community school. Los padres en el vecindario apoyaron a la creación de la Escuela Bilingüe Herman Badillo. 27:53 - Bilingual programs were duplicated nationwide Bilingual programs begin to appear all over the country. They used the bilingual model from Dade County, Florida as an example of how they could design their own in Buffalo. �Los programas bilingües empezaron a aparecer por todo el país. Se usó el modelo del programa bilingüe en Dade County, Florida para un ejemplo de cómo se construía su propio programa bilingüe en Búfalo. 29:26 - Conflicts between Spanish and non-Spanish speaking students There were many conflicts between Spanish speaking and non-Spanish speaking students, especially those who identified with their Hispanic culture. Many Buffalonian born Hispanics never learned Spanish but still identified with their respective country/place or origin. Spanish speaking Hispanics didn't see them as the same because they couldn't speak Spanish. Hubo muchos conflictos entre los estudiantes hispanohablantes y no hispanohablantes, especialmente entre los que se identificaron con su cultura hispana. Muchos hispanos nacidos en Búfalo no aprendieron a hablar el español pero todavía se identificaron con sus países/lugares de nacimiento respectivamente. Los hispanohablantes no los consideraron lo mismo porque no hablaron español. 30:33 - Hispanic ethnic traditions David discusses different Hispanic ethnic traditions as they are celebrated within the community. David expresa las tradiciones hispanas diferentes celebradas dentro de la comunidad. Más información en seguida. 32:00 - Spanish dominant classes were not helpful Spanish dominant classes did not help Spanish speaking students in the Buffalo Public Schools. They were not exposed to English therefore they still weren't able succeed in school. Las clases dominadas por el español no ayudaron a los estudiantes porque no tenían las oportunidades para aprender el inglés. Por eso, no tenían mucho éxito en la escuela. 33:12 - There is more educational accountability David explains how the introduction of the bilingual program created more accountability for their student's education. �David explica cómo la introducción del programa bilingüe crea un sentido de contabilidad para la educación de los estudiantes. 33:47 - Full transition takes 3-5 years David explains how long it takes to fully transition a student from a monolingual environment to a bilingual environment. He says it takes 3-5 years. David explica cuánto tiempo toma para hacer la transición del estudiante de un ambiente monolingual al uno bilingüe. Toman 3-5 años. 34:59 - Where do bilingual students go after 8th grade Students who complete their bilingual education (it ends at 8th grade) go to an English only high school. By this time, if the program is successful, the students should be fully bilingual. Los estudiantes que cumplieron el programa bilingüe (termina al octavo grado) continúan su educación en una secundaria anglosajona. En ese momento, si el programa es exitosa, los estudiantes deberían ser bilingües. 37:23 - The district wasn't ready to track students The district wasn't ready to identify which students needed additional support. They didn't have the resources to provide adequate education to students who spoke languages other than Spanish. For this reason, the Hispanic community got involved. El distrito no estaba listo para identificar cuáles estudiantes necesitaron más ayuda en la escuela. No tuvieron los recursos para dar una educación apropiada a los estudiantes que hablaron otras lenguas que el inglés. Por eso, se involucró a la comunidad hispana. 40:08 - How to create a strong community school David explains how to create a strong community school. He believes that the parents have to be 100% on board with what the school is trying to accomplish to be successful. David explica cómo crear una escuela comunitaria fuerte. Dice que los padres tienen que estar de acuerdos con todo lo que trata de hacer en la escuela. 43:13 - Early bilingual program evolves into the Multilingual Department �The bilingual program eventually evolved into the Multi-Lingual Program which exists today. The Buffalo Public Schools started enrolling students from other countries where the students speak dozens of other languages. Eventualmente el program bilingüe se convirtió en el programa multilingüe, lo cual existe hoy en día. Los Buffalo Public Schools empezaron a matricular a los estudiantes de otros países donde hablaron docenas de otras lenguas. 50:13 - Addressing all languages in BPS The Buffalo Public Schools has students from all over the world. They needed to create a plan to address the growing need for language support. Los Buffalo Public Schools tienen estudiantes de varios países. Necesitaron formular un plan para atender la necesidad lingüística de los estudiantes diversos. 51:49 - How to be fully bilingual starting in Kindergarten David explains the importance of being bilingual education in Kindergarten. David explica que es necesario formar a un estudiante completamente bilingüe que empieza en Kindergarten. 54:08 - Bilingual program at Olmstead A committee, with the help of parents from the Olmstead Elementary School, begin a bilingual program. Un comité empieza, con la ayuda de los padres de la Escuela Primaria Olmstead, un programa bilingüe. 55:30 - Fisher Price mom shows you can immerse an English only child in a bilingual school A mother sent her child to Olmstead where there was a bilingual program. Students learn Spanish beginning in Kindergarten and are immersed in a Spanish only environment during a dedicated time each day. Una madre que trabajaba a Fisher Price mandó a su hijo a la Escuela Primaria Olmstead donde hay un programa bilingüe. Los estudiantes se sumergieron en un ambiente solo hispanohablante durante una temporada dedicada al lenguaje. 58:04 - Met with Olmstead parents about bilingual program �David met with the parents from Olmstead to discuss the introduction of a bilingual program. Olmstead is an elementary school with high entrance standards. It was the second school to implement a (voluntary/application based) bilingual program. David se juntó con unos padres de la Escuela Primaria Olmstead para discutir la posibilidad de introducir un programa bilingüe ahí. Olmstead es una escuela primaria que requiere un estándar de educación alto para entrar en la escuela. El programa bilingüe es voluntario y basado en un proceso de solicitud. 58:50 - Volunteered after retirement and brought the families to Puerto Rico David volunteered to help bring families from Olmstead to Puerto Rico. David se ofreció a llevar unos padres de Olmstead a Puerto Rico. 59:18 - Socioeconomic differences Socioeconomic differences determine how successful a bilingual program can be. He compares the programs at Herman Badillo and Olmstead. The students at Herman Badillo come from low income families. The students at Olmstead tend to be from affluent families. He feels that people coming from a higher socioeconomic status are more apt to be successful in a bilingual setting because they have more support around them. Las diferencias socioeconómicas determinan el éxito que un estudiante tiene en el aula bilingüe. Los estudiantes que asisten a Herman Badillo vienen de familias más humildes. Los estudiantes que asisten a Olmstead por mucha parte vienen de familias más opulentes. Él cree que el estatus socioeconómico puede tomar un rol en el éxito de un estudiante en un programa bilingüe porque hay más apoyo de sus maestros y su familia. 1:00:35 - The bilingual waiting list was extensive at Olmstead There was a very long waiting list at Olmstead for the bilingual program. Some parents who couldn't get their kids into the regular educational program signed their kids up for the bilingual program just so they could go to Olmstead. David found this funny because he was afraid the parents didn't realize their kids would also receive instruction in Spanish. Hubo una lista de esperanza larga a Olmstead para el programa bilingüe. Algunos de los padres llenaron solicitudes de entrada para el programa �bilingüe porque no podían entrar en el programa tradicional de la escuela. David tenía miedo que los padres no supieran que sus hijos recibieran instrucción en español también. 1:01:18 - Various levels of success for Spanish speaking students at Olmstead Students achieved various levels of success at Olmstead. Los estudiantes llegaron a varios niveles de éxito a Olmstead. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Enterprise Charter School, Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:02:37 Time Summary A summary of an interview given for different time stamps throughout the interview 0:12 - A brief introduction David Caban gives a brief introduction about himself. David se presenta con una introducción. 0:42 - Educated in Buffalo David came to Buffalo to attend the university. He is originally from New York City. He received all of his degrees in Buffalo and has since become an integral part of the education system. David vino a Búfalo para asistir a la universidad donde recibió todos de sus titulados. Originalmente vino de Nueva York. Se quedó en Búfalo y se integró al sistema educativo. 1:15 - How did David get involved with the Hispanic community? David explains how he became involved with the Hispanic community. He learned about the challenges Hispanics faced in Buffalo from friends he met in the university. David explica cómo se involucró con la comunidad hispana. Él aprendió sobre los desafíos que enfrentaron a los hispanos en Búfalo de unos amigos que conoció en la universidad. 2:43 - Community members help select new bilingual teachers Members of the community formed a team and helped select new bilingual teachers. This was the first time people outside of the administration and school had the opportunity to choose faculty for the bilingual program. Unos miembros de la comunidad formaron un equipo y hicieron entrevistas con los nuevos candidatos de los puestos bilingües. Era la primera vez que unos miembros de la comunidad participaban en las entrevistas de los nuevos maestros y influyen las decisiones de quién iba a ser una parte del programa bilingüe. 3:50 - Hispanic community leaders get involved in bilingual education The Hispanic community leaders helped design the bilingual program. Los líderes de la comunidad hispana ayudaron a construir el programa bilingüe. 8:37 - BPS didn't know what to do with the growing Hispanic student population Initially the Buffalo Public Schools didn't know how to best teach the growing Spanish speaking population. They did not have bilingual teachers or curriculum for Spanish speaking students. Al inicio los Buffalo Public Schools no sabían enseñar a los estudiantes hispanohablantes crecientes. Ya no había un programa bilingüe desarrollado. Tampoco eran maestros bilingües ni currículo en español. 9:51 - Programs in Dade County and Texas were the first to have bilingual programs The committee members got ideas for a bilingual program from Dade County and Texas. These two places were the first to implement bilingual programs in their public schools. Los miembros del comité consiguió ideas de Dade County y Texas. Ambos lugares eran los primeros que empezaron un programa bilingüe en las escuelas públicas. 10:57 - Self contained vs Pull out classes David explains the difference between a self contained class versus a pull out class. David explica la diferencia entre las clases autónomas y las de los estudiantes que salen a otras aulas. 11:17 - Screened teachers were placed in schools with large numbers of Spanish speaking students The teachers who were selected during the community interviewing process were placed where there were large Spanish speaking populations. Se mandaron a los maestros que fueron elegidos por el comité de la comunidad a las escuelas con las poblaciones más grandes en la ciudad. 11:58 - Apply for Federal funding in academic year 1972-1973 A committee of community members applied for Federal funding to start a bilingual program in the Buffalo Public Schools in 1972-1973. Un comité de miembros comunitarios se solicitó de una fuente federal para empezar un programa bilingüe en los Buffalo Public Schools. 13:13 - The meaning of self-containment David explains what takes place in a self-contained classroom. David explica lo que toma lugar en un aula autónomo. 14:01 - The benefits of having a self contained classroom There were many benefits to having a self contained classroom. The teacher could instruct the same kids all day long without changing classes. Habían muchos beneficios de las aulas autónomas. Los maestros pueden dar clases a los mismos estudiantes por todo el día sin cambio. 14:35 - Herman Badillo program was the ideal Herman Badillo is located right within the Spanish speaking community. The committee felt that this school was the ideal location for the first bilingual program. Se ubica Herman Badillo justo dentro de la comunidad hispanohablante. El comité pensó que Herman Badillo era la escuela perfecta para el primer programa bilingüe. 15:39 - Why strip the child of their native language David doesn't think the education system should strip the kids of their native language. David no cree que el sistema educativa deba robar a los estudiantes de su lengua nativa. 17:09 - Bilingual program evolves The bilingual program evolves as more students become a part of it. El programa bilingüe evoluciona como más estudiantes entraron en el programa. 18:57 - Transitional vs Maintenance Bilingual Program David explains the difference between a transitional bilingual program and a maintenance bilingual program. Transitional bilingual programs are for students who are ready to move into an English only classroom. Maintenance bilingual programs are for students who need to work on maintaining their Spanish. David explica la diferencia entre un programa bilingüe transicional y un programa bilingüe de mantenimiento. El programa bilingüe transicional era para ayudar a los estudiantes que van a un program solamente en inglés. El programa bilingüe de mantenimiento era un programa para ayudar a los estudiantes que necesitan mantener el español. 19:56 - We wanted to maintain their Spanish David explains that the committee who set up the bilingual program wanted the students to maintain their Spanish but also learn English. David explica que el comité quería que los estudiantes mantuvieran el español pero al mismo tiempo aprendieran el inglés 20:27 - Spanish predominant students continued with their education Spanish predominant students continued with their education even if they weren't fully bilingual. Los estudiantes hispanohablantes siguieron con su educación aunque no eran completamente bilingües. 22:31 - The bilingual classroom became attractive to other students Other students wanted to be a part of the bilingual classroom too. Students who only spoke English began to see the benefits of the bilingual classroom. Otros estudiantes querían ser parte del aula bilingüe. Los estudiantes anglosajones empezaron a ver los beneficios de ser bilingüe. 23:58 - Their needs were being met academically As the bilingual services increased within the Buffalo Public Schools, the students started to succeed. Cómo aumentaron los servicios bilingües dentro de los Buffalo Public Schools, los estudiantes empezaron a tener más éxito. 25:09 - Families were coming from Puerto Rico not the Bronx or Brooklyn At this time, families were coming to Buffalo, not the Bronx. This meant that many of these students had never received instruction in English. Prior to this new wave, Puerto Rican migrants were coming from New York City where they were already accustomed to the education system in English. En esa época, las familias vinieron a Búfalo de Puerto Rico y no del Bronx. Este quería decir que era posible que los estudiantes nunca hubiera recibido instrucción en inglés. La ola anterior vino de Nueva York y los estudiantes ya estaban acostumbrados al sistema educativa en inglés. 26:41 - Parents supported bilingual program at Herman Badillo Parents in the neighborhood supported the creation of the Herman Badillo bilingual community school. Los padres en el vecindario apoyaron a la creación de la Escuela Bilingüe Herman Badillo. 27:53 - Bilingual programs were duplicated nationwide Bilingual programs begin to appear all over the country. They used the bilingual model from Dade County, Florida as an example of how they could design their own in Buffalo. Los programas bilingües empezaron a aparecer por todo el país. Se usó el modelo del programa bilingüe en Dade County, Florida para un ejemplo de cómo se construía su propio programa bilingüe en Búfalo. 29:26 - Conflicts between Spanish and non-Spanish speaking students There were many conflicts between Spanish speaking and non-Spanish speaking students, especially those who identified with their Hispanic culture. Many Buffalonian born Hispanics never learned Spanish but still identified with their respective country/place or origin. Spanish speaking Hispanics didn't see them as the same because they couldn't speak Spanish. Hubo muchos conflictos entre los estudiantes hispanohablantes y no hispanohablantes, especialmente entre los que se identificaron con su cultura hispana. Muchos hispanos nacidos en Búfalo no aprendieron a hablar el español pero todavía se identificaron con sus países/lugares de nacimiento respectivamente. Los hispanohablantes no los consideraron lo mismo porque no hablaron español. 30:33 - Hispanic ethnic traditions David discusses different Hispanic ethnic traditions as they are celebrated within the community. David expresa las tradiciones hispanas diferentes celebradas dentro de la comunidad. Más información en seguida. 32:00 - Spanish dominant classes were not helpful Spanish dominant classes did not help Spanish speaking students in the Buffalo Public Schools. They were not exposed to English therefore they still weren't able succeed in school. Las clases dominadas por el español no ayudaron a los estudiantes porque no tenían las oportunidades para aprender el inglés. Por eso, no tenían mucho éxito en la escuela. 33:12 - There is more educational accountability David explains how the introduction of the bilingual program created more accountability for their student's education. David explica cómo la introducción del programa bilingüe crea un sentido de contabilidad para la educación de los estudiantes. 33:47 - Full transition takes 3-5 years David explains how long it takes to fully transition a student from a monolingual environment to a bilingual environment. He says it takes 3-5 years. David explica cuánto tiempo toma para hacer la transición del estudiante de un ambiente monolingual al uno bilingüe. Toman 3-5 años. 34:59 - Where do bilingual students go after 8th grade Students who complete their bilingual education (it ends at 8th grade) go to an English only high school. By this time, if the program is successful, the students should be fully bilingual. Los estudiantes que cumplieron el programa bilingüe (termina al octavo grado) continúan su educación en una secundaria anglosajona. En ese momento, si el programa es exitosa, los estudiantes deberían ser bilingües. 37:23 - The district wasn't ready to track students The district wasn't ready to identify which students needed additional support. They didn't have the resources to provide adequate education to students who spoke languages other than Spanish. For this reason, the Hispanic community got involved. El distrito no estaba listo para identificar cuáles estudiantes necesitaron más ayuda en la escuela. No tuvieron los recursos para dar una educación apropiada a los estudiantes que hablaron otras lenguas que el inglés. Por eso, se involucró a la comunidad hispana. 40:08 - How to create a strong community school David explains how to create a strong community school. He believes that the parents have to be 100% on board with what the school is trying to accomplish to be successful. David explica cómo crear una escuela comunitaria fuerte. Dice que los padres tienen que estar de acuerdos con todo lo que trata de hacer en la escuela. 43:13 - Early bilingual program evolves into the Multilingual Department The bilingual program eventually evolved into the Multi-Lingual Program which exists today. The Buffalo Public Schools started enrolling students from other countries where the students speak dozens of other languages. Eventualmente el program bilingüe se convirtió en el programa multilingüe, lo cual existe hoy en día. Los Buffalo Public Schools empezaron a matricular a los estudiantes de otros países donde hablaron docenas de otras lenguas. 50:13 - Addressing all languages in BPS The Buffalo Public Schools has students from all over the world. They needed to create a plan to address the growing need for language support. Los Buffalo Public Schools tienen estudiantes de varios países. Necesitaron formular un plan para atender la necesidad lingüística de los estudiantes diversos. 51:49 - How to be fully bilingual starting in Kindergarten David explains the importance of being bilingual education in Kindergarten. David explica que es necesario formar a un estudiante completamente bilingüe que empieza en Kindergarten. 54:08 - Bilingual program at Olmstead A committee, with the help of parents from the Olmstead Elementary School, begin a bilingual program. Un comité empieza, con la ayuda de los padres de la Escuela Primaria Olmstead, un programa bilingüe. 55:30 - Fisher Price mom shows you can immerse an English only child in a bilingual school A mother sent her child to Olmstead where there was a bilingual program. Students learn Spanish beginning in Kindergarten and are immersed in a Spanish only environment during a dedicated time each day. Una madre que trabajaba a Fisher Price mandó a su hijo a la Escuela Primaria Olmstead donde hay un programa bilingüe. Los estudiantes se sumergieron en un ambiente solo hispanohablante durante una temporada dedicada al lenguaje. 58:04 - Met with Olmstead parents about bilingual program David met with the parents from Olmstead to discuss the introduction of a bilingual program. Olmstead is an elementary school with high entrance standards. It was the second school to implement a (voluntary/application based) bilingual program. David se juntó con unos padres de la Escuela Primaria Olmstead para discutir la posibilidad de introducir un programa bilingüe ahí. Olmstead es una escuela primaria que requiere un estándar de educación alto para entrar en la escuela. El programa bilingüe es voluntario y basado en un proceso de solicitud. 58:50 - Volunteered after retirement and brought the families to Puerto Rico David volunteered to help bring families from Olmstead to Puerto Rico. David se ofreció a llevar unos padres de Olmstead a Puerto Rico. 59:18 - Socioeconomic differences Socioeconomic differences determine how successful a bilingual program can be. He compares the programs at Herman Badillo and Olmstead. The students at Herman Badillo come from low income families. The students at Olmstead tend to be from affluent families. He feels that people coming from a higher socioeconomic status are more apt to be successful in a bilingual setting because they have more support around them. Las diferencias socioeconómicas determinan el éxito que un estudiante tiene en el aula bilingüe. Los estudiantes que asisten a Herman Badillo vienen de familias más humildes. Los estudiantes que asisten a Olmstead por mucha parte vienen de familias más opulentes. Él cree que el estatus socioeconómico puede tomar un rol en el éxito de un estudiante en un programa bilingüe porque hay más apoyo de sus maestros y su familia. 1:00:35 - The bilingual waiting list was extensive at Olmstead There was a very long waiting list at Olmstead for the bilingual program. Some parents who couldn't get their kids into the regular educational program signed their kids up for the bilingual program just so they could go to Olmstead. David found this funny because he was afraid the parents didn't realize their kids would also receive instruction in Spanish. Hubo una lista de esperanza larga a Olmstead para el programa bilingüe. Algunos de los padres llenaron solicitudes de entrada para el programa bilingüe porque no podían entrar en el programa tradicional de la escuela. David tenía miedo que los padres no supieran que sus hijos recibieran instrucción en español también. 1:01:18 - Various levels of success for Spanish speaking students at Olmstead Students achieved various levels of success at Olmstead. Los estudiantes llegaron a varios niveles de éxito a Olmstead. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource David Caban Creator An entity primarily responsible for making the resource David Caban (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource This interview with David Caban took place on August 20, 2013 at the Enterprise Charter School in Buffalo, NY and was conducted by Stephanie Bucalo. David was originally from New York City but received his university education at the University at Buffalo. After graduating, he stayed in Buffalo to help improve academic opportunities for the Latino population in the public school system. David soon realized the Buffalo Public Schools were not prepared to educate the growing Spanish speaking population and quickly jumped in to help develop a bilingual program at the Herman Badillo Community School on Elmwood Avenue. David, along with his fellow BPS bilingual colleagues, partnered with the community to identify how to best cater to the academic needs of the Spanish speaking community. He recognized that complete bilingualism was key to maintaining the Spanish language and culture, but also to help students prepare themselves for college and the workforce. Over the years David has been instrumental in furthering the success of the Herman Badillo Community School as well as implementing a bilingual program at the Olmstead Elementary School. In this interview, David discusses the importance of maintaining the Spanish language within the Latino community as well as the struggles that Latino students at Herman Badillo face as they live at a lower socioeconomic level than the more affluent students at Olmstead Elementary School. David strongly stresses the need for community and family intervention in all aspects of their child’s education. Esta entrevista tomó lugar el 20 de agosto de 2013 al Enterprise Charter SChool en Búfalo, NY y fue conducida por Stephanie Bucalo. Originalmente David es de la Ciudad de Nueva York pero vino a Búfalo para recibir su educación a la Universidad de Búfalo. Después de graduarse, se quedó en Búfalo y ayudó a mejorar las oportunidades educativas para la población latina en el sistema público de escuelas. Justo se dio cuenta que los Buffalo Public Schools no estaban listos a educar a los estudiantes hispanohablantes y se involucró rápidamente para desarrollar un programa bilingüe en Herman Badillo Community School en la Avenida Elmwood. David, al lado de sus colegas de BPS, trabajaba con la comunidad para identificar la mejor manera de tratar las necesidades educativas de la comunidad hispanohablante. Él reconoció que el bilingüismo completo era clave en el mantenimiento de la lengua española y la cultura, pero también para ayudarlos a los estudiantes para la entrada en la universidad y la fuerza laboral. Sobre los años David ha sido fundamental en el progreso y el éxito del Herman Badillo Community School tanto como la implementación del programa bilingüe al Olmstead Elementary School. En esta entrevista, David expresa la importancia del mantenimiento el lenguaje español dentro de la comunidad latina tanto como los desafíos que los estudiantes latinos enfrentan porque viven a un nivel socioeconómico más bajo que los estudiantes afluentes que asisten al Olmstead Elementary School. David enfatiza fuertemente que es necesario que la comunidad y la familia intervenga en los asuntos educativos de sus niños para crear el mejor estudiante. Date A point or period of time associated with an event in the lifecycle of the resource 2013-08-20 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Bilingual Education http://omeka.buffalolib.org/files/original/860f19fa611c9e0c2be033f5938f6069.mp3 effc1d8b186cb74066b143e86298a583 http://omeka.buffalolib.org/files/original/79490ccf4e792753252e4ae9897a12f9.pdf 759506c88354b583fc385cc1c8a4e452 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Evelyn Pizarro Interview Location: Interview Date: Interview Conducted by: Maritza Vega Length: 1:10:33 Executive Summary: Evelyn Pizarro was born in Puerto Rico and migrated to Buffalo with her family. Her father originally travelled to Western New York as a migrant worker and eventually decided to stay in the area and establish a home for him and his family. Evelyn remembers growing in Buffalo and travelling with her family to the farm in North Collins. Despite her father’s wishes, Evelyn finished high school and left home so she could attend the University. She met her husband Jose Pizarro while she was studying to become an educator. They both became incredibly active in the Hispanic community and helped establish various community based organizations throughout the community. After graduating, Evelyn became an educator in the Buffalo Public schools and went on to become the first Hispanic and female principal in the Public Schools. She was very dedicated to enriching the lives of Hispanic students and worked very hard to create and maintain the bilingual program that still exists to this day. Evelyn focuses this interview on what she had to do to keep families in the community interested in their children’s educations. Resumen Ejecutivo: Evelyn Pizarro nació en Puerto Rico y migró a Búfalo con su familia. Su padre originalmente viajó a Nueva York del Oeste como trabajador migrante y eventualmente decidió que quería quedarse en la región y llevó a su familia para que pudiera establecer un hogar. Evelyn recuerda de su niñez cómo crecía en Búfalo y viajando con su familia a las granjas de North Collins. A pesar de los deseos de su padre, Evelyn terminó la secundaria y dejó la casa para que pudiera asistir a la universidad. Ella conoció a su esposo José Pizarro mientras estudiaba a ser docente. Ellos se ponían muy activos en la comunidad hispana y ayudaron a establecer varias organizaciones de la comunidad alrededor de la comunidad. �Después de graduarse, Evelyn se volvió a ser docente en las Buffalo Public Schools y logró de ponerse la primera principal hispana en las escuelas públicas. Ella era muy dedicada al enriquecimiento de las vidas escolares de sus estudiantes hispanos y trabajaba fuertemente a crear y mantener un programa bilingüe que todavía existe hoy en día. Evelyn enfoca la entrevista en todo lo que tenía que hacer para mantener el interés educativo en las familias hispanas para que siguieran apoyando a los estudiantes a adelantar. Story Clips: 0:07 - Introduction to Evelyn Pizarro Evelyn introduces herself. Evelyn se presenta. 0:43 - How migrant farming works Evelyn explains the migrant farming process as she understands it between Puerto Rico and the mainland. Evelyn explica cómo el proceso de los migrantes agrícolos funciona como ella lo entiende entre Puerto Rico y el continente. 1:32 - Buffalo was the Mecca of entertainment Buffalo was the Mecca for entertainment. There were so many diverse cultural venues for people to enjoy. Búfalo era la Meca de diversión. La gente asistía a los lugares de cultura diversa en Búfalo. 1:56 - Life on Maryner Street Evelyn reflects on her time living on Maryner Street on the Lower Westside. Evelyn refleja en su tiempo viviendo en la Calle Maryner en el Lower Westside. 2:53 - Father lived on Lower Terrace Evelyn's father lived on Lower Terrace when he first arrived in Buffalo. Her father came as a migrant worker and eventually sent for his family to join him. �El padre de Evelyn vivía en Lower Terrace cuando inicialmente vino a Búfalo. Él vino como migrante agrícolo y luego pidió su familia después de unos años del trabajo. 3:26 - Life on Broadway: girls and dolls Evelyn reflects on her time living on Broadway. Evelyn refleja en su tiempo viviendo en la Calle Broadway. 4:41 - Went to public school but mom wanted a parochial education Evelyn originally went to a public school because her family didn't know there were Catholic schools in Buffalo. Her mother eventually found out about St. Lucy's. Originalmente Evelyn asistió a una escuela pública porque su madre no sabía que existiera escuelas católicas en Búfalo. Eventualmente ella asistió a la Escuela de Santa Lucy. 5:18 - Establishing a home on the LWS Evelyn discusses her experience when her family established a home on the Lower Westside of Buffalo. Evelyn discute su experiencia cuando su familia empezó un hogar en el Lower Westside de Búfalo. 6:31 - Oatmeal and clothing companies on the waterfront The oatmeal and clothing companies were located on the waterfront of Buffalo. Las compañías de harina de avena y de ropa se ubicaron enfrente del agua en Búfalo. 6:49 - Place where women worked like slaves is now a trendy place The women who worked in the factories worked like slaves. Now these buildings are being converted into trendy venues. Las mujeres que trabajaron en las factorías trabajaron como esclavas. Ahora, estos edificios se convierten en lugares de moda. 7:16 - Most Hispanics worked at three locations �Most Hispanics worked at one of three locations in Buffalo. All three companies were located either downtown or in the southern part of Buffalo. La mayoría de los hispanos trabajaron en uno de tres lugares. Todas las compañías se ubicaron en el centro o en la parte del sur de Búfalo. 7:35 - Scotty from Scotty's Clam Bar got dad a job in Sanitation and at Bethlehem Steel Evelyn's father got a job at Bethlehem Steel because of the man who owned Scotty's Clam Bar. Many people were hired at Bethlehem Steel because they knew someone who knew someone within the company. El padre de Evelyn consiguió un puesto a Bethlehem Steel porque él conoció al dueño de Scotty's Clam Bar quien conoció a alguien dentro de la compañía de Bethlehem Steel. 7:57 - If you got a job at Bethlehem Steel, you were set for life Getting a job at Bethlehem Steel provided both job and financial stability during its most successful years. Anyone who could find employment there was very lucky. Al encontrar un puesto a Bethlehem Steel le proporcionó tanto empleo y la estabilidad financiera a la gente. Una persona tenía mucha suerte si conseguía un puesto allí. 8:18 - Hispanic families started buying houses on the LWS Hispanic families started to buy houses on the Lower Westside once they started to feel financially stable. Las familias hispanas empezaron a comprar casas en el Lower Westside cuando empezaron a sentirse la estabilidad financiera. 9:21 - The bus took the entire family to the farms in North Collins Evelyn's entire family would take a bus to North Collins where they worked on the farms. La familia entera de Evelyn tomaba el camión a North Collins donde todo el mundo trabajaba en las granjas. 10:09 - Burnt to a crisp but with community �Evelyn reflects on her childhood when she went with her family to the fields south of Buffalo to pick vegetables. They would wait for a bus to take them to the farm each morning. They then spent the entire day outside and were "burnt to a crisp" from the sun but didn't care because they were with their community. Evelyn refleja en su niñez cuando ella fue con su familia al campo al sur de Búfalo para coger los vegetales. Ellos esperaron el camión que los llevaron a la granja cada mañana. Ellos pasaron todo el día afuera y eran "bien quemados" por el sol pero a ellos no les importaban porque estaban con su comunidad. 11:17 - It takes a village to raise a child Evelyn believes that it takes a village to raise a child and she applies this philosophy to her approach to education. Evelyn cree que toma un pueblo para crecer a un niño. Ella aplicó esta misma filosofía a su manera de educar. 12:44 - Parents were very strict Evelyn's parents were very strict. They kept close watch of her. Los padres de Evelyn eran muy estrictos. Ellos eran muy vigilantes de ella. 14:05 - Not Italian Hispanics were frequently mistaken for Italians. Se confundieron los hispanos con los italianos frequentemente. 16:38 - Everybody went to their neighborhood school When Evelyn was a child, students would go to their neighborhood school. It wasn't like it is now when students could apply to other schools or were bussed to schools in other parts of the city. Cuando Evelyn era una niña, los estudiantes asistieron a las escuelas de la comunidad. No era como es hoy en día. Los estudiantes se pueden solicitar a otras escuelas por todas partes de la ciudad o tomar camiones a otras partes de la ciudad porque hay una apertura en otro sitio. 16:57 - Recruiting Hispanic students to attend UB in the 80s �Evelyn helped recruit students to attend the University at Buffalo in the 1980. Evelyn ayudó reclutar los estudiantes a la Universidad de Búfalo en la década de los 80. 17:55 - Father wouldn't let Evelyn go to college Evelyn's father refused to let her go to college. She didn't think this was right so she left the house, lived on her own and then went to college against her father's desires. El padre de Evelyn no quería que Evelyn asistiera a la universidad. Evelyn no creía que fuera justo entonces ella se fue de la casa, vivía solita y asistía a la universidad contra de los deseos de su padre. 19:29 - Jose and Evelyn started their activism career at UB Jose and Evelyn met at the University at Buffalo. While studying, they became actively involved in a community outreach program. Their activism career began there. José y Evelyn se conocieron a la Universidad de Búfalo. Durante sus estudios ellos se involucraron en un programa basado en la comunidad. Su carrera del activismo empezó allí en la universidad. 20:06 - At UB to get an education Evelyn earned her degrees from the University at Buffalo. Evelyn recibió sus títulos de la Universidad a Búfalo. 21:17 - Saving programs by creating a bilingual program Creating a bilingual program actually saved schools from closing. La creación del programa bilingüe salvó unas escuelas que estaban al riesgo de cerrar. 21:54 - Evelyn as Principal Evelyn describes her time as a principal. Evelyn describe su tiempo como principal. 22:59 - 1,300 pairs of K-Swiss sneakers �Evelyn applied to a program through K-Swiss. Her students won and the school received 1,300 pairs of sneakers as a prize. Evelyn solicitó a un programa por la compañía de K-Swiss. Ellos ganaron y recibieron 1,300 pares de zapatillas como premio. 24:32 - We gave the kids everything they needed to succeed in school Evelyn worked hard to give her students everything they needed to succeed. Evelyn trabajó mucho para darles todo lo que necesitaban a los estudiantes para tener lo más éxito. 25:53 - We would go to the kids' homes to make them come to school Evelyn would go to her students houses to pick them up when they missed school. Evelyn iba a las casas de sus estudiantes cuando perdieron el día de la escuela. 26:26 - Evelyn tricked parents into getting involved with the school Evelyn would find ways to "trick" parents into getting involved with the school. She felt that her students would be successful if their parents were also actively involved in their learning process. Evelyn encontraba maneras de "engañar" a los padres para que participaran en la escuela. Ella creía que sus estudiantes podrían ser exitosos si sus padres estaban una parte de su proceso educativo. 27:17 - Creating ways to get parents involved Evelyn worked hard to get parents involved in their child's education. She was very successful and the parents were very eager to get involved. Evelyn trabajó mucho para ganar el apoyo de los padres en las educaciones de sus hijos. Evelyn tenía mucho éxito y los padres estaban muy animados a involucrarse. 30:17 - Results of asthma study allowed schools 3 and 18 to get air conditioning systems Evelyn used the results of an asthma study on the Lower Westside to get federal money to update their heating/air conditioning system. �Evelyn usó una estudia sobre la asma en el Lower Westside para pedir dinero federal que actualizó el sistema de calefacción y de aire acondicionado. 32:23 - First female Hispanic principal in Buffalo Evelyn was the first Hispanic female principal in Buffalo. She is very proud of this and works very hard. Evelyn era la primera principal hispana en Búfalo. Ella es muy orgullosa de este hecho y trabajaba duramente para mantener este puesto. 33:42 - Both buildings had extensive programs Evelyn describes two Buffalo Public Schools that have bilingual programs and how she and David Caban ran those successfully. Evelyn describe dos Buffalo Public Schools que tenían programas bilingües-uno dirigido por David Caban--y como ellos las condujeron con mucho éxito. 34:11 - Missed children's event because of Principal duties Evelyn frequently missed her own children's events because she was so involved in her role as a principal. Frequentemente Evelyn perdió los eventos de sus propios hijos porque ella estaba tan involucrada en su rol como principal. 35:00 - We need to support one another Evelyn explains why the Hispanic community needs to support one another and not compete like it currently is. Evelyn explica porque la comunidad hispana necesita apoyarse en vez de competir como están haciendo ahora mísma. 35:34 - The Armory gave out rations Evelyn remembers when the Army would hand out rations of food to people who were in need when she was a child. Evelyn se recuerda cuando el ejército le daba las raciones a la gente que necesitaba ayuda cuando ella era niña. 36:30 - The community is proud �Evelyn sees the Hispanic community as proud of its history and accomplishments. Se ve la comunidad hispana como una de orgullo sobre su historia y sus éxitos. 37:07 - The community stuck together, but still competes The Hispanic community supports one another but still competes for the same resources. They are trying to help the same population but are unwilling to work together to do it. La comunidad hispana se apoya pero todavía compete para los mismos recursos aunque están tratando de ayudar a la misma población. Ellos no quieren trabajar juntos. 38:07 - 21 Century After School Evelyn developed an after school program that fit the needs of students in the 21st Century. Evelyn desarrolló un programa para después del día escolar que cabe al estudiante del siglo veintiuno. 38:51 - Community Centers would share ideas Evelyn helped promote community center collaboration. She feels that too many organizations are trying to accomplish the same goals but are unwilling to share ideas to help the same community. Evelyn ayudó a promover la colaboración entre los centros de la comunidad. Ella piensa que hay muchos centros de la comunidad tratan de lograr las mismas metas pero no quieren trabajar juntos para ayudar a la misma población. 40:18 - Education is the key out Evelyn believes that education is the key out of poverty. Evelyn cree que la educación es la clave para sacarse de la pobreza. 41:30 - Other minorities are surpassing Hispanics in graduation rate Other minorities are surpassing Hispanics in graduation rate. This is problematic since the dropout rate for Hispanics is still very high. �Otras minorías están sobrepasando a los hispanos en la tasa de graduación. Este es un problema porque la tasa de deserción escolar está muy elevada. 41:56 - Tutors are abundantly available Evelyn sought tutor for students who were struggling in school. The tutors would come from various local universities. Evelyn buscó tutores para los estudiantes que necesitaban más ayuda en la escuela. Los tutores eran de las universidades locales. 44:08 - Hispanics have difficulty with spelling Evelyn analyzes why Hispanics have a hard time spelling words in English. Evelyn analiza por qué los hispanos tienen dificultad con la ortografía en inglés. 45:02 - Two languages in the house Evelyn grew up in a bilingual household and this felt normal to her and to everyone else in her community. Evelyn se crecía en una casa bilingüe y ese era normal a ella y a todos los demás en su comunidad. 47:06 - Language is not an excuse Language can be a barrier at times but it is not an excuse to not succeed. El lenguaje puede ser una barrera a veces pero no puede ser una excusa para la falta de éxito. 47:27 - Hispanics are going to flock to Buffalo because of bilingual program Evelyn thinks that Hispanics are going to flock to Buffalo because the Buffalo Public Schools were successful at developing a bilingual program. Evelyn cree que los hispanos se van a congregar en Búfalo porque la Buffalo Public Schools desarrollaron un programa bilingüe exitoso. 48:43 - Principals need to know their students' needs Every principal needs to know his/her students very well to be effective. Cada principal tiene que conocer a todos de sus estudiantes para ser exitoso. �53:45 - Background information is important Evelyn shares why it is so important to know your students and where they are coming from. She feels that many principals don't know their students well enough to properly provide resources that best fit their educational needs. Evelyn comparte por qué es tan importante que un principal conozca a sus estudiantes y de dónde vienen. Ella siente que algunos principales no conocen a sus estudiantes bastante para saber bien cuales recursos necesitan según sus necesidades educativas. 55:58 - State Exams were meant to evaluate the curriculum not a student's performance Evelyn discusses how State Exams are ineffective at assessing a student's progress. Evelyn explica como los exámenes estatales son ineficaces porque no miden el progreso de los estudiantes. 59:01 - Reading and Writing in every subject Reading and writing are imperative in every subject in school. La lectura y la escritura son imperativos en todos los sujetos en la escuela. 1:00:30 - How to incorporate reading and writing in special classes Evelyn shares her methods of incorporating reading and writing into specialized classes. She feels it is important to include these two subjects in all courses. Evelyn comparte sus métodos de incorporar la lectura y la escritura en cualquiera clase especial. Ella cree que hay que incorporar estos aspectos de la educación en cualquier lugar posible. 1:02:31 - Campaign to highlight education among Hispanics Evelyn describes how she and Marcy Rondon decided to work together to create a campaign to encourage Hispanics to attend the University. Evelyn describe como ella y Marcy decidieron a trabajar juntas para crear una campaña para animar a los hispanos que asistan a la universidad. �1:03:14 - Students do not want to return to school Students who were not doing well in school didn't want to return to school. Evelyn used this as a way to change the structure of her school so students will want to come to school. Los estudiantes que no hacían bien en la clase no querían venir a la escuela. Evelyn tomó este problema y lo usó para cambiar la estructura de su escuela para que los estudiantes quisieran venir a la escuela. 1:04:30 - How do you learn about the demographics in Buffalo Evelyn explains how she learned about demographics in Buffalo and why it is so important to know your students intimately. Evelyn explica como ella aprendió sobre la demografía de Búfalo y porque es tan importante que conozcan a los estudiantes íntimamente. 1:06:17 - Influx of ethnic groups Evelyn explains what is taking place in Buffalo with the influx of different ethnic groups. Evelyn explica lo que está tomando lugar en Búfalo con la entrada de nuevos grupos étnicos. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:10:33 Time Summary A summary of an interview given for different time stamps throughout the interview 0:07 - Introduction to Evelyn Pizarro Evelyn introduces herself. Evelyn se presenta. 0:43 - How migrant farming works Evelyn explains the migrant farming process as she understands it between Puerto Rico and the mainland. Evelyn explica cómo el proceso de los migrantes agrícolos funciona como ella lo entiende entre Puerto Rico y el continente. 1:32 - Buffalo was the Mecca of entertainment Buffalo was the Mecca for entertainment. There were so many diverse cultural venues for people to enjoy. Búfalo era la Meca de diversión. La gente asistía a los lugares de cultura diversa en Búfalo. 1:56 - Life on Maryner Street Evelyn reflects on her time living on Maryner Street on the Lower Westside. Evelyn refleja en su tiempo viviendo en la Calle Maryner en el Lower Westside. 2:53 - Father lived on Lower Terrace Evelyn's father lived on Lower Terrace when he first arrived in Buffalo. Her father came as a migrant worker and eventually sent for his family to join him. El padre de Evelyn vivía en Lower Terrace cuando inicialmente vino a Búfalo. Él vino como migrante agrícolo y luego pidió su familia después de unos años del trabajo. 3:26 - Life on Broadway: girls and dolls Evelyn reflects on her time living on Broadway. Evelyn refleja en su tiempo viviendo en la Calle Broadway. 4:41 - Went to public school but mom wanted a parochial education Evelyn originally went to a public school because her family didn't know there were Catholic schools in Buffalo. Her mother eventually found out about St. Lucy's. Originalmente Evelyn asistió a una escuela pública porque su madre no sabía que existiera escuelas católicas en Búfalo. Eventualmente ella asistió a la Escuela de Santa Lucy. 5:18 - Establishing a home on the LWS Evelyn discusses her experience when her family established a home on the Lower Westside of Buffalo. Evelyn discute su experiencia cuando su familia empezó un hogar en el Lower Westside de Búfalo. 6:31 - Oatmeal and clothing companies on the waterfront The oatmeal and clothing companies were located on the waterfront of Buffalo. Las compañías de harina de avena y de ropa se ubicaron enfrente del agua en Búfalo. 6:49 - Place where women worked like slaves is now a trendy place The women who worked in the factories worked like slaves. Now these buildings are being converted into trendy venues. Las mujeres que trabajaron en las factorías trabajaron como esclavas. Ahora, estos edificios se convierten en lugares de moda. 7:16 - Most Hispanics worked at three locations Most Hispanics worked at one of three locations in Buffalo. All three companies were located either downtown or in the southern part of Buffalo. La mayoría de los hispanos trabajaron en uno de tres lugares. Todas las compañías se ubicaron en el centro o en la parte del sur de Búfalo. 7:35 - Scotty from Scotty's Clam Bar got dad a job in Sanitation and at Bethlehem Steel Evelyn's father got a job at Bethlehem Steel because of the man who owned Scotty's Clam Bar. Many people were hired at Bethlehem Steel because they knew someone who knew someone within the company. El padre de Evelyn consiguió un puesto a Bethlehem Steel porque él conoció al dueño de Scotty's Clam Bar quien conoció a alguien dentro de la compañía de Bethlehem Steel. 7:57 - If you got a job at Bethlehem Steel, you were set for life Getting a job at Bethlehem Steel provided both job and financial stability during its most successful years. Anyone who could find employment there was very lucky. Al encontrar un puesto a Bethlehem Steel le proporcionó tanto empleo y la estabilidad financiera a la gente. Una persona tenía mucha suerte si conseguía un puesto allí. 8:18 - Hispanic families started buying houses on the LWS Hispanic families started to buy houses on the Lower Westside once they started to feel financially stable. Las familias hispanas empezaron a comprar casas en el Lower Westside cuando empezaron a sentirse la estabilidad financiera. 9:21 - The bus took the entire family to the farms in North Collins Evelyn's entire family would take a bus to North Collins where they worked on the farms. La familia entera de Evelyn tomaba el camión a North Collins donde todo el mundo trabajaba en las granjas. 10:09 - Burnt to a crisp but with community Evelyn reflects on her childhood when she went with her family to the fields south of Buffalo to pick vegetables. They would wait for a bus to take them to the farm each morning. They then spent the entire day outside and were "burnt to a crisp" from the sun but didn't care because they were with their community. Evelyn refleja en su niñez cuando ella fue con su familia al campo al sur de Búfalo para coger los vegetales. Ellos esperaron el camión que los llevaron a la granja cada mañana. Ellos pasaron todo el día afuera y eran "bien quemados" por el sol pero a ellos no les importaban porque estaban con su comunidad. 11:17 - It takes a village to raise a child Evelyn believes that it takes a village to raise a child and she applies this philosophy to her approach to education. Evelyn cree que toma un pueblo para crecer a un niño. Ella aplicó esta misma filosofía a su manera de educar. 12:44 - Parents were very strict Evelyn's parents were very strict. They kept close watch of her. Los padres de Evelyn eran muy estrictos. Ellos eran muy vigilantes de ella. 14:05 - Not Italian Hispanics were frequently mistaken for Italians. Se confundieron los hispanos con los italianos frequentemente. 16:38 - Everybody went to their neighborhood school When Evelyn was a child, students would go to their neighborhood school. It wasn't like it is now when students could apply to other schools or were bussed to schools in other parts of the city. Cuando Evelyn era una niña, los estudiantes asistieron a las escuelas de la comunidad. No era como es hoy en día. Los estudiantes se pueden solicitar a otras escuelas por todas partes de la ciudad o tomar camiones a otras partes de la ciudad porque hay una apertura en otro sitio. 16:57 - Recruiting Hispanic students to attend UB in the 80s Evelyn helped recruit students to attend the University at Buffalo in the 1980. Evelyn ayudó reclutar los estudiantes a la Universidad de Búfalo en la década de los 80. 17:55 - Father wouldn't let Evelyn go to college Evelyn's father refused to let her go to college. She didn't think this was right so she left the house, lived on her own and then went to college against her father's desires. El padre de Evelyn no quería que Evelyn asistiera a la universidad. Evelyn no creía que fuera justo entonces ella se fue de la casa, vivía solita y asistía a la universidad contra de los deseos de su padre. 19:29 - Jose and Evelyn started their activism career at UB Jose and Evelyn met at the University at Buffalo. While studying, they became actively involved in a community outreach program. Their activism career began there. José y Evelyn se conocieron a la Universidad de Búfalo. Durante sus estudios ellos se involucraron en un programa basado en la comunidad. Su carrera del activismo empezó allí en la universidad. 20:06 - At UB to get an education Evelyn earned her degrees from the University at Buffalo. Evelyn recibió sus títulos de la Universidad a Búfalo. 21:17 - Saving programs by creating a bilingual program Creating a bilingual program actually saved schools from closing. La creación del programa bilingüe salvó unas escuelas que estaban al riesgo de cerrar. 21:54 - Evelyn as Principal Evelyn describes her time as a principal. Evelyn describe su tiempo como principal. 22:59 - 1,300 pairs of K-Swiss sneakers Evelyn applied to a program through K-Swiss. Her students won and the school received 1,300 pairs of sneakers as a prize. Evelyn solicitó a un programa por la compañía de K-Swiss. Ellos ganaron y recibieron 1,300 pares de zapatillas como premio. 24:32 - We gave the kids everything they needed to succeed in school Evelyn worked hard to give her students everything they needed to succeed. Evelyn trabajó mucho para darles todo lo que necesitaban a los estudiantes para tener lo más éxito. 25:53 - We would go to the kids' homes to make them come to school Evelyn would go to her students houses to pick them up when they missed school. Evelyn iba a las casas de sus estudiantes cuando perdieron el día de la escuela. 26:26 - Evelyn tricked parents into getting involved with the school Evelyn would find ways to "trick" parents into getting involved with the school. She felt that her students would be successful if their parents were also actively involved in their learning process. Evelyn encontraba maneras de "engañar" a los padres para que participaran en la escuela. Ella creía que sus estudiantes podrían ser exitosos si sus padres estaban una parte de su proceso educativo. 27:17 - Creating ways to get parents involved Evelyn worked hard to get parents involved in their child's education. She was very successful and the parents were very eager to get involved. Evelyn trabajó mucho para ganar el apoyo de los padres en las educaciones de sus hijos. Evelyn tenía mucho éxito y los padres estaban muy animados a involucrarse. 30:17 - Results of asthma study allowed schools 3 and 18 to get air conditioning systems Evelyn used the results of an asthma study on the Lower Westside to get federal money to update their heating/air conditioning system. Evelyn usó una estudia sobre la asma en el Lower Westside para pedir dinero federal que actualizó el sistema de calefacción y de aire acondicionado. 32:23 - First female Hispanic principal in Buffalo Evelyn was the first Hispanic female principal in Buffalo. She is very proud of this and works very hard. Evelyn era la primera principal hispana en Búfalo. Ella es muy orgullosa de este hecho y trabajaba duramente para mantener este puesto. 33:42 - Both buildings had extensive programs Evelyn describes two Buffalo Public Schools that have bilingual programs and how she and David Caban ran those successfully. Evelyn describe dos Buffalo Public Schools que tenían programas bilingües--uno dirigido por David Caban--y como ellos las condujeron con mucho éxito. 34:11 - Missed children's event because of Principal duties Evelyn frequently missed her own children's events because she was so involved in her role as a principal. Frequentemente Evelyn perdió los eventos de sus propios hijos porque ella estaba tan involucrada en su rol como principal. 35:00 - We need to support one another Evelyn explains why the Hispanic community needs to support one another and not compete like it currently is. Evelyn explica porque la comunidad hispana necesita apoyarse en vez de competir como están haciendo ahora mísma. 35:34 - The Armory gave out rations Evelyn remembers when the Army would hand out rations of food to people who were in need when she was a child. Evelyn se recuerda cuando el ejército le daba las raciones a la gente que necesitaba ayuda cuando ella era niña. 36:30 - The community is proud Evelyn sees the Hispanic community as proud of its history and accomplishments. Se ve la comunidad hispana como una de orgullo sobre su historia y sus éxitos. 37:07 - The community stuck together, but still competes The Hispanic community supports one another but still competes for the same resources. They are trying to help the same population but are unwilling to work together to do it. La comunidad hispana se apoya pero todavía compete para los mismos recursos aunque están tratando de ayudar a la misma población. Ellos no quieren trabajar juntos. 38:07 - 21 Century After School Evelyn developed an after school program that fit the needs of students in the 21st Century. Evelyn desarrolló un programa para después del día escolar que cabe al estudiante del siglo veintiuno. 38:51 - Community Centers would share ideas Evelyn helped promote community center collaboration. She feels that too many organizations are trying to accomplish the same goals but are unwilling to share ideas to help the same community. Evelyn ayudó a promover la colaboración entre los centros de la comunidad. Ella piensa que hay muchos centros de la comunidad tratan de lograr las mismas metas pero no quieren trabajar juntos para ayudar a la misma población. 40:18 - Education is the key out Evelyn believes that education is the key out of poverty. Evelyn cree que la educación es la clave para sacarse de la pobreza. 41:30 - Other minorities are surpassing Hispanics in graduation rate Other minorities are surpassing Hispanics in graduation rate. This is problematic since the dropout rate for Hispanics is still very high. Otras minorías están sobrepasando a los hispanos en la tasa de graduación. Este es un problema porque la tasa de deserción escolar está muy elevada. 41:56 - Tutors are abundantly available Evelyn sought tutor for students who were struggling in school. The tutors would come from various local universities. Evelyn buscó tutores para los estudiantes que necesitaban más ayuda en la escuela. Los tutores eran de las universidades locales. 44:08 - Hispanics have difficulty with spelling Evelyn analyzes why Hispanics have a hard time spelling words in English. Evelyn analiza por qué los hispanos tienen dificultad con la ortografía en inglés. 45:02 - Two languages in the house Evelyn grew up in a bilingual household and this felt normal to her and to everyone else in her community. Evelyn se crecía en una casa bilingüe y ese era normal a ella y a todos los demás en su comunidad. 47:06 - Language is not an excuse Language can be a barrier at times but it is not an excuse to not succeed. El lenguaje puede ser una barrera a veces pero no puede ser una excusa para la falta de éxito. 47:27 - Hispanics are going to flock to Buffalo because of bilingual program Evelyn thinks that Hispanics are going to flock to Buffalo because the Buffalo Public Schools were successful at developing a bilingual program. Evelyn cree que los hispanos se van a congregar en Búfalo porque la Buffalo Public Schools desarrollaron un programa bilingüe exitoso. 48:43 - Principals need to know their students' needs Every principal needs to know his/her students very well to be effective. Cada principal tiene que conocer a todos de sus estudiantes para ser exitoso. 53:45 - Background information is important Evelyn shares why it is so important to know your students and where they are coming from. She feels that many principals don't know their students well enough to properly provide resources that best fit their educational needs. Evelyn comparte por qué es tan importante que un principal conozca a sus estudiantes y de dónde vienen. Ella siente que algunos principales no conocen a sus estudiantes bastante para saber bien cuales recursos necesitan según sus necesidades educativas. 55:58 - State Exams were meant to evaluate the curriculum not a student's performance Evelyn discusses how State Exams are ineffective at assessing a student's progress. Evelyn explica como los exámenes estatales son ineficaces porque no miden el progreso de los estudiantes. 59:01 - Reading and Writing in every subject Reading and writing are imperative in every subject in school. La lectura y la escritura son imperativos en todos los sujetos en la escuela. 1:00:30 - How to incorporate reading and writing in special classes Evelyn shares her methods of incorporating reading and writing into specialized classes. She feels it is important to include these two subjects in all courses. Evelyn comparte sus métodos de incorporar la lectura y la escritura en cualquiera clase especial. Ella cree que hay que incorporar estos aspectos de la educación en cualquier lugar posible. 1:02:31 - Campaign to highlight education among Hispanics Evelyn describes how she and Marcy Rondon decided to work together to create a campaign to encourage Hispanics to attend the University. Evelyn describe como ella y Marcy decidieron a trabajar juntas para crear una campaña para animar a los hispanos que asistan a la universidad. 1:03:14 - Students do not want to return to school Students who were not doing well in school didn't want to return to school. Evelyn used this as a way to change the structure of her school so students will want to come to school. Los estudiantes que no hacían bien en la clase no querían venir a la escuela. Evelyn tomó este problema y lo usó para cambiar la estructura de su escuela para que los estudiantes quisieran venir a la escuela. 1:04:30 - How do you learn about the demographics in Buffalo Evelyn explains how she learned about demographics in Buffalo and why it is so important to know your students intimately. Evelyn explica como ella aprendió sobre la demografía de Búfalo y porque es tan importante que conozcan a los estudiantes íntimamente. 1:06:17 - Influx of ethnic groups Evelyn explains what is taking place in Buffalo with the influx of different ethnic groups. Evelyn explica lo que está tomando lugar en Búfalo con la entrada de nuevos grupos étnicos. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Evelyn Pizarro Creator An entity primarily responsible for making the resource Evelyn Pizarro (Interviewee) Maritza Vega (Interviewer) Description An account of the resource Evelyn Pizarro was born in Puerto Rico and migrated to Buffalo with her family. Her father originally travelled to Western New York as a migrant worker and eventually decided to stay in the area and establish a home for him and his family. Evelyn remembers growing in Buffalo and travelling with her family to the farm in North Collins. Despite her father’s wishes, Evelyn finished high school and left home so she could attend the University. She met her husband Jose Pizarro while she was studying to become an educator. They both became incredibly active in the Hispanic community and helped establish various community based organizations throughout the community. After graduating, Evelyn became an educator in the Buffalo Public schools and went on to become the first Hispanic and female principal in the Public Schools. She was very dedicated to enriching the lives of Hispanic students and worked very hard to create and maintain the bilingual program that still exists to this day. Evelyn focuses this interview on what she had to do to keep families in the community interested in their children’s educations. Evelyn Pizarro nació en Puerto Rico y migró a Búfalo con su familia. Su padre originalmente viajó a Nueva York del Oeste como trabajador migrante y eventualmente decidió que quería quedarse en la región y llevó a su familia para que pudiera establecer un hogar. Evelyn recuerda de su niñez cómo crecía en Búfalo y viajando con su familia a las granjas de North Collins. A pesar de los deseos de su padre, Evelyn terminó la secundaria y dejó la casa para que pudiera asistir a la universidad. Ella conoció a su esposo José Pizarro mientras estudiaba a ser docente. Ellos se ponían muy activos en la comunidad hispana y ayudaron a establecer varias organizaciones de la comunidad alrededor de la comunidad. Después de graduarse, Evelyn se volvió a ser docente en las Buffalo Public Schools y logró de ponerse la primera principal hispana en las escuelas públicas. Ella era muy dedicada al enriquecimiento de las vidas escolares de sus estudiantes hispanos y trabajaba fuertemente a crear y mantener un programa bilingüe que todavía existe hoy en día. Evelyn enfoca la entrevista en todo lo que tenía que hacer para mantener el interés educativo en las familias hispanas para que siguieran apoyando a los estudiantes a adelantar. Date A point or period of time associated with an event in the lifecycle of the resource 2014-07-22 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Education http://omeka.buffalolib.org/files/original/2089dbb457cc479473639c021afbd37f.mp3 f11889300e0c3f00dad9f9e4dea4d29f http://omeka.buffalolib.org/files/original/8aa75f3efc3b93f155927e6295abe764.pdf 6788c86e88ed5ccefc0fae9457cbf2bb PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Juan Alsace Interview Location: Buffalo, NY Interview Date: 8/29/2012 Interview Conducted by: Stephanie Bucalo Duration: 40:14 Executive Summary Juan is 81 years old and he was born in Santo Domingo in 1931. He came to the United States in 1955 to achieve a better life for his family. He and his family spent two years in New York City before coming to Buffalo in 1958. Juan and his wife were married in Santo Domingo in 1952. They met through the Spanish club in Santo Domingo. Juan's wife was an American citizen through her father, who was Puerto Rican. His wife's brother lived in Buffalo at the time. Her brother came from Puerto Rico to Buffalo. He worked in a plant in Niagara. When they first arrived, they lived in the West Side. There were about six Hispanic families living in the West Side at the time and they all became friends. They belonged to the Spanish club in Buffalo while their children were growing up. Their daughter has been very involved in bilingual education in Buffalo. Juan and his wife worked while they were in New York. It was difficult for his wife to find work because she came alone before Juan arrived and she didn't speak English. Juan quickly found work when he arrived in Buffalo and worked in the same place for 35 years (1958-1984). His wife worked in a factory called Fibron Products for many years. In 1955 there was a revolution in Santo Domingo during the Trujillo dictatorship. Juan and his wife talk about how dangerous it was to go against Trujillo during this time. Juan's family had problems during the revolution so Juan brought his father to Buffalo. At first, Trujillo was not going to allow Juan to go to the United States, but his mother was a friend of one of Trujillo's sisters, who helped him arrive. Juan wrote a letter to President Kennedy in 1962 because his cousin was in jail. He never got an answer to the letter. They went back to Santo Domingo to live for seven years and then decided to return to Buffalo. Juan explains that it is very important for the Latin American community in the United States to vote. He thinks that they are listening to the Latin American community more now because of the size of the population. He thinks that the education of the Latin American community in Buffalo has improved since he arrived in 1955. Resumen Ejecutivo: �Juan tiene 82 años y nació en Santo Domingo en el año 1931. Él vino a los Estados Unidos en el año 1955 para crear una vida mejor para su familia. Él y su familia pasaron dos años en la Ciudad de Nueva York antes de venir a Búfalo en el año 1958. Juan y su esposa se casaron en Santo Domingo en el año 1952. Ellos se conocieron por el club español en Santo Domingo. La esposa de Juan era ciudadana estadounidense por su padre, quien era puertorriqueño. Su hermano vino de Puerto Rico a Búfalo. Él trabajaba en una planta en Niagara. Cuando ellos primero llegaron, ellos vivieron al lado del oeste de la ciudad. Habían alrededor de seis familias hispanas viviendo en este vecindario al tiempo y todos se pusieron amigos. Ellos pertenecían al club español en Búfalo mientras crecían a sus hijos. Su hija se ha sido involucrada en el programa educativo bilingüe en Búfalo. Juan y su esposa trabajaron mientras estaban en la Ciudad de Nueva York. Fue muy difícil encontrar trabajo para su esposa porque no habló el inglés. Rápidamente Juan encontró un puesto cuando llegó a Búfalo y trabajaba en el mismo lugar por 35 años (1958-1984). Su esposa trabajó en una factoría llamada Fibron Products por muchos años. En el año 1955 sucedió una revolución en Santo Domingo durante la dictadura de Trujillo. Juan y su esposa hablan del peligro del tiempo especialmente si uno fue contra de sus creencias de Trujillo. La familia de Juan tuvo problemas durante la revolución entonces Juan llevó a su padre a Búfalo. Al inicio, Trujillo no iba a permitirle a Juan que se vaya a los EEUU, pero su madre era amiga de una de las hermanas de Trujillo, quien lo ayudó irse. Juan escribió una carta al Presidente Kennedy en el año 1962 porque su primo fue encarcelado. Él nunca recibió una respuesta de la carta. Ellos regresaron a Santo Domingo para vivir por siete años y después decidieron a regresar a Búfalo. Juan explica que el voto es muy importante para la comunidad latinoamericana en los EEUU. Él cree que el gobierno estadounidense escucha más y más a la comunidad latinoamericana por el tamaño de la población viviendo en el país. Él cree que la educación de los latinoamericanos en Búfalo se ha mejorado desde su llegada en el año 1955. Story Clips: 0:00 - Juan presents himself Juan states his name, age, birthdate and birthplace. Juan nos da su nombre, su edad, fecha de nacimiento y lugar de nacimiento. 1:33 - Arriving in the United States Juan states that his wife came to the United States almost a year before he arrived. They lived in New York City from 1955-58. They moved to Buffalo in 1958 because his brother-in-law was already living there. His wife's brother �worked in a plant. He did not grow up with his wife's family- he grew up in Puerto Rico. Juan dice que su esposa vino a los Estados Unidos casi un año antes de él. Vivieron en la ciudad de Nueva York desde el año 1955 hasta el año 1958. Se mudaron a Búfalo en el año 1958 porque su cuñado ya estaba viviendo allí. Su cuñado trabajaba en una factoría. Él no se creció con la familia de la esposa de Juan porque se creció en Puerto Rico. 3:34 - Finding Work Juan and his wife both worked when they lived in New York City. It was very difficult for Juan's wife to find work in New York because was alone and didn't speak English when she first arrived. Juan found work quickly after arriving in Buffalo. He worked in the same factory for 35 years from 19581984. Juan's wife worked in a factory called Fibron Products for many years. Her mother came to Buffalo to help take care of her children. Juan y su esposa trabajaron en Nueva York. Para la esposa de Juan fue difícil encontrar trabajo en Nueva York porque estaba sola y no hablaba inglés cuando llegó. Su esposa trabajaba en una factoría llamada Fibron Products por muchos años. Su madre vino a Búfalo para cuidar a sus hijos. Juan consiguió trabajo después de llegar a Búfalo. Trabajaba en la misma factoría por 35 años desde el año 1958 hasta el año 1984. 6:22 - Juan's Children Juan and his wife talk about their children and where they are now. Juan y su esposa hablan de sus hijos y donde están ahora. 8:00 - Letter to President Kennedy Juan and his wife talk about the revolution in Santo Domingo and the letter that he wrote to President Kennedy to alert him to what was going on in Santo Domingo under the Trujillo dictatorship. Juan's father died in a tragic accident. Hablan de la revolución en Santo Domingo y la carta que escribió Juan al Presidente Kennedy para avisarle a lo que estaba pasando en Santo Domingo bajo la dictadura de Trujillo. El padre de Juan murió en un accidente. 10:52 - Their Daughter's Tragic Accident �Juan and his wife describe their daughter's tragic death in New York when a piece of a building fell and hit her. Juan y su esposa describen la muerte de su hija mayor en Nueva York. Murió cuando un pedazo de un edificio se cayó. 12:37 - Santo Domingo Under Trujillo Juan describes the letter that he wrote to Kennedy in greater detail. He and his wife talk about the difficulty of life in Santo Domingo under the Trujillo dictatorship. It was difficult for Juan to gain permission to come to the United States because Trujillo thought he would speak against the dictatorship. Juan describe la carta que escribió al presidente Kennedy con más detalle. Hablan de la dificultad de la vida en Santo Domingo bajo la dictadura de Trujillo. Fue difícil para Juan conseguir el permiso para entrar en los Estados Unidos porque Trujillo creía que iba a hablar en contra de la dictadura. 16:36 - Life in Buffalo Life in Buffalo was easier for Juan and his family than living in New York City. When they first arrived in Buffalo in 1958 they lived on the West Side. The neighborhood was nice when they lived there. There were a few other Hispanic families living in Buffalo at the time. They all became friends. When Juan's wife first arrived in Buffalo there were hardly any Hispanic families. Al vivir en Búfalo era más fácil para Juan y su familia que vivir en la ciudad de Nueva York. Cuando llegaron a Búfalo en el año 1958 vivieron en la zona del oeste. El barrio estaba tranquilo. Había algunas familias latinoamericanas en Búfalo en este momento. Todos se pusieron amigos. Cuando la esposa de Juan llegó a Búfalo por primera vez no había una cultura hispana ni familias hispanas. 20:57 - Spanish Club Juan's wife describes their involvement in Buffalo's Spanish club, her work for Meals on Wheels, and volunteering in her children's' schools. La esposa de Juan describe su involucramiento en el club español de Búfalo, su trabajo en Meals on Wheels, y su experiencia trabajando en las escuelas de sus hijos. 23:41 - Daughter's Influence in Bilingual Education �Their daughter is very involved in bilingual education in Buffalo. Su hija se involucra mucho en la educación bilingüe en Búfalo. 26:29 - Returning to Santo Domingo They went back to live in Santo Domingo for seven years. They came back to Buffalo in the end. Volvieron a vivir en Santo Domingo por siete años pero al final regresaron a Búfalo. 27:55 - Juan and his Wife Juan and his wife were married in 1952. They met at a Spanish club in Santo Domingo. Her father was Puerto Rican but she was born in Santo Domingo. She was an American citizen through her father. Juan y su esposa se casaron en el año 1952. Se conocieron en el club español en Santo Domingo. El padre de su esposa era puertorriqueño pero ella nació en Santo Domingo. Era ciudadana de los Estados Unidos a través de su padre. 29:41 - Differences in Hispanic Community Juan talks about how the Latin American vote is much more important now than when he arrived. He thinks that the education of the Hispanic community in Buffalo has improved and that there are more opportunities for work now. Juan describe como el voto latinoamericano en los Estados Unidos lleva más importancia hoy en día. Cree que la educación de la comunidad hispana en Búfalo se ha mejorado y que ahora hay más trabajo. 35:25 - Final Thoughts Juan describes how he came to the United States with seven dollars in his pocket. Juan describe cómo llegó a los Estados Unidos con siete dólares. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 40:14 Time Summary A summary of an interview given for different time stamps throughout the interview 0:00 - Juan presents himself Juan states his name, age, birthdate and birthplace. Juan nos da su nombre, su edad, fecha de nacimiento y lugar de nacimiento. 1:33 - Arriving in the United States Juan states that his wife came to the United States almost a year before he arrived. They lived in New York City from 1955-58. They moved to Buffalo in 1958 because his brother-in-law was already living there. His wife's brother worked in a plant. He did not grow up with his wife's family- he grew up in Puerto Rico. Juan dice que su esposa vino a los Estados Unidos casi un año antes de él. Vivieron en la ciudad de Nueva York desde el año 1955 hasta el año 1958. Se mudaron a Búfalo en el año 1958 porque su cuñado ya estaba viviendo allí. Su cuñado trabajaba en una factoría. Él no se creció con la familia de la esposa de Juan porque se creció en Puerto Rico. 3:34 - Finding Work Juan and his wife both worked when they lived in New York City. It was very difficult for Juan's wife to find work in New York because was alone and didn't speak English when she first arrived. Juan found work quickly after arriving in Buffalo. He worked in the same factory for 35 years from 1958-1984. Juan's wife worked in a factory called Fibron Products for many years. Her mother came to Buffalo to help take care of her children. Juan y su esposa trabajaron en Nueva York. Para la esposa de Juan fue difícil encontrar trabajo en Nueva York porque estaba sola y no hablaba inglés cuando llegó. Su esposa trabajaba en una factoría llamada Fibron Products por muchos años. Su madre vino a Búfalo para cuidar a sus hijos. Juan consiguió trabajo después de llegar a Búfalo. Trabajaba en la misma factoría por 35 años desde el año 1958 hasta el año 1984. 6:22 - Juan's Children Juan and his wife talk about their children and where they are now. Juan y su esposa hablan de sus hijos y donde están ahora. 8:00 - Letter to President Kennedy Juan and his wife talk about the revolution in Santo Domingo and the letter that he wrote to President Kennedy to alert him to what was going on in Santo Domingo under the Trujillo dictatorship. Juan's father died in a tragic accident. Hablan de la revolución en Santo Domingo y la carta que escribió Juan al Presidente Kennedy para avisarle a lo que estaba pasando en Santo Domingo bajo la dictadura de Trujillo. El padre de Juan murió en un accidente. 10:52 - Their Daughter's Tragic Accident Juan and his wife describe their daughter's tragic death in New York when a piece of a building fell and hit her. Juan y su esposa describen la muerte de su hija mayor en Nueva York. Murió cuando un pedazo de un edificio se cayó. 12:37 - Santo Domingo Under Trujillo Juan describes the letter that he wrote to Kennedy in greater detail. He and his wife talk about the difficulty of life in Santo Domingo under the Trujillo dictatorship. It was difficult for Juan to gain permission to come to the United States because Trujillo thought he would speak against the dictatorship. Juan describe la carta que escribió al presidente Kennedy con más detalle. Hablan de la dificultad de la vida en Santo Domingo bajo la dictadura de Trujillo. Fue difícil para Juan conseguir el permiso para entrar en los Estados Unidos porque Trujillo creía que iba a hablar en contra de la dictadura. 16:36 - Life in Buffalo Life in Buffalo was easier for Juan and his family than living in New York City. When they first arrived in Buffalo in 1958 they lived on the West Side. The neighborhood was nice when they lived there. There were a few other Hispanic families living in Buffalo at the time. They all became friends. When Juan's wife first arrived in Buffalo there were hardly any Hispanic families. Al vivir en Búfalo era más fácil para Juan y su familia que vivir en la ciudad de Nueva York. Cuando llegaron a Búfalo en el año 1958 vivieron en la zona del oeste. El barrio estaba tranquilo. Había algunas familias latinoamericanas en Búfalo en este momento. Todos se pusieron amigos. Cuando la esposa de Juan llegó a Búfalo por primera vez no había una cultura hispana ni familias hispanas. 20:57 - Spanish Club Juan's wife describes their involvement in Buffalo's Spanish club, her work for Meals on Wheels, and volunteering in her children's' schools. La esposa de Juan describe su involucramiento en el club español de Búfalo, su trabajo en Meals on Wheels, y su experiencia trabajando en las escuelas de sus hijos. 23:41 - Daughter's Influence in Bilingual Education Their daughter is very involved in bilingual education in Buffalo. Su hija se involucra mucho en la educación bilingüe en Búfalo. 26:29 - Returning to Santo Domingo They went back to live in Santo Domingo for seven years. They came back to Buffalo in the end. Volvieron a vivir en Santo Domingo por siete años pero al final regresaron a Búfalo. 27:55 - Juan and his Wife Juan and his wife were married in 1952. They met at a Spanish club in Santo Domingo. Her father was Puerto Rican but she was born in Santo Domingo. She was an American citizen through her father. Juan y su esposa se casaron en el año 1952. Se conocieron en el club español en Santo Domingo. El padre de su esposa era puertorriqueño pero ella nació en Santo Domingo. Era ciudadana de los Estados Unidos a través de su padre. 29:41 - Differences in Hispanic Community Juan talks about how the Latin American vote is much more important now than when he arrived. He thinks that the education of the Hispanic community in Buffalo has improved and that there are more opportunities for work now. Juan describe como el voto latinoamericano en los Estados Unidos lleva más importancia hoy en día. Cree que la educación de la comunidad hispana en Búfalo se ha mejorado y que ahora hay más trabajo. 35:25 - Final Thoughts Juan describes how he came to the United States with seven dollars in his pocket. Juan describe cómo llegó a los Estados Unidos con siete dólares. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Juan Alsace Creator An entity primarily responsible for making the resource Juan Alsace (Interviewee) Stephanie Bucalo (Interviewer) Casimiro Rodríguez (Interviewer) Description An account of the resource Juan is 81 years old and he was born in Santo Domingo in 1931. He came to the United States in 1955 to achieve a better life for his family. He and his family spent two years in New York City before coming to Buffalo in 1958. Juan and his wife were married in Santo Domingo in 1952. They met through the Spanish club in Santo Domingo. Juan's wife was an American citizen through her father, who was Puerto Rican. His wife's brother lived in Buffalo at the time. Her brother came from Puerto Rico to Buffalo. He worked in a plant in Niagara. When they first arrived, they lived in the West Side. There were about six Hispanic families living in the West Side at the time and they all became friends. They belonged to the Spanish club in Buffalo while their children were growing up. Their daughter has been very involved in bilingual education in Buffalo. Juan and his wife worked while they were in New York. It was difficult for his wife to find work because she came alone before Juan arrived and she didn't speak English. Juan quickly found work when he arrived in Buffalo and worked in the same place for 35 years (1958-1984). His wife worked in a factory called Fibron Products for many years. In 1955 there was a revolution in Santo Domingo during the Trujillo dictatorship. Juan and his wife talk about how dangerous it was to go against Trujillo during this time. Juan's family had problems during the revolution so Juan brought his father to Buffalo. At first, Trujillo was not going to allow Juan to go to the United States, but his mother was a friend of one of Trujillo's sisters, who helped him arrive. Juan wrote a letter to President Kennedy in 1962 because his cousin was in jail. He never got an answer to the letter. They went back to Santo Domingo to live for seven years and then decided to return to Buffalo. Juan explains that it is very important for the Latin American community in the United States to vote. He thinks that they are listening to the Latin American community more now because of the size of the population. He thinks that the education of the Latin American community in Buffalo has improved since he arrived in 1955. Juan tiene 82 años y nació en Santo Domingo en el año 1931. Él vino a los Estados Unidos en el año 1955 para crear una vida mejor para su familia. Él y su familia pasaron dos años en la Ciudad de Nueva York antes de venir a Búfalo en el año 1958. Juan y su esposa se casaron en Santo Domingo en el año 1952. Ellos se conocieron por el club español en Santo Domingo. La esposa de Juan era ciudadana estadounidense por su padre, quien era puertorriqueño. Su hermano vino de Puerto Rico a Búfalo. Él trabajaba en una planta en Niagara. Cuando ellos primero llegaron, ellos vivieron al lado del oeste de la ciudad. Habían alrededor de seis familias hispanas viviendo en este vecindario al tiempo y todos se pusieron amigos. Ellos pertenecían al club español en Búfalo mientras crecían a sus hijos. Su hija se ha sido involucrada en el programa educativo bilingüe en Búfalo. Juan y su esposa trabajaron mientras estaban en la Ciudad de Nueva York. Fue muy difícil encontrar trabajo para su esposa porque no habló el inglés. Rápidamente Juan encontró un puesto cuando llegó a Búfalo y trabajaba en el mismo lugar por 35 años (1958-1984). Su esposa trabajó en una factoría llamada Fibron Products por muchos años. En el año 1955 sucedió una revolución en Santo Domingo durante la dictadura de Trujillo. Juan y su esposa hablan del peligro del tiempo especialmente si uno fue contra de sus creencias de Trujillo. La familia de Juan tuvo problemas durante la revolución entonces Juan llevó a su padre a Búfalo. Al inicio, Trujillo no iba a permitirle a Juan que se vaya a los EEUU, pero su madre era amiga de una de las hermanas de Trujillo, quien lo ayudó irse. Juan escribió una carta al Presidente Kennedy en el año 1962 porque su primo fue encarcelado. Él nunca recibió una respuesta de la carta. Ellos regresaron a Santo Domingo para vivir por siete años y después decidieron a regresar a Búfalo. Juan explica que el voto es muy importante para la comunidad latinoamericana en los EEUU. Él cree que el gobierno estadounidense escucha más y más a la comunidad latinoamericana por el tamaño de la población viviendo en el país. Él cree que la educación de los latinoamericanos en Búfalo se ha mejorado desde su llegada en el año 1955. Date A point or period of time associated with an event in the lifecycle of the resource 2012-08-29 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource Spanish Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Employment and Labor Family Migration http://omeka.buffalolib.org/files/original/8779d534cf642f0b0dd2ba924300f66d.mp3 52879ac8f928a58ddc3fea01eb30e2f4 http://omeka.buffalolib.org/files/original/0e9142924b7765a99865593f8c4ddd24.mp3 992f480dd3043c06f245a3c2c319360c http://omeka.buffalolib.org/files/original/85d33155879412dbdb91cb252cf431d1.pdf ddbc3cc09468e75cc01f7d59428a6425 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Juan Texidor Interview Location: In his home on Pennsylvania Avenue, Buffalo, NY Interview Date: July 31, 2012 Interview Conducted by: Stephanie Bucalo Length: 0:29:40, 0:12:34 Executive Summary: This interview was conducted on July 31, 2012 with Juan Texidor at his home on Pennsylvania Street in Buffalo, NY by Stephanie Bucalo. The interview took place on his front porch. There are ambient noises from passing cars and people in the neighborhood talking and playing. The entire interview is in Spanish. Juan Texidor was born in Ciudad de Guayama, Puerto Rico and migrated to Western New York in 1951. Juan completed part of his formal education in Puerto Rico but completed his High School degree at Buffalo Evening School at Bennett High School as a full-working adult. Juan was employed by the Ford Motor Company and very active in the Hispanic community. He eventually became a very well-known voice on the airwaves with his weekly Spanish language radio program. Juan was one of the founding fathers of the Pucho Olivencia Center on Swan Street and was a member of the board for various Hispanic organizations until the language at the meetings became English heavy. Juan offers his opinions about the Hispanic community in Buffalo, especially in terms of education and the social changes taking place. He also shares his thoughts on how Puerto Rico has changed since his childhood and where he thinks the island is heading economically, politically and socially. Resumen Ejecutivo: Esta entrevista fue conducida el 31 de Julio 2012 con Juan Texidor en su casa en la Calle Pennsylvania en Buffalo, NY por Stephanie Bucalo. La entrevista tomó lugar en el porche adelante. Hubo una abundancia de ruidos ambientes de los coches pasando por la casa y los vecinos que estaban hablando y jugando. La entrevista entera es en español. Juan Texidor nació en la Ciudad de Guayama, Puerto Rico y migró al Oeste de Nueva York en 1951. Juan cumplió una parte de su educación formal en Puerto Rico pero la cumplió por completo a Buffalo Evening School a Bennett High School como un adulto trabajando fulltime. Juan fue empleado por Ford Motor Company y fue muy activo en la comunidad �hispana. Él eventualmente se volvió una voz bien conocida por las alas de radio con su programa de radio en español semanal. Juan fue uno de los fundadores del Centro Pucho Olivencia en la Calle Swan y fue un miembro de juntas varias de unas organizaciones hispanas en la comunidad hasta el momento en que las conversaciones se convirtieron fuertemente en inglés. Juan ofrece sus opiniones sobre la comunidad hispana en Búfalo, especialmente en términos de la educación y los cambios sociales que están tomando lugar en ese momento. También comparte sus pensamientos sobre cómo ha cambiado Puerto Rico desde su niñez y a dónde cree que la isla va económicamente, políticamente y socialmente. Story Clips: 1:01 - Juan comes directly to Buffalo from Arroyo, Puerto Rico Juan Texidor introduces himself. Juan arrived in Buffalo in 1951 from the small town of Arroyo, Puerto Rico. Juan came looking for work. After 4 weeks, he was able to find a job at Ford Motor Company. He worked there for 34 years. Juan Texidor se presenta. Juan llegó a Búfalo en 1951 del pequeño pueblo, Arroyo, Puerto Rico. Juan vino aquí en búsqueda de trabajo. Después de 4 semanas, consiguió un puesto con Ford Motor Company. Él trabajó ahí por 34 años. 1:03 - Juan bought a house on Pennsylvania Street Juan moved to the west side of Buffalo. He originally lived on West Chippewa St., but then bought a house on Pennsylvania St. in 1975. He and his wife (now deceased) lived there for 37 years. Juan se mudó al west side de Búfalo. Originalmente vivía en la calle West Chippewa, pero compró una casa en la calle Pennsylvania en el año 1975. Él y su esposa (ahora fallecida) vivían ahí por 37 años. 2:12 - Juan finished high school at Buffalo Evening School Juan started Buffalo evening high school to finish his high school degree. He had 2 years of high school education before arriving in Buffalo. He wanted to continue studying but was working full-time. �Juan asistió al Buffalo Evening High School para terminar su educación secundaria. Le faltaron dos años de la educación secundaria antes de llegar a Búfalo. Él quiso seguir estudiando pero ya encontró trabajo 2:13 - He married his wife in New York City Juan married his wife in 1957 in New York City. He met his wife in Buffalo but she was from NYC. They were together for 47 years. She passed away in 2006. Juan se casó con su esposa en el año 1957 en Nueva York. Conoció a su esposa en Búfalo, pero ella era de Nueva York. Compartieron 47 años de sus vidas juntos. Ella falleció en el año 2006. 2:42 – He participated in many community organizations Juan was involved in many community organizations. He first belonged to the la Asociación Puertorriqueña de Ayuda Mutua (Puerto Rican Society of Mutual Help) for about 4 years. He was also involved in the Junta Consejera de Comunidad (can’t understand) Bilingüe and a board member of Hispanics United of Buffalo. Juan se involucraba en muchas organizaciones de la comunidad. Primero, perteneció a la Asociación Puertorriqueña de Ayuda Mutua por más o menos 4 años. Fue involucrado con la Junta Consejera de Comunidad (falta una parte) Bilingüe y fue miembro de los directores de los Hispanos Unidos de Búfalo. 3:47 – He was one of the founders of the Pucho Olivencia Center Juan was one of the original founders of the Pucho Olivencia Center on Swan Street. He also helped start the Grease Pole Festival in Buffalo. He was a commentator for 4 years. Juan era uno de los fundadores del Centro Pucho Olivencia en la calle Swan. También ayudó a iniciar El Palo Ensebao en Búfalo. Él era comentarista por 4 años. 6:13 – Juan starts a Spanish language radio show Jimmy Ruiz began the Spanish language in Western New York. When they moved the radio show to the Pucho Olivencia Center, Juan took over the program. Luis Marchany and Ricardo Acosta helped him with the program. �(WJJL - Started on WHLD in Niagara Falls, but then moved to WJJL). They would broadcast the program every single Sunday all year around. Jimmy Ruiz empezó la estación en español en Western New York. Cuando cambiaron el lugar de la transmisión del programa al Centro Pucho Olivencia, Juan asumió la responsabilidad del programa. Luis Marchany y Ricardo Acosta lo ayudaron con el programa. (WJJL - empezó en el canal WHLD en Niagara Falls, pero se mudó a WJJL). Transmitían el programa cada domingo por todo el año. 6:14 - Jimmy Ruiz starts a radio show in Niagara Falls Jimmy Ruíz started a Spanish language radio station broadcasting from Niagara Falls. Juan filled in for Jimmy when Jimmy went back to Puerto Rico to go to school. Juan travelled to Niagara Falls for 29 years as the broadcaster of the only Spanish language radio station in the region. The program only broadcasted on Sundays. The radio started on WHLD but ended up on WJJL. Jimmy Ruiz empezó una estación en español transmitiendo de Niagara Falls. Juan asumió su posición cuando Jimmy volvió a Puerto Rico para asistir a la escuela. Juan viajó a Niagara Falls por 29 años como locutor de la única estación de radio en español. El programa solamente se transmitía los domingos. La estación de radio empezó en el canal WHLD pero cambió al de WJJL. 8:05 – He looked for announcements and news for the Hispanic Community Juan was responsible for finding news from the Hispanic community and transmitting it on the airwaves. He retired'--along with the show'--in the 90's. Juan era encargado a buscar las noticias de la comunidad hispana y transmitirlas en las olas de radio. Se retiró--también del programa--en los 90. 8:38 – They relocated the radio station to downtown Buffalo Eventually, there was a Spanish language radio station in downtown Buffalo. Juan continued as a broadcaster in Buffalo but it didn't last long because it became too much work for one person. Now there is only one Spanish language radio show (1 hour long) on WJJL. �Eventualmente, se puso el programa de radio en español en el centro de Búfalo. Juan continuó como locutor en Búfalo pero no duró mucho porque fue demasiado trabajo para una persona. Ahora, hay solamente un programa de radio en español (dura 1 hora) en WJJL. 10:12 – He no longer belongs to any organizations Juan no longer participates in any community organizations. He continues to support local community leaders but has since retired from Hispanics United of Buffalo and any other organization he once served with. Juan ya no participa con ninguna organización de la comunidad. Él sigue apoyando a los líderes de la comunidad pero desde entonces se ha retirado de los Hispanos Unidos y cualquiera otra organización en que algún momento sirvió. 4:05 – Juan explains why he is involved in the community Juan explains why he chose to be involved in the Hispanic community. Since he had time, he could try and help the community progress. He was part of Hispanics United as a board member for more than 10 years but had to retire because the board shifted to English only meetings and he was unable to comfortably follow the conversations. English has always been very difficult for him. Juan explica por qué eligió involucrarse en la comunidad hispana. Desde entonces tenía tiempo, él podía tratar y ayudar al progreso de la comunidad. Él fue parte de los Hispanos Unidos como miembro de los directores por más de 10 años pero dejó este puesto porque las conversaciones se convirtieron al inglés y se sintió incómodo tratando de seguirlas. El inglés siempre ha sido muy difícil para él. 7:12 – He compares life today in Puerto Rico with what it was like when he was younger Juan shares his observations of what Puerto Rico is like today compared to what he knew when he was younger. He returned to Puerto Rico for a funeral and was surprised to see some traditions stick but also noticed some huge commercial and linguistic changes. He was very uncomfortable with the amount of Spanglish in the colloquial language. He feels that the Spanish language has been degraded. �Juan comparte sus observaciones de cómo se ve Puerto Rico hoy en día en comparación a lo que se parecía cuando era más joven. Él volvió a Puerto Rico para un funeral y fue sorprendido a ver que algunas de las tradiciones todavía existen pero también se notó que hubo algunos cambios comerciales y lingüísticas enormes. Se sintió muy incómodo con la cantidad de Spanglish en el lenguaje cotidiano. Se siente que la lengua española ha sido degredada. 9:25 – Puerto Rican can never be anything more than a Commonwealth (Free Associated State) Juan explains why Puerto Rico could never become a state of the United State or a free country. There are no resources for it to stand on its own and is dependent on U.S. resources. Juan explica porque Puerto Rico nunca podría ser un estado de los Estados Unidos o un país libre. No hay recursos para que se mantenga su independencia económica y depende vitalmente en los recursos de los Estados Unidos. 10:39 – The Hispanic community in Buffalo was small when he first arrived There were only about 1,000 Hispanic families in Buffalo when Juan arrived here. There weren't any Hispanic run businesses or organizations. Había solamente más o menos 1,000 familias hispanas en Búfalo cuando Juan llegó aquí. No había ningunos negocios o organizaciones dirigidos por hispanos. 12:03 – The community has changed a lot since the early days The Hispanic community has changed drastically since the 50s. There are Hispanic led businesses all over the west side and north of Buffalo. Families now own their own homes. La comunidad hispana ha cambiado drásticamente desde los años 50. Hay negocios dirigidos por hispanos por todos lados del Westside y al norte de Búfalo. Ahora las familias son dueñas de sus propias casas. 12:42 – Politicians help Hispanics Local politicians help the Hispanic community progress. Public figures like Sam Hoyt, Byron Brown and Anthony Masiello gave assistance to the Hispanic community during their terms. �Los políticos locales ayudan al progreso de la comunidad hispana. Los líderes públicos como Sam Hoyt, Byron Brown y Anthony Masiello le dieron asistencia a la comunidad hispana durante sus mandatos. 13:42 – There was a lot of discrimination against Hispanics Hispanics had a difficult time finding jobs regardless of their level of education because of the blatant discrimination against anyone with a Spanish last name. Eventually, the community realized they could progress on their own. Era difícil encontrar trabajo para los hispanos, ni importa el nivel de educación que tenía, por la discriminación obvia contra de cualquiera persona con un apellido español. Eventualmente, la comunidad se dio cuenta que progresaría por su propios medios. 14:20 - Where does discrimination against Hispanics come from? Juan believes that Hispanics now have an advantage over other workers because they are bilingual. They can work in either Spanish or English which makes them more marketable. Juan cree que ahora los hispanos tienen la ventaja sobre otros trabajadores porque son bilingües. Ellos pueden trabajar en español o inglés, lo cual les hace muy atractivo a los empleadores. 18:41 – There are many educated Hispanics Being bilingual has helped the Hispanic community immensely. Many of the Hispanic professionals are bilingual and received many higher degrees. Many professionals had to leave the city because there weren't enough jobs in Buffalo. Siendo bilingüe la ha ayudado la comunidad hispana enorme. Muchos de los profesionales hispanos son bilingües y recibieron títulos a los niveles altos. Muchos profesionales tuvieron que dejar la ciudad porque no era trabajos suficientes en Búfalo. 22:27 - The importance of being bilingual It's advantageous to be bilingual. Juan tells the story about a young woman who moved to New York City to work and was called back to Buffalo because the company in Buffalo knew she was bilingual. �Es ventajoso de ser bilingüe. Juan cuenta una historia sobre una mujer joven quien se mudó a Nueva York para trabajo y fue llamada a volver a Búfalo porque una compañía en Búfalo sabía que era bilingüe. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 42:20 Time Summary A summary of an interview given for different time stamps throughout the interview 1:01 - Juan comes directly to Buffalo from Arroyo, Puerto Rico Juan Texidor introduces himself. Juan arrived in Buffalo in 1951 from the small town of Arroyo, Puerto Rico. Juan came looking for work. After 4 weeks, he was able to find a job at Ford Motor Company. He worked there for 34 years. Juan Texidor se presenta. Juan llegó a Búfalo en 1951 del pequeño pueblo, Arroyo, Puerto Rico. Juan vino aquí en búsqueda de trabajo. Después de 4 semanas, consiguió un puesto con Ford Motor Company. Él trabajó ahí por 34 años. 1:03 - Juan bought a house on Pennsylvania Street Juan moved to the west side of Buffalo. He originally lived on West Chippewa St., but then bought a house on Pennsylvania St. in 1975. He and his wife (now deceased) lived there for 37 years. Juan se mudó al west side de Búfalo. Originalmente vivía en la calle West Chippewa, pero compró una casa en la calle Pennsylvania en el año 1975. Él y su esposa (ahora fallecida) vivían ahí por 37 años. 2:12 - Juan finished high school at Buffalo Evening School Juan started Buffalo evening high school to finish his high school degree. He had 2 years of high school education before arriving in Buffalo. He wanted to continue studying but was working full-time. Juan asistió al Buffalo Evening High School para terminar su educación secundaria. Le faltaron dos años de la educación secundaria antes de llegar a Búfalo. Él quiso seguir estudiando pero ya encontró trabajo 2:13 - He married his wife in New York City Juan married his wife in 1957 in New York City. He met his wife in Buffalo but she was from NYC. They were together for 47 years. She passed away in 2006. Juan se casó con su esposa en el año 1957 en Nueva York. Conoció a su esposa en Búfalo, pero ella era de Nueva York. Compartieron 47 años de sus vidas juntos. Ella falleció en el año 2006. 2:42 – He participated in many community organizations Juan was involved in many community organizations. He first belonged to the la Asociación Puertorriqueña de Ayuda Mutua (Puerto Rican Society of Mutual Help) for about 4 years. He was also involved in the Junta Consejera de Comunidad (can’t understand) Bilingüe and a board member of Hispanics United of Buffalo. Juan se involucraba en muchas organizaciones de la comunidad. Primero, perteneció a la Asociación Puertorriqueña de Ayuda Mutua por más o menos 4 años. Fue involucrado con la Junta Consejera de Comunidad (falta una parte) Bilingüe y fue miembro de los directores de los Hispanos Unidos de Búfalo. 3:47 – He was one of the founders of the Pucho Olivencia Center Juan was one of the original founders of the Pucho Olivencia Center on Swan Street. He also helped start the Grease Pole Festival in Buffalo. He was a commentator for 4 years. Juan era uno de los fundadores del Centro Pucho Olivencia en la calle Swan. También ayudó a iniciar El Palo Ensebao en Búfalo. Él era comentarista por 4 años. 6:13 – Juan starts a Spanish language radio show Jimmy Ruiz began the Spanish language in Western New York. When they moved the radio show to the Pucho Olivencia Center, Juan took over the program. Luis Marchany and Ricardo Acosta helped him with the program. (WJJL - Started on WHLD in Niagara Falls, but then moved to WJJL). They would broadcast the program every single Sunday all year around. Jimmy Ruiz empezó la estación en español en Western New York. Cuando cambiaron el lugar de la transmisión del programa al Centro Pucho Olivencia, Juan asumió la responsabilidad del programa. Luis Marchany y Ricardo Acosta lo ayudaron con el programa. (WJJL - empezó en el canal WHLD en Niagara Falls, pero se mudó a WJJL). Transmitían el programa cada domingo por todo el año. 6:14 - Jimmy Ruiz starts a radio show in Niagara Falls Jimmy Ruíz started a Spanish language radio station broadcasting from Niagara Falls. Juan filled in for Jimmy when Jimmy went back to Puerto Rico to go to school. Juan travelled to Niagara Falls for 29 years as the broadcaster of the only Spanish language radio station in the region. The program only broadcasted on Sundays. The radio started on WHLD but ended up on WJJL. Jimmy Ruiz empezó una estación en español transmitiendo de Niagara Falls. Juan asumió su posición cuando Jimmy volvió a Puerto Rico para asistir a la escuela. Juan viajó a Niagara Falls por 29 años como locutor de la única estación de radio en español. El programa solamente se transmitía los domingos. La estación de radio empezó en el canal WHLD pero cambió al de WJJL. 8:05 – He looked for announcements and news for the Hispanic Community Juan was responsible for finding news from the Hispanic community and transmitting it on the airwaves. He retired'--along with the show'--in the 90's. Juan era encargado a buscar las noticias de la comunidad hispana y transmitirlas en las olas de radio. Se retiró--también del programa--en los 90. 8:38 – They relocated the radio station to downtown Buffalo Eventually, there was a Spanish language radio station in downtown Buffalo. Juan continued as a broadcaster in Buffalo but it didn't last long because it became too much work for one person. Now there is only one Spanish language radio show (1 hour long) on WJJL. Eventualmente, se puso el programa de radio en español en el centro de Búfalo. Juan continuó como locutor en Búfalo pero no duró mucho porque fue demasiado trabajo para una persona. Ahora, hay solamente un programa de radio en español (dura 1 hora) en WJJL. 10:12 – He no longer belongs to any organizations Juan no longer participates in any community organizations. He continues to support local community leaders but has since retired from Hispanics United of Buffalo and any other organization he once served with. Juan ya no participa con ninguna organización de la comunidad. Él sigue apoyando a los líderes de la comunidad pero desde entonces se ha retirado de los Hispanos Unidos y cualquiera otra organización en que algún momento sirvió. 4:05 – Juan explains why he is involved in the community Juan explains why he chose to be involved in the Hispanic community. Since he had time, he could try and help the community progress. He was part of Hispanics United as a board member for more than 10 years but had to retire because the board shifted to English only meetings and he was unable to comfortably follow the conversations. English has always been very difficult for him. Juan explica por qué eligió involucrarse en la comunidad hispana. Desde entonces tenía tiempo, él podía tratar y ayudar al progreso de la comunidad. Él fue parte de los Hispanos Unidos como miembro de los directores por más de 10 años pero dejó este puesto porque las conversaciones se convirtieron al inglés y se sintió incómodo tratando de seguirlas. El inglés siempre ha sido muy difícil para él. 7:12 – He compares life today in Puerto Rico with what it was like when he was younger Juan shares his observations of what Puerto Rico is like today compared to what he knew when he was younger. He returned to Puerto Rico for a funeral and was surprised to see some traditions stick but also noticed some huge commercial and linguistic changes. He was very uncomfortable with the amount of Spanglish in the colloquial language. He feels that the Spanish language has been degraded. Juan comparte sus observaciones de cómo se ve Puerto Rico hoy en día en comparación a lo que se parecía cuando era más joven. Él volvió a Puerto Rico para un funeral y fue sorprendido a ver que algunas de las tradiciones todavía existen pero también se notó que hubo algunos cambios comerciales y lingüísticas enormes. Se sintió muy incómodo con la cantidad de Spanglish en el lenguaje cotidiano. Se siente que la lengua española ha sido degredada. 9:25 – Puerto Rican can never be anything more than a Commonwealth (Free Associated State) Juan explains why Puerto Rico could never become a state of the United State or a free country. There are no resources for it to stand on its own and is dependent on U.S. resources. Juan explica porque Puerto Rico nunca podría ser un estado de los Estados Unidos o un país libre. No hay recursos para que se mantenga su independencia económica y depende vitalmente en los recursos de los Estados Unidos. 10:39 – The Hispanic community in Buffalo was small when he first arrived There were only about 1,000 Hispanic families in Buffalo when Juan arrived here. There weren't any Hispanic run businesses or organizations. Había solamente más o menos 1,000 familias hispanas en Búfalo cuando Juan llegó aquí. No había ningunos negocios o organizaciones dirigidos por hispanos. 12:03 – The community has changed a lot since the early days The Hispanic community has changed drastically since the 50s. There are Hispanic led businesses all over the west side and north of Buffalo. Families now own their own homes. La comunidad hispana ha cambiado drásticamente desde los años 50. Hay negocios dirigidos por hispanos por todos lados del Westside y al norte de Búfalo. Ahora las familias son dueñas de sus propias casas. 12:42 – Politicians help Hispanics Local politicians help the Hispanic community progress. Public figures like Sam Hoyt, Byron Brown and Anthony Masiello gave assistance to the Hispanic community during their terms. Los políticos locales ayudan al progreso de la comunidad hispana. Los líderes públicos como Sam Hoyt, Byron Brown y Anthony Masiello le dieron asistencia a la comunidad hispana durante sus mandatos. 13:42 – There was a lot of discrimination against Hispanics Hispanics had a difficult time finding jobs regardless of their level of education because of the blatant discrimination against anyone with a Spanish last name. Eventually, the community realized they could progress on their own. Era difícil encontrar trabajo para los hispanos, ni importa el nivel de educación que tenía, por la discriminación obvia contra de cualquiera persona con un apellido español. Eventualmente, la comunidad se dio cuenta que progresaría por su propios medios. 14:20 - Where does discrimination against Hispanics come from? Juan believes that Hispanics now have an advantage over other workers because they are bilingual. They can work in either Spanish or English which makes them more marketable. Juan cree que ahora los hispanos tienen la ventaja sobre otros trabajadores porque son bilingües. Ellos pueden trabajar en español o inglés, lo cual les hace muy atractivo a los empleadores. 18:41 – There are many educated Hispanics Being bilingual has helped the Hispanic community immensely. Many of the Hispanic professionals are bilingual and received many higher degrees. Many professionals had to leave the city because there weren't enough jobs in Buffalo. Siendo bilingüe la ha ayudado la comunidad hispana enorme. Muchos de los profesionales hispanos son bilingües y recibieron títulos a los niveles altos. Muchos profesionales tuvieron que dejar la ciudad porque no era trabajos suficientes en Búfalo. 22:27 - The importance of being bilingual It's advantageous to be bilingual. Juan tells the story about a young woman who moved to New York City to work and was called back to Buffalo because the company in Buffalo knew she was bilingual. Es ventajoso de ser bilingüe. Juan cuenta una historia sobre una mujer joven quien se mudó a Nueva York para trabajo y fue llamada a volver a Búfalo porque una compañía en Búfalo sabía que era bilingüe. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Juan Texidor Creator An entity primarily responsible for making the resource Juan Texidor (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource This interview was conducted on July 31, 2012 with Juan Texidor at his home on Pennsylvania Street in Buffalo, NY by Stephanie Bucalo. The interview took place on his front porch. There are ambient noises from passing cars and people in the neighborhood talking and playing. The entire interview is in Spanish.Juan Texidor was born in Ciudad de Guayama, Puerto Rico and migrated to Western New York in 1951. Juan completed part of his formal education in Puerto Rico but completed his High School degree at Buffalo Evening School at Bennett High School as a full-working adult. Juan was employed by the Ford Motor Company and very active in the Hispanic community. He eventually became a very well-known voice on the airwaves with his weekly Spanish language radio program. Juan was one of the founding fathers of the Pucho Olivencia Center on Swan Street and was a member of the board for various Hispanic organizations until the language at the meetings became English heavy. Juan offers his opinions about the Hispanic community in Buffalo, especially in terms of education and the social changes taking place. He also shares his thoughts on how Puerto Rico has changed since his childhood and where he thinks the island is heading economically, politically and socially. Esta entrevista fue conducida el 31 de Julio 2012 con Juan Texidor en su casa en la Calle Pennsylvania en Buffalo, NY por Stephanie Bucalo. La entrevista tomó lugar en el porche adelante. Hubo una abundancia de ruidos ambientes de los coches pasando por la casa y los vecinos que estaban hablando y jugando. La entrevista entera es en español. Juan Texidor nació en la Ciudad de Guayama, Puerto Rico y migró al Oeste de Nueva York en 1951. Juan cumplió una parte de su educación formal en Puerto Rico pero la cumplió por completo a Buffalo Evening School a Bennett High School como un adulto trabajando full-time. Juan fue empleado por Ford Motor Company y fue muy activo en la comunidad hispana. Él eventualmente se volvió una voz bien conocida por las alas de radio con su programa de radio en español semanal. Juan fue uno de los fundadores del Centro Pucho Olivencia en la Calle Swan y fue un miembro de juntas varias de unas organizaciones hispanas en la comunidad hasta el momento en que las conversaciones se convirtieron fuertemente en inglés. Juan ofrece sus opiniones sobre la comunidad hispana en Búfalo, especialmente en términos de la educación y los cambios sociales que están tomando lugar en ese momento. También comparte sus pensamientos sobre cómo ha cambiado Puerto Rico desde su niñez y a dónde cree que la isla va económicamente, políticamente y socialmente. Date A point or period of time associated with an event in the lifecycle of the resource 2012-07-31 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource Spanish Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Community Employment and Labor Migration http://omeka.buffalolib.org/files/original/0ce41b73e6c41bdeb84685f826ce7d8a.mp3 0e15c87299b08808bc385379f811266c http://omeka.buffalolib.org/files/original/9d0d13f3d2fe0f1c895ad408882c2246.pdf 6e208b493b2bd15dd3852c7e0b1d0b0d PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Juventino Mejia Interview Location: Lackawanna Public Library, Lackawanna, NY Interview Date: August 2, 2012 Interview Conducted by: Stephanie Bucalo Length: 2:01:05 Executive Summary: This interview with Juventino Mejia was conducted on August 2, 2012 by Stephanie Bucalo at the Lackawanna Public Library on Ridge Road in Lackawanna, NY. Juventino was born in the state of Michoacán, México and migrated to the United States, first to Laredo, Texas, with his mother and then later to Buffalo where his mother joined her future husband. Juventino is a very charismatic storyteller. He begins his story back in México and the southwestern part of the United States where he depicts a lawless land and one where man must overcome the perilous nature surrounding him. Tino, short for Juventino, was fortunate enough to come from a family that had the means to obtain a passport and legal passage to the United States. Because of this advantage, Tino was able to complete his formal secondary education, was enlisted in the U.S. Army (even though he was not a U.S. citizen yet), obtained gainful employment, completed higher education under the G.I. Bill and later on became very active in the Hispanic community as an advocate for those who needed support. Despite that fact that Tino’s arrival was slightly easier than many others who arrived at this time, Tino’s family still faced the same challenges that other Hispanic families endured during this time period. They never went on welfare, but everyone in the house helped in any way they could. After serving in the Korean War, Juventino returned to Buffalo and began to pursue a degree and career in Social Work. He became very involved in the Hispanic community as an advocate and a founder of Hispanic based organizations. Tino was also a boxer and musician. Resumen Ejecutivo: Esta entrevista con Juventino Mejia fue conducida el 2 de agosto 2012 por Stephanie Bucalo a la Biblioteca Pública de Lackawanna en Ridge Road en Lackawanna, NY. Juventino nació en el estado de Michoacán, México y emigró a los Estados Unidos, primero a Laredo, Texas, con su madre y luego más tarde a Búfalo donde su madre se reunió con su nuevo esposo. Juventino cuenta su historia con mucho carisma. Él empieza su historia en México y el �suroeste de los Estaos Unidos donde él pinta una tierra sin leyes y una donde el hombre tiene que superar lo peligroso de la tierra salvaje alrededor de él. Tino, corto para Juventino, fue bastante afortunado a venir de una familia que tenía los medios para obtener un pasaporte y pasaje legal a los Estados Unidos. Por esta ventaja, Tino cumplió su educación formal, se alistó al ejército estadounidense (Aunque ya no fue ciudadano estadounidense), obtuvo empleo retribuido, cumplió su título avanzado de la universidad bajo del G.I. Bill y más tarde se volvió muy activo en la comunidad hispana como un defensor para los que necesitan el apoyo. A pesar del hecho que la llegada de Tino era más fácil para él que a los demás que han llegado a ese tiempo, la familia de Tino sintió los mismos desafíos que las otras familias hispanas soportaron durante este periodo. Ellos nunca necesitaron la asistencia gubernamental, pero todo el mundo en la casa hicieron su parte para mantener una buena vida. Después de servir en la Guerra Coreana, Juventino volvió a Búfalo y empezó a perseguir un título y una carrera en el trabajo social. Él se puso muy activo en la comunidad hispana como defensor y un fundador de unas organizaciones basadas en la comunidad hispana. Tino también fue boxeador y músico. Story Clips: 1:04 - Mexicans are hard workers Mexicans are hard workers. Just like other migrant groups of the past, Mexicans came to the United States looking for better opportunities. They, like so many other migrant groups, leave their countries because of governmental corruption and other crimes against their people. Despite having its own problem, the United States is a much better environment for migrants. Los mexicanos son trabajadores fuertes. Como otros grupos de migrantes del pasado, los mexicanos vinieron a los Estados Unidos en búsqueda de mejores oportunidades. Ellos, como tantos otros grupos de migrantes, se fueron de sus países por la corrupción gubernamental y otros delitos contra de su gente. A pesar de tener sus propios problemas, los Estados Unidos tienen un mejor ambiente para los migrantes. 4:31 - Tino was born in Michoacán, México Tino was born in the southwest of Mexico in the state of Michoacán. Tino describes the climate and landscape of Michoacán, Mexico. �Tino nació en la parte suroeste de México en el estado de Michoacán. Tino describe el clima y el paisaje de Michoacán, México. 5:40 - Many Mexicans acquire land after the Mexican Revolution After the Revolution, many Mexicans were able to acquire land. Después de la revolución mexicana, muchos mexicanos consiguieron tierra. 6:31 - Tino's family had the means to travel to the US Tino’s father and grandfather owned tractors signifying that they had means. Because of this wealth, Tino was able to get a passport, which made it easier for him to come to the United States. They originally had no intention of coming to the United States permanently. His family traveled between the U.S. and Mexico frequently. If you had a passport, it was easy to apply for residency in the southwest. El padre y el abuelo de Tino tuvieron sus propios tractores y eso significó que tuvieron dinero. Por esta riqueza, Tino consiguió un pasaporte, lo cual, le hizo más fácil la entrada a los Estados Unidos. Originalmente, ellos no tuvieron the intención de quedarse permanentemente en los Estados Unidos. Su familia viajaba entre los EEUU y México con frecuencia. Si tuviera un pasaporte, era muy fácil a pedir residencia en el suroeste. 7:23 - Family troubles Tino’s parents started to have problems. His father got married in California, USA. The woman came to look for him back in Mexico. Tino’s mother took the kids to Mexico City where they had relatives. They lived there and went to school there. It was a huge change for them since they were from a very small town in Michoacán. Tino talks about the dangers of growing up in rural Mexico and living with the wildlife. He tells this story to make a comparison to what he experiences in Mexico City. Los padres de Tino empezaron a tener problemas con su relación. Su padre se casó con otra mujer en California, EEUU. La mujer vino a buscar su padre en México. Después la madre de Tino llevó sus hijos al Distrito Federal (la Ciudad de México) donde ya tenía familia. Ellos vivieron ahí y asistieron a la escuela. Ese era un gran cambio para ellos porque vinieron de un pueblito en Michoacán. Tino explica los peligros de criarse en la parte rural de México y como vivir con su fauna. Él cuenta esta historia para hacer una comparación con lo que él experimenta en el D.F. �9:48 - The wild wild west was dangerous The wild, wild, west was very dangerous. Everyone ran around with pistols. There was no electricity, so you had to be extra careful. He explains the limited resources that were available to light a home and to allow people to cook. You had to look for a specific type of wood that was incredible. You didn't need a phone because you could yell and everyone would hear you. You could hear the violence taking place in the region. There were no police officers; therefore people could live without laws. El "wild, wild, west" fue muy peligroso. Todo el mundo tuvo pistolas. No hubo corriente, entonces uno tuvo que ser muy cuidadoso. Él explica los límites de los recursos disponibles para encender un hogar y para dar fuego al cocinar. Uno tuvo que buscar un cierto tipo de madera incendiaria. No se necesitó un teléfono porque se pudo gritar y todo el mundo se lo hubiera oído. Se pudo oír la violencia que tomó lugar en la región. No hubo la policía, entonces la gente se pudo vivir sin leyes. 13:30 - Tino's mother meets a man from Laredo, Texas His grandmother had family in Laredo. They renewed their passports so they could go back and forth between Mexico and the United States. Tino’s mother met a man who had relatives in Buffalo. Su abuela tuvo familia en Laredo, Texas. Ellos renovaron sus pasaportes para que pudieran viajar entre México y los EEUU. La madre de Tino conoció a un hombre que tuvo parientes en Búfalo. 15:59 - Why is this man marrying my mother? Tino’s mother was very young when he was born. He says they "grew up together". There were 6 children in the family. Tino didn't quite understand why this new man wanted to marry his mother with 6 children. He feared that the man was going to send them to the US and make them work or buy insurance policies and kill them each off. He was very skeptical of this new man. He admitted that his mother was very pretty. La madre de Tino era muy joven cuando él nació. Él dice que ellos "se criaron juntos". Hubo 6 hijos en la familia. Tino no entendió porque este nuevo hombre quiso casarse con su madre que ya tuvo 6 hijos. Él temió que el hombre los mandara a los EEUU y les hiciera trabajar o que él compara el �seguro de vida para todos y matarlos uno por uno. Tino estuvo muy escéptico de este hombre. Eventualmente él admitió que su madre fue muy bonita. 17:41 - Why does Tino want to come to the US? It was easier for the family to immigrate since Tino’s mother was married to an American citizen. They completed all of the paperwork to legally immigrate. Tino had to speak with a female immigration officer. She asked him why he wanted to go to the United States. Tino responded that he didn't want to go and that it was his mother who wanted to immigrate. The officer was trying to figure out why the family was leaving Mexico. Tino didn't want to be a traitor to his country and explained that he had to go because his mother was. Fue más fácil a emigrar desde que su madre se casó con un ciudadano estadounidense. Ellos llenaron todas las formas para la inmigración legal. Tino tuvo que hablar con una aduanera. Ella le preguntó porque él quiso ir a los Estados Unidos. Él respondió que no quiso ir pero tuvo que ir con su madre quien se casó con el hombre estadounidense y que ella quiso emigrar. Tino no quiso ser traidor a su país y se lo explicó a la aduanera. 21:22 - It was tough living in a crowded house After immigrating they moved in with his mother´s mother-in-law. The house had pictures from the Mexican Revolution with guns larger than the man in the photos. Tino explains that it is difficult to live with them for an extended period of time because there were so many of them. They felt like they were always in the way. Después de emigrar, ellos se mudaron a la casa de la suegra de la madre de Tino. La casa tuvo fotos de la revolución mexicana con armas más grandes que los hombres en las fotos. Tino explica que después de un poco de tiempo volvió a ser difícil de vivir en la casa porque hubo tanta gente. Ellos se sintieron que les molestaron porque siempre ocuparon el mismo espacio. 22:40 - Tino is from New Mexico Tino went to school all by himself. Everyone thought he was from New Mexico. Tino just agreed politely. Tino asistió al primer día de escuela solito. Todo el mundo pensó que vino de Nuevo México. Tino se aportó sinceramente. 23:05 - Almost got hit by cars in Mexico City �Tino went to school by himself. He was still a young kid from a rural part of Mexico. He was not used to the traffic in Mexico City. He almost got hit by trucks because he wasn't used to so much traffic. His mother told him to take care of himself. The same thing happened when he arrived in the United States. He was sent to school on his own. There was also lots of traffic. Tino asistió a la escuela solito. Él era jovencito de una parte rural de México. No estaba acostumbrado a la circulación en el D.F. Él casi se chocó con unos camiones porque no estaba acostumbrado a tanta circulación. Su madre le dijo que se cuidara en camino a la escuela. Lo mismo pasó cuando llegó en los EEUU. Su madre le mandó a la escuela solito. Otra vez hubo mucha circulación. 24:05 – Where are the buildings? Tino thought that all of New York State was like New York City. Tino pensó que todo el estado de Nueva York fue como la ciudad de Nueva York. 24:25 - Dust equals progress Tino learns that the dust and smoke hanging over Lackawanna equates to success. People were happy with the pollution because it meant that people were working. Tino aprende que el polvo y el humo encima de Lackawanna significa el éxito. La gente estuvo feliz con la polución porque quiso decir que la gente trabajaba. 25:10 – The nice guy learns English and a few other valuable lessons Tino was in very good shape. He was a boxer when he was younger. Because of this, he was very disciplined, dressed nicely and always had a friendly personality. At first he didn't understand English but quickly learned when people started talking to him. He found learning English to be very easy because there were a lot of similarities between it and Spanish, as well as with Latin and other languages he could understand. It took him about 3 months to learn English. He knew he understood it well because he started to dream in English. Tino felt very comfortable in his community and speaking with people in the community. He also maintained his ability to speak Spanish because there were so many Spanish speaking members in the community. �Tino siempre estaba en buena forma. Él era boxeador cuando era joven. Por eso, él tenía buena disciplina, se vestía bien y siempre era amable. Al principio, no entendió el inglés pero rápidamente lo aprendió cuando mucha gente empezó a hablarle. Él descubrió que al aprender el inglés no sería tan difícil por las semejanzas entre el español y el inglés, tanto como con el latín y otros idiomas que pudo entender. No lo tomó más que tres meses para entender bien el inglés. Supo que lo entendió cuando una noche soñó completamente en inglés. Tino se sintió muy cómodo en su comunidad, especialmente hablando con la gente en la comunidad. Él también mantuvo su capacidad de hablar en español porque hubo una grande población de hispanohablantes de distintos lugares. 29:04 - Lackawanna is the city of the United Nations Tino found that living in Lackawanna had its benefits because it was an amalgam of different cultures. Everyone was there for the same things. Lackawanna was called the "City of the United Nations. The migrants who settled there came specifically to work in industry (Bethlehem Steel) or other places of employment of the same nature. It was easy for newcomers to live there because of the diversity and the similar lifestyles they were all living. Tino encontró que hubo muchos beneficios en la vivienda en Lackawanna porque fue una amalgama de culturas distintas. Todo el mundo estuvo ahí para las mismas razones. Se llamó Lackawanna "la Ciudad de las Naciones Unidas". Los migrantes que hicieron la vivienda ahí, vinieron específicamente para trabajar en la industria (Bethlehem Steel) o en otros lugares de empleo de la misma manera. Era fácil vivir ahí para los nuevos llegados por la diversidad y las viviendas semejantes que todo el mundo vivía. 29:51 - Fiesta Patriotica celebrates Mexican festivities The Mexican Club was established in the 1930s (1935 or 1937) solely for the purpose of celebrating Mexican holidays. They were also called the Fiesta Patriótica. El Club Social Mexicano fue establecido en los años 30. (1935 o 1937) solamente por el propósito de festejar los feriados mexicanos. También se llamó la Fiesta Patriótica. 31:07 - Tino's family never went on welfare No one used the word "welfare" in terms of social benefits. At first, Tino didn´t realized what the word meant in those terms since there were venues �such as the Spanish Welfare Association, which actually was a social venue. Tino’s family never went on welfare even when his stepfather was unemployed. There was some relief available to people who needed extra help. They received rations of butter, flour, beans and cheese; however they never relied on social benefits to survive. Nadie usó la palabra "welfare" en los términos de los beneficios sociales. Al principio, Tino no se dio cuenta del sentido de esos términos porque hubo lugares como la Asociación Social Español (confirma esta traducción), la cual actualmente era un lugar social. La familia de Tino nunca pidió ayuda de los servicios sociales aun cuando su padrastro estaba desempleado. Hubo un poco de asistencia a la gente que la necesitó. Ellos recibieron raciones de manteca, harina, frijoles y queso, pero ellos nunca confiaron solamente en los beneficios sociales para sobrevivir. 32:37 - Mom starts a specialty Mexican store but misses a huge opportunity Tino’s grandfather gave his mother some money to start a store called Garcia´s Grocery Store. She owned the first business to sell Mexican ingredients. People would travel from Canada to purchase these ingredients. Before this, you had to go to Detroit to get authentic Mexican products. She was offered the opportunity to be a distributor of Mexican products but decided to just run her own business. She lost out on a huge business since no one else was distributing Mexican products in the region. El abuelo de Tino le dio dinero a su madre para empezar una tienda que se llamó Garcia’s Grocery Store. Ella fue dueña del primer negocio que vendió ingredientes mexicanos. La gente de Canadá viajó a Búfalo para comprar los ingredientes. Antes de este momento se tuvo que ir a Detroit para encontrar los productos mexicanos auténticos. Ella estaba ofrecida la oportunidad de distribuir los productos mexicanos pero decidió que quiso manejar su propio negocio. Ella perdió una buena oportunidad porque nadie distribuía este tipo de producto en la región. 34:10 - Mom buys a farm in Eden Tino’s father gave his mother some money to start the store. His mother then purchased 72 acres and started a farm in Eden, NY in 1960. The land had a house and a barn and only cost $19,500. She put down a down payment and paid a very low mortgage. �El padre de Tino le dio dinero a su madre para que abriera la tienda. Luego, su madre compró un pedazo de tierra de 72 acres y empezó una granja en Eden, NY en el año 1960. La tierra tuvo una casa y un granero y solo le cobró $29,500. Ella puso una entrega y después pagó una hipoteca muy baja. 35:11 - Everyone would work The family lived on 211 Ingam Avenue above the store. Tino’s mom and brother worked in the store and his stepfather worked at Bethlehem Steel. His stepfather still had family in Laredo so they traveled back and forth every year. They owned property in Buffalo and everyone was working so they were never in need of governmental assistance. Even during the strike, when his stepfather was laid off, there was plenty of support within the family. They did not need to reach out for relief. La familia vivió a 211 Avenida Ingam encima de la tienda. La madre de Tino y su hermano trabajaron a la tienda y su padrastro trabajó a Bethlehem Steel. Su padrastro todavía tuvo familia en Laredo entonces la familia viajó entre Laredo y Búfalo cada año. Ellos fueron dueños de la propiedad en Búfalo y todo el mundo en la familia trabajaba, entonces nunca necesitaron la asistencia del gobierno. Aun durante la huelga, cuando su padrastro estaba desempleado, se soportaron dentro de la familia. No necesitaron buscar ayuda. 36:48 - The Spanish Club threw an Independence Day Festivity for Mexicans The Spanish Club threw Mexican Independence Day celebrations. Tino finds this hilarious because the celebration is to commemorate Mexico gaining its independence from Spain and the Spanish Club is the one hosting it. El Club Español dio una celebración para el Día de Independencia en México. Tino lo encuentro histérico porque la celebración es para conmemorar la independencia de México de España y aquí tenemos el Club Español acogiendo la celebración. 37:15 - In 1947 the Centro Social Mexicano of Western New York was incorporated The Mexican Club officially started in 1947. It was officially called the Centro Social Mexicano de Western New York. People would come from various parts of New York and Canada. �El Club Mexicano oficialmente empezó en el año 1947. Oficialmente se lo llamó el Centro Social Mexicano de Western New York. La gente vino de varias partes de Nueva York y Canadá. 38:07 - An honorary Mexican Council in Buffalo There was an honorary Mexican Council here in Buffalo. A man with the last name Russell came from Germany but lived in Mexico for many years conducting business. He then relocated to Buffalo, NY. Because of the diplomatic relations between the US and Mexico, they set up an honorary Mexican Council in Buffalo. He was put in charge of it. Hubo un Consejo Mexicano honorado aquí en Búfalo. Un hombre con el apellido de Russell vino de Alemania pero vivió en México por muchos años haciendo negocios. Después se mudó a Búfalo, NY. Por las relaciones diplomáticas entre los EEUU y México, ellos iniciaron un Consejo Mexicano honorado en Búfalo. Él fue puesto encargado de este Consejo. 39:36 - Started his social work career at a very young age as an interpreter People would come to Tino for help translating at places such as Social Services. Hospitals, schools, etc. They knew he was bilingual. This is how he became interested in pursuing a career in social work. Mucha gente vino a Tino pidiéndole ayuda en lugares como a los Servicios Sociales, los hospitales, las escuelas, etc. Ellos supieron que él era bilingüe. Este es como a él empezó a interesarse la idea de perseguir una carrera en la asistencia social. 40:33 - There were a lot of jobs Tino explains his first working experiences in Buffalo. He started off in a restaurant and then ended up at Buffalo Break Beam making $7/hr, which, at the time was a lot of money. Buffalo Break Beam was a busy national factory which made tired hand breaks for trains. Tino looked at work as a way to exercise and make money, so he was always willing to work hard. Tino explica sus primeras experiencias con el trabajo en Búfalo. Él empezó trabajando en un restaurante y luego encontró trabajo en Búfalo Break Beam ganando $7/hra, lo cual en esta época era mucho. Búfalo Break Beam era una fábrica nacional concurrida la cual hacía los frenos de mano para los �ferrocarriles. Tino vio el trabajo como manera de hacer los ejercicios y ganar dinero, entonces, siempre tuvo ganas de trabajar duro. 43:22 - Learns the meaning of "DP" Tino learns what the word "displaced person" means. His mother thought maybe they were displaced people but they never went through war and horrible crises in their home country. They never had to "dodge bullets". Tino aprende lo que quería decir la palabra "persona desplazada". Su madre pensó que quizás ellos fueron desplazados pero ellos nunca vivieron por una guerra en sus países natales. Ellos nunca tuvieron que "esquivar las balas". 44:22 - There were various employment opportunities in Western New York Tino explains that there were different employment opportunities--not just farms and industry. He explains the different positions he had and how he was always working since a young age. Tino explica que hubo oportunidades diferentes para empleo--no solamente en las granjas y la industria. Él describe los puestos diferentes que tenía y como él siempre estaba trabajando desde una edad joven. 45:16 - Tino gets a job with Bethlehem Steel Tino meets a connection to his future job at Bethlehem Steel. Mr. Miller offered him a job at Bethlehem Steel--asking if he is ready for work. Gave him a contact name at the plant. Shortly after Tino was hired to work in the structural shipping department. Bethlehem Steel had a union and paid a better salary. Tino conoce a un vínculo a su trabajo futuro a Bethlehem Steel. Sr. Miller le ofreció un puesto a Bethlehem Steel--preguntándole si estaba listo para trabajar. Él dio un nombre de contacto a la planta. Muy poco después fue contratado para trabajar en el departamento de envio estructural. Bethlehem Steel tuvo una unión y pagó un salario mejor. 47:40 - Mexicans are hard workers Tino believes that Mexicans are hard workers. They are willing to do whatever they need to in order to make money--as long as it is legal. They believe in helping one another and succeeding. �Tino cree que los mexicanos son buenos trabajadores. Ellos están dispuestos a hacer lo que sea necesario para ganar dinero--con tal de que sea legal. Ellos creen que hay que ayudar a los otros para tener éxito. 48:29 - Never knew what it was to pay medical bills Tino was a very healthy man who rarely went to the doctors. Despite not needing the services, he felt assured that he was lucky enough to have coverage in case something did happen. He expresses his concern for current health care discussions and the people who wish to cut social services. He feels it is necessary to have these services so people don't resort to violence to obtain their basic needs. Tino era un hombre muy saludable y casi nunca fue al médico. A pesar de no necesitar los servicios, se sentía asegurado que tuvo mucha suerte tener el seguro por la casualidad de que algo le pasara. Él explica su preocupación para los debates sobre el sistema de salud hoy en día. Él siente que es necesario que se tengan estos servicios para que la gente no recurra a la violencia para obtener las necesidades básicas. 49:28 - Drafted into the military even though he was not a U.S. citizen Tino received a letter from the U.S. government informing him that he was drafted into the military. He tried to explain that he cannot go because of his family and because he was sending money to his grandmother. The man told him he had to go because his country needs him even though he only had a green card. He was told he had all of the same rights as a U.S. citizen except he cannot vote. They threatened to send him back to Mexico if he did not serve. Tino served. Tino recibió una carta del gobierno estadounidense al informarle que fue reclutado al ejército. Él trató de explicar que no pudo servir porque su familia lo necesitaba y porque le mandaba dinero a su abuela. El hombre le dijo que tuvo que ir porque su país lo necesita aunque solamente tuvo una carta verde. Se le dijo que tuvo todos los mismos derechos que un ciudadano estadounidense menos el voto. Ellos amenazaron con enviarlo de vuelta a México si no sirve. Tino sirvió. 51:36 - Sent grandma whatever he could Tino sent money to his grandmother in Laredo whenever he could. He even sent her money while he was serving in the military. He explains that it was �easier for him to send a money order while he was in the military because they were cheaper. Le mandó dinero a su abuela en Laredo cuando pudo. Él aún le mandó dinero cuando servía en el ejército. Él explica que fue más fácil para mandar un giro postal mientras que estaba en el ejército porque era más barato. 52:22 - African Americans have had it the worst Tino describes the group of people who served with him during basic training in South Carolina. He specifically remembers a particularly discriminatory moment with James Moore, an African American, when they went to Columbus, South Carolina. The waitress told Moore that they have a policy that states they don't serve "colored people". Moore was very polite and peacefully walked out. All of the soldiers who accompanied him to dinner also got up and left with him. One gentleman decided to share his thoughts, which included many insults to how racist southerners were. Moore was grateful for their support. Tino describe un grupo de gente con quien sirvió él durante la formación básica en South Carolina. Él específicamente recuerda un momento lo que fue particularmente discriminatorio con James Moore, un americano africano, cuando ellos fueron a Columbus, South Carolina. La mesera le dijo a Moore que el restaurante tiene una regla que dice que no sirve a la "gente colorada". Moore respondió con cortés y pacíficamente se fue del restaurante. Todos los soldados que lo acompañaban a la cena también se levantaron y se fueron con él. Un caballero decidió que quiso compartir sus sentimientos, los cuales incluyeron muchos insultos como los del sur son racistas. Moore estaba agradecido por su apoyo. 56:06 - You must know your serial number to leave the base Tino went to request a leave for the evening but could not remember his serial number. He was not allowed to leave until he could remember it. He didn't think it was important. Tino fue a pedir una salida para una noche pero no pudo recordar su número de serial. No obtuvo el permiso de irse hasta que él pudiera recordar su número de serial. Él no pensó que fuera importante. 57:39 - You can't come in because you are Puerto Rican �Tino and his friend Jose Robles were not allowed to enter the Rooster because Jose was Puerto Rican. They allowed Tino to enter, but once they realized that Jose was Puerto Rican they said he couldn't enter. Tino went back to see why they wouldn't let Jose in, they told him he couldn't come in because he was Puerto Rican. A group of Puerto Ricans from a different training site broke a bunch of windows and destroyed part of the bar in a bar fight the night before. They thought Tino and Jose were part of the same group. Eventually the two were allowed to enter. Tino y su amigo José Robles no estaban permitidos a entrar al Rooster porque José era puertorriqueño. Le permitieron que Tino entrara, pero cuando se dieron cuenta que José era puertorriqueño, le dijeron que no pudo entrar. Tino regresó para averiguar porque no le permitieron que José entrara, le dijeron que él no pudo entrar porque era puertorriqueño. Un grupo de puertorriqueños de otro sitio de formación rompió unas ventanas y destruyeron una parte del bar en una lucha la noche anterior. Ellos pensaron que Tino y José eran parte del mismo grupo. Eventualmente, se permitieron entrar a José y Tino. 1:00:04 - You can only buy a pitcher of beer Tino went to another bar that night to order a beer. They could only buy pitchers, so he and Jose bought a pitcher. A man in the bar told Tino that he needed to buy him a drink. He thought he was kidding since they had to buy them in pitchers. The man waited and finally confronted him because Tino didn't buy him one because he didn't want to be forced into buying one for a stranger. The man got mad and picked a fight with him. The police eventually came and told them to make peace or get arrested. Tino was fearless. Tino fue a otro bar esta misma noche para pedir una cerveza. Ellos pudieron solamente comprarla en jarras, entonces él y José compraron una jarra. Un hombre en el bar le dijo a Tino que él tuviera que comprarlo una bebida. Él pensó que estaba bromeando porque solo pudieron comprar las cervezas en jarras. El hombre esperó y finalmente se enfrentó a Tino porque él no lo compró una cerveza porque él no quiso ser forzado a comprar una cerveza para un extranjero. El hombre se puso muy enojado y empezó una pelea con Tino. Eventualmente la policía vino y les dijo que hubiera que hacer la paz o ser detenido. Tino no tuvo miedo. 1:05:14 - Tino is sent to the Dominican Republic during the Cuban Missile Crisis �After returning to Lackawanna, he was sent to the Dominican Republic to attack Cuba during the Cuban Missile Crisis. The majority of this group was bilingual and Hispanic. Fortunately, they did not have to attack Cuba because Khrushchev pulled the missiles out of Cuba. Después de volver a Lackawanna, él fue mandado a la República Dominicana para atacar a Cuba durante la crisis de los misiles en Cuba. La mayoría de este grupo fue bilingüe e hispana. Afortunadamente, ellos no tuvieron que atacar a Cuba porque Khrushchev sacó los misiles de Cuba. 1:07:27 - Tino receives orders to go to "chosen frozen" Tino was sent to Korea for one year. They received combat pay because it was a dangerous place. Tino fue mandado a Corea para un año. Ellos recibieron el pago de combate porque fue un lugar peligroso. 1:09:20 - 1964 orders to go to Vietnam Tino was sent to Vietnam. He heard horror stories that many soldiers before him died because the Vietnamese were waiting for them. They then turned into an air cavalry. Tino fue mandado a Vietnam. Él escuchó las historias de horror que muchos soldados murieron porque los vietnamitas los esperaban. Ellos se convirtieron en un calvario de aire. 1:10:10 - Tino did not go to Vietnam Tino never went to Vietnam because he only had three months left in his service, so his company commander did not send him to Vietnam to only send him back in three months. Tino joined a boxing league while he finished up his service. He returned to Lackawanna shortly after. Tino nunca fue a Vietnam porque solo le faltaban tres meses de servicio, entonces su comandante de compañía no le mandó a Vietnam porque tenía que mandarle a los EEUU en tres meses. Tino se unió a una liga de boxeo mientras que él terminaba su servicio. Él volvió a Lackawanna después de muy poco tiempo. 1:11:58 - Came back to L.A. �Tino came back to Lackawanna and got his job back at Bethlehem Steel. Even though he was doing well at work, he was still active in the community. Members from the University at Buffalo heard about his commitment to the Hispanic community and encouraged him to apply to the university under the G.I. Bill. Tino took their advice and got his bachelor’s degree in sociology. He then was offered a job from the city to work with minority groups, specifically to help prepare them for construction jobs. Tino volvió a Lackawanna y recogió su trabajo a Bethlehem Steel. Aunque él andaba bien al trabajo, él todavía estaba activo en la comunidad. Unos miembros de la Universidad a Búfalo aprendió sobre su compromiso a la comunidad hispana y le animaron a solicitar a la universidad bajo del programa del G.I. Bill. Tino tomó sus consejos y recibió su licenciatura en la sociología. Después él fue ofrecido un puesto de la ciudad para trabajar con las minorías, específicamente con la preparación de los empleos entrando en la construcción. 1:17:25 - Fighting gets Tino a new job Tino gets a call from the civil service department and interviews for a vocational rehabilitation counselor job. The man who interviewed him recognized him as a former boxer. Tino was qualified for the job because of his experience; however, he thought perhaps he got the job because of his fighting experience. Tino recibe una llamada del departamento de servicio civil y entrevista para un puesto de consejero de rehabilitación de vocación. El hombre que lo entrevistó, lo reconoció como un boxeador anterior. Tino tuvo los requisitos para el trabajo por su experiencia, pero, pensó que recibió el puesto por su experiencia de boxeo. 1:22:35 - Full time student and a worker Tino would work while he was in school. His employer allowed him to do this because the more education he received the better off the agency would be. He was never given free time, he made up his work in the evenings and on the weekends. Tino trabajaba mientras estaba estudiando. Su empleador le permitió que lo hiciera porque la más educación que recibiera lo mejor era la agencia. Él nunca tuvo tiempo libre, él hizo su trabajo durante las noches y los fines de semana cuando le faltó el tiempo al trabajo. �1:27:09 - Let's make a Latin Quarter in Buffalo Tino met with the presidents of the Puerto Rican, Mexican and Spanish clubs to see if they would unite to make a Latin Quarter like in New York City. The three presidents could not agree and the project never took place. Tino se juntó con los presidentes de los clubes puertorriqueño, mexicano y español para averiguar si ellos podían unirse y hacer un Cuarto Latino como en la Ciudad de Nueva York. Los tres presidentes no pudieron ponerse de acuerdo y el proyecto nunca se realizó. 1:30:19 - We need a lot of work Tino describes the need to make a unified Hispanic community in Western New York. Tino explica la necesidad de hacer una comunidad hispana unida en Western New York. 1:35:26 - Mexicans are hard workers There are six or seven generations of Mexicans in the area. Many were educated and successful but left for other opportunities. They were part of the economic growth of Lackawanna. Hay seis o siete generaciones de mexicanos en el área. Muchos fueron educados y tuvieron éxito pero se fueron para otras oportunidades. Ellos eran parte del aumento económico de Lackawanna. 1:37:56 - Community organization experience helps Tino start Hispanics United of Buffalo Tino explains how his work within the community helped him pool together an organization dedicated to the Hispanic community. He joined forces with academics from UB to put together a committee to find funding for this organization. Tino explica cómo su trabajo dentro de la comunidad lo ayudó a juntar una organización dedicada a la comunidad hispana. Él se unió las fuerzas con unos académicos de UB para juntar un comité para buscar fondos para el inicio de la organización. 1:44:03 - HUB continued �Tino continues explaining how the original committee decided on what to call the organization. They finally agreed on the Puerto Rican Chicano Committee. They received more than $150,000 to start the organization. Tino sigue explicando cómo el comité original decidió lo que llamaba la organización. Finalmente se pusieron de acuerdo con el nombre de Puerto Rican Chicano Committee. Ellos recibieron más que $150,000 para empezar la organización. 1:47:40 - The Hispanic has given so much to the community of Western New York Tino feels that Hispanics have really contributed to the Western New York and New York State communities. Even though there is a need for additional support, the Hispanic people have really helped our economy grow. Tino siente que los hispanos de verdad han contribuido mucho a las comunidades en Western New York y el estado de Nueva York. Aunque todavía hay mucho más trabajo que hacer en la comunidad, los hispanos han ayudado crecer la economía. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Lackawanna Public Library Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 2:01:05 Time Summary A summary of an interview given for different time stamps throughout the interview 1:04 - Mexicans are hard workers Mexicans are hard workers. Just like other migrant groups of the past, Mexicans came to the United States looking for better opportunities. They, like so many other migrant groups, leave their countries because of governmental corruption and other crimes against their people. Despite having its own problem, the United States is a much better environment for migrants. Los mexicanos son trabajadores fuertes. Como otros grupos de migrantes del pasado, los mexicanos vinieron a los Estados Unidos en búsqueda de mejores oportunidades. Ellos, como tantos otros grupos de migrantes, se fueron de sus países por la corrupción gubernamental y otros delitos contra de su gente. A pesar de tener sus propios problemas, los Estados Unidos tienen un mejor ambiente para los migrantes. 4:31 - Tino was born in Michoacán, México Tino was born in the southwest of Mexico in the state of Michoacán. Tino describes the climate and landscape of Michoacán, Mexico. Tino nació en la parte suroeste de México en el estado de Michoacán. Tino describe el clima y el paisaje de Michoacán, México. 5:40 - Many Mexicans acquire land after the Mexican Revolution After the Revolution, many Mexicans were able to acquire land. Después de la revolución mexicana, muchos mexicanos consiguieron tierra. 6:31 - Tino's family had the means to travel to the US Tino’s father and grandfather owned tractors signifying that they had means. Because of this wealth, Tino was able to get a passport, which made it easier for him to come to the United States. They originally had no intention of coming to the United States permanently. His family traveled between the U.S. and Mexico frequently. If you had a passport, it was easy to apply for residency in the southwest. El padre y el abuelo de Tino tuvieron sus propios tractores y eso significó que tuvieron dinero. Por esta riqueza, Tino consiguió un pasaporte, lo cual, le hizo más fácil la entrada a los Estados Unidos. Originalmente, ellos no tuvieron the intención de quedarse permanentemente en los Estados Unidos. Su familia viajaba entre los EEUU y México con frecuencia. Si tuviera un pasaporte, era muy fácil a pedir residencia en el suroeste. 7:23 - Family troubles Tino’s parents started to have problems. His father got married in California, USA. The woman came to look for him back in Mexico. Tino’s mother took the kids to Mexico City where they had relatives. They lived there and went to school there. It was a huge change for them since they were from a very small town in Michoacán. Tino talks about the dangers of growing up in rural Mexico and living with the wildlife. He tells this story to make a comparison to what he experiences in Mexico City. Los padres de Tino empezaron a tener problemas con su relación. Su padre se casó con otra mujer en California, EEUU. La mujer vino a buscar su padre en México. Después la madre de Tino llevó sus hijos al Distrito Federal (la Ciudad de México) donde ya tenía familia. Ellos vivieron ahí y asistieron a la escuela. Ese era un gran cambio para ellos porque vinieron de un pueblito en Michoacán. Tino explica los peligros de criarse en la parte rural de México y como vivir con su fauna. Él cuenta esta historia para hacer una comparación con lo que él experimenta en el D.F. 9:48 - The wild wild west was dangerous The wild, wild, west was very dangerous. Everyone ran around with pistols. There was no electricity, so you had to be extra careful. He explains the limited resources that were available to light a home and to allow people to cook. You had to look for a specific type of wood that was incredible. You didn't need a phone because you could yell and everyone would hear you. You could hear the violence taking place in the region. There were no police officers; therefore people could live without laws. El "wild, wild, west" fue muy peligroso. Todo el mundo tuvo pistolas. No hubo corriente, entonces uno tuvo que ser muy cuidadoso. Él explica los límites de los recursos disponibles para encender un hogar y para dar fuego al cocinar. Uno tuvo que buscar un cierto tipo de madera incendiaria. No se necesitó un teléfono porque se pudo gritar y todo el mundo se lo hubiera oído. Se pudo oír la violencia que tomó lugar en la región. No hubo la policía, entonces la gente se pudo vivir sin leyes. 13:30 - Tino's mother meets a man from Laredo, Texas His grandmother had family in Laredo. They renewed their passports so they could go back and forth between Mexico and the United States. Tino’s mother met a man who had relatives in Buffalo. Su abuela tuvo familia en Laredo, Texas. Ellos renovaron sus pasaportes para que pudieran viajar entre México y los EEUU. La madre de Tino conoció a un hombre que tuvo parientes en Búfalo. 15:59 - Why is this man marrying my mother? Tino’s mother was very young when he was born. He says they "grew up together". There were 6 children in the family. Tino didn't quite understand why this new man wanted to marry his mother with 6 children. He feared that the man was going to send them to the US and make them work or buy insurance policies and kill them each off. He was very skeptical of this new man. He admitted that his mother was very pretty. La madre de Tino era muy joven cuando él nació. Él dice que ellos "se criaron juntos". Hubo 6 hijos en la familia. Tino no entendió porque este nuevo hombre quiso casarse con su madre que ya tuvo 6 hijos. Él temió que el hombre los mandara a los EEUU y les hiciera trabajar o que él compara el seguro de vida para todos y matarlos uno por uno. Tino estuvo muy escéptico de este hombre. Eventualmente él admitió que su madre fue muy bonita. 17:41 - Why does Tino want to come to the US? It was easier for the family to immigrate since Tino’s mother was married to an American citizen. They completed all of the paperwork to legally immigrate. Tino had to speak with a female immigration officer. She asked him why he wanted to go to the United States. Tino responded that he didn't want to go and that it was his mother who wanted to immigrate. The officer was trying to figure out why the family was leaving Mexico. Tino didn't want to be a traitor to his country and explained that he had to go because his mother was. Fue más fácil a emigrar desde que su madre se casó con un ciudadano estadounidense. Ellos llenaron todas las formas para la inmigración legal. Tino tuvo que hablar con una aduanera. Ella le preguntó porque él quiso ir a los Estados Unidos. Él respondió que no quiso ir pero tuvo que ir con su madre quien se casó con el hombre estadounidense y que ella quiso emigrar. Tino no quiso ser traidor a su país y se lo explicó a la aduanera. 21:22 - It was tough living in a crowded house After immigrating they moved in with his mother´s mother-in-law. The house had pictures from the Mexican Revolution with guns larger than the man in the photos. Tino explains that it is difficult to live with them for an extended period of time because there were so many of them. They felt like they were always in the way. Después de emigrar, ellos se mudaron a la casa de la suegra de la madre de Tino. La casa tuvo fotos de la revolución mexicana con armas más grandes que los hombres en las fotos. Tino explica que después de un poco de tiempo volvió a ser difícil de vivir en la casa porque hubo tanta gente. Ellos se sintieron que les molestaron porque siempre ocuparon el mismo espacio. 22:40 - Tino is from New Mexico Tino went to school all by himself. Everyone thought he was from New Mexico. Tino just agreed politely. Tino asistió al primer día de escuela solito. Todo el mundo pensó que vino de Nuevo México. Tino se aportó sinceramente. 23:05 - Almost got hit by cars in Mexico City Tino went to school by himself. He was still a young kid from a rural part of Mexico. He was not used to the traffic in Mexico City. He almost got hit by trucks because he wasn't used to so much traffic. His mother told him to take care of himself. The same thing happened when he arrived in the United States. He was sent to school on his own. There was also lots of traffic. Tino asistió a la escuela solito. Él era jovencito de una parte rural de México. No estaba acostumbrado a la circulación en el D.F. Él casi se chocó con unos camiones porque no estaba acostumbrado a tanta circulación. Su madre le dijo que se cuidara en camino a la escuela. Lo mismo pasó cuando llegó en los EEUU. Su madre le mandó a la escuela solito. Otra vez hubo mucha circulación. 24:05 – Where are the buildings? Tino thought that all of New York State was like New York City. Tino pensó que todo el estado de Nueva York fue como la ciudad de Nueva York. 24:25 - Dust equals progress Tino learns that the dust and smoke hanging over Lackawanna equates to success. People were happy with the pollution because it meant that people were working. Tino aprende que el polvo y el humo encima de Lackawanna significa el éxito. La gente estuvo feliz con la polución porque quiso decir que la gente trabajaba. 25:10 – The nice guy learns English and a few other valuable lessons Tino was in very good shape. He was a boxer when he was younger. Because of this, he was very disciplined, dressed nicely and always had a friendly personality. At first he didn't understand English but quickly learned when people started talking to him. He found learning English to be very easy because there were a lot of similarities between it and Spanish, as well as with Latin and other languages he could understand. It took him about 3 months to learn English. He knew he understood it well because he started to dream in English. Tino felt very comfortable in his community and speaking with people in the community. He also maintained his ability to speak Spanish because there were so many Spanish speaking members in the community. Tino siempre estaba en buena forma. Él era boxeador cuando era joven. Por eso, él tenía buena disciplina, se vestía bien y siempre era amable. Al principio, no entendió el inglés pero rápidamente lo aprendió cuando mucha gente empezó a hablarle. Él descubrió que al aprender el inglés no sería tan difícil por las semejanzas entre el español y el inglés, tanto como con el latín y otros idiomas que pudo entender. No lo tomó más que tres meses para entender bien el inglés. Supo que lo entendió cuando una noche soñó completamente en inglés. Tino se sintió muy cómodo en su comunidad, especialmente hablando con la gente en la comunidad. Él también mantuvo su capacidad de hablar en español porque hubo una grande población de hispanohablantes de distintos lugares. 29:04 - Lackawanna is the city of the United Nations Tino found that living in Lackawanna had its benefits because it was an amalgam of different cultures. Everyone was there for the same things. Lackawanna was called the "City of the United Nations. The migrants who settled there came specifically to work in industry (Bethlehem Steel) or other places of employment of the same nature. It was easy for newcomers to live there because of the diversity and the similar lifestyles they were all living. Tino encontró que hubo muchos beneficios en la vivienda en Lackawanna porque fue una amalgama de culturas distintas. Todo el mundo estuvo ahí para las mismas razones. Se llamó Lackawanna "la Ciudad de las Naciones Unidas". Los migrantes que hicieron la vivienda ahí, vinieron específicamente para trabajar en la industria (Bethlehem Steel) o en otros lugares de empleo de la misma manera. Era fácil vivir ahí para los nuevos llegados por la diversidad y las viviendas semejantes que todo el mundo vivía. 29:51 - Fiesta Patriotica celebrates Mexican festivities The Mexican Club was established in the 1930s (1935 or 1937) solely for the purpose of celebrating Mexican holidays. They were also called the Fiesta Patriótica. El Club Social Mexicano fue establecido en los años 30. (1935 o 1937) solamente por el propósito de festejar los feriados mexicanos. También se llamó la Fiesta Patriótica. 31:07 - Tino's family never went on welfare No one used the word "welfare" in terms of social benefits. At first, Tino didn´t realized what the word meant in those terms since there were venues such as the Spanish Welfare Association, which actually was a social venue. Tino’s family never went on welfare even when his stepfather was unemployed. There was some relief available to people who needed extra help. They received rations of butter, flour, beans and cheese; however they never relied on social benefits to survive. Nadie usó la palabra "welfare" en los términos de los beneficios sociales. Al principio, Tino no se dio cuenta del sentido de esos términos porque hubo lugares como la Asociación Social Español (confirma esta traducción), la cual actualmente era un lugar social. La familia de Tino nunca pidió ayuda de los servicios sociales aun cuando su padrastro estaba desempleado. Hubo un poco de asistencia a la gente que la necesitó. Ellos recibieron raciones de manteca, harina, frijoles y queso, pero ellos nunca confiaron solamente en los beneficios sociales para sobrevivir. 32:37 - Mom starts a specialty Mexican store but misses a huge opportunity Tino’s grandfather gave his mother some money to start a store called Garcia´s Grocery Store. She owned the first business to sell Mexican ingredients. People would travel from Canada to purchase these ingredients. Before this, you had to go to Detroit to get authentic Mexican products. She was offered the opportunity to be a distributor of Mexican products but decided to just run her own business. She lost out on a huge business since no one else was distributing Mexican products in the region. El abuelo de Tino le dio dinero a su madre para empezar una tienda que se llamó Garcia’s Grocery Store. Ella fue dueña del primer negocio que vendió ingredientes mexicanos. La gente de Canadá viajó a Búfalo para comprar los ingredientes. Antes de este momento se tuvo que ir a Detroit para encontrar los productos mexicanos auténticos. Ella estaba ofrecida la oportunidad de distribuir los productos mexicanos pero decidió que quiso manejar su propio negocio. Ella perdió una buena oportunidad porque nadie distribuía este tipo de producto en la región. 34:10 - Mom buys a farm in Eden Tino’s father gave his mother some money to start the store. His mother then purchased 72 acres and started a farm in Eden, NY in 1960. The land had a house and a barn and only cost $19,500. She put down a down payment and paid a very low mortgage. El padre de Tino le dio dinero a su madre para que abriera la tienda. Luego, su madre compró un pedazo de tierra de 72 acres y empezó una granja en Eden, NY en el año 1960. La tierra tuvo una casa y un granero y solo le cobró $29,500. Ella puso una entrega y después pagó una hipoteca muy baja. 35:11 - Everyone would work The family lived on 211 Ingam Avenue above the store. Tino’s mom and brother worked in the store and his stepfather worked at Bethlehem Steel. His stepfather still had family in Laredo so they traveled back and forth every year. They owned property in Buffalo and everyone was working so they were never in need of governmental assistance. Even during the strike, when his stepfather was laid off, there was plenty of support within the family. They did not need to reach out for relief. La familia vivió a 211 Avenida Ingam encima de la tienda. La madre de Tino y su hermano trabajaron a la tienda y su padrastro trabajó a Bethlehem Steel. Su padrastro todavía tuvo familia en Laredo entonces la familia viajó entre Laredo y Búfalo cada año. Ellos fueron dueños de la propiedad en Búfalo y todo el mundo en la familia trabajaba, entonces nunca necesitaron la asistencia del gobierno. Aun durante la huelga, cuando su padrastro estaba desempleado, se soportaron dentro de la familia. No necesitaron buscar ayuda. 36:48 - The Spanish Club threw an Independence Day Festivity for Mexicans The Spanish Club threw Mexican Independence Day celebrations. Tino finds this hilarious because the celebration is to commemorate Mexico gaining its independence from Spain and the Spanish Club is the one hosting it. El Club Español dio una celebración para el Día de Independencia en México. Tino lo encuentro histérico porque la celebración es para conmemorar la independencia de México de España y aquí tenemos el Club Español acogiendo la celebración. 37:15 - In 1947 the Centro Social Mexicano of Western New York was incorporated The Mexican Club officially started in 1947. It was officially called the Centro Social Mexicano de Western New York. People would come from various parts of New York and Canada. El Club Mexicano oficialmente empezó en el año 1947. Oficialmente se lo llamó el Centro Social Mexicano de Western New York. La gente vino de varias partes de Nueva York y Canadá. 38:07 - An honorary Mexican Council in Buffalo There was an honorary Mexican Council here in Buffalo. A man with the last name Russell came from Germany but lived in Mexico for many years conducting business. He then relocated to Buffalo, NY. Because of the diplomatic relations between the US and Mexico, they set up an honorary Mexican Council in Buffalo. He was put in charge of it. Hubo un Consejo Mexicano honorado aquí en Búfalo. Un hombre con el apellido de Russell vino de Alemania pero vivió en México por muchos años haciendo negocios. Después se mudó a Búfalo, NY. Por las relaciones diplomáticas entre los EEUU y México, ellos iniciaron un Consejo Mexicano honorado en Búfalo. Él fue puesto encargado de este Consejo. 39:36 - Started his social work career at a very young age as an interpreter People would come to Tino for help translating at places such as Social Services. Hospitals, schools, etc. They knew he was bilingual. This is how he became interested in pursuing a career in social work. Mucha gente vino a Tino pidiéndole ayuda en lugares como a los Servicios Sociales, los hospitales, las escuelas, etc. Ellos supieron que él era bilingüe. Este es como a él empezó a interesarse la idea de perseguir una carrera en la asistencia social. 40:33 - There were a lot of jobs Tino explains his first working experiences in Buffalo. He started off in a restaurant and then ended up at Buffalo Break Beam making $7/hr, which, at the time was a lot of money. Buffalo Break Beam was a busy national factory which made tired hand breaks for trains. Tino looked at work as a way to exercise and make money, so he was always willing to work hard. Tino explica sus primeras experiencias con el trabajo en Búfalo. Él empezó trabajando en un restaurante y luego encontró trabajo en Búfalo Break Beam ganando $7/hra, lo cual en esta época era mucho. Búfalo Break Beam era una fábrica nacional concurrida la cual hacía los frenos de mano para los ferrocarriles. Tino vio el trabajo como manera de hacer los ejercicios y ganar dinero, entonces, siempre tuvo ganas de trabajar duro. 43:22 - Learns the meaning of "DP" Tino learns what the word "displaced person" means. His mother thought maybe they were displaced people but they never went through war and horrible crises in their home country. They never had to "dodge bullets". Tino aprende lo que quería decir la palabra "persona desplazada". Su madre pensó que quizás ellos fueron desplazados pero ellos nunca vivieron por una guerra en sus países natales. Ellos nunca tuvieron que "esquivar las balas". 44:22 - There were various employment opportunities in Western New York Tino explains that there were different employment opportunities--not just farms and industry. He explains the different positions he had and how he was always working since a young age. Tino explica que hubo oportunidades diferentes para empleo--no solamente en las granjas y la industria. Él describe los puestos diferentes que tenía y como él siempre estaba trabajando desde una edad joven. 45:16 - Tino gets a job with Bethlehem Steel Tino meets a connection to his future job at Bethlehem Steel. Mr. Miller offered him a job at Bethlehem Steel--asking if he is ready for work. Gave him a contact name at the plant. Shortly after Tino was hired to work in the structural shipping department. Bethlehem Steel had a union and paid a better salary. Tino conoce a un vínculo a su trabajo futuro a Bethlehem Steel. Sr. Miller le ofreció un puesto a Bethlehem Steel--preguntándole si estaba listo para trabajar. Él dio un nombre de contacto a la planta. Muy poco después fue contratado para trabajar en el departamento de envio estructural. Bethlehem Steel tuvo una unión y pagó un salario mejor. 47:40 - Mexicans are hard workers Tino believes that Mexicans are hard workers. They are willing to do whatever they need to in order to make money--as long as it is legal. They believe in helping one another and succeeding. Tino cree que los mexicanos son buenos trabajadores. Ellos están dispuestos a hacer lo que sea necesario para ganar dinero--con tal de que sea legal. Ellos creen que hay que ayudar a los otros para tener éxito. 48:29 - Never knew what it was to pay medical bills Tino was a very healthy man who rarely went to the doctors. Despite not needing the services, he felt assured that he was lucky enough to have coverage in case something did happen. He expresses his concern for current health care discussions and the people who wish to cut social services. He feels it is necessary to have these services so people don't resort to violence to obtain their basic needs. Tino era un hombre muy saludable y casi nunca fue al médico. A pesar de no necesitar los servicios, se sentía asegurado que tuvo mucha suerte tener el seguro por la casualidad de que algo le pasara. Él explica su preocupación para los debates sobre el sistema de salud hoy en día. Él siente que es necesario que se tengan estos servicios para que la gente no recurra a la violencia para obtener las necesidades básicas. 49:28 - Drafted into the military even though he was not a U.S. citizen Tino received a letter from the U.S. government informing him that he was drafted into the military. He tried to explain that he cannot go because of his family and because he was sending money to his grandmother. The man told him he had to go because his country needs him even though he only had a green card. He was told he had all of the same rights as a U.S. citizen except he cannot vote. They threatened to send him back to Mexico if he did not serve. Tino served. Tino recibió una carta del gobierno estadounidense al informarle que fue reclutado al ejército. Él trató de explicar que no pudo servir porque su familia lo necesitaba y porque le mandaba dinero a su abuela. El hombre le dijo que tuvo que ir porque su país lo necesita aunque solamente tuvo una carta verde. Se le dijo que tuvo todos los mismos derechos que un ciudadano estadounidense menos el voto. Ellos amenazaron con enviarlo de vuelta a México si no sirve. Tino sirvió. 51:36 - Sent grandma whatever he could Tino sent money to his grandmother in Laredo whenever he could. He even sent her money while he was serving in the military. He explains that it was easier for him to send a money order while he was in the military because they were cheaper. Le mandó dinero a su abuela en Laredo cuando pudo. Él aún le mandó dinero cuando servía en el ejército. Él explica que fue más fácil para mandar un giro postal mientras que estaba en el ejército porque era más barato. 52:22 - African Americans have had it the worst Tino describes the group of people who served with him during basic training in South Carolina. He specifically remembers a particularly discriminatory moment with James Moore, an African American, when they went to Columbus, South Carolina. The waitress told Moore that they have a policy that states they don't serve "colored people". Moore was very polite and peacefully walked out. All of the soldiers who accompanied him to dinner also got up and left with him. One gentleman decided to share his thoughts, which included many insults to how racist southerners were. Moore was grateful for their support. Tino describe un grupo de gente con quien sirvió él durante la formación básica en South Carolina. Él específicamente recuerda un momento lo que fue particularmente discriminatorio con James Moore, un americano africano, cuando ellos fueron a Columbus, South Carolina. La mesera le dijo a Moore que el restaurante tiene una regla que dice que no sirve a la "gente colorada". Moore respondió con cortés y pacíficamente se fue del restaurante. Todos los soldados que lo acompañaban a la cena también se levantaron y se fueron con él. Un caballero decidió que quiso compartir sus sentimientos, los cuales incluyeron muchos insultos como los del sur son racistas. Moore estaba agradecido por su apoyo. 56:06 - You must know your serial number to leave the base Tino went to request a leave for the evening but could not remember his serial number. He was not allowed to leave until he could remember it. He didn't think it was important. Tino fue a pedir una salida para una noche pero no pudo recordar su número de serial. No obtuvo el permiso de irse hasta que él pudiera recordar su número de serial. Él no pensó que fuera importante. 57:39 - You can't come in because you are Puerto Rican Tino and his friend Jose Robles were not allowed to enter the Rooster because Jose was Puerto Rican. They allowed Tino to enter, but once they realized that Jose was Puerto Rican they said he couldn't enter. Tino went back to see why they wouldn't let Jose in, they told him he couldn't come in because he was Puerto Rican. A group of Puerto Ricans from a different training site broke a bunch of windows and destroyed part of the bar in a bar fight the night before. They thought Tino and Jose were part of the same group. Eventually the two were allowed to enter. Tino y su amigo José Robles no estaban permitidos a entrar al Rooster porque José era puertorriqueño. Le permitieron que Tino entrara, pero cuando se dieron cuenta que José era puertorriqueño, le dijeron que no pudo entrar. Tino regresó para averiguar porque no le permitieron que José entrara, le dijeron que él no pudo entrar porque era puertorriqueño. Un grupo de puertorriqueños de otro sitio de formación rompió unas ventanas y destruyeron una parte del bar en una lucha la noche anterior. Ellos pensaron que Tino y José eran parte del mismo grupo. Eventualmente, se permitieron entrar a José y Tino. 1:00:04 - You can only buy a pitcher of beer Tino went to another bar that night to order a beer. They could only buy pitchers, so he and Jose bought a pitcher. A man in the bar told Tino that he needed to buy him a drink. He thought he was kidding since they had to buy them in pitchers. The man waited and finally confronted him because Tino didn't buy him one because he didn't want to be forced into buying one for a stranger. The man got mad and picked a fight with him. The police eventually came and told them to make peace or get arrested. Tino was fearless. Tino fue a otro bar esta misma noche para pedir una cerveza. Ellos pudieron solamente comprarla en jarras, entonces él y José compraron una jarra. Un hombre en el bar le dijo a Tino que él tuviera que comprarlo una bebida. Él pensó que estaba bromeando porque solo pudieron comprar las cervezas en jarras. El hombre esperó y finalmente se enfrentó a Tino porque él no lo compró una cerveza porque él no quiso ser forzado a comprar una cerveza para un extranjero. El hombre se puso muy enojado y empezó una pelea con Tino. Eventualmente la policía vino y les dijo que hubiera que hacer la paz o ser detenido. Tino no tuvo miedo. 1:05:14 - Tino is sent to the Dominican Republic during the Cuban Missile Crisis After returning to Lackawanna, he was sent to the Dominican Republic to attack Cuba during the Cuban Missile Crisis. The majority of this group was bilingual and Hispanic. Fortunately, they did not have to attack Cuba because Khrushchev pulled the missiles out of Cuba. Después de volver a Lackawanna, él fue mandado a la República Dominicana para atacar a Cuba durante la crisis de los misiles en Cuba. La mayoría de este grupo fue bilingüe e hispana. Afortunadamente, ellos no tuvieron que atacar a Cuba porque Khrushchev sacó los misiles de Cuba. 1:07:27 - Tino receives orders to go to "chosen frozen" Tino was sent to Korea for one year. They received combat pay because it was a dangerous place. Tino fue mandado a Corea para un año. Ellos recibieron el pago de combate porque fue un lugar peligroso. 1:09:20 - 1964 orders to go to Vietnam Tino was sent to Vietnam. He heard horror stories that many soldiers before him died because the Vietnamese were waiting for them. They then turned into an air cavalry. Tino fue mandado a Vietnam. Él escuchó las historias de horror que muchos soldados murieron porque los vietnamitas los esperaban. Ellos se convirtieron en un calvario de aire. 1:10:10 - Tino did not go to Vietnam Tino never went to Vietnam because he only had three months left in his service, so his company commander did not send him to Vietnam to only send him back in three months. Tino joined a boxing league while he finished up his service. He returned to Lackawanna shortly after. Tino nunca fue a Vietnam porque solo le faltaban tres meses de servicio, entonces su comandante de compañía no le mandó a Vietnam porque tenía que mandarle a los EEUU en tres meses. Tino se unió a una liga de boxeo mientras que él terminaba su servicio. Él volvió a Lackawanna después de muy poco tiempo. 1:11:58 - Came back to L.A. Tino came back to Lackawanna and got his job back at Bethlehem Steel. Even though he was doing well at work, he was still active in the community. Members from the University at Buffalo heard about his commitment to the Hispanic community and encouraged him to apply to the university under the G.I. Bill. Tino took their advice and got his bachelor’s degree in sociology. He then was offered a job from the city to work with minority groups, specifically to help prepare them for construction jobs. Tino volvió a Lackawanna y recogió su trabajo a Bethlehem Steel. Aunque él andaba bien al trabajo, él todavía estaba activo en la comunidad. Unos miembros de la Universidad a Búfalo aprendió sobre su compromiso a la comunidad hispana y le animaron a solicitar a la universidad bajo del programa del G.I. Bill. Tino tomó sus consejos y recibió su licenciatura en la sociología. Después él fue ofrecido un puesto de la ciudad para trabajar con las minorías, específicamente con la preparación de los empleos entrando en la construcción. 1:17:25 - Fighting gets Tino a new job Tino gets a call from the civil service department and interviews for a vocational rehabilitation counselor job. The man who interviewed him recognized him as a former boxer. Tino was qualified for the job because of his experience; however, he thought perhaps he got the job because of his fighting experience. Tino recibe una llamada del departamento de servicio civil y entrevista para un puesto de consejero de rehabilitación de vocación. El hombre que lo entrevistó, lo reconoció como un boxeador anterior. Tino tuvo los requisitos para el trabajo por su experiencia, pero, pensó que recibió el puesto por su experiencia de boxeo. 1:22:35 - Full time student and a worker Tino would work while he was in school. His employer allowed him to do this because the more education he received the better off the agency would be. He was never given free time, he made up his work in the evenings and on the weekends. Tino trabajaba mientras estaba estudiando. Su empleador le permitió que lo hiciera porque la más educación que recibiera lo mejor era la agencia. Él nunca tuvo tiempo libre, él hizo su trabajo durante las noches y los fines de semana cuando le faltó el tiempo al trabajo. 1:27:09 - Let's make a Latin Quarter in Buffalo Tino met with the presidents of the Puerto Rican, Mexican and Spanish clubs to see if they would unite to make a Latin Quarter like in New York City. The three presidents could not agree and the project never took place. Tino se juntó con los presidentes de los clubes puertorriqueño, mexicano y español para averiguar si ellos podían unirse y hacer un Cuarto Latino como en la Ciudad de Nueva York. Los tres presidentes no pudieron ponerse de acuerdo y el proyecto nunca se realizó. 1:30:19 - We need a lot of work Tino describes the need to make a unified Hispanic community in Western New York. Tino explica la necesidad de hacer una comunidad hispana unida en Western New York. 1:35:26 - Mexicans are hard workers There are six or seven generations of Mexicans in the area. Many were educated and successful but left for other opportunities. They were part of the economic growth of Lackawanna. Hay seis o siete generaciones de mexicanos en el área. Muchos fueron educados y tuvieron éxito pero se fueron para otras oportunidades. Ellos eran parte del aumento económico de Lackawanna. 1:37:56 - Community organization experience helps Tino start Hispanics United of Buffalo Tino explains how his work within the community helped him pool together an organization dedicated to the Hispanic community. He joined forces with academics from UB to put together a committee to find funding for this organization. Tino explica cómo su trabajo dentro de la comunidad lo ayudó a juntar una organización dedicada a la comunidad hispana. Él se unió las fuerzas con unos académicos de UB para juntar un comité para buscar fondos para el inicio de la organización. 1:44:03 - HUB continued Tino continues explaining how the original committee decided on what to call the organization. They finally agreed on the Puerto Rican Chicano Committee. They received more than $150,000 to start the organization. Tino sigue explicando cómo el comité original decidió lo que llamaba la organización. Finalmente se pusieron de acuerdo con el nombre de Puerto Rican Chicano Committee. Ellos recibieron más que $150,000 para empezar la organización. 1:47:40 - The Hispanic has given so much to the community of Western New York Tino feels that Hispanics have really contributed to the Western New York and New York State communities. Even though there is a need for additional support, the Hispanic people have really helped our economy grow. Tino siente que los hispanos de verdad han contribuido mucho a las comunidades en Western New York y el estado de Nueva York. Aunque todavía hay mucho más trabajo que hacer en la comunidad, los hispanos han ayudado crecer la economía. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Juventino Mejia Creator An entity primarily responsible for making the resource Juventino Mejia (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource This interview with Juventino Mejia was conducted on August 2, 2012 by Stephanie Bucalo at the Lackawanna Public Library on Ridge Road in Lackawanna, NY. Juventino was born in the state of Michoacán, México and migrated to the United States, first to Laredo, Texas, with his mother and then later to Buffalo where his mother joined her future husband. Juventino is a very charismatic storyteller. He begins his story back in México and the southwestern part of the United States where he depicts a lawless land and one where man must overcome the perilous nature surrounding him. Tino, short for Juventino, was fortunate enough to come from a family that had the means to obtain a passport and legal passage to the United States. Because of this advantage, Tino was able to complete his formal secondary education, was enlisted in the U.S. Army (even though he was not a U.S. citizen yet), obtained gainful employment, completed higher education under the G.I. Bill and later on became very active in the Hispanic community as an advocate for those who needed support. Despite that fact that Tino’s arrival was slightly easier than many others who arrived at this time, Tino’s family still faced the same challenges that other Hispanic families endured during this time period. They never went on welfare, but everyone in the house helped in any way they could. After serving in the Korean War, Juventino returned to Buffalo and began to pursue a degree and career in Social Work. He became very involved in the Hispanic community as an advocate and a founder of Hispanic based organizations. Tino was also a boxer and musician. Esta entrevista con Juventino Mejia fue conducida el 2 de agosto 2012 por Stephanie Bucalo a la Biblioteca Pública de Lackawanna en Ridge Road en Lackawanna, NY. Juventino nació en el estado de Michoacán, México y emigró a los Estados Unidos, primero a Laredo, Texas, con su madre y luego más tarde a Búfalo donde su madre se reunió con su nuevo esposo. Juventino cuenta su historia con mucho carisma. Él empieza su historia en México y el suroeste de los Estaos Unidos donde él pinta una tierra sin leyes y una donde el hombre tiene que superar lo peligroso de la tierra salvaje alrededor de él. Tino, corto para Juventino, fue bastante afortunado a venir de una familia que tenía los medios para obtener un pasaporte y pasaje legal a los Estados Unidos. Por esta ventaja, Tino cumplió su educación formal, se alistó al ejército estadounidense (Aunque ya no fue ciudadano estadounidense), obtuvo empleo retribuido, cumplió su título avanzado de la universidad bajo del G.I. Bill y más tarde se volvió muy activo en la comunidad hispana como un defensor para los que necesitan el apoyo. A pesar del hecho que la llegada de Tino era más fácil para él que a los demás que han llegado a ese tiempo, la familia de Tino sintió los mismos desafíos que las otras familias hispanas soportaron durante este periodo. Ellos nunca necesitaron la asistencia gubernamental, pero todo el mundo en la casa hicieron su parte para mantener una buena vida. Después de servir en la Guerra Coreana, Juventino volvió a Búfalo y empezó a perseguir un título y una carrera en el trabajo social. Él se puso muy activo en la comunidad hispana como defensor y un fundador de unas organizaciones basadas en la comunidad hispana. Tino también fue boxeador y músico. Date A point or period of time associated with an event in the lifecycle of the resource 2012-08-02 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Employment and Labor Migration Military http://omeka.buffalolib.org/files/original/a95577c00e5f224d521bad2b6b28d846.mp3 91f6d089f37e8829d830a7df5caa73af http://omeka.buffalolib.org/files/original/4325e9a78765669e2598df97ffc1ff6b.pdf 0826ee4cd25ed37d2da3d338f32826ac PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Maria Alvira Interview Location: West Seneca, NY Interview Date: 10/27/2012 Interview Conducted by: Stephanie Bucalo Length: 24:13 Executive Summary: This interview with Maria Alvira took place on October 27, 2012 in West Seneca, NY and was conducted by Stephanie Bucalo. Maria came with her family from Eagle Pass, Texas to Lackawanna, NY. After moving around to different states and farms, Maria and her family finally settled in Lackawanna where she began school in an English only classroom. Maria was able to quickly learn English and assimilated into her environment easily. Often times she was mistaken for Italian and she also mistook other Spanish speaking groups--Puerto Ricans--for Mexicans because she came from a Mexican family. Maria completed her high school and college education with great success and found employment easily. She also reflects on her time with Dolores “Lola” Perez who acted like a mother to the Hispanic community. Resumen Ejecutivo: Esta entrevista con Maria Alvira tomó lugar el 27 de octubre de 2012 en West Seneca, NY y fue conducida por Stephanie Bucalo. Maria vino con su familia de Eagle Pass, Texas a Lackawanna, NY. Después de mudarse a varios estados y granjas, Maria y su familia por fin establecieron un hogar en Lackawanna donde ella empezó la escuela en un aula de inglés. Maria aprendió el inglés rápidamente y se asimiló fácilmente en el ambiente. Muchas veces la gente la equivocó por una italiana y ella se equivocó cuando conoció a un puertorriqueño por primera vez--pensó que el puertorriqueño era mexicano porque ella viene de una familia mexicana. Maria terminó sus estudios secundarios y universitarios con mucho éxito y encontró empleo fácilmente. Ella también refleja en su tiempo con Dolores “Lola” Pérez quien era la madre de la comunidad hispana. Story Clips: �0:21 - Introduction: María Alvira María introduces herself. She explains how her family came from Mexico to the United States--Eagle Pass, TX--and then to Lackawanna. María se presenta. Ella explica cómo su familia vino de México a los Estados Unidos--Eagle Pass, TX--y después a Lackawanna. 1:03 - Father was looking for a good job María's father was looking for a good job so he came to Lackawanna to work at Bethlehem Steel. He has a brother who already lived here. El padre de María buscaba un buen puesto pues vino a Lackawanna para trabajar a Bethlehem Steel. Él ya tiene un hermano viviendo aquí. 1:17 - World War II brought braceros to the region Because of World War II, many Mexicans were brought to the area on a special permit--braceros--to work in the steel plant to take the place of American workers. Many married and stayed in Buffalo. A causa de la Segunda Guerra Mundial, muchos se trajeron mexicanos al área por el permiso especial—los braceros—para trabajar en la planta de acero para tomar el lugar de los trabajadores estadounidenses. Muchos se casaron y se quedaron en Búfalo. 2:04 - Despite not knowing English María and her sister assimilated into the school district Neither María nor her sister knew how to speak English when they arrived in Lackawanna, but somehow managed to assimilate with the other English-only speaking students. Their father insisted they maintain their Spanish and subscribed to a Spanish-language newspaper from Texas. The girls had to read it to him every night. This is how they learned to read and write in Spanish. Ni María ni su Hermana sabían hablar el inglés cuando llegaron a Lackawanna, pero en alguna forma lograron de asimilarse con los otros estudiantes solo anglosajones. Su padre insistió que ellas mantuvieran su �español y se solicitó a un diario de la lengua española de Tejas. Este es cómo ellas aprendieron a leer y escribir en español. 2:44 - The family moved back and forth María's family moved around a lot. They went to Grand Ledge, MI to work. After, they returned to Lackawanna. La familia de María se mudó mucho. Ellos fueron a Grand Ledge, MI para trabajar. Después, volvieron a Lackawanna. 3:17 - The Spanish were the first Spanish speaking people in the community María remembers that the Spanish were the first Spanish speaking people to arrive in the community. The Mexicans were next and so on. Her uncle arrived in the 1920s. María se acuerda que los hispanos fueron la primera gente hispanohablante a llegar en la comunidad. Los mexicanos llegaron segundo y más. Su tío llegó en la década de los 20. 3:47 - Uncle convinces his brother to come to Lackawanna to find work Uncle convinces his brother to come to Lackawanna to work in the Steel Plant. Originally, he worked on the beet farms in Michigan, but decided to come to Lackawanna for a better job. Most Mexicans who came at this time were migrant workers. Su tío le convence a su hermano que venga a Lackawanna para trabajo en la planta de acero. Originalmente, él trabajó en las granjas de remolacha en Michigan, pero decidió a venir a Lackawanna para un puesto mejor. Muchos mexicanos que vinieron en esta época fueron trabajadores migrantes. 4:10 - No problems until college María assimilated well into her school. She never felt any sort of prejudice until her freshman year in college. She received an incomplete in her English class. The professor noticed she had something in her speech that suggested she spoke another language. He felt that she should not be allowed to continue until she got rid of it because students should not be exposed to �someone who speaks a foreign language. The incomplete is still on her transcript to this day. The teacher refused to take it away. María se asimiló bien en su escuela. Ella nunca se sintió ningún sentido de prejuicio hasta su primer año en la universidad. Ella recibió una nota incompleta en su clase de inglés. El profesor se notó un acento en su discurso y sospechó que ella habló otra lengua. Él sintió que ella no debía de ser permitida a continuar hasta cuando se quitara su acento porque los estudiantes no debían de ser expuestos a alguien que habla una lengua extranjera. La nota incompleta todavía está parte de su transcripción. El profesor no quiso cambiarla. 6:29 - María is mistaken for Italian María was mistaken for an Italian in her school in East Lansing, MI. She corrected the girls and said she was Mexican. The girls walked away from her and never spoke to her again. Their jackets had the Detroit Tigers on them. Since this day she has hated the Detroit Tigers. Se confundió María por una italiana en su escuela en East Lansing, MI. Ella corrigió las chicas y les dijo que es mexicana. Las chicas se alejaron y nunca volvieron a hablar con María. Sus chaquetas tuvieron el logo de los Detroit Tigers. Desde este día, ella ha odiado los Detroit Tigers. 8:49 - High school employer told her to go to college María's high school employer encouraged María to go to college. He saw something in her and said, "you need to go to college". El empleador de María durante su tiempo en la secundaria le animó a estudiar en la universidad. Él vio algo en ella y le dijo, “tú necesitas asistir a la universidad”. 9:54 - María's family went to Michigan to work María's father had a 3rd grade education. For this reason, he could only find farming and industrial jobs. He recognized the value of an education, therefore, he pushed his kids to pursue education. María was the first person in her family to graduate from high school. �El padre de María tuvo una educación del nivel de un estudiante del tercer grado. Por esta razón, él solamente pudo encontrar puestos en las granjas y la industria. Él reconoció el valor de una educación, entonces, él le empujó a sus hijos que persigan la educación. María fue la primera persona en su familia que se graduó de la secundaria. 11:16 - Life on a beet farm María describes what it was like to live on a beet farm with other migrant workers. They lived in a two family home that was separated by a thin wall. They could hear everything the other family said. Her mother would cook in the morning and prepare food for their lunches. Everyone worked on the farm--including María and her sister. María describe la vida en una granja de remolachas con otros trabajadores migrantes. Ellos vivieron en una casa de dos familias que fue separada por una pared muy delgada. Ellos pudieron oír todo lo que decía la otra familia. Su madre cocinaría en la mañana y prepararía la comida para sus almuerzos. Todo el mundo trabajó en la granja—incluso María y su hermana. 12:22 - Promoted to ride on the tractor At age 7, María was promoted to ride the tractor and drop the seedlings into the turning contraption, which put the seed in the hole. The people who were not promoted had to follow the tractor and cover up the seeds. A la edad de 7, María fue promovida a montar el tractor y soltar las semillas en el artilugio girando, lo cual puso la semilla en el hoyo. La gente que nunca fue promovida tuvo que seguir el tractor y cubrir las semillas con tierra. 13:28 - Graduated in 3 years María graduated from high school in 3 years because she moved around so much and was already exposed to the curriculum in other schools. She was promoted to higher level classes and got through high school quicker. María se graduó de la escuela secundaria en 3 años porque ella se mudaron mucho y ya había visto mucho del currículo en otras escuelas. Ella fue promovida a las clases de niveles altos y terminó la escuela rápidamente. 15:56 - Que es un puertorriqueño? �María recounts an incident at the pharmacy that left her very confused. A Puerto Rican man came into the pharmacy asking for change for a 20 dollar bill. He asked for "menudo"--change-- from María. María responded by saying he would need to go to a restaurant to find "menudo"--soup--because they don't sell any there. The man corrected her by telling her that "menudo" means change. She asked where he was from because she didn't understand his vocabulary. He admitted he was Puerto Rican. Up to this point, María never knew what a Puerto Rican was. Menudo is used to call soup in Mexico. María se acuerda de un incidente a la farmacia que le dejó confundida. Un hombre puertorriqueño vino a la farmacia pidiendo el cambio para un billete de 20 dólares. Él le pidió “menudo”—cambio—de María. María respondió por decir que él habría tenido que ir al restaurante para buscar “menudo”—una sopa—porque ellos no venden esto ahí. Ella le preguntó de dónde vino porque ella no entendió su vocabulario. Él admitió que vino de Puerto Rico. Hasta este punto, María no conocía a ningún puertorriqueño. Se usa la palabra menudo en vez de sopa en México. 17:16 - Dolores Perez stands up to Governor Rockefeller Dolores Perez stands up for everyone--regardless of Hispanic origin. She traveled to Albany and in a meeting with Governor Rockefeller. He said something to her which upset up. She stood up and asked, "Are you questioning me?" Rockefeller backed down. Dolores Perez aguanta a todo el mundo—no importa su origen hispano. Ella viajó a Albany y en una reunión con el gobernador Rockefeller. Él le dijo algo a ella que la enojó. Ella se levantó y le preguntó, “¿Me está questionando?” Rockefeller se rindió. 20:19 - I'll sit right here waiting for you to be ready to go home Dolores"Lola" found out that María had never been to the Erie County Fair. While her husband was working, Dolores took María and her five kids to the Fair. She took out a folding chair, sat it in the middle of the Fair and said, "I'll be here knitting until you are ready to go.". People had to walk around her because she was sitting in their way. �Dolores “Lola” descubrió que María nunca había visitado el carnival de Erie County. Mientras su esposo trabajaba, Dolores llevó a María y a sus cinco hijos al carnival. Ella sacó una silla, se sentó en el medio del carnival y les dijo, “Estaré aquí tejiendo hasta cuando ustedes están listos para irse.” La gente tuvo que caminar alrededor de ella porque ella se sentaba en su camino. 21:55 - Life without Lola would have set María's generation back María explains how Lola's strength really helped her grow. She also discusses the relationship that Hispanic women have with their husbands. Husbands are the head of the house and family and there needs to be respect. Even though María can do whatever she pleases, she still respects her husband. María explica cómo la fuerza de Lola la ayudó a madurar mucho. Ella también discute la relación que tuvieron las mujeres hispanas con sus esposos. Los esposos son la cabeza de la casa y familia y hay que existir el respeto. Aunque María puede hacer lo que sea, ella tiene respecto para su esposo. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview West Seneca, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 24:13 Time Summary A summary of an interview given for different time stamps throughout the interview 0:21 - Introduction: María Alvira María introduces herself. She explains how her family came from Mexico to the United States--Eagle Pass, TX--and then to Lackawanna. María se presenta. Ella explica cómo su familia vino de México a los Estados Unidos--Eagle Pass, TX--y después a Lackawanna. 1:03 - Father was looking for a good job María's father was looking for a good job so he came to Lackawanna to work at Bethlehem Steel. He has a brother who already lived here. El padre de María buscaba un buen puesto pues vino a Lackawanna para trabajar a Bethlehem Steel. Él ya tiene un hermano viviendo aquí. 1:17 - World War II brought braceros to the region Because of World War II, many Mexicans were brought to the area on a special permit--braceros--to work in the steel plant to take the place of American workers. Many married and stayed in Buffalo. A causa de la Segunda Guerra Mundial, muchos se trajeron mexicanos al área por el permiso especial—los braceros—para trabajar en la planta de acero para tomar el lugar de los trabajadores estadounidenses. Muchos se casaron y se quedaron en Búfalo. 2:04 - Despite not knowing English María and her sister assimilated into the school district Neither María nor her sister knew how to speak English when they arrived in Lackawanna, but somehow managed to assimilate with the other English-only speaking students. Their father insisted they maintain their Spanish and subscribed to a Spanish-language newspaper from Texas. The girls had to read it to him every night. This is how they learned to read and write in Spanish. Ni María ni su Hermana sabían hablar el inglés cuando llegaron a Lackawanna, pero en alguna forma lograron de asimilarse con los otros estudiantes solo anglosajones. Su padre insistió que ellas mantuvieran su español y se solicitó a un diario de la lengua española de Tejas. Este es cómo ellas aprendieron a leer y escribir en español. 2:44 - The family moved back and forth María's family moved around a lot. They went to Grand Ledge, MI to work. After, they returned to Lackawanna. La familia de María se mudó mucho. Ellos fueron a Grand Ledge, MI para trabajar. Después, volvieron a Lackawanna. 3:17 - The Spanish were the first Spanish speaking people in the community María remembers that the Spanish were the first Spanish speaking people to arrive in the community. The Mexicans were next and so on. Her uncle arrived in the 1920s. María se acuerda que los hispanos fueron la primera gente hispanohablante a llegar en la comunidad. Los mexicanos llegaron segundo y más. Su tío llegó en la década de los 20. 3:47 - Uncle convinces his brother to come to Lackawanna to find work Uncle convinces his brother to come to Lackawanna to work in the Steel Plant. Originally, he worked on the beet farms in Michigan, but decided to come to Lackawanna for a better job. Most Mexicans who came at this time were migrant workers. Su tío le convence a su hermano que venga a Lackawanna para trabajo en la planta de acero. Originalmente, él trabajó en las granjas de remolacha en Michigan, pero decidió a venir a Lackawanna para un puesto mejor. Muchos mexicanos que vinieron en esta época fueron trabajadores migrantes. 4:10 - No problems until college María assimilated well into her school. She never felt any sort of prejudice until her freshman year in college. She received an incomplete in her English class. The professor noticed she had something in her speech that suggested she spoke another language. He felt that she should not be allowed to continue until she got rid of it because students should not be exposed to someone who speaks a foreign language. The incomplete is still on her ranscript to this day. The teacher refused to take it away. María se asimiló bien en su escuela. Ella nunca se sintió ningún sentido de prejuicio hasta su primer año en la universidad. Ella recibió una nota incompleta en su clase de inglés. El profesor se notó un acento en su discurso y sospechó que ella habló otra lengua. Él sintió que ella no debía de ser permitida a continuar hasta cuando se quitara su acento porque los estudiantes no debían de ser expuestos a alguien que habla una lengua extranjera. La nota incompleta todavía está parte de su transcripción. El profesor no quiso cambiarla. 6:29 - María is mistaken for Italian María was mistaken for an Italian in her school in East Lansing, MI. She corrected the girls and said she was Mexican. The girls walked away from her and never spoke to her again. Their jackets had the Detroit Tigers on them. Since this day she has hated the Detroit Tigers. Se confundió María por una italiana en su escuela en East Lansing, MI. Ella corrigió las chicas y les dijo que es mexicana. Las chicas se alejaron y nunca volvieron a hablar con María. Sus chaquetas tuvieron el logo de los Detroit Tigers. Desde este día, ella ha odiado los Detroit Tigers. 8:49 - High school employer told her to go to college María's high school employer encouraged María to go to college. He saw something in her and said, "you need to go to college". El empleador de María durante su tiempo en la secundaria le animó a estudiar en la universidad. Él vio algo en ella y le dijo, “tú necesitas asistir a la universidad”. 9:54 - María's family went to Michigan to work María's father had a 3rd grade education. For this reason, he could only find farming and industrial jobs. He recognized the value of an education, therefore, he pushed his kids to pursue education. María was the first person in her family to graduate from high school. El padre de María tuvo una educación del nivel de un estudiante del tercer grado. Por esta razón, él solamente pudo encontrar puestos en las granjas y la industria. Él reconoció el valor de una educación, entonces, él le empujó a sus hijos que persigan la educación. María fue la primera persona en su familia que se graduó de la secundaria. 11:16 - Life on a beet farm María describes what it was like to live on a beet farm with other migrant workers. They lived in a two family home that was separated by a thin wall. They could hear everything the other family said. Her mother would cook in the morning and prepare food for their lunches. Everyone worked on the farm--including María and her sister. María describe la vida en una granja de remolachas con otros trabajadores migrantes. Ellos vivieron en una casa de dos familias que fue separada por una pared muy delgada. Ellos pudieron oír todo lo que decía la otra familia. Su madre cocinaría en la mañana y prepararía la comida para sus almuerzos. Todo el mundo trabajó en la granja—incluso María y su hermana. 12:22 - Promoted to ride on the tractor At age 7, María was promoted to ride the tractor and drop the seedlings into the turning contraption, which put the seed in the hole. The people who were not promoted had to follow the tractor and cover up the seeds. A la edad de 7, María fue promovida a montar el tractor y soltar las semillas en el artilugio girando, lo cual puso la semilla en el hoyo. La gente que nunca fue promovida tuvo que seguir el tractor y cubrir las semillas con tierra. 13:28 - Graduated in 3 years María graduated from high school in 3 years because she moved around so much and was already exposed to the curriculum in other schools. She was promoted to higher level classes and got through high school quicker. María se graduó de la escuela secundaria en 3 años porque ella se mudaron mucho y ya había visto mucho del currículo en otras escuelas. Ella fue promovida a las clases de niveles altos y terminó la escuela rápidamente. 15:56 - Que es un puertorriqueño? María recounts an incident at the pharmacy that left her very confused. A Puerto Rican man came into the pharmacy asking for change for a 20 dollar bill. He asked for "menudo"--change-- from María. María responded by saying he would need to go to a restaurant to find "menudo"--soup--because they don't sell any there. The man corrected her by telling her that "menudo" means change. She asked where he was from because she didn't understand his vocabulary. He admitted he was Puerto Rican. Up to this point, María never knew what a Puerto Rican was. Menudo is used to call soup in Mexico. María se acuerda de un incidente a la farmacia que le dejó confundida. Un hombre puertorriqueño vino a la farmacia pidiendo el cambio para un billete de 20 dólares. Él le pidió “menudo”—cambio—de María. María respondió por decir que él habría tenido que ir al restaurante para buscar “menudo”—una sopa—porque ellos no venden esto ahí. Ella le preguntó de dónde vino porque ella no entendió su vocabulario. Él admitió que vino de Puerto Rico. Hasta este punto, María no conocía a ningún puertorriqueño. Se usa la palabra menudo en vez de sopa en México. 17:16 - Dolores Perez stands up to Governor Rockefeller Dolores Perez stands up for everyone--regardless of Hispanic origin. She traveled to Albany and in a meeting with Governor Rockefeller. He said something to her which upset up. She stood up and asked, "Are you questioning me?" Rockefeller backed down. Dolores Perez aguanta a todo el mundo—no importa su origen hispano. Ella viajó a Albany y en una reunión con el gobernador Rockefeller. Él le dijo algo a ella que la enojó. Ella se levantó y le preguntó, “¿Me está questionando?” Rockefeller se rindió. 20:19 - I'll sit right here waiting for you to be ready to go home Dolores"Lola" found out that María had never been to the Erie County Fair. While her husband was working, Dolores took María and her five kids to the Fair. She took out a folding chair, sat it in the middle of the Fair and said, "I'll be here knitting until you are ready to go.". People had to walk around her because she was sitting in their way. Dolores “Lola” descubrió que María nunca había visitado el carnival de Erie County. Mientras su esposo trabajaba, Dolores llevó a María y a sus cinco hijos al carnival. Ella sacó una silla, se sentó en el medio del carnival y les dijo, “Estaré aquí tejiendo hasta cuando ustedes están listos para irse.” La gente tuvo que caminar alrededor de ella porque ella se sentaba en su camino. 21:55 - Life without Lola would have set María's generation back María explains how Lola's strength really helped her grow. She also discusses the relationship that Hispanic women have with their husbands. Husbands are the head of the house and family and there needs to be respect. Even though María can do whatever she pleases, she still respects her husband. María explica cómo la fuerza de Lola la ayudó a madurar mucho. Ella también discute la relación que tuvieron las mujeres hispanas con sus esposos. Los esposos son la cabeza de la casa y familia y hay que existir el respeto. Aunque María puede hacer lo que sea, ella tiene respecto para su esposo. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Maria Alvira Creator An entity primarily responsible for making the resource María Alvira (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource This interview with Maria Alvira took place on October 27, 2012 in West Seneca, NY and was conducted by Stephanie Bucalo. Maria came with her family from Eagle Pass, Texas to Lackawanna, NY. After moving around to different states and farms, Maria and her family finally settled in Lackawanna where she began school in an English only classroom. Maria was able to quickly learn English and assimilated into her environment easily. Often times she was mistaken for Italian and she also mistook other Spanish speaking groups--Puerto Ricans--for Mexicans because she came from a Mexican family. Maria completed her high school and college education with great success and found employment easily. She also reflects on her time with Dolores “Lola” Perez who acted like a mother to the Hispanic community. Esta entrevista con Maria Alvira tomó lugar el 27 de octubre de 2012 en West Seneca, NY y fue conducida por Stephanie Bucalo. Maria vino con su familia de Eagle Pass, Texas a Lackawanna, NY. Después de mudarse a varios estados y granjas, Maria y su familia por fin establecieron un hogar en Lackawanna donde ella empezó la escuela en un aula de inglés. Maria aprendió el inglés rápidamente y se asimiló fácilmente en el ambiente. Muchas veces la gente la equivocó por una italiana y ella se equivocó cuando conoció a un puertorriqueño por primera vez--pensó que el puertorriqueño era mexicano porque ella viene de una familia mexicana. Maria terminó sus estudios secundarios y universitarios con mucho éxito y encontró empleo fácilmente. Ella también refleja en su tiempo con Dolores “Lola” Pérez quien era la madre de la comunidad hispana. Date A point or period of time associated with an event in the lifecycle of the resource 2012-10-27 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Education Employment and Labor Migration http://omeka.buffalolib.org/files/original/a3699f711c66c79f929f0fdb752c04c1.mp3 d6d3eeafb73a1dee1bbae54b02282029 http://omeka.buffalolib.org/files/original/3ddfc04c8ac913595d4eef99dd9120d8.pdf b97d46fb7f846104e28abcce97287b09 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Pedro Maurás Interview Location: His Home Interview Date: 8/4/2012 Interview Conducted by: Stephanie Bucalo Length: 1:43:00 Executive Summary: Pedro Maurás was born in Puerto Rico and worked on a sugar plantation until he received notice from his brother that there were well paying jobs in Buffalo. Pedro migrated to Buffalo without a formal education but eventually found employment on a farm south of Buffalo and later in education. Pedro remembers living in a neighborhood where he felt a lot of discrimination and knew the police and other people in the community were trying to send Puerto Ricans back to Puerto Rico. Pedro decided to meet with the police to try and resolve the problem. Later, Pedro was invited to work in City Hall to help establish a bilingual program in the Buffalo Public Schools. Since then, Pedro was actively involved in bringing bilingual and higher education to the Hispanic community. Pedro was responsible for creating a Spanish speaking baseball team and he himself played. Pedro really emphasizes the need to maintain and promote culture and language in the Hispanic community. He feels these are key components to a rich culture. Resumen Ejecutivo: Pedro Maurás nació en Puerto Rico y trabajó en una plantación de caña de azúcar hasta cuando recibió noticias de su hermano que había puestos de bueno salario en Búfalo. Pedro migró a Búfalo sin una educación formal pero eventualmente encontró empleo en una granja al sur de Búfalo y más tarde en la educación. Pedro recuerda del tiempo cuando vivía en un vecindario donde existía mucha discriminación y sabía que la policía y otra gente en la comunidad trataban de devolver los puertorriqueños a Puerto Rico. Pedro decidió de reunirse con la policía y tratar de resolver el problema. Más tarde, Pedro fue invitado al ayuntamiento para ayudar establecer un programa bilingüe y en las Buffalo Public Schools. Desde entonces, Pedro estaba involucrado activamente en llevar el conocimiento a la comunidad hispana sobre la importancia de la educación bilingüe en la escuelas públicas y la necesidad de la educación universitaria. �Pedro fue responsable para la creación del equipo hispano hablante de béisbol y él también jugaba. Pedro enfatiza la necesidad de mantener y promover la cultura y la lengua en la comunidad hispana. Él siente que son componentes claves para una cultura rica. Story Clips: 5:54 - Pedro has a brother in Buffalo Pedro's brother wrote to him while he was working on the sugar cane plantations and told him about the jobs in Buffalo. Pedro's brother was already living in the region and wanted to give Pedro the same opportunity. El hermano de Pedro le escribió mientras Pedro trabajaba en la plantación de caña de azúcar y le dijo que hubo trabajo en Búfalo. El hermano de Pedro ya vivía en la región y quería la misma oportunidad para Pedro. 6:27 - Pedro had no schooling "One thing that I probably should mention is that I had no schooling whatsoever. When I moved to the country when I was about 7 years of age I was taken out of a one room classroom" - he was taken out of school and never put back into school. “Una cosa que debo mencionar es que yo no tuve ninguna educación formal. Cuando me mudó a este país cuando tuve 7 años de edad, se me sacó de una escuela de un aula.” – se sacó Pedro de la escuela y él nunca volvió. 10:09 - Sharpen up, get learned "Sharpen up, kid. Learn" is what Pedro was told ... he never forgot that. “¡Agúcese! Aprenda” es lo que le fue dicho a Pedro…él nunca se lo olvidó. 10:45 - South Division Street in 1955 Some people on South Division St. were friendly and some were reluctant of the newly arrived Maurás family. He says some may have actually petitioned to have Puerto Ricans sent back to Puerto Rico. He says the police collaborated with this. In 1956 he saw a gathering of people, police included, that he believed were meeting to send the Puerto Ricans home. Alguna gente en la Calle South Division fue simpática y alguna gente fue mal dispuesta a la nuevamente llegada familia Maurás. Él dice que mucho se ha firmado una petición para haber mandado los puertorriqueños a Puerto Rico. Él dice que la policía colaboró con esto. En el año 1956, él vio un grupo de �personas, incluyendo la policía que, él pensó, se juntaron para mandar los puertorriqueños a Puerto Rico. 11:14 - Rumors of petitions Pedro heard rumors that someone in the neighbor was passing around petitions to get the Puerto Ricans sent back to their country because the people in the neighborhood didn't like that there was a new and different ethnic group coming in. Pedro approached Father Carl J. Fenice of St. Lucy's Parish asking for permission to invite the police officers who were collaborating with the petitioners to try and speak with them about not taking action against the Hispanic community. Pedro escuchó rumores que alguien en el barrio pasaba una petición para mandar a los puertorriqueños a su país porque a la gente en el barrio no le gustó la llegada de un nuevo grupo étnico. Pedro se acercó al Padre Carl J. Fenice de la Iglesia Santa Lucia pidiendo permiso para invitar a la policía que estaban colaborando con los peticionarios para intentar de hablar con ellos y pedirles que no tomasen acción contra de la comunidad hispana. 16:04 - Living at the Farm Pedro says the Militelli Brothers Farm treated him well. He says they were "good people." During the workweek he lived at the farm in a "shanty," which wasn't good but wasn't bad. Pedro dice que la Granja de los Hermanos Militelli le trató bien. Él dice que ellos fueron “buena gente”. Durante la semana laboral él vivía a la granja en “una chabola”, la cual no era buena pero no era mala. 20:09 - Organizing the Latin American Democratic Club In 1960, the leaders of the Hispanic Community founded the Latin American Democratic Club (Later changed to the Puerto Rican American Community Association - PRACA) to work together to support the Hispanic community. At the time, other ethnic groups in the community were petitioning to have the Puerto Ricans sent back to the island because of racism and discrimination. En el año 1960, los líderes de la comunidad hispana fundaron el Latin American Democratic Club (Más tarde se cambió al Puerto Rican American Community Association – PRACA) para trabajar juntos a apoyar a la comunidad hispana. En ese momento, los otros grupos étnicos en la �comunidad peticionaron que los puertorriqueños se volvieran a la isla por la culpa del racismo y la discriminación. 26:32 - Discrimination against Hispanic dances The Puerto Rican community wanted to build a center for themselves to promote their culture and heritage, because they would have to pay rent at halls and many times the halls were reluctant to rent to the Hispanic community. La comunidad puertorriqueña quería construir un centro para sí misma para promover su cultura y herencia, porque ellos habrían pagado la renta en otros sitios de banquetas y muchas veces estos sitios fueron mal dispuestos a rentarlos a la comunidad hispana. 31:00 - The bilingual program begins Pedro was working with the State Commission of Human Rights in 1965 ... around 1970 Pedro received a call from an administrator of the programs of education - Eugene Reville (spelling?). Reville wanted Pedro to go to the Board of Education at City Hall to select someone to direct the bilingual project. Pedro trabajaba con el State Commission of Human Rights en el año 1965…alrededor del año 1970 Pedro recibió una llamada del administrador de los programas de la educación – Eugene Reville (ortografía?). Reville quería que Pedro fuera a la Junta de Educación en el ayuntamiento para elegir a alguien del puesto de director del programa de la educación bilingüe. 46:59 - Pedro fights for scholarship funding for Hispanics Pedro was upset because the Upward Bound Program at the University at Buffalo was set up to give scholarships to minority students. Up until this point, only African Americans received the scholarship so Pedro confronted the University and asked them to extend the program to Hispanic students as well. This effort helped increase the number of Hispanic students attending UB. Pedro se enojó porque fue fundado el programa de Upward Bound a la Universidad a Búfalo para darles becas a los estudiantes americanos africanos para que asistan a la universidad. La beca fue fundada para todos los estudiantes minoritarias. Se enfrentó a la administración y la pidió que �abriera la beca a los hispanos también. Esta acción ayudó a aumentar el número de estudiantes hispanos a UB. 50:16 - Pedro creates a baseball team Pedro gathered a meeting of players and founded “The Puerto Ricans” in 1957. Pedro juntó una reunión de jugadores y fundó el equipo “los Puertorriqueños” en el año 1957. 1:02:02 - Discrimination in the Hall of Fame A group from Blasdell had a dinner for Hall of Fame baseball groups. There were no Puerto Ricans represented so Pedro had a meeting in his apartment to protest the perceived discrimination. Un grupo de Blasdell tuvo una recepción para los grupos de béisbol del Hall of Fame. No hubo ningunos puertorriqueños, pues Pedro juntó una reunión en su departamento para protestar la discriminación percibida. 1:04:06 - A gathering place Pedro describes the atmosphere of the baseball games. Pedro describe el ambiente de los partidos de béisbol. 1:20:19 - Don't put your culture aside "Culture is you...you forget your culture, you forget your roots...you're hanging by a thread." “Tú eres la cultura…se olvida la cultura, se pierden las raíces…se cuelga por un hilo.” 1:27:53 - The first Hispanic conference in any county In 1971 Pedro organized the first Hispanic conference in Lackawanna, NY. En el año 1971 Pedro organizó la primera conferencia hispana en Lackawanna, NY. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview West Seneca, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:43:00 Time Summary A summary of an interview given for different time stamps throughout the interview 5:54 - Pedro has a brother in Buffalo Pedro's brother wrote to him while he was working on the sugar cane plantations and told him about the jobs in Buffalo. Pedro's brother was already living in the region and wanted to give Pedro the same opportunity. El hermano de Pedro le escribió mientras Pedro trabajaba en la plantación de caña de azúcar y le dijo que hubo trabajo en Búfalo. El hermano de Pedro ya vivía en la región y quería la misma oportunidad para Pedro. 6:27 - Pedro had no schooling "One thing that I probably should mention is that I had no schooling whatsoever. When I moved to the country when I was about 7 years of age I was taken out of a one room classroom" - he was taken out of school and never put back into school. “Una cosa que debo mencionar es que yo no tuve ninguna educación formal. Cuando me mudó a este país cuando tuve 7 años de edad, se me sacó de una escuela de un aula.” – se sacó Pedro de la escuela y él nunca volvió. 10:09 - Sharpen up, get learned "Sharpen up, kid. Learn" is what Pedro was told ... he never forgot that. “¡Agúcese! Aprenda” es lo que le fue dicho a Pedro…él nunca se lo olvidó. 10:45 - South Division Street in 1955 Some people on South Division St. were friendly and some were reluctant of the newly arrived Maurás family. He says some may have actually petitioned to have Puerto Ricans sent back to Puerto Rico. He says the police collaborated with this. In 1956 he saw a gathering of people, police included, that he believed were meeting to send the Puerto Ricans home. Alguna gente en la Calle South Division fue simpática y alguna gente fue mal dispuesta a la nuevamente llegada familia Maurás. Él dice que mucho se ha firmado una petición para haber mandado los puertorriqueños a Puerto Rico. Él dice que la policía colaboró con esto. En el año 1956, él vio un grupo de personas, incluyendo la policía que, él pensó, se juntaron para mandar los puertorriqueños a Puerto Rico. 11:14 - Rumors of petitions Pedro heard rumors that someone in the neighbor was passing around petitions to get the Puerto Ricans sent back to their country because the people in the neighborhood didn't like that there was a new and different ethnic group coming in. Pedro approached Father Carl J. Fenice of St. Lucy's Parish asking for permission to invite the police officers who were collaborating with the petitioners to try and speak with them about not taking action against the Hispanic community. Pedro escuchó rumores que alguien en el barrio pasaba una petición para mandar a los puertorriqueños a su país porque a la gente en el barrio no le gustó la llegada de un nuevo grupo étnico. Pedro se acercó al Padre Carl J. Fenice de la Iglesia Santa Lucia pidiendo permiso para invitar a la policía que estaban colaborando con los peticionarios para intentar de hablar con ellos y pedirles que no tomasen acción contra de la comunidad hispana. 16:04 - Living at the Farm Pedro says the Militelli Brothers Farm treated him well. He says they were "good people." During the workweek he lived at the farm in a "shanty," which wasn't good but wasn't bad. Pedro dice que la Granja de los Hermanos Militelli le trató bien. Él dice que ellos fueron “buena gente”. Durante la semana laboral él vivía a la granja en “una chabola”, la cual no era buena pero no era mala. 20:09 - Organizing the Latin American Democratic Club In 1960, the leaders of the Hispanic Community founded the Latin American Democratic Club (Later changed to the Puerto Rican American Community Association - PRACA) to work together to support the Hispanic community. At the time, other ethnic groups in the community were petitioning to have the Puerto Ricans sent back to the island because of racism and discrimination. En el año 1960, los líderes de la comunidad hispana fundaron el Latin American Democratic Club (Más tarde se cambió al Puerto Rican American Community Association – PRACA) para trabajar juntos a apoyar a la comunidad hispana. En ese momento, los otros grupos étnicos en la comunidad peticionaron que los puertorriqueños se volvieran a la isla por la culpa del racismo y la discriminación. 26:32 - Discrimination against Hispanic dances The Puerto Rican community wanted to build a center for themselves to promote their culture and heritage, because they would have to pay rent at halls and many times the halls were reluctant to rent to the Hispanic community. La comunidad puertorriqueña quería construir un centro para sí misma para promover su cultura y herencia, porque ellos habrían pagado la renta en otros sitios de banquetas y muchas veces estos sitios fueron mal dispuestos a rentarlos a la comunidad hispana. 31:00 - The bilingual program begins Pedro was working with the State Commission of Human Rights in 1965 ... around 1970 Pedro received a call from an administrator of the programs of education - Eugene Reville (spelling?). Reville wanted Pedro to go to the Board of Education at City Hall to select someone to direct the bilingual project. Pedro trabajaba con el State Commission of Human Rights en el año 1965…alrededor del año 1970 Pedro recibió una llamada del administrador de los programas de la educación – Eugene Reville (ortografía?). Reville quería que Pedro fuera a la Junta de Educación en el ayuntamiento para elegir a alguien del puesto de director del programa de la educación bilingüe. 46:59 - Pedro fights for scholarship funding for Hispanics Pedro was upset because the Upward Bound Program at the University at Buffalo was set up to give scholarships to minority students. Up until this point, only African Americans received the scholarship so Pedro confronted the University and asked them to extend the program to Hispanic students as well. This effort helped increase the number of Hispanic students attending UB. Pedro se enojó porque fue fundado el programa de Upward Bound a la Universidad a Búfalo para darles becas a los estudiantes americanos africanos para que asistan a la universidad. La beca fue fundada para todos los estudiantes minoritarias. Se enfrentó a la administración y la pidió que abriera la beca a los hispanos también. Esta acción ayudó a aumentar el número de estudiantes hispanos a UB. 50:16 - Pedro creates a baseball team Pedro gathered a meeting of players and founded “The Puerto Ricans” in 1957. Pedro juntó una reunión de jugadores y fundó el equipo “los Puertorriqueños” en el año 1957. 1:02:02 - Discrimination in the Hall of Fame A group from Blasdell had a dinner for Hall of Fame baseball groups. There were no Puerto Ricans represented so Pedro had a meeting in his apartment to protest the perceived discrimination. Un grupo de Blasdell tuvo una recepción para los grupos de béisbol del Hall of Fame. No hubo ningunos puertorriqueños, pues Pedro juntó una reunión en su departamento para protestar la discriminación percibida. 1:04:06 - A gathering place Pedro describes the atmosphere of the baseball games. Pedro describe el ambiente de los partidos de béisbol. 1:20:19 - Don't put your culture aside "Culture is you...you forget your culture, you forget your roots...you're hanging by a thread." “Tú eres la cultura…se olvida la cultura, se pierden las raíces…se cuelga por un hilo.” 1:27:53 - The first Hispanic conference in any county In 1971 Pedro organized the first Hispanic conference in Lackawanna, NY. En el año 1971 Pedro organizó la primera conferencia hispana en Lackawanna, NY. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Pedro Maurás Creator An entity primarily responsible for making the resource Pedro Maurás (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource Pedro Maurás was born in Puerto Rico and worked on a sugar plantation until he received notice from his brother that there were well paying jobs in Buffalo. Pedro migrated to Buffalo without a formal education but eventually found employment on a farm south of Buffalo and later in education. Pedro remembers living in a neighborhood where he felt a lot of discrimination and knew the police and other people in the community were trying to send Puerto Ricans back to Puerto Rico. Pedro decided to meet with the police to try and resolve the problem. Later, Pedro was invited to work in City Hall to help establish a bilingual program in the Buffalo Public Schools. Since then, Pedro was actively involved in bringing bilingual and higher education to the Hispanic community. Pedro was responsible for creating a Spanish speaking baseball team and he himself played. Pedro really emphasizes the need to maintain and promote culture and language in the Hispanic community. He feels these are key components to a rich culture. Pedro Maurás nació en Puerto Rico y trabajó en una plantación de caña de azúcar hasta cuando recibió noticias de su hermano que había puestos de bueno salario en Búfalo. Pedro migró a Búfalo sin una educación formal pero eventualmente encontró empleo en una granja al sur de Búfalo y más tarde en la educación. Pedro recuerda del tiempo cuando vivía en un vecindario donde existía mucha discriminación y sabía que la policía y otra gente en la comunidad trataban de devolver los puertorriqueños a Puerto Rico. Pedro decidió de reunirse con la policía y tratar de resolver el problema. Más tarde, Pedro fue invitado al ayuntamiento para ayudar establecer un programa bilingüe y en las Buffalo Public Schools. Desde entonces, Pedro estaba involucrado activamente en llevar el conocimiento a la comunidad hispana sobre la importancia de la educación bilingüe en la escuelas públicas y la necesidad de la educación universitaria. Pedro fue responsable para la creación del equipo hispano hablante de béisbol y él también jugaba. Pedro enfatiza la necesidad de mantener y promover la cultura y la lengua en la comunidad hispana. Él siente que son componentes claves para una cultura rica. Date A point or period of time associated with an event in the lifecycle of the resource 2012-08-04 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Community Involvement Education Sports http://omeka.buffalolib.org/files/original/e6e64843e3833ad1f3b1f21f550747aa.mp3 3cebf556d3ff3aee2670210bc93f1862 http://omeka.buffalolib.org/files/original/51bc2208d29ff8a0f4da42a6b1f87c2a.pdf 56a71849d9fb01063bc59941a383986d PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Rosa Aviles Interview Location: Lackawanna Public Library, Lackawanna, NY Interview Date: September 13, 2012 Interview Conducted by: Stephanie Bucalo Length: 0:35:14 Executive Summary This interview with Rosa Aviles took place on September 13, 2012 at the Lackawanna Public Library and was conducted by Stephanie Bucalo. Rosa Aviles was born in Puerto Rico and moved to Buffalo at the age of 10 years old in 1953. She attended the Immaculata Academy, Buffalo State College and later began working for the Lackawanna Health Center as a social worker. She worked for the county for 30 years before retiring. Her brothers and father all sought employment at Bethlehem Steel and on the nearby farms. The family temporarily relocated to Utica, NY where her brothers and father were employed at Utica Radiators until they realized there were more opportunities in Buffalo at Bethlehem Steel. She vividly remembers the Church being an integral aspect of her childhood. She and her family actively participated in Church events and found it to be a place for them to be a part of a community. Rosa shares stories from her childhood and especially emphasizes how grateful she is for growing up in a Spanish speaking community and for being able to assimilate into American culture easily through her formal education in an English-only school. Upon completing her formal secondary education, Rosa entered the workforce as a social worker and spent much of her life working and helping people within the Hispanic community. She loved helping people and even extended her services to other Hispanic organizations in the city. All of Rosa’s stories offer an opportunity for her to reflect on the many ways different religious and community organizations made it possible for the Hispanic community to unite and enjoy each other’s company. Resumen Ejecutivo: Esta entrevista con Rosa Aviles tomó lugar el 13 de septiembre de 2012 a la biblioteca pública en Lackawanna y fue conducida por Stephanie Bucalo. Rosa Aviles nació en Puerto Rico y se mudó a Búfalo a la edad de 10 años en el año 1953. Ella �asistió a la Academia de Immaculata, Buffalo State College y más tarde empezó a trabajar para Lackawanna Health Center como trabajadora social. Ella trabajó para el condado por 30 años antes de jubilarse. Sus hermanos y su padre buscaron empleo a bethlehem Steel y a las granjas vecinas. La familia temporalmente se mudaron a Utica, NY donde sus hermanos y su padre fueron empleados a Utica Radiators hasta cuando se dieron cuenta que había más oportunidades en Búfalo a Bethlehem Steel. Ella recuerda vívidamente que la Iglesia era un aspecto integral de sus niñez. Ella y su familia participaban activamente en los eventos de la Iglesia y la encontraron un lugar para ser parte de la comunidad. Rosa comparte unas historias de su niñez y especialmente enfatiza su gratitud de crecer en una comunidad hispano hablante y por ser capaz de asimilarse fácilmente en la cultura estadounidense por sus educación formal en una escuela solo anglosajona. A parte de completar su educación secundaria formal, Rosa entró a la fuerza laboral como trabajadora social y pasó mucho de su vida ayudando a la gente dentro de la comunidad hispana. Ella amaba a ayudar a la gente y aun extendió sus servicios a las otras organizaciones hispanas en la ciudad. Todas de las historias de Rosa le ofrecen la oportunidad de reflejar en las varias maneras en que las organizaciones religiosas y de la comunidad le han hecho posible para la comunidad hispana unirse y disfrutar de la compañía de cada uno. Story Clips: 0:22 - Rosa introduces herself Rosa introduces herself. She was born in Puerto Rico but was educated up in Buffalo. She went to Buffalo State College for 2 years before entering the job force. Rosa se presenta. Ella nació en Puerto Rico pero terminó su educación formal en Búfalo. Ella asistió a Buffalo State College por 2 años antes de entrar la fuerza de labor. Center 0:53 - Rosa works as a social worker at the Lackawanna Health Rosa worked for the Lackawanna Health Center as a social worker for 30 years. Rosa trabajó para el Centro de Salud de Lackawanna como una trabajadora social por 30 años. �1:40 - Rosa's family came to Western New York to work on the farms in Eden, NY Rosa's family moved to Western New York in search of work on the farms in Eden, NY. She had a relative named Jaime who was already working here. They then moved to Utica, NY. La familia de Rosa se mudó a Nueva York del Oeste en búsqueda de trabajo en las granjas de Eden, NY. Ella tuvo un pariente llamado Jaime que ya trabajaba aquí. Luego, ellos se mudaron a Utica, NY. 2:11 - The family moved back to Buffalo to work for Bethlehem Her brother moved back to Buffalo in search of a job at Bethlehem Steel Steel. Su hermano volvió a vivir a Búfalo en búsqueda de un puesto a Bethlehem Steel. 2:32 - Father and brothers work for Utica Radiators Rosa's father and brothers worked at Utica Radiators and after an unknown event, her brother decided to return to Buffalo in pursuit of another job. El padre de Rosa y sus hermanos trabajaron a Utica Radiators y después de un evento desconocido, uno de sus hermanos decidió a volver a Búfalo en perseguida de otro puesto. 3:12 - Family returns to Buffalo Rosa's father and brother worked at Utica Radiators for 4 years until the plant closed and then they both returned to Buffalo to work at Ford Motor Plant. El padre de Rosa y su hermano trabajaron a Utica Radiators por 4 años hasta cuando la fábrica se cerró y luego ambos de ellos volvieron a Búfalo para trabajar a Ford Motor Plant. 3:44 - Poor working conditions in various factories �Rosa describes the poor working conditions of various factories in both Utica and Buffalo. Despite losing her mother, her father continued to work hard and encouraged his children to attend school. Rosa describe las pobres condiciones del trabajo de varias factorías en ambos Utica y Búfalo. A pesar de perder su madre, su padre siguió trabajando fuerte y les animó a sus hijos que asistan a la escuela. 4:34 - Father has a heart attack on the job Rosa's father had a major heart attack at the plant and was taken to Buffalo General Hospital for open heart surgery in 1975. After, he moved back to Puerto Rico where he was diagnosed with lung cancer. He passed away 5 months later. El padre de Rosa tuvo un infarto a la planta y fue transportado a Buffalo General Hospital para una cirugía de corazón abierto en el año 1975. Después, regresó a Puerto Rico donde recibió la diagnóstica que tuvo cáncer de los pulmones. Se falleció 5 años más tarde. 7:01 - Family was denied social services Rosa grew up in a modest family. They never had a lot of money but they always had enough. After her father and brothers were laid off from Bethlehem Steel, they filed for social services, but for some reason were denied services. Members of her family resorted to riding a bicycle to work on the farms south of the city. Rosa crecía en una familia humilde. Ellos nunca tuvieron mucho dinero pero siempre tuvieron lo suficiente. Cuando su padre y sus hermanos perdieron sus puestos a Bethlehem Steel, la familia pidió asistencia pública, pero para alguna razón se negaron los servicios. Los miembros de su familia recurrieron a andar en bicicleta para ir al trabajo a las granjas al sur de la ciudad. 9:17 - The importance of growing up in a community Rosa describes her childhood in Lackawanna. She feels grateful for being able to grow up in a community where there were lots of families and many people who spoke her language. �Rosa describe su niñez en Lackawanna. Ella se siente agradecida por crecerse en una comunidad donde hubo muchas familias y mucha gente que habló su lengua. 11:25 - Most of the children in the family are professionals Despite initial challenges finding quality education in Buffalo, most of the kids in Rosa's family are now professionals with higher degrees. A pesar de los desafíos iniciales buscando una educación de calidad en Búfalo, la mayoría de los niños en la familia de Rosa consiguió puestos profesionales. 14:18 - Why is education so important? Rosa didn't quite know why education was so important to her family, however, as a whole, they valued education and encouraged all of the kids to attend college and become professionals. She feels that perhaps she and her siblings didn't want their kids to have to work as hard as they did on the farms and in industrial plants. Rosa no sabía bien porque la educación era tan importante a su familia, pero, como una familia colectiva, ellos valoran la educación y les animaron a todos los niños que asistan a la universidad y se pongan profesionales. Ella se siente que quizás ella y sus hermanos no querían que sus hijos tuvieran que trabajar como ellos cuando trabajaron en las granjas y fábricas industriales. 15:52 - Bilingual schools did not exist during this time Bilingual schools did not exist when Rosa and her siblings were in school so they attended English-only public schools. Las escuelas bilingües ya no existían cuando Rosa y sus hermanos asistieron a la escuela entonces ellos asistieron a las escuelas públicas de solo inglés. 16:26 - Rosa was forced to learn English quickly Rosa went to an all-white, English Speaking school. She felt that it was easy for her to assimilate because she was forced to learn English quickly. �Rosa asistió a una escuela de estudiantes todos blancos y anglohablantes. Ella se sintió que fue fácil a asimilar para ella porque tuvo que aprender el inglés rápidamente. 16:59 - Rosa did not encounter any prejudice despite living in the projects Rosa did not encounter any prejudice at school. Her affluent friends would never leave her out. They would come pick her up so she could participate. Rosa no encontró ningún prejuicio contra de ella en la escuela. Sus amigos afluentes nunca la dejarían afuera. Ellos la buscarían en su casa para que pudiera participar en las actividades. 18:03 - Lackawanna used to be a booming town Rosa remembers Lackawanna as a booming town. She would get lost and relied on landmarks to find her way home. She made very close relationships that she maintains up until this day even though she now lives in Florida. St. Anthony's Church (used to be Assumption Church) was a huge part of her childhood and community. Rosa se recuerda de Lackawanna como una ciudad floreciente. Era una vez cuando ella se perdería y tenía que confiar en los lugares notables para buscar el camino a su casa. Ella hizo muy buenas relaciones que hoy en día mantiene aunque ahora ella vive en Florida. La iglesia de San Antonio (Antes fue la Iglesia de la Asunción) fue una parte grande de sus niñez y la comunidad. 19:07 - The Church was a big link for the Hispanic community The Church was a huge link for the Hispanic community because many of them didn't have cars and the Church would help drive them around to community events. La Iglesia fue un vínculo grandísimo para la comunidad hispana porque muchos de las personas no tuvieron coches y la Iglesia las ayudaría a manejar a los eventos de la comunidad. 20:07 - Rosa helped everyone �Rosa loves to work with people. For this reason she decided to be a social worker. A Rosa, le encanta trabajar con la gente. Para esta razón ella decidió de ponerse trabajadora social. 20:42 - Rosa describes her work Rosa describes the different jobs she would do as a social worker. She worked very closely with the community in places such as mental health clinics and the hospitals. Rosa describe los quehaceres diferentes que hacía trabajando como una trabajadora social. Ella trabajó muy cerca de la comunidad en lugares como los clínicos de la salud mental y los hospitales. 23:20 - What is the difference between generations? Rosa describes why she thinks there is a difference between the different generations in the Hispanic community. She feels that there were more activities and social clubs during the earlier generations than what is available now. Rosa describe porque ella cree que hay una diferencia entre las generaciones en la comunidad hispana. Ella se siente que hubo más actividades y clubes sociales durante las épocas anteriores que no están disponibles hoy en día. 24:33 - Rosa belonged to many Hispanic organizations Rosa was a part of many Hispanic organizations. At one point she was the president of the Hispanic Women's League (HWL). The HWL encouraged Hispanic women to attend local universities and upon graduating, seek employment in Buffalo. Rosa era parte de muchas organizaciones hispanas. En un momento, ella fue presidente de la Liga de la Mujeres Hispanas (HWL). La HWL les animó a las mujeres hispanas que asistan a las universidades locales y después de graduarse, que busquen empleo en Búfalo. 30:15 - Lackawanna will always be home �Lackawanna is home because it is the first place Rosa ever came to. She returns to the area every summer. Lackawanna es su hogar porque es el primer lugar a dónde Rosa vino. Ella regresa al área cada verano. 31:20 - So many things have changed Rosa is saddened by the fact that there are very few activities left for kids to do in Buffalo. No more baseball, social clubs or other engaging activities. Rosa se pone triste por el hecho de que les faltan muchas actividades para hacer los niños en Búfalo. No hay béisbol, clubes sociales ni otras actividades. 31:56 - Saturday Baseball is an all-day community event Everybody would attend the Saturday baseball games on South Park. You would be there all day. People would sell Puerto Rican food and you would spend the day with friends and family. There were ten teams, but the teams were almost all Spanish. Todo el mundo asistía a los partidos de béisbol los sábados en South Park, estaba ahí por todo el día. Hubo gente ahí vendiendo comida puertorriqueña y pasaba todo el día con amigos y familia. Hubo diez equipos, pero los equipos se comprendieron de casi todos hispanos. 32:43 - It was mostly a Spanish league The league was predominantly Spanish. The kids used to love playing in the park all day. La liga fue casi toda hispana. A los niños, les gustó jugar en el parque por todo el día. 34:11 - Rosa supports the Hispanic Heritage Council of WNY Rosa supports the HHC. She feels that this shows how much progress the Hispanic community has made and how successful they are now. �Rosa apoya la HHC. Ella se siente que esta muestra cuánto la comunidad hispana ya ha progresado y el éxito que tiene hoy en día. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Lackawanna Public Library Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 35:14 Time Summary A summary of an interview given for different time stamps throughout the interview 0:22 - Rosa introduces herself Rosa introduces herself. She was born in Puerto Rico but was educated up in Buffalo. She went to Buffalo State College for 2 years before entering the job force. Rosa se presenta. Ella nació en Puerto Rico pero terminó su educación formal en Búfalo. Ella asistió a Buffalo State College por 2 años antes de entrar la fuerza de labor. 0:53 - Rosa works as a social worker at the Lackawanna Health Center Rosa worked for the Lackawanna Health Center as a social worker for 30 years. Rosa trabajó para el Centro de Salud de Lackawanna como una trabajadora social por 30 años. 1:40 - Rosa's family came to Western New York to work on the farms in Eden, NY Rosa's family moved to Western New York in search of work on the farms in Eden, NY. She had a relative named Jaime who was already working here. They then moved to Utica, NY. La familia de Rosa se mudó a Nueva York del Oeste en búsqueda de trabajo en las granjas de Eden, NY. Ella tuvo un pariente llamado Jaime que ya trabajaba aquí. Luego, ellos se mudaron a Utica, NY. 2:11 - The family moved back to Buffalo to work for Bethlehem Steel Her brother moved back to Buffalo in search of a job at Bethlehem Steel. Su hermano volvió a vivir a Búfalo en búsqueda de un puesto a Bethlehem Steel. 2:32 - Father and brothers work for Utica Radiators Rosa's father and brothers worked at Utica Radiators and after an unknown event, her brother decided to return to Buffalo in pursuit of another job. El padre de Rosa y sus hermanos trabajaron a Utica Radiators y después de un evento desconocido, uno de sus hermanos decidió a volver a Búfalo en perseguida de otro puesto. 3:12 - Family returns to Buffalo Rosa's father and brother worked at Utica Radiators for 4 years until the plant closed and then they both returned to Buffalo to work at Ford Motor Plant. El padre de Rosa y su hermano trabajaron a Utica Radiators por 4 años hasta cuando la fábrica se cerró y luego ambos de ellos volvieron a Búfalo para trabajar a Ford Motor Plant. 3:44 - Poor working conditions in various factories Rosa describes the poor working conditions of various factories in both Utica and Buffalo. Despite losing her mother, her father continued to work hard and encouraged his children to attend school. Rosa describe las pobres condiciones del trabajo de varias factorías en ambos Utica y Búfalo. A pesar de perder su madre, su padre siguió trabajando fuerte y les animó a sus hijos que asistan a la escuela. 4:34 - Father has a heart attack on the job Rosa's father had a major heart attack at the plant and was taken to Buffalo General Hospital for open heart surgery in 1975. After, he moved back to Puerto Rico where he was diagnosed with lung cancer. He passed away 5 months later. El padre de Rosa tuvo un infarto a la planta y fue transportado a Buffalo General Hospital para una cirugía de corazón abierto en el año 1975. Después, regresó a Puerto Rico donde recibió la diagnóstica que tuvo cáncer de los pulmones. Se falleció 5 años más tarde. 7:01 - Family was denied social services Rosa grew up in a modest family. They never had a lot of money but they always had enough. After her father and brothers were laid off from Bethlehem Steel, they filed for social services, but for some reason were denied services. Members of her family resorted to riding a bicycle to work on the farms south of the city. Rosa crecía en una familia humilde. Ellos nunca tuvieron mucho dinero pero siempre tuvieron lo suficiente. Cuando su padre y sus hermanos perdieron sus puestos a Bethlehem Steel, la familia pidió asistencia pública, pero para alguna razón se negaron los servicios. Los miembros de su familia recurrieron a andar en bicicleta para ir al trabajo a las granjas al sur de la ciudad. 9:17 - The importance of growing up in a community Rosa describes her childhood in Lackawanna. She feels grateful for being able to grow up in a community where there were lots of families and many people who spoke her language. Rosa describe su niñez en Lackawanna. Ella se siente agradecida por crecerse en una comunidad donde hubo muchas familias y mucha gente que habló su lengua. 11:25 - Most of the children in the family are professionals Despite initial challenges finding quality education in Buffalo, most of the kids in Rosa's family are now professionals with higher degrees. A pesar de los desafíos iniciales buscando una educación de calidad en Búfalo, la mayoría de los niños en la familia de Rosa consiguió puestos profesionales. 14:18 - Why is education so important? Rosa didn't quite know why education was so important to her family, however, as a whole, they valued education and encouraged all of the kids to attend college and become professionals. She feels that perhaps she and her siblings didn't want their kids to have to work as hard as they did on the farms and in industrial plants. Rosa no sabía bien porque la educación era tan importante a su familia, pero, como una familia colectiva, ellos valoran la educación y les animaron a todos los niños que asistan a la universidad y se pongan profesionales. Ella se siente que quizás ella y sus hermanos no querían que sus hijos tuvieran que trabajar como ellos cuando trabajaron en las granjas y fábricas industriales. 15:52 - Bilingual schools did not exist during this time Bilingual schools did not exist when Rosa and her siblings were in school so they attended English-only public schools. Las escuelas bilingües ya no existían cuando Rosa y sus hermanos asistieron a la escuela entonces ellos asistieron a las escuelas públicas de solo inglés. 16:26 - Rosa was forced to learn English quickly Rosa went to an all-white, English Speaking school. She felt that it was easy for her to assimilate because she was forced to learn English quickly. Rosa asistió a una escuela de estudiantes todos blancos y anglohablantes. Ella se sintió que fue fácil a asimilar para ella porque tuvo que aprender el inglés rápidamente. 16:59 - Rosa did not encounter any prejudice despite living in the projects Rosa did not encounter any prejudice at school. Her affluent friends would never leave her out. They would come pick her up so she could participate. Rosa no encontró ningún prejuicio contra de ella en la escuela. Sus amigos afluentes nunca la dejarían afuera. Ellos la buscarían en su casa para que pudiera participar en las actividades. 18:03 - Lackawanna used to be a booming town Rosa remembers Lackawanna as a booming town. She would get lost and relied on landmarks to find her way home. She made very close relationships that she maintains up until this day even though she now lives in Florida. St. Anthony's Church (used to be Assumption Church) was a huge part of her childhood and community. Rosa se recuerda de Lackawanna como una ciudad floreciente. Era una vez cuando ella se perdería y tenía que confiar en los lugares notables para buscar el camino a su casa. Ella hizo muy buenas relaciones que hoy en día mantiene aunque ahora ella vive en Florida. La iglesia de San Antonio (Antes fue la Iglesia de la Asunción) fue una parte grande de sus niñez y la comunidad. 19:07 - The Church was a big link for the Hispanic community The Church was a huge link for the Hispanic community because many of them didn't have cars and the Church would help drive them around to community events. La Iglesia fue un vínculo grandísimo para la comunidad hispana porque muchos de las personas no tuvieron coches y la Iglesia las ayudaría a manejar a los eventos de la comunidad. 20:07 - Rosa helped everyone Rosa loves to work with people. For this reason she decided to be a social worker. A Rosa, le encanta trabajar con la gente. Para esta razón ella decidió de ponerse trabajadora social. 20:42 - Rosa describes her work Rosa describes the different jobs she would do as a social worker. She worked very closely with the community in places such as mental health clinics and the hospitals. Rosa describe los quehaceres diferentes que hacía trabajando como una trabajadora social. Ella trabajó muy cerca de la comunidad en lugares como los clínicos de la salud mental y los hospitales. 23:20 - What is the difference between generations? Rosa describes why she thinks there is a difference between the different generations in the Hispanic community. She feels that there were more activities and social clubs during the earlier generations than what is available now. Rosa describe porque ella cree que hay una diferencia entre las generaciones en la comunidad hispana. Ella se siente que hubo más actividades y clubes sociales durante las épocas anteriores que no están disponibles hoy en día. 24:33 - Rosa belonged to many Hispanic organizations Rosa was a part of many Hispanic organizations. At one point she was the president of the Hispanic Women's League (HWL). The HWL encouraged Hispanic women to attend local universities and upon graduating, seek employment in Buffalo. Rosa era parte de muchas organizaciones hispanas. En un momento, ella fue presidente de la Liga de la Mujeres Hispanas (HWL). La HWL les animó a las mujeres hispanas que asistan a las universidades locales y después de graduarse, que busquen empleo en Búfalo. 30:15 - Lackawanna will always be home Lackawanna is home because it is the first place Rosa ever came to. She returns to the area every summer. Lackawanna es su hogar porque es el primer lugar a dónde Rosa vino. Ella regresa al área cada verano. 31:20 - So many things have changed Rosa is saddened by the fact that there are very few activities left for kids to do in Buffalo. No more baseball, social clubs or other engaging activities. Rosa se pone triste por el hecho de que les faltan muchas actividades para hacer los niños en Búfalo. No hay béisbol, clubes sociales ni otras actividades. 31:56 - Saturday Baseball is an all-day community event Everybody would attend the Saturday baseball games on South Park. You would be there all day. People would sell Puerto Rican food and you would spend the day with friends and family. There were ten teams, but the teams were almost all Spanish. Todo el mundo asistía a los partidos de béisbol los sábados en South Park, estaba ahí por todo el día. Hubo gente ahí vendiendo comida puertorriqueña y pasaba todo el día con amigos y familia. Hubo diez equipos, pero los equipos se comprendieron de casi todos hispanos. 32:43 - It was mostly a Spanish league The league was predominantly Spanish. The kids used to love playing in the park all day. La liga fue casi toda hispana. A los niños, les gustó jugar en el parque por todo el día. 34:11 - Rosa supports the Hispanic Heritage Council of WNY Rosa supports the HHC. She feels that this shows how much progress the Hispanic community has made and how successful they are now. Rosa apoya la HHC. Ella se siente que esta muestra cuánto la comunidad hispana ya ha progresado y el éxito que tiene hoy en día. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Rosa Aviles Creator An entity primarily responsible for making the resource Rosa Aviles (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource This interview with Rosa Aviles took place on September 13, 2012 at the Lackawanna Public Library and was conducted by Stephanie Bucalo. Rosa Aviles was born in Puerto Rico and moved to Buffalo at the age of 10 years old in 1953. She attended the Immaculata Academy, Buffalo State College and later began working for the Lackawanna Health Center as a social worker. She worked for the county for 30 years before retiring. Her brothers and father all sought employment at Bethlehem Steel and on the nearby farms. The family temporarily relocated to Utica, NY where her brothers and father were employed at Utica Radiators until they realized there were more opportunities in Buffalo at Bethlehem Steel. She vividly remembers the Church being an integral aspect of her childhood. She and her family actively participated in Church events and found it to be a place for them to be a part of a community. Rosa shares stories from her childhood and especially emphasizes how grateful she is for growing up in a Spanish speaking community and for being able to assimilate into American culture easily through her formal education in an English-only school. Upon completing her formal secondary education, Rosa entered the workforce as a social worker and spent much of her life working and helping people within the Hispanic community. She loved helping people and even extended her services to other Hispanic organizations in the city. All of Rosa’s stories offer an opportunity for her to reflect on the many ways different religious and community organizations made it possible for the Hispanic community to unite and enjoy each other’s company. Esta entrevista con Rosa Aviles tomó lugar el 13 de septiembre de 2012 a la biblioteca pública en Lackawanna y fue conducida por Stephanie Bucalo. Rosa Aviles nació en Puerto Rico y se mudó a Búfalo a la edad de 10 años en el año 1953. Ella asistió a la Academia de Immaculata, Buffalo State College y más tarde empezó a trabajar para Lackawanna Health Center como trabajadora social. Ella trabajó para el condado por 30 años antes de jubilarse. Sus hermanos y su padre buscaron empleo a bethlehem Steel y a las granjas vecinas. La familia temporalmente se mudaron a Utica, NY donde sus hermanos y su padre fueron empleados a Utica Radiators hasta cuando se dieron cuenta que había más oportunidades en Búfalo a Bethlehem Steel. Ella recuerda vívidamente que la Iglesia era un aspecto integral de sus niñez. Ella y su familia participaban activamente en los eventos de la Iglesia y la encontraron un lugar para ser parte de la comunidad. Rosa comparte unas historias de su niñez y especialmente enfatiza su gratitud de crecer en una comunidad hispano hablante y por ser capaz de asimilarse fácilmente en la cultura estadounidense por sus educación formal en una escuela solo anglosajona. A parte de completar su educación secundaria formal, Rosa entró a la fuerza laboral como trabajadora social y pasó mucho de su vida ayudando a la gente dentro de la comunidad hispana. Ella amaba a ayudar a la gente y aun extendió sus servicios a las otras organizaciones hispanas en la ciudad. Todas de las historias de Rosa le ofrecen la oportunidad de reflejar en las varias maneras en que las organizaciones religiosas y de la comunidad le han hecho posible para la comunidad hispana unirse y disfrutar de la compañía de cada uno. Date A point or period of time associated with an event in the lifecycle of the resource 2012-09-13 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Community Employment and Labor Employment and Labor, Migration, Community Migration http://omeka.buffalolib.org/files/original/34476fc540712d8ffb222234a2f5285d.mp3 f924da4aac53993554d293c96cabde9b http://omeka.buffalolib.org/files/original/ca758298d53cb189112ea5dfe910a4ce.pdf 6d90eb076c6e4174623bec96e2437ada PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Alicia Granto Interview Location: Buffalo, NY Interview Date: 8/26/2013 Interview Conducted by: Stephanie Bucalo Length: 1:45:44 Executive Summary: This interview with Alicia Granto took place on August 26, 2013 in Buffalo, NY and was conducted by Stephanie Bucalo. Alicia was born in Cuba but later migrated with her family to Niagara Falls, NY. Alicia was fifteen years old when she first arrived and admitted that the transition from Cuba to the United States was challenging. At the time there were only two Cuban families living in Niagara Falls so many people didn’t really know about her culture. Alicia describes her time living in Niagara Falls where she met her first husband and raised her family. She explains that having a strong work ethic really helped her succeed especially considering she faced so many challenges. Eventually, Alicia moved to Buffalo where she became involved in the Hispanic community and she took a job at Buffalo State College where she helped develop a program to encourage Hispanic students to attend the university. It was called the Latino Extravaganza. In addition to recruiting students at Buffalo State College, she became a part of the Hispanic Women’s League which is a non-profit organization that awards scholarships to Hispanic women and encourages them to attend local universities. Alicia explains how women apply for the scholarship and that the organization really wants to encourage Hispanic women to be more than just homemakers. Alicia also discusses various aspects of the Hispanic community in Buffalo and different community events that still take place today. Alicia is very proud of her roots and feels it is important to maintain them. Resumen Ejecutivo: Esta entrevista con Alicia Granto tomó lugar el 26 de agosto de 2013 en Búfalo, NY y fue conducida por Stephanie Bucalo. Alicia nació en Cuba pero más tarde migró con su familia a Niagara Falls, NY. Alicia tuvo quince años cuando ella llegó ahí y admitió que la transición de Cuba a los Estados Unidos fue difícil. Al momento hubo �solamente dos familias cubanas viviendo en Niagara Falls entonces mucha gente no conocía la cultura. Alicia describe su vida viviendo en Niagara Falls donde primero conoció a su esposo y creció a su familia. Ella explica que su ético de trabajo la ayudó fuertemente a lograr sus metas especialmente porque ella se encontró enfrente de muchos desafíos. Eventualmente, Alicia se mudó a Búfalo donde ella se involucró en la comunidad hispana y tomó un puesto a Buffalo State College donde ella ayudó a desarrollar un programa para animar a los estudiantes hispanos que asisten a la universidad. Se nombró el Latin Extravaganza. En adición al reclutar a los estudiantes a Buffalo State College, ella se puso miembro de la Liga de Mujeres Hispanas, la cual es una organización sin ganas de lucro que les regala becas a mujeres hispanas y les anima asistir a una universidad local. Alicia explica cómo las mujeres se solicitan a la beca que sean más que amos de casa. Alicia también los varios aspectos de la comunidad hispana en Búfalo y los eventos diferentes de la comunidad que todavía toman lugar hoy en día. Alicia es muy orgullosa de sus raíces y siente que es importante mantenerlas. Story Clips: 0:15 - Introduction of Alicia Granto Alicia tells us she is from Cuba and tells us that she lived in Niagara Falls. Alicia nos cuenta que es de Cuba y que vivió en Niagara Falls. 1:00 - The Transition to Niagara Falls Alicia moved here when she was 15 and found the transition to be challenging. She did not think that her and her family would be living here for very long, but due to political unrest, they stayed in the United States. She was the only hispanic student at Niagara Falls High School at the time. Alicia se mudó aquí cuando tuvo 15 años y pensó que la transición fue muy difícil. Pensaba que su familia no iba a estar en Niagara Falls por tanto tiempo, pero por causa de la inquietud política, se quedaron en los Estados Unidos. En este tiempo, ella fue la única estudiante hispana en Niagara Falls High School. 2:23 - Alicia Granto's Siblings �Alicia says that she has a brother that lives in New York City and an older sister that was mentally handicapped that always lived with her parents. Alicia dice que tiene un hermano que vive en la Ciudad de Nueva York y una hermana mayor que siempre vivía con necesidades especiales. 3:08 - Life at Niagara Falls High School Alicia had some nice friends in high school that were curious about her background and they were a great help to her because being one of only two Cuban families in Niagara Falls was not easy. Alicia tuvo unos amigos simpáticos en la escuela secundaria que también estaban curiosos sobre su origen y la ayudaban mucho porque su familia estaba una de las dos familias cubanas en Niagara Falls y no era tan fácil. 4:36 - How Work Ethic Can Make You Successful Alicia says that neither of her parents had a lot of money, but they had a great work ethic. Her father was the first one in his family to go to college and in Cuba, he had a job working in the law department at the University of Santiago, but after Castro took over, things began to change. Alicia dice que ninguno de sus padres tuvieron mucho dinero, pero sí tuvieron una buena ética laboral. Su padre fue la primera persona en su familia que estudió en la universidad y luego, en Cuba, tuvo un trabajo en el departamento de derechos en la Universidad de Santiago, pero después de cuando Castro tomó el poder, todo empezó a cambiar. 7:09 - Alicia Establishes Her Family in Niagara Falls Alicia tells us how she fell in love with her ex-husband in Niagara Falls and that they had 5 children and lived on Pine Ave. She tells us that her mother got a teaching job at Gaskill and her father, who spoke little English, could not find a job, so he was a stay at home dad. After some time, her parents moved to New York City, and she stayed in Niagara Falls. Alicia nos cuenta que se enamoró de su ex esposo en Niagara Falls, tuvieron cinco hijos y vivieron en la avenida de Pine. Ella nos cuenta �que su madre fue una maestra en Gaskill Prep y su padre, que habló muy poco inglés, no podía conseguir un trabajo, entonces se quedaba en casa con los hijos. Después de un rato, sus padres se mudaron a la Ciudad de Nueva York, y ella se quedó en Niagara Falls. 9:14 - More Cuban Than Italian Alicia explains that her husband owned Granto's Restaurant and that he wanted to try to fit in with her family, so he learned Spanish. Alicia explica que su esposo fue el dueño del restaurante Granto's y que quiso encajar con la familia de ella, entonces aprendió español. 10:07 - Alicia Granto's Introduction to the Hispanic Women's League Alicia talks about how she first got involved with the Hispanic Women's League. Alicia habla de cómo comenzó a participar en la Liga de Mujeres Hispanas. 12:35 - Working for Ecos Borincanos Alicia tells us that she used to work for Ecos Borincanos for five years, a radio program based in Niagara Falls. Alicia nos cuenta que trabajaba para Ecos Borincanos por cinco años, un programa de radio basada en Niagara Falls. 14:42 - The Lack of Media Like Ecos Borincanos Alicia explains that there are no programs that exist today that have the same following as Ecos Borincanos did. Alicia explica que no hay ningún programa que existe hoy en día que tiene el mismo número de seguidores que tenía Ecos Borincanos. 15:27 - Granto's Latino Extravaganza at Buffalo State College Alicia talks about how she got a position as an academic advisor at Buffalo State College and how she felt very supported by the faculty and staff. She created an event called the Latino Extravaganza that was like an open house specifically geared towards Latino students. �Alicia habla de cómo consiguió su trabajo con Buffalo State College como una consejera y que se sintió muy apoyada por algunos de los empleados y la facultad. Ella creó un evento que se llama el Latino Extravaganza que fue como una jornada de puertas abiertas específicamente por estudiantes latinoamericanos. 17:40 - How the Latino Extravaganza Recruited Students Alicia explains in what ways the Latino Extravaganza was helpful in recruiting students to come to college. Alicia explica en cuáles maneras el Latino Extravaganza ayudó a reclutar a los estudiantes para venir a la universidad. 19:41- Problems With Latino Student Motivation Alicia describes the problem that she has faced with Latino students not feeling motivated to excel in their studies or to go to college. She talks about how some guidance counselors can be contributors to the problem. Alicia describe el problema que ha enfrentado con estudiantes latinos que no están motivados a tener éxito en la escuela ni asistir a la universidad. Ella dice que algunos consejeros pueden contribuir al problema. 23:13 - Latino Parents as a Contributor to Lack of Latino Student Motivation Alicia thinks that parents are a contributing factor to the lack of motivation in Latino students. Alicia cree que en las familias latinas, los padres contribuyen a la falta de motivación en sus hijos. 24:50 - Going from College to High School Alicia talks about her job at Buffalo State College and how it lead her to teach at the high school level instead. She found her niche after a bit of exploring. Alicia habla de su trabajo en la Universidad del Estado de Búfalo y cómo empieza a enseñar en un colegio. Ella encontró su nicho después de un poco de exploración. �26:16 - Motivating Parents to be More Involved Alicia explains the attitude that she had towards her teaching experience at Bennett High School. She tried to get parents motivated to be more active in their childrens' lives and acted as a liaison between the parents and guidance counselors. Alicia explica la actitud que tuvo hacia su experiencia en Bennett High School. Ella intentó a motivar a los padres a ser más involucrados en las vidas de sus hijos y también fue un intermediario entre los padres y los consejeros. 30:12 - A Motivated Hispanic Mother Receives Negative Criticism Alicia shares a positive example of a mother being involved in her child's life and the negative reaction that some of her colleagues had towards this mother. Alicia comparte un ejemplo positivo de una madre y su involucración en la vida de su hijo y la reacción que tuvieron algunos de sus colegas a esta madre. 31:42 - The Bias Against Latin Americans Alicia weighs in on why she thinks there is a bias towards Latin Americans and where it came from. She shares some personal experiences with this bias. Alicia da su opinión sobre porque hay un sesgo hacia los latinoamericanos y de donde viene. Ella comparte algunas experiencias personales con este sesgo. 33:40 - D. Bruce Johnstone - A Pioneer Alicia talks about how the president of Buffalo State, D. Bruce Johnstone, was a pioneer in opening the option of higher education to minority populations. She found him to be a great ally in her life and talks about the progression of the campus over the years. Alicia habla del presidente de Buffalo State y como él fue un pionero porque se presenta la opción de estudiar en un nivel universitario a las minorías. Ella piensa que él fue un aliado en su vida y habla de la progresión del campus a través de los años. �36:29 - Why Was Johnstone So Successful? Alicia says that Johnstone, Buffalo State College's president, was a confident person who felt comfortable in welcoming any and everyone who wanted to gain higher education. Alicia dice que Johnstone, el presidente de Buffalo State College, tenía mucha confianza y estaba cómodo dándole la bienvenida a cualquier persona que quería un alto nivel de educación. 38:28 - Alicia Granto's Involvement With The Hispanic Women's League Alicia has had a few mentors in her life that provided her with many opportunities to be involved with the Hispanic community, such as Juan Texidor and Blanca Rodriguez. She talks about the Hispanic Women's League, how she got involved with the organization, and what her involvement is today. Alicia ha tenido mentores en su vida, como Juan Texidor y Blanca Rodríguez, que le ha proveído muchas oportunidades de involucrarse con la comunidad hispana. Habla de la Liga de Mujeres Hispanas, cómo se involucró con la organización y como está involucrada hoy en día. 41:40 - Dissatisfaction With Hispanic Politicians Alicia has had many experiences with politicians, both hispanic and non-hispanic, trying to gain support from the Hispanic Women's League. She expressed that she is dissatisfied with the lack of progression with hispanic politicians. Alicia ha tenido muchas experiencias con unos políticos, hispanos y no hispanos, que intentan a ganar el apoyo de la Liga de Mujeres Hispanas. Ella expresa que está descontenta con la falta de progreso de los políticos hispanos en la comunidad. 44:07 - The Hispanic Women's League's Scholarships Alicia goes into detail about the amount of money and scholarships the Hispanic Women's League gives away each year. She says that she likes to read the applications because she likes to learn about the young women in the community. She also explains that the league used to give away another type of scholarship to men called the �incentive award, but due to lack of funds, they had to discontinue this scholarship. Alicia habla en detalle sobre la cantidad de dinero y becas que la Liga de Mujeres Hispanas asigna cada año. Dice que, a ella, le gusta leer las solicitudes porque le gusta aprender sobre las mujeres jóvenes en la comunidad. Ella también explica que la Liga asignaba un otro tipo de beca a los hombres que se llama el premio de incentivo, pero debido a la falta de fondos, tuvo que descontinuar esta beca. 47:15 - Providing Opportunities to Women of the Buffalo Metro Area Alicia says that the Hispanic Women's League focuses on providing opportunities and resources to the young women from the Buffalo metro area. Alicia dice que la Liga de Mujeres Hispanas enfoca en proveer las oportunidades y los recursos a las mujeres jóvenes del área metropolitana de Búfalo. 48:03 - Qualifications for a Scholarship In order to be qualified for a scholarship from the Hispanic Women's League, the student must show financial need, provide an academic record and two (2) letters of recommendation. Alicia explains why all these things are necessary. Para recibir una beca de la Liga de Mujeres Hispanas, el estudiante tiene que demostrar la necesidad financiera, proveer un certificado de estudios y dos (2) cartas de recomendación. Alicia explica por qué todas de estas cosas son necesarios. 50:14 - "A Lack of Cohesion" There is one fault that the Hispanic Women's League has that Alicia addresses, which is that they do not track their scholarship recipients very diligently to find out if they have graduated and what types of jobs they are receiving. She thinks there is a lack of cohesion. Alicia also talks about the process that the scholarship committee goes through when choosing scholarship recipients. Una falla que tiene la Liga de Mujeres Hispanas es que ellas no monitorizan diligentemente los receptores de sus becas para �investigar si ellas se han graduado o cuales tipos de trabajos han encontrado. Ella piensa que hay una falta de cohesión. Alicia también habla del proceso de escoger los recipientes de becas. 52:24 - Where are the Scholarship Recipients Today Unofficially, Alicia has heard that some women have found jobs in the science field, as teachers and as social workers. Extraoficialmente, Alicia ha oído que algunas de las mujeres han encontrado trabajos en ramos como las ciencias, la educación y la asistencia social. 53:48 - Why Is Social Work Such a Popular Job for Latinos? There seems to be a high number of Latinos working in the social work field. Alicia says that many people see the need within the community and decide to go for these types of jobs in order to help people. Parece que hay muchos latinos que trabajan en el ramo de trabajo social. Alicia dice que muchas personas ven la necesidad dentro de la comunidad y deciden a buscar estos trabajos para que ayuden a la gente. 55:58 - Welcoming Women of All Ages The Hispanic Women's League welcomes women of all ages to apply for scholarships and attend college. Alicia says that they have had an increase in applicants that are non-traditional college student age. La Liga de Mujeres Hispanas animan a las mujeres de cualquier edad que se soliciten a las becas y asistir a la universidad. Alicia dice que han tenido un aumento en candidatos que no tienen la edad típica de un estudiante de la universidad. 57:36 - A Non-Traditional Latina Scholarship Recipient Alicia talks about one scholarship recipient in particular that wanted to get her interpreters license and she was in her late forties. Alicia habla de un recipiente de una beca que quería su licencia de intérprete. Ella estaba en sus últimos años cuarenta. 58:44 - A Decline in Donations �The Hispanic Women's League has seen a decline in donations due to the financial situation of our economy, but they still have plenty of motivation to continue to exist. La Liga de Mujeres Hispanas ha visto un disminución en donaciones debido a la situación económica de nuestra sociedad, pero todavía ellas tienen bastante motivación para existir. 59:49 - How Has the Hispanic Women's League Fundraised? Alicia talks about how the Hispanic Women's League has fundraised in the past, but that what they used to do does not seem to work well anymore. They need to come up with events that interest the younger population. Alicia habla de la manera en que la Liga de Mujeres Hispanas había recaudado fondos en el pasado, pero lo que hacían en el pasado no funciona ahora. Tienen que acoger eventos que apelan a la generación más joven. 1:07:03 -Not Appreciating Your Roots Alicia thinks that the younger generation does not always appreciate where their family comes from. She talks about how her parents made their living here and how they lived in Miami for some time. It was a challenge for them to come to Niagara Falls because it was a culture shock, especially for her father who only spoke spanish. Alicia piensa que la generación joven no siempre aprecia de donde vienen sus familias. Ella cuenta cómo sus padres se ganaban la vida aquí y que vivían en Miami por un rato. Fue un reto a irse a Niagara Falls porque la familia experimentaba un choque cultural, especialmente su padre que no habla inglés. 1:10:08 - Hardworking Families Are Humbling Alicia found the families that came here and worked factory jobs or farm jobs to be humbling. She explains that older Puerto Ricans were feeling offended that the younger Puerto Ricans were not as hardworking and did not have the same values as they did. This is the time when many misconceptions and stereotypes were formed because some of the younger hispanics would come to the United �States and immediately sign up for welfare instead of working hard to provide for their families. Alicia cree que las familias que venían aquí y trabajaban en fábricas o granjas son llenas de humildad. Explica que los puertorriqueños jóvenes ofendían a los viejos porque no trabajaron con la misma diligencia y no tuvieron los mismos valores que sus antepasados. En este tiempo, muchas ideas equivocadas y estereotipos estaban formados porque algunas de las personas hispanas venían a los Estados Unidos y inmediatamente se pidieron beneficios sociales en lugar de trabajar muy duro para proveer para sus familias. 1:12:21 - Buffalo: A Grease Pole Society The difference between the old and new generations of hispanics can be attributed to many things. For example, many groups of people do not want to see people outside of their nationality be successful. Alicia says that there is a very strong grease pole society in Buffalo, but not in other cities. La diferencia entre las dos generaciones de hispanos puede ser atribuida por muchas cosas. Por ejemplo, muchos grupos de personas no quieren ver personas exitosas fuera de su nacionalidad. Alicia dice que hay un sociedad de grease pole muy fuerte en Búfalo, pero no es así en otras ciudades. 1:17:46 - Lacking in Leadership In the Buffalo hispanic community there is a lack of leadership. According to Alicia, there needs to be someone that has integrity and the courage to confront challenges and speak up to get what latinos need. En la comunidad hispana de Búfalo hay una falta de liderazgo. Según Alicia, debe ser alguien que tenga honradez, el coraje de enfrentar retos y diga lo que piensa que los latinos necesitan para ser exitoso. 1:30:34 - How Alicia Granto Maintained Obedience in her Classroom Alicia explains how she used to maintain obedience in her classroom. Alicia explica cómo mantenía la obediencia en su aula. �1:33:10 - Parents Today Alicia talks about how she sees many parents acting today. Alicia habla de cómo se parece el comportamiento de algunos padres hoy en día. 1:36:42 - Take What You Can Get Alicia feels that if she can impact at least one student each year, she is content. She understands that it is nearly impossible to motivate an entire class and that the results of what she has taught may not be instantaneous. Alicia cree que si por lo menos pudiera impactar a uno estudiante cada año, estaría feliz. Ella entiende que es casi imposible motivar una clase entera y que el resultado de lo que ha enseñado no será instantáneo. 1:42:35 - A Motivational Scholarship Recipient There are people who received scholarships from the Hispanic Women's League that are still around today. Alicia mentions one student in particular that was an inspiration and that proved to people that she could do whatever she put her mind to. Hay personas que ganaron becas de la Liga de Mujeres Hispanas que todavía están en Búfalo. Alicia menciona a un estudiante en particular que fue una inspiración y prueba que es posible lograr lo que quiere. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:45:44 Time Summary A summary of an interview given for different time stamps throughout the interview 0:15 - Introduction of Alicia Granto Alicia tells us she is from Cuba and tells us that she lived in Niagara Falls. 1:00 - The Transition to Niagara Falls Alicia moved here when she was 15 and found the transition to be challenging. She did not think that her and her family would be living here for very long, but due to political unrest, they stayed in the United States. She was the only hispanic student at Niagara Falls High School at the time. 2:23 - Alicia Granto's Siblings Alicia says that she has a brother that lives in New York City and an older sister that was mentally handicapped that always lived with her parents. 3:08 - Life at Niagara Falls High School Alicia had some nice friends in high school that were curious about her background and they were a great help to her because being one of only two Cuban families in Niagara Falls was not easy. 4:36 - How Work Ethic Can Make You Successful Alicia says that neither of her parents had a lot of money, but they had a great work ethic. Her father was the first one in his family to go to college and in Cuba, he had a job working in the law department at the University of Santiago, but after Castro took over, things began to change. 7:09 - Alicia Establishes Her Family in Niagara Falls Alicia tells us how she fell in love with her ex-husband in Niagara Falls and that they had 5 children and lived on Pine Ave. She tells us that her mother got a teaching job at Gaskill and her father, who spoke little English, could not find a job, so he was a stay at home dad. After some time, her parents moved to New York City, and she stayed in Niagara Falls. 9:14 - More Cuban Than Italian Alicia explains that her husband owned Granto's Restaurant and that he wanted to try to fit in with her family, so he learned Spanish. 10:07 - Alicia Granto's Introduction to the Hispanic Women's League Alicia talks about how she first got involved with the Hispanic Women's League. 12:35 - Working for Ecos Borincanos Alicia tells us that she used to work for Ecos Borincanos for five years, a radio program based in Niagara Falls. 14:42 - The Lack of Media Like Ecos Borincanos Alicia explains that there are no programs that exist today that have the same following as Ecos Borincanos did. 15:27 - Granto's Latino Extravaganza at Buffalo State College Alicia talks about how she got a position as an academic advisor at Buffalo State College and how she felt very supported by the faculty and staff. She created an event called the Latino Extravaganza that was like an open house specifically geared towards Latino students. 17:40 - How the Latino Extravaganza Recruited Students Alicia explains in what ways the Latino Extravaganza was helpful in recruiting students to come to college. 19:41- Problems With Latino Student Motivation Alicia describes the problem that she has faced with Latino students not feeling motivated to excel in their studies or to go to college. She talks about how some guidance counselors can be contributors to the problem. 23:13 - Latino Parents as a Contributor to Lack of Latino Student Motivation Alicia thinks that parents are a contributing factor to the lack of motivation in Latino students. 24:50 - Going from College to High School Alicia talks about her job at Buffalo State College and how it lead her to teach at the high school level instead. She found her niche after a bit of exploring. 26:16 - Motivating Parents to be More Involved Alicia explains the attitude that she had towards her teaching experience at Bennett High School. She tried to get parents motivated to be more active in their childrens' lives and acted as a liaison between the parents and guidance counselors. 30:12 - A Motivated Hispanic Mother Receives Negative Criticism Alicia shares a positive example of a mother being involved in her child's life and the negative reaction that some of her colleagues had towards this mother. 31:42 - The Bias Against Latin Americans Alicia weighs in on why she thinks there is a bias towards Latin Americans and where it came from. She shares some personal experiences with this bias. 33:40 - D. Bruce Johnstone - A Pioneer Alicia talks about how the president of Buffalo State, D. Bruce Johnstone, was a pioneer in opening the option of higher education to minority populations. She found him to be a great ally in her life and talks about the progression of the campus over the years. 36:29 - Why Was Johnstone So Successful? Alicia says that Johnstone, Buffalo State College's president, was a confident person who felt comfortable in welcoming any and everyone who wanted to gain higher education. 38:28 - Alicia Granto's Involvement With The Hispanic Women's League Alicia has had a few mentors in her life that provided her with many opportunities to be involved with the Hispanic community, such as Juan Texidor and Blanca Rodriguez. She talks about the Hispanic Women's League, how she got involved with the organization, and what her involvement is today. 41:40 - Dissatisfaction With Hispanic Politicians Alicia has had many experiences with politicians, both hispanic and non-hispanic, trying to gain support from the Hispanic Women's League. She expressed that she is dissatisfied with the lack of progression with hispanic politicians. 44:07 - The Hispanic Women's League's Scholarships Alicia goes into detail about the amount of money and scholarships the Hispanic Women's League gives away each year. She says that she likes to read the applications because she likes to learn about the young women in the community. She also explains that the league used to give away another type of scholarship to men called the incentive award, but due to lack of funds, they had to discontinue this scholarship. 47:15 - Providing Opportunities to Women of the Buffalo Metro Area Alicia says that the Hispanic Women's League focuses on providing opportunities and resources to the young women from the Buffalo metro area. 48:03 - Qualifications for a Scholarship In order to be qualified for a scholarship from the Hispanic Women's League, the student must show financial need, provide an academic record and two (2) letters of recommendation. Alicia explains why all these things are necessary. 50:14 - "A Lack of Cohesion" There is one fault that the Hispanic Women's League has that Alicia addresses, which is that they do not track their scholarship recipients very diligently to find out if they have graduated and what types of jobs they are receiving. She thinks there is a lack of cohesion. Alicia also talks about the process that the scholarship committee goes through when choosing scholarship recipients. 52:24 - Where are the Scholarship Recipients Today Unofficially, Alicia has heard that some women have found jobs in the science field, as teachers and as social workers. 53:48 - Why Is Social Work Such a Popular Job for Latinos? There seems to be a high number of Latinos working in the social work field. Alicia says that many people see the need within the community and decide to go for these types of jobs in order to help people. 55:58 - Welcoming Women of All Ages The Hispanic Women's League welcomes women of all ages to apply for scholarships and attend college. Alicia says that they have had an increase in applicants that are non-traditional college student age. 57:36 - A Non-Traditional Latina Scholarship Recipient Alicia talks about one scholarship recipient in particular that wanted to get her interpreters license and she was in her late forties. 58:44 - A Decline in Donations The Hispanic Women's League has seen a decline in donations due to the financial situation of our economy, but they still have plenty of motivation to continue to exist. 59:49 - How Has the Hispanic Women's League Fundraised? Alicia talks about how the Hispanic Women's League has fundraised in the past, but that what they used to do does not seem to work well anymore. They need to come up with events that interest the younger population. 1:07:03 -Not Appreciating Your Roots Alicia thinks that the younger generation does not always appreciate where their family comes from. She talks about how her parents made their living here and how they lived in Miami for some time. It was a challenge for them to come to Niagara Falls because it was a culture shock, especially for her father who only spoke spanish. 1:10:08 - Hardworking Families Are Humbling Alicia found the families that came here and worked factory jobs or farm jobs to be humbling. She explains that older Puerto Ricans were feeling offended that the younger Puerto Ricans were not as hardworking and did not have the same values as they did. This is the time when many misconceptions and stereotypes were formed because some of the younger hispanics would come to the United States and immediately sign up for welfare instead of working hard to provide for their families. 1:12:21 - Buffalo: A Grease Pole Society The difference between the old and new generations of hispanics can be attributed to many things. For example, many groups of people do not want to see people outside of their nationality be successful. Alicia says that there is a very strong grease pole society in Buffalo, but not in other cities. 1:17:46 - Lacking in Leadership In the Buffalo hispanic community there is a lack of leadership. According to Alicia, there needs to be someone that has integrity and the courage to confront challenges and speak up to get what latinos need. 1:30:34 - How Alicia Granto Maintained Obedience in her Classroom Alicia explains how she used to maintain obedience in her classroom. 1:33:10 - Parents Today Alicia talks about how she sees many parents acting today. 1:36:42 - Take What You Can Get Alicia feels that if she can impact at least one student each year, she is content. She understands that it is nearly impossible to motivate an entire class and that the results of what she has taught may not be instantaneous. 1:42:35 - A Motivational Scholarship Recipient There are people who received scholarships from the Hispanic Women's League that are still around today. Alicia mentions one student in particular that was an inspiration and that proved to people that she could do whatever she put her mind to. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Alicia Granto Creator An entity primarily responsible for making the resource Alicia Granto (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource This interview with Alicia Granto took place on August 26, 2013 in Buffalo, NY and was conducted by Stephanie Bucalo. Alicia was born in Cuba but later migrated with her family to Niagara Falls, NY. Alicia was fifteen years old when she first arrived and admitted that the transition from Cuba to the United States was challenging. At the time there were only two Cuban families living in Niagara Falls so many people didn’t really know about her culture. Alicia describes her time living in Niagara Falls where she met her first husband and raised her family. She explains that having a strong work ethic really helped her succeed especially considering she faced so many challenges. Eventually, Alicia moved to Buffalo where she became involved in the Hispanic community and she took a job at Buffalo State College where she helped develop a program to encourage Hispanic students to attend the university. It was called the Latino Extravaganza. In addition to recruiting students at Buffalo State College, she became a part of the Hispanic Women’s League which is a non-profit organization that awards scholarships to Hispanic women and encourages them to attend local universities. Alicia explains how women apply for the scholarship and that the organization really wants to encourage Hispanic women to be more than just homemakers. Alicia also discusses various aspects of the Hispanic community in Buffalo and different community events that still take place today. Alicia is very proud of her roots and feels it is important to maintain them. Esta entrevista con Alicia Granto tomó lugar el 26 de agosto de 2013 en Búfalo, NY y fue conducida por Stephanie Bucalo. Alicia nació en Cuba pero más tarde migró con su familia a Niagara Falls, NY. Alicia tuvo quince años cuando ella llegó ahí y admitió que la transición de Cuba a los Estados Unidos fue difícil. Al momento hubo solamente dos familias cubanas viviendo en Niagara Falls entonces mucha gente no conocía la cultura. Alicia describe su vida viviendo en Niagara Falls donde primero conoció a su esposo y creció a su familia. Ella explica que su ético de trabajo la ayudó fuertemente a lograr sus metas especialmente porque ella se encontró enfrente de muchos desafíos. Eventualmente, Alicia se mudó a Búfalo donde ella se involucró en la comunidad hispana y tomó un puesto a Buffalo State College donde ella ayudó a desarrollar un programa para animar a los estudiantes hispanos que asisten a la universidad. Se nombró el Latin Extravaganza. En adición al reclutar a los estudiantes a Buffalo State College, ella se puso miembro de la Liga de Mujeres Hispanas, la cual es una organización sin ganas de lucro que les regala becas a mujeres hispanas y les anima asistir a una universidad local. Alicia explica cómo las mujeres se solicitan a la beca que sean más que amos de casa. Alicia también los varios aspectos de la comunidad hispana en Búfalo y los eventos diferentes de la comunidad que todavía toman lugar hoy en día. Alicia es muy orgullosa de sus raíces y siente que es importante mantenerlas. Date A point or period of time associated with an event in the lifecycle of the resource 2013-08-26 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Community Involvement Education Empowerment http://omeka.buffalolib.org/files/original/4211103816f8af229c6d4a53bb28852a.mp3 d3c5d171e8416d4a2164136af0ff4af4 http://omeka.buffalolib.org/files/original/edcf12232bfdf48e3d5f1bc54b4603c0.pdf 0605d8bc0e3b0724a2607989b7b7e89a PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Alicia Portugues Interview Location: Buffalo, NY Interview Date: Interview Conducted by: Maritza Vega Length: 10:15 Executive Summary: This interview with Alicia Portugues was conducted by Maritza Vega in Buffalo, NY. Alicia Portugues migrated to Buffalo with her family. Alicia focuses her interview on where she grew up in Buffalo and her time with at the Mexican Club. Resumen Ejecutivo: Esta entrevista con Alicia Portugues fue conducida por Maritza Vega en Búfalo, NY. Alicia Portugues emigró a Búfalo con su familia. Alicia enfoca su entrevista en donde ella se crecía en Búfalo y su tiempo en el Club Mexicano. Story Clips: 0:12 - Alicia Portugues Introduces Herself Alicia introduces herself. Alicia se nos presenta. 1:02 - How Alicia Portugues Came to Buffalo Alicia tells us how she came to Buffalo. Alicia nos cuenta cómo vino a Búfalo. 1:48 - An Introduction to the Mexican Club Alicia talks about going to the Mexican Club with her family and what they would do there. Alicia habla de su tiempo al Club Mexicano con su familia y lo que hicieron cuando estaban allí. � 2:44 - Alicia Portugues's Work Experience Alicia talks about her work experience at Open House Commissary. Alicia habla de su experiencia cuando trabajó en Open House Commissary. 3:25 - Alicia Portugues's First Apartment in Buffalo Alicia tells us how her brother found her an apartment. Alicia nos cuenta cómo su hermano la encontró un apartamento. 4:12 - Endwell & Company there. Alicia talks about another job she had and how she was paid very well Alicia habla de otro trabajo que tuvo y que ganó mucho dinero. 4:38 - Living Across from the Pucho Olivencia Center Alicia remembers moving to Genesee Street and living across the street from the Pucho Olivencia Center. She tells us about the community there. Alicia acuerda su mudanza a Genesee Street y que vivió enfrente del Pucho Olivencia Center. Ella nos cuenta un poco sobre la comunidad allí. 5:34 - Moving to Oak Street Alicia moved again, this time to Oak Street, and tells about the neighborhood there. She also mentions that this residence is now the Community Mission. Alicia se mudó otra vez, pero esta vez a Oak Street, y nos cuenta sobre el vecindario allí. También menciona que ahora esta residencia es el Community Mission. � 6:15 - Details about the Mexican Club Alicia remembers a time when she sang at the Mexican Club. Alicia acuerda una vez cuando cantó en el Centro Social Mexicano 8:56 - Feeling Lost in Buffalo Today Alicia says that she feels lost in Buffalo today because everything has changed since she first came here. She also says that she moved back to New York City for a short time. Alicia dice que ahora está perdida en Búfalo porque todo ha cambiado desde cuando se mudó aquí. También dice que por un rato, volvió a Nueva York. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <a href="http://omeka.buffalolib.org/items/browse?collection=3">Hispanic Heritage History Project Oral History Interviews</a> Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 10:15 Time Summary A summary of an interview given for different time stamps throughout the interview 0:12 - Alicia Portugues Introduces Herself Alicia introduces herself. Alicia se nos presenta. 1:02 - How Alicia Portugues Came to Buffalo Alicia tells us how she came to Buffalo. Alicia nos cuenta cómo vino a Búfalo. 1:48 - An Introduction to the Mexican Club Alicia talks about going to the Mexican Club with her family and what they would do there. Alicia habla de su tiempo al Club Mexicano con su familia y lo que hicieron cuando estaban allí. 2:44 - Alicia Portugues's Work Experience Alicia talks about her work experience at Open House Commissary. Alicia habla de su experiencia cuando trabajó en Open House Commissary. 3:25 - Alicia Portugues's First Apartment in Buffalo Alicia tells us how her brother found her an apartment. Alicia nos cuenta cómo su hermano la encontró un apartamento. 4:12 - Endwell & Company Alicia talks about another job she had and how she was paid very well there. Alicia habla de otro trabajo que tuvo y que ganó mucho dinero. 4:38 - Living Across from the Pucho Olivencia Center Alicia remembers moving to Genesee Street and living across the street from the Pucho Olivencia Center. She tells us about the community there. Alicia acuerda su mudanza a Genesee Street y que vivió enfrente del Pucho Olivencia Center. Ella nos cuenta un poco sobre la comunidad allí. 5:34 - Moving to Oak Street Alicia moved again, this time to Oak Street, and tells about the neighborhood there. She also mentions that this residence is now the Community Mission. Alicia se mudó otra vez, pero esta vez a Oak Street, y nos cuenta sobre el vecindario allí. También menciona que ahora esta residencia es el Community Mission. 6:15 - Details about the Mexican Club Alicia remembers a time when she sang at the Mexican Club. Alicia acuerda una vez cuando cantó en el Centro Social Mexicano 8:56 - Feeling Lost in Buffalo Today Alicia says that she feels lost in Buffalo today because everything has changed since she first came here. She also says that she moved back to New York City for a short time. Alicia dice que ahora está perdida en Búfalo porque todo ha cambiado desde cuando se mudó aquí. También dice que por un rato, volvió a Nueva York. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Alicia Portugues Creator An entity primarily responsible for making the resource Alicia Portugues (Interviewee) Maritza Vega (Interviewer) Description An account of the resource This interview with Alicia Portugues was conducted by Maritza Vega in Buffalo, NY. Alicia Portugues migrated to Buffalo with her family. Alicia focuses her interview on where she grew up in Buffalo and her time with at the Mexican Club. Esta entrevista con Alicia Portugues fue conducida por Maritza Vega en Búfalo, NY. Alicia Portugues emigró a Búfalo con su familia. Alicia enfoca su entrevista en donde ella se crecía en Búfalo y su tiempo en el Club Mexicano. Date A point or period of time associated with an event in the lifecycle of the resource 2014-08-04 Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Format The file format, physical medium, or dimensions of the resource audio/mp3 Language A language of the resource English/Spanish Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project Relation A related resource Buffalo & Erie County Public Library Digital Collections Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Rights Information about rights held in and over the resource Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes. Family Migration