10 10 143 https://omeka.buffalolib.org/files/original/4e65a8a15a2a16a329b1eb57d60f8729.mp3 b78e89eb9253d51f7665244fcae40b31 https://omeka.buffalolib.org/files/original/1c7af9a15c3b59bc5eaad14788efae25.pdf ea792d6a8f78c0158fbd743e3d682400 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Nivian Rodriguez Perez Interview Location: Buffalo, NY Interview Date: 10/24/2013 Interview Conducted by: Stephanie Bucalo Length: 49:57 Executive Summary: This interview with Nivian Rodriguez Perez took place on October 24, 2013 in Buffalo, NY and was conducted by Stephanie Bucalo. Nivian Rodriguez Perez was born in Puerto Rico but moved to Buffalo in 1952 when she was 9 years old. She was placed in a lower grade level because she struggled to learn English. She graduated high school at the age of 21, but finished. She worked at a restaurant downtown while going to school, but after graduating she never worked again. She met her husband while working at the restaurant and started a family with him. They have four children together. Nivian reflects on her life with her husband and many of her achievements. She also discusses her feelings about living on the West Side, going to church and raising her family. Nivian shares a lot of information in this interview, but it is fairly fragmented as she had a hard time remember finer details. Resumen Ejecutivo: Esta entrevista con Nivian Rodriguez Perez tomó lugar el 24 de octubre del año 2013 en Búfalo, NY y fue conducida por Stephanie Bucalo. Nivian Rodríguez Pérez nació en Puerto Rico pero se mudó a Búfalo cuando tuvo 9 años. Ella fue puesta en un grado más bajo para su edad porque luchaba con el idioma inglés. Ella se graduó a la edad de 21, pero terminó la secundaria. Ella trabajaba en un restaurante en el centro de la ciudad mientras asistía a la secundaria, pero justo después de graduarse ella nunca volvió a trabajar. Ella conoció a su esposo mientras trabajaba en el restaurante y empezó una familia con él. Ellos tienen cuatro hijos juntos. Nivian refleja en su vida con su esposo y muchos de sus éxitos. Ella también describe sus sentimientos sobre su vida en el West Side, asistiendo a la iglesia y creciendo a su familia. Nivian comparte mucha información en esta entrevista, pero es muy fragmentado porque ella no podía recordar todos los detalles más finos. � Story Clips: 0:03 - Nivian introduces herself Nivian Rodriguez Perez was born in Puerto Rico but moved to Buffalo in 1952 when she was 9 years old. She struggled to learn English and because of this struggle her school placed her three grades below her actual grade. She felt uncomfortable being so much older than the other students. She finished high school despite this challenge. She met her husband, married him and started a family. They have four children. Nivia Rodriguez Perez nació en Puerto Rico pero se mudó a Búfalo en el año 1952 cuando tuvo 9 años. Ella luchó con el lenguaje inglés y por esa lucha su escuela la puso en una clases al nivel mucho más bajo por tres años que su nivel verdadero. Elle se sentía incómoda siendo más vieja que los otros estudiantes. Ella terminó la secundaria a pesar de este desafío. Ella conoció a su esposo, se casó con él y empezó una familia. Ellos tienen cuatro hijos. 1:32 - Nivian’s husband was a man of all trades Nivian explains the many different activities her husband was a part of. He served in the military, he attended the university, he was active in the community, he helped begin the bilingual program with some of the other leaders from the community. Nivian explica las actividades diferentes en que su esposo participaba. Él sirvió en el ejército, asistió a la universidad, fue activo en la comunidad, ayudó a desarrollar el programa bilingüe con unos de los otros líderes de la comunidad. 3:18 - Reasons why the Perez family came to Buffalo Nivian’s family came to Buffalo to create a better life. She said this is what everyone wanted. La familia de Nivian vino a Búfalo para crear una vida mejor. Ella dice que eso es lo que todo el mundo quería. 4:15 - Nivian’s husband came to Buffalo in the 1950s Her husband had a scholarship to go to school in Puerto Rico but had to start over when he came to Buffalo. �Su esposo tuvo una beca para asistir a la escuela en Puerto Rico pero tuvo que empezar de nuevo cuando llegó a Búfalo. 9:36 - Nivian’s work Nivian worked as a cook in various restaurants. She also worked in Syracuse as an ESL teacher. She never got her degree but she received an assistant teaching certificate. She said it was very tough to go back to school. She would substitute teach when the teacher was absent. They lived in Syracuse for a some time while her husband was the director of a Hispanic organization. Nivian trabajaba como cocinera en varios restaurantes. Ella también trabajó en Syracuse como maestra de inglés para los estudiantes de otras lenguas. Ella nunca terminó su licenciatura pero recibió su certificación para ser asistente al maestro. Ella dice que para regresar a la escuela era difícil. Ella era maestra suplente cuando el maestro estaba ausente. Ellos vivieron en Syracuse por algún tiempo mientras su esposo era director de una organización hispana. 18:07 - Thoughts on the West Side Nivian never had any problems walking around the West Side. She felt like she was a part of the West Side. She didn’t feel as comfortable in South Buffalo as she does on the West Side. She said she can be happy wherever she is. Nivian nunca tuvo problemas caminando por el West Side. Ella se siente parte de la comunidad. Ella no se sentía tan cómoda en South Buffalo como al West Side. Dice que ella puede ser feliz en cualquier lugar que esté. 19:03 - Nivian attends Holy Cross Church Nivian attends Holy Cross. Before she went to Holy Angels. She goes to whichever church is closest. She was always near a church. Holy Cross and Holy Angels both have Spanish language masses. Nivian asiste a la iglesia de Holy Cross. Antes asistía a la iglesia de Holy Angels. Ella asiste a cualquiera iglesia que esté la más cercana. Ella siempre está cerca de una iglesia. Ambas Holy Cross y Holy Angels tienen misas en español. 20:00 - Where Nivian’s kids went to school �Nivian explains where her children went to school. They started in Buffalo but then went to a school in Syracuse. They moved to Puerto Rico after they lost one of their sons from a car accident. Nivian explica a donde sus hijos asistían a la escuela. Ellos empezaron en Búfalo pero luego asistieron a una escuela en Syracuse. Ellos se mudaron a Puerto Rico después de perder uno de sus hijos en un accidente de choque. 20:53 - Difficulties for kids to transition between English and Spanish language schools Nivian and her husband would speak in both English and Spanish in the home to try and maintain both languages. Their kids would always respond in English. They did well in Puerto Rico because they were excellent students and could speak Spanish well. They were timid to speak in Spanish because they thought their classmates would make fun of them. Nivian y su esposo hablarían ambos español y inglés con sus hijos en la casa para mantener ambas lenguas. Sus hijos siempre responderían en inglés. Ellos sacaron buenas notas en la escuela en Puerto Rico porque ya sabían español y ya eran buenos estudiantes. Ellos eran tímidos hablando en español porque pensaron que sus compañeros de clase burlarían de ellos y su accento. 24:00 - Nivian only worked during high school Nivian never worked after leaving high school. She worked at a restaurant by the Buffalo Convention Center. She met her husband there. She was 21 when she graduated high school. Her husband used to work at the Statler Hilton and would eat at the restaurant where she worked after his shift. They got married after he came back from serving in the military. Nivian nunca trabajó después de graduarse de la secundaria. Ella trabajaba en un restaurante cerca del Buffalo Convention Center. Ella conoció a su esposo ahí. Ella tuvo 21 años cuando se graduó de la secundaria. Su esposo trabajaba al Statler Hilton. 24:54 - Experiences finding employment It wasn’t difficult for Nivian to find employment while she was in high school but transportation was challenging because she would work so late. She worked through the summer. Her father didn’t want them to work because �he wanted them to at least finish high school. There were 11 kids in the family, 3 boys and 8 girls. Nivian was the oldest daughter. No era difícil de encontrar trabajo para Nivian mientras asistía a la secundaria pero el transporte se puso complicado porque ella trabajaría hasta muy tarde. Su padre no quería que sus hijos trabajaran porque quería que estudiaran y terminaran por lo menos la secundaria. Hubo 11 hijos en la familia, 2 eran chicos y 8 eran chicas. 27:03 - Nivian’s mother never had a church wedding Nivian’s mother always dreamed of having a church wedding but couldn’t because they lived in the country. Her mother finally had a church wedding on her 50th anniversary. All of the family members were a part of the wedding. Her mother was so happy. Nivian describes her mother’s wedding. La madre de Nivian siempre soñaba de una boda en la iglesia pero no la podía tener porque vivía en el campo. Finalmente, su madre tuvo su boda en la iglesia en su aniversario de 50 años. Toda de la familia fue parte de la boda. Su madre era muy feliz. Nivian describe la boda de su madre. 32:12 - The first family they met was Casimiro’s The Perez family met Casimiro’s family first when they arrived to Buffalo. They spent a lot of their childhood together. La familia Perez conoció a la familia de Casimiro justo cuando llegó a Búfalo. Ellos pasaon mucho tiempo juntos durante su juventud. � 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 Her Home, Buffalo, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 0:49:57 Time Summary A summary of an interview given for different time stamps throughout the interview 0:03 - Nivian introduces herself Nivian Rodriguez Perez was born in Puerto Rico but moved to Buffalo in 1952 when she was 9 years old. She struggled to learn English and because of this struggle her school placed her three grades below her actual grade. She felt uncomfortable being so much older than the other students. She finished high school despite this challenge. She met her husband, married him and started a family. They have four children. Nivia Rodriguez Perez nació en Puerto Rico pero se mudó a Búfalo en el año 1952 cuando tuvo 9 años. Ella luchó con el lenguaje inglés y por esa lucha su escuela la puso en una clases al nivel mucho más bajo por tres años que su nivel verdadero. Elle se sentía incómoda siendo más vieja que los otros estudiantes. Ella terminó la secundaria a pesar de este desafío. Ella conoció a su esposo, se casó con él y empezó una familia. Ellos tienen cuatro hijos. 1:32 - Nivian’s husband was a man of all trades Nivian explains the many different activities her husband was a part of. He served in the military, he attended the university, he was active in the community, he helped begin the bilingual program with some of the other leaders from the community. Nivian explica las actividades diferentes en que su esposo participaba. Él sirvió en el ejército, asistió a la universidad, fue activo en la comunidad, ayudó a desarrollar el programa bilingüe con unos de los otros líderes de la comunidad. 3:18 - Reasons why the Perez family came to Buffalo Nivian’s family came to Buffalo to create a better life. She said this is what everyone wanted. La familia de Nivian vino a Búfalo para crear una vida mejor. Ella dice que eso es lo que todo el mundo quería. 4:15 - Nivian’s husband came to Buffalo in the 1950s Her husband had a scholarship to go to school in Puerto Rico but had to start over when he came to Buffalo. Su esposo tuvo una beca para asistir a la escuela en Puerto Rico pero tuvo que empezar de nuevo cuando llegó a Búfalo. 9:36 - Nivian’s work Nivian worked as a cook in various restaurants. She also worked in Syracuse as an ESL teacher. She never got her degree but she received an assistant teaching certificate. She said it was very tough to go back to school. She would substitute teach when the teacher was absent. They lived in Syracuse for a some time while her husband was the director of a Hispanic organization. Nivian trabajaba como cocinera en varios restaurantes. Ella también trabajó en Syracuse como maestra de inglés para los estudiantes de otras lenguas. Ella nunca terminó su licenciatura pero recibió su certificación para ser asistente al maestro. Ella dice que para regresar a la escuela era difícil. Ella era maestra suplente cuando el maestro estaba ausente. Ellos vivieron en Syracuse por algún tiempo mientras su esposo era director de una organización hispana. 18:07 - Thoughts on the West Side Nivian never had any problems walking around the West Side. She felt like she was a part of the West Side. She didn’t feel as comfortable in South Buffalo as she does on the West Side. She said she can be happy wherever she is. Nivian nunca tuvo problemas caminando por el West Side. Ella se siente parte de la comunidad. Ella no se sentía tan cómoda en South Buffalo como al West Side. Dice que ella puede ser feliz en cualquier lugar que esté. 19:03 - Nivian attends Holy Cross Church Nivian attends Holy Cross. Before she went to Holy Angels. She goes to whichever church is closest. She was always near a church. Holy Cross and Holy Angels both have Spanish language masses. Nivian asiste a la iglesia de Holy Cross. Antes asistía a la iglesia de Holy Angels. Ella asiste a cualquiera iglesia que esté la más cercana. Ella siempre está cerca de una iglesia. Ambas Holy Cross y Holy Angels tienen misas en español. 20:00 - Where Nivian’s kids went to school Nivian explains where her children went to school. They started in Buffalo but then went to a school in Syracuse. They moved to Puerto Rico after they lost one of their sons from a car accident. Nivian explica a donde sus hijos asistían a la escuela. Ellos empezaron en Búfalo pero luego asistieron a una escuela en Syracuse. Ellos se mudaron a Puerto Rico después de perder uno de sus hijos en un accidente de choque. 20:53 - Difficulties for kids to transition between English and Spanish language schools Nivian and her husband would speak in both English and Spanish in the home to try and maintain both languages. Their kids would always respond in English. They did well in Puerto Rico because they were excellent students and could speak Spanish well. They were timid to speak in Spanish because they thought their classmates would make fun of them. Nivian y su esposo hablarían ambos español y inglés con sus hijos en la casa para mantener ambas lenguas. Sus hijos siempre responderían en inglés. Ellos sacaron buenas notas en la escuela en Puerto Rico porque ya sabían español y ya eran buenos estudiantes. Ellos eran tímidos hablando en español porque pensaron que sus compañeros de clase burlarían de ellos y su accento. 24:00 - Nivian only worked during high school Nivian never worked after leaving high school. She worked at a restaurant by the Buffalo Convention Center. She met her husband there. She was 21 when she graduated high school. Her husband used to work at the Statler Hilton and would eat at the restaurant where she worked after his shift. They got married after he came back from serving in the military. Nivian nunca trabajó después de graduarse de la secundaria. Ella trabajaba en un restaurante cerca del Buffalo Convention Center. Ella conoció a su esposo ahí. Ella tuvo 21 años cuando se graduó de la secundaria. Su esposo trabajaba al Statler Hilton. 24:54 - Experiences finding employment It wasn’t difficult for Nivian to find employment while she was in high school but transportation was challenging because she would work so late. She worked through the summer. Her father didn’t want them to work because he wanted them to at least finish high school. There were 11 kids in the family, 3 boys and 8 girls. Nivian was the oldest daughter. No era difícil de encontrar trabajo para Nivian mientras asistía a la secundaria pero el transporte se puso complicado porque ella trabajaría hasta muy tarde. Su padre no quería que sus hijos trabajaran porque quería que estudiaran y terminaran por lo menos la secundaria. Hubo 11 hijos en la familia, 2 eran chicos y 8 eran chicas. 27:03 - Nivian’s mother never had a church wedding Nivian’s mother always dreamed of having a church wedding but couldn’t because they lived in the country. Her mother finally had a church wedding on her 50th anniversary. All of the family members were a part of the wedding. Her mother was so happy. Nivian describes her mother’s wedding. La madre de Nivian siempre soñaba de una boda en la iglesia pero no la podía tener porque vivía en el campo. Finalmente, su madre tuvo su boda en la iglesia en su aniversario de 50 años. Toda de la familia fue parte de la boda. Su madre era muy feliz. Nivian describe la boda de su madre. 32:12 - The first family they met was Casimiro’s The Perez family met Casimiro’s family first when they arrived to Buffalo. They spent a lot of their childhood together. La familia Perez conoció a la familia de Casimiro justo cuando llegó a Búfalo. Ellos pasaon mucho tiempo juntos durante su juventud. 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 Nivian Rodríguez Perez Complete Interview Creator An entity primarily responsible for making the resource Nivian Rodríguez Perez (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource This interview with Nivian Rodriguez Perez took place on October 24, 2013 in Buffalo, NY and was conducted by Stephanie Bucalo. Nivian Rodriguez Perez was born in Puerto Rico but moved to Buffalo in 1952 when she was 9 years old. She was placed in a lower grade level because she struggled to learn English. She graduated high school at the age of 21, but finished. She worked at a restaurant downtown while going to school, but after graduating she never worked again. She met her husband while working at the restaurant and started a family with him. They have four children together. Nivian reflects on her life with her husband and many of her achievements. She also discusses her feelings about living on the West Side, going to church and raising her family. Nivian shares a lot of information in this interview, but it is fairly fragmented as she had a hard time remember finer details. Esta entrevista con Nivian Rodriguez Perez tomó lugar el 24 de octubre del año 2013 en Búfalo, NY y fue conducida por Stephanie Bucalo. Nivian Rodríguez Pérez nació en Puerto Rico pero se mudó a Búfalo cuando tuvo 9 años. Ella fue puesta en un grado más bajo para su edad porque luchaba con el idioma inglés. Ella se graduó a la edad de 21, pero terminó la secundaria. Ella trabajaba en un restaurante en el centro de la ciudad mientras asistía a la secundaria, pero justo después de graduarse ella nunca volvió a trabajar. Ella conoció a su esposo mientras trabajaba en el restaurante y empezó una familia con él. Ellos tienen cuatro hijos juntos. Nivian refleja en su vida con su esposo y muchos de sus éxitos. Ella también describe sus sentimientos sobre su vida en el West Side, asistiendo a la iglesia y creciendo a su familia. Nivian comparte mucha información en esta entrevista, pero es muy fragmentado porque ella no podía recordar todos los detalles más finos. Date A point or period of time associated with an event in the lifecycle of the resource 2013-10-24 Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project 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 Relation A related resource Buffalo & Erie County Public Library Digital Collections 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 Religion https://omeka.buffalolib.org/files/original/566557a44e3750809bf28b98b9f0e0dd.mp3 d6393391302ad3a8d677727b87d03bfa https://omeka.buffalolib.org/files/original/939f6a7c311024556f21f355748c945e.pdf 3a9a942ccd2c3bc4764092ba15df9e5d PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Noemi Velazquez Interview Location: Buffalo, NY Interview Date: 7/23/2014 Interview Conducted by: Maritza Vega Length: 30:59 Executive Summary: This interview with Noemi Velazquez took place on July 23, 2014 in Buffalo, NY and was conducted by Maritza Vega. Noemi was born in Puerto Rico and migrated with her family to Western New York. Noemi explains why so many Puerto Ricans migrated to the region as a result of Operation Bootstrap. She described the conditions in which they traveled and how they began to establish their own community. Like most Puerto Rican children, Noemi began her formal education at St. Lucy’s Elementary School until her parents learned about the public schools. As a child, Noemi was actively involved in a youth civic organization which influenced her future working with the community. Noemi’s grandfather started the largest Pentecostal Church and a Cooperativa in Buffalo. Her family was very involved in the Pentecostal Church. The Cooperativa was also a huge part of their life and was based on community memberships. Noemi describes the history of different leaders in the community and their role in ameliorating the lives of Hispanics. Noemi also describes people outside of the Hispanic community who helped her community grow. Resumen Ejecutivo: Esta entrevista con Noemi Velázquez tomó lugar el 23 de julio de 2014 en Buffalo, NY y fue conducida por Maritza Vega. Noemi nació en Puerto Rico y migró con su familia a Nueva York del Oeste. Noemi explica por qué tantos puertorriqueños emigraron a la región como resultado de la Operación Obras de la Mano. Ella describe las condiciones en que ellos viajaron y como ellos empezaron a establecer su propia comunidad. Como tantos niños puertorriqueños, Noemi empezó su educación formal en la Escuela Primaria de Santa Lucía hasta cuando sus padres aprendieron sobre las escuelas públicas. Como niña, Noemi fue involucrada activamente en una organización cívica juvenil la cual influyó su futuro trabajando en la comunidad. �El abuelo de Noemi fundó la iglesia pentecostal más grande y una cooperativa en Búfalo. Su familia era muy involucrada en la iglesia pentecostal. La cooperativa era una parte grandísima también de su vida y fue basada en la afiliación de la comunidad. Noemi describe la historia de algunos de los líderes y lo que hicieron para mejorar las vidas de la comunidad hispana. Noemi también describe la gente afuera de la comunidad hispana que ayudó crecer a la población hispana. Story Clips: 0:08 (second file) - The elders made sure that future generations didn't forget their culture Older members of the community wanted to make sure that their kin don't forget their culture. They highly emphasized culture and language retention. Los miembros más viejos de la comunidad no querían que sus hijos se pierdaran su cultura. Ellos subrayaron la retención de la cultura y la lengua como manera de no olvidarse la cultura. 1:07 (second file) - The largest Pentecostal Church in Buffalo Noemi's grandfather opened the largest Latino Pentecostal church in Buffalo. El abuelo de Noemi abrió la iglesia pentecostal más grande de Búfalo. 1:08 - Brief introduction Noemi introduces herself. Noemi se presenta. 1:26 - First Puerto Ricans lived on the Eastside The first wave of Puerto Ricans settled on the Eastside of Buffalo. They settled in a predominantly Italian American neighborhood. La primera ola de puertorriqueños establecieron su comunidad al Eastside. Establecieron sus hogares en un vecindario que era predominantemente americano italiano. 1:43 (second file) - Noemi's grandfather opened a Cooperativa within the church �Noemi's grandfather opened a Cooperativa within their church. Her grandfather was the head of the first Hispanic Protestant church in Buffalo. They developed the Cooperativa to help bring financial resources to the community. Members were able to use the money they earned from the Cooperativa to purchase homes. El abuelo de Noemi abrió una cooperativa dentro de su iglesia. Su abuelo abrió la primera iglesia hispana pentecostal en la Ciudad de Búfalo. Decidieron de establecerla para ayudar y dar recursos financieros a la comunidad. Los miembros podían comprar casas con el dinero que ganaron de la cooperativa. 2:07 - All Puerto Ricans went to St. Lucy's until they discovered Public Schools All Puerto Ricans went to St. Lucy's Elementary School until they discovered the Buffalo Public Schools. Most migrants felt comfortable sending their children to Catholic schools but realized that the public schools were making changes to accommodate their needs. Todos los puertorriqueños asistieron a la Escuela Primaria de St. Lucy hasta cuando descubrieron las escuelas públicas. Inicialmente, los padres querían mandar a sus hijos a las escuelas católicas pero poco a poco descubrieron que las escuelas públicas estaban cambiando para hacer frente las necesidades de los estudiantes hispanos. 2:36 (second file) - Membership in the Cooperativa allowed some members to put down payments on their homes Members of the Cooperativa were able to purchase houses because of the money they earned from their membership. Los miembros de la cooperativa podían comprar casas por el dinero que ganaron de su afiliación. 2:59 - Marcos Lopez greeted all new comers Marcos Lopez greeted all new migrants. He recognized how difficult it was for him when he first came to Buffalo and felt it was his responsibility to help those who are just arriving. Marcoz Lopez conoció a los nuevos migrantes cuando llegaron a Búfalo. Él reconoció cuánto difícil era para él y su familia cuando �vinieron a la región. Él sintió que era su responsabilidad de ayudar a la nueva población. 3:16 - Housing for and owned by Puerto Ricans Marcos Lopez came to Buffalo in the 40s. Carmen Gorzi owned apartments on South Division Street. She and Marcos Lopez met with new migrants when they arrived and then helped them find affordable housing. Marcos López vino a Búfalo en la década de los 40. Carmen Gorzi era dueña de unos apartamentos en la Calle South Division. Ella y Marcos López conocieron a los nuevos migrantes y los ayudaron a encontrar lugares de vivienda. 3:23 (second file) - The church attracted the largest latino Pentecostal conference The church Noemi's grandfather started held the largest Latino Pentecostal conference in the United States. La iglesia que el abuelo de Noemi dirige llevó la conferencia latina pentecostal más grande de los EEUU. 4:16 - Parents brought a vision of success and progress Migrant parents brought the idea of success and progress with them when they migrated to Buffalo. The instilled these values into their children and encouraged them to seek educational opportunities and to support their community. Los padres migrantes trajeron sus valores de éxito y progreso con ellos cuando emigraron a Búfalo. Ellos inculcaron a sus hijos que buscaron oportunidades educativas y apoyaron a su comunidad. 4:24 - Farmers took seatless planes to Puerto Rico to get laborers Puerto Rican farmers traveled from the island to Buffalo in seatless planes. This was all part of a government funded initiative--Operation Bootstrap. Many Puerto Rican migrant workers who came to Western New York in the 40s and 50s were motivated by incentive programs through Operation Bootstrap. �Los granjeros migrantes puertorriqueños viajaron a Búfalo en aviones sin asientos. Este era parte de un iniciativo gubernamental -Operación Manos a la Obra. Muchos trabajadores migrantes puertorriqueños quienes vinieron a Nueva York del Oeste en las décadas 40 y 50 estaban motivados por los incentivos de la Operación Manos a la Obra. 4:56 (second file) - Not every latina needs to be a secretary Noemi advocates for educating young females. She doesn't think that all Latinas need to be secretaries. Prior to opening up more expansive educational programs, Hispanic women were most commonly employed as secretaries. Noemi alcanza su apoyo con la educación de las latinas. Ella no cree que todas las latinas tengan que ser secretarías. Antes de la apertura de los programas educativos más expansivos, la mayoría de las mujeres hispanas eran empleadas como secretarías. 5:29 - Eventually the men got smart Migrant workers living on the farms to the north and south of Buffalo eventually realized that they could go to the City of Buffalo and find better paying jobs. Los trabajadores migrantes viviendo en las granjas al norte y al sur de la Ciudad de Búfalo eventualmente se dieron cuenta que podían encontrar mejores puestos en Búfalo. 5:56 - Changes in higher education allowed minorities to go to the universities Changes in higher education allowed more minority students to attend college. The educated Hispanic began to grow and many of these people went to the University at Buffalo. Los cambios en la universidad les permitieron a los hispanos que entregaran en la universidad. Muchos de la comunidad asistieron a la Universidad a Búfalo. La población de hispanos educados crecieron muchísimo durante esa época. 6:10 - Buffalo was an industrial city �Noemi explains what Buffalo was like when she was younger. She described it as an industrial city. Noemi explica lo que se veía Búfalo cuando era niña. Ella la describe como una ciudad industrial. 6:18 - We have two homes in our hearts Most Hispanic families in Buffalo strongly maintain their own culture and embrace the American culture at the same time. Noemi feels that she has two homes for this very reason, Buffalo and the one she left in Puerto Rico. La mayoría de las familias hispanas en Búfalo mantiene fuertemente su cultura nativa y al mismo tiempo abraza la cultura estadounidense. Por esa razón, Noemi cree que tiene dos hogares, el de Búfalo y el que dejó en Puerto Rico. 6:53 - Noemi was a part of multiple organizations Noemi eventually became a part of many community based organizations. Eventualmente Noemi se involucró en muchas organizaciones basadas en la comunidad. 7:12 - The extended family grew The term family applied to people outside of the nuclear family. Members of the community frequently became a part of your family. El término "familia" aplicó a la gente afuera de la familia nuclear. Frecuentemente los miembros de la comunidad se pusieron una parte de su familia. 7:30 - Everybody became your family Buffalo is the City of Good Neighbors. Noemi explains that everybody in Buffalo became your family as she was growing up. Búfalo es la ciudad de buenos vecinos. Noemi explica que todo el mundo se puso familia cuando ella se crecía. 7:38 (second file) - PODER was started by Alberto Cappas from New York City �Alberto Cappas started the university organization called PODER. This organization still exists today. It was a community action organization at the University at Buffalo. Alberto Cappas empezó la organización universitaria PODER. Esta organización todavía existe hoy en día. Es una organización de acción cívica en la comunidad. 7:50 - No bilingual program Noemi went to an English only school. Bilingual programs did not exist in schools when she was growing up. Noemi asistía a una escuela solo anglosajona. No había programas bilingües en las escuelas cuando era estudiante. 8:42 - Memories of organizing boycotts during the Civil Rights Movement Noemi shares some memories of protesting during the Civil Rights Movement. Noemi comparte unas de sus memorias de las protestas durante el movimiento de los derechos civiles. 9:20 - The youth focused on Civic Action, Adults focused on politics When Noemi was younger, she and her friends participated in their own civic action organization. They learned at a very young age the meaning of solidarity. Cuando Noemi era más joven, ella y sus amigos participaron en su propia organización de acción cívica. Ellos aprendieron el sentido de la palabra solidaridad a una edad bastante joven. 10:17 - Pucho Olivencia understood politics but used them to bring something back to the community Pucho Olivencia understood politics. Many other community members wanted to stay away from them but Pucho used his knowledge to elevate the Hispanic community. �Pucho Olivencia entendió las políticas. Muchos en la comunidad no querían entrar en ellas pero Pucho las usó para levantar la población hispana. 11:37 - We should have more elected officials Noemi believes that there should be more elected Hispanic officials. She shares her thoughts on recent and past elections and who represents the Hispanic community. Noemi cree que debe ser más oficiales elegidos hispanos en los políticos. Ella comparte sus pensamientos sobre las elecciones recientes y pasadas y quien representa la comunidad hispana. 12:58 - We didn't have Bustelo but we had Medaglia d'Oro Puerto Ricans didn't have access to traditional ethnic products at first but eventually local supermarkets started to sell Hispanic foods. They were never without what they needed but greatly appreciated it when they could purchase traditional foods. Los puertorriqueños no tenían acceso a los productos tradicionalmente hispanos pero eventualmente los supermercados empezaron a ofrecer los productos hispanos. Nunca les faltaron lo que necesitaron pero agradecieron muchísimo cuando estos productos empezaron a aparecer en los supermercados. 13:37 - The supermarkets started to provide Hispanic products and new stores popped up Once the Hispanic population became substantial, local supermarkets began to sell Hispanic products. Cuando las población hispana se puso substancial, los supermercados locales empezaron a vender productos hispanos. 15:11 - Restaurants were for single migrant workers Single migrant workers went to restaurants to purchase food since they didn't have a spouse to cook for them. Los trabajadores migrantes fueron a los restaurantes para comer porque no tenían alguien en casa para preparar la comida. �16:28 - You knew you were in a Puerto Rican home because you could smell the food Everyone knew they were in a Puerto Rican house by the smells that came from the kitchen. Puerto Rican families prepared traditional foods on a daily basis and their smells lingered in and around the houses. Todo el mundo sabía que estaba en una casa puertorriqueña por los olores que salían de las casas. Las familias puertorriqueñas preparaban la comida tradicional todos los días y los olores se quedaban dentro y alrededor de las casas. 17:22 - Applause for the Hispanic Veterans Memorial Noemi shares her congratulations for the Hispanic Veterans Memorial. She feels that it is an amazing achievement for the community. Noemi comparte sus felicidades para el Monumento de los Veteranos Hispanos. Ella cree que es un gran éxito para la comunidad. 18:30 - Gratitude for Alicia Pagan's legacy Noemi shares her gratitude for Alicia Pagan's legacy in Buffalo. Noemi comparte su gratitud para el legado de Alicia Pagan en Búfalo. 19:18 - Gratitude for the women who taught the arts to young girls Noemi shares her gratitude for the women who taught art classes to the young girls. She felt that this program was very inspirational to give these young girls this opportunity. Noemi comparte su gratitud para las mujeres que dieron clases de arte a las jóvenes. Ella cree que era muy inspiracional que las jóvenes tuvieron esa oportunidad. 21:07 - Lombardo has always been kind to Puerto Ricans Lombardo Funeral Home has always been very kind to Puerto Ricans. The Funeral Home would help families out who didn't have the financial resources to pay for a funeral. �La Funeraria Lombardo ha siempre sido muy amigable a los puertorriqueños. La funeraria los ayudarían a los que no podían pagar los gastos del funeral. � 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.) 30:59 Time Summary A summary of an interview given for different time stamps throughout the interview 0:08 (second file) - The elders made sure that future generations didn't forget their culture Older members of the community wanted to make sure that their kin don't forget their culture. They highly emphasized culture and language retention. Los miembros más viejos de la comunidad no querían que sus hijos se pierdaran su cultura. Ellos subrayaron la retención de la cultura y la lengua como manera de no olvidarse la cultura. 1:07 (second file) - The largest Pentecostal Church in Buffalo Noemi's grandfather opened the largest Latino Pentecostal church in Buffalo. El abuelo de Noemi abrió la iglesia pentecostal más grande de Búfalo. 1:08 - Brief introduction Noemi introduces herself. Noemi se presenta. 1:26 - First Puerto Ricans lived on the Eastside The first wave of Puerto Ricans settled on the Eastside of Buffalo. They settled in a predominantly Italian American neighborhood. La primera ola de puertorriqueños establecieron su comunidad al Eastside. Establecieron sus hogares en un vecindario que era predominantemente americano italiano. 1:43 (second file) - Noemi's grandfather opened a Cooperativa within the church Noemi's grandfather opened a Cooperativa within their church. Her grandfather was the head of the first Hispanic Protestant church in Buffalo. They developed the Cooperativa to help bring financial resources to the community. Members were able to use the money they earned from the Cooperativa to purchase homes. El abuelo de Noemi abrió una cooperativa dentro de su iglesia. Su abuelo abrió la primera iglesia hispana pentecostal en la Ciudad de Búfalo. Decidieron de establecerla para ayudar y dar recursos financieros a la comunidad. Los miembros podían comprar casas con el dinero que ganaron de la cooperativa. 2:07 - All Puerto Ricans went to St. Lucy's until they discovered Public Schools All Puerto Ricans went to St. Lucy's Elementary School until they discovered the Buffalo Public Schools. Most migrants felt comfortable sending their children to Catholic schools but realized that the public schools were making changes to accommodate their needs. Todos los puertorriqueños asistieron a la Escuela Primaria de St. Lucy hasta cuando descubrieron las escuelas públicas. Inicialmente, los padres querían mandar a sus hijos a las escuelas católicas pero poco a poco descubrieron que las escuelas públicas estaban cambiando para hacer frente las necesidades de los estudiantes hispanos. 2:36 (second file) - Membership in the Cooperativa allowed some members to put down payments on their homes Members of the Cooperativa were able to purchase houses because of the money they earned from their membership. Los miembros de la cooperativa podían comprar casas por el dinero que ganaron de su afiliación. 2:59 - Marcos Lopez greeted all new comers Marcos Lopez greeted all new migrants. He recognized how difficult it was for him when he first came to Buffalo and felt it was his responsibility to help those who are just arriving. Marcoz Lopez conoció a los nuevos migrantes cuando llegaron a Búfalo. Él reconoció cuánto difícil era para él y su familia cuando vinieron a la región. Él sintió que era su responsabilidad de ayudar a la nueva población. 3:16 - Housing for and owned by Puerto Ricans Marcos Lopez came to Buffalo in the 40s. Carmen Gorzi owned apartments on South Division Street. She and Marcos Lopez met with new migrants when they arrived and then helped them find affordable housing. Marcos López vino a Búfalo en la década de los 40. Carmen Gorzi era dueña de unos apartamentos en la Calle South Division. Ella y Marcos López conocieron a los nuevos migrantes y los ayudaron a encontrar lugares de vivienda. 3:23 (second file) - The church attracted the largest latino Pentecostal conference The church Noemi's grandfather started held the largest Latino Pentecostal conference in the United States. La iglesia que el abuelo de Noemi dirige llevó la conferencia latina pentecostal más grande de los EEUU. 4:16 - Parents brought a vision of success and progress Migrant parents brought the idea of success and progress with them when they migrated to Buffalo. The instilled these values into their children and encouraged them to seek educational opportunities and to support their community. Los padres migrantes trajeron sus valores de éxito y progreso con ellos cuando emigraron a Búfalo. Ellos inculcaron a sus hijos que buscaron oportunidades educativas y apoyaron a su comunidad. 4:24 - Farmers took seatless planes to Puerto Rico to get laborers Puerto Rican farmers traveled from the island to Buffalo in seatless planes. This was all part of a government funded initiative--Operation Bootstrap. Many Puerto Rican migrant workers who came to Western New York in the 40s and 50s were motivated by incentive programs through Operation Bootstrap. Los granjeros migrantes puertorriqueños viajaron a Búfalo en aviones sin asientos. Este era parte de un iniciativo gubernamental --Operación Manos a la Obra. Muchos trabajadores migrantes puertorriqueños quienes vinieron a Nueva York del Oeste en las décadas 40 y 50 estaban motivados por los incentivos de la Operación Manos a la Obra. 4:56 (second file) - Not every latina needs to be a secretary Noemi advocates for educating young females. She doesn't think that all Latinas need to be secretaries. Prior to opening up more expansive educational programs, Hispanic women were most commonly employed as secretaries. Noemi alcanza su apoyo con la educación de las latinas. Ella no cree que todas las latinas tengan que ser secretarías. Antes de la apertura de los programas educativos más expansivos, la mayoría de las mujeres hispanas eran empleadas como secretarías. 5:29 - Eventually the men got smart Migrant workers living on the farms to the north and south of Buffalo eventually realized that they could go to the City of Buffalo and find better paying jobs. Los trabajadores migrantes viviendo en las granjas al norte y al sur de la Ciudad de Búfalo eventualmente se dieron cuenta que podían encontrar mejores puestos en Búfalo. 5:56 - Changes in higher education allowed minorities to go to the universities Changes in higher education allowed more minority students to attend college. The educated Hispanic began to grow and many of these people went to the University at Buffalo. Los cambios en la universidad les permitieron a los hispanos que entregaran en la universidad. Muchos de la comunidad asistieron a la Universidad a Búfalo. La población de hispanos educados crecieron muchísimo durante esa época. 6:10 - Buffalo was an industrial city Noemi explains what Buffalo was like when she was younger. She described it as an industrial city. Noemi explica lo que se veía Búfalo cuando era niña. Ella la describe como una ciudad industrial. 6:18 - We have two homes in our hearts Most Hispanic families in Buffalo strongly maintain their own culture and embrace the American culture at the same time. Noemi feels that she has two homes for this very reason, Buffalo and the one she left in Puerto Rico. La mayoría de las familias hispanas en Búfalo mantiene fuertemente su cultura nativa y al mismo tiempo abraza la cultura estadounidense. Por esa razón, Noemi cree que tiene dos hogares, el de Búfalo y el que dejó en Puerto Rico. 6:53 - Noemi was a part of multiple organizations Noemi eventually became a part of many community based organizations. Eventualmente Noemi se involucró en muchas organizaciones basadas en la comunidad. 7:12 - The extended family grew The term family applied to people outside of the nuclear family. Members of the community frequently became a part of your family. El término "familia" aplicó a la gente afuera de la familia nuclear. Frecuentemente los miembros de la comunidad se pusieron una parte de su familia. 7:30 - Everybody became your family Buffalo is the City of Good Neighbors. Noemi explains that everybody in Buffalo became your family as she was growing up. Búfalo es la ciudad de buenos vecinos. Noemi explica que todo el mundo se puso familia cuando ella se crecía. 7:38 (second file) - PODER was started by Alberto Cappas from New York City Alberto Cappas started the university organization called PODER. This organization still exists today. It was a community action organization at the University at Buffalo. Alberto Cappas empezó la organización universitaria PODER. Esta organización todavía existe hoy en día. Es una organización de acción cívica en la comunidad. 7:50 - No bilingual program Noemi went to an English only school. Bilingual programs did not exist in schools when she was growing up. Noemi asistía a una escuela solo anglosajona. No había programas bilingües en las escuelas cuando era estudiante. 8:42 - Memories of organizing boycotts during the Civil Rights Movement Noemi shares some memories of protesting during the Civil Rights Movement. Noemi comparte unas de sus memorias de las protestas durante el movimiento de los derechos civiles. 9:20 - The youth focused on Civic Action, Adults focused on politics When Noemi was younger, she and her friends participated in their own civic action organization. They learned at a very young age the meaning of solidarity. Cuando Noemi era más joven, ella y sus amigos participaron en su propia organización de acción cívica. Ellos aprendieron el sentido de la palabra solidaridad a una edad bastante joven. 10:17 - Pucho Olivencia understood politics but used them to bring something back to the community Pucho Olivencia understood politics. Many other community members wanted to stay away from them but Pucho used his knowledge to elevate the Hispanic community. Pucho Olivencia entendió las políticas. Muchos en la comunidad no querían entrar en ellas pero Pucho las usó para levantar la población hispana. 11:37 - We should have more elected officials Noemi believes that there should be more elected Hispanic officials. She shares her thoughts on recent and past elections and who represents the Hispanic community. Noemi cree que debe ser más oficiales elegidos hispanos en los políticos. Ella comparte sus pensamientos sobre las elecciones recientes y pasadas y quien representa la comunidad hispana. 12:58 - We didn't have Bustelo but we had Medaglia d'Oro Puerto Ricans didn't have access to traditional ethnic products at first but eventually local supermarkets started to sell Hispanic foods. They were never without what they needed but greatly appreciated it when they could purchase traditional foods. Los puertorriqueños no tenían acceso a los productos tradicionalmente hispanos pero eventualmente los supermercados empezaron a ofrecer los productos hispanos. Nunca les faltaron lo que necesitaron pero agradecieron muchísimo cuando estos productos empezaron a aparecer en los supermercados. 13:37 - The supermarkets started to provide Hispanic products and new stores popped up Once the Hispanic population became substantial, local supermarkets began to sell Hispanic products. Cuando las población hispana se puso substancial, los supermercados locales empezaron a vender productos hispanos. 15:11 - Restaurants were for single migrant workers Single migrant workers went to restaurants to purchase food since they didn't have a spouse to cook for them. Los trabajadores migrantes fueron a los restaurantes para comer porque no tenían alguien en casa para preparar la comida. 16:28 - You knew you were in a Puerto Rican home because you could smell the food Everyone knew they were in a Puerto Rican house by the smells that came from the kitchen. Puerto Rican families prepared traditional foods on a daily basis and their smells lingered in and around the houses. Todo el mundo sabía que estaba en una casa puertorriqueña por los olores que salían de las casas. Las familias puertorriqueñas preparaban la comida tradicional todos los días y los olores se quedaban dentro y alrededor de las casas. 17:22 - Applause for the Hispanic Veterans Memorial Noemi shares her congratulations for the Hispanic Veterans Memorial. She feels that it is an amazing achievement for the community. Noemi comparte sus felicidades para el Monumento de los Veteranos Hispanos. Ella cree que es un gran éxito para la comunidad. 18:30 - Gratitude for Alicia Pagan's legacy Noemi shares her gratitude for Alicia Pagan's legacy in Buffalo. Noemi comparte su gratitud para el legado de Alicia Pagan en Búfalo. 19:18 - Gratitude for the women who taught the arts to young girls Noemi shares her gratitude for the women who taught art classes to the young girls. She felt that this program was very inspirational to give these young girls this opportunity. Noemi comparte su gratitud para las mujeres que dieron clases de arte a las jóvenes. Ella cree que era muy inspiracional que las jóvenes tuvieron esa oportunidad. 21:07 - Lombardo has always been kind to Puerto Ricans Lombardo Funeral Home has always been very kind to Puerto Ricans. The Funeral Home would help families out who didn't have the financial resources to pay for a funeral. La Funeraria Lombardo ha siempre sido muy amigable a los puertorriqueños. La funeraria los ayudarían a los que no podían pagar los gastos del funeral. 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 Noemi Velazquez Creator An entity primarily responsible for making the resource Noemi Velazquez (Interviewee) Maritza Vega (Interviewer) Description An account of the resource This interview with Noemi Velazquez took place on July 23, 2014 in Buffalo, NY and was conducted by Maritza Vega. Noemi was born in Puerto Rico and migrated with her family to Western New York. Noemi explains why so many Puerto Ricans migrated to the region as a result of Operation Bootstrap. She described the conditions in which they traveled and how they began to establish their own community. Like most Puerto Rican children, Noemi began her formal education at St. Lucy’s Elementary School until her parents learned about the public schools. As a child, Noemi was actively involved in a youth civic organization which influenced her future working with the community. Noemi’s grandfather started the largest Pentecostal Church and a Cooperativa in Buffalo. Her family was very involved in the Pentecostal Church. The Cooperativa was also a huge part of their life and was based on community memberships. Noemi describes the history of different leaders in the community and their role in ameliorating the lives of Hispanics. Noemi also describes people outside of the Hispanic community who helped her community grow. Esta entrevista con Noemi Velázquez tomó lugar el 23 de julio de 2014 en Buffalo, NY y fue conducida por Maritza Vega. Noemi nació en Puerto Rico y migró con su familia a Nueva York del Oeste. Noemi explica por qué tantos puertorriqueños emigraron a la región como resultado de la Operación Obras de la Mano. Ella describe las condiciones en que ellos viajaron y como ellos empezaron a establecer su propia comunidad. Como tantos niños puertorriqueños, Noemi empezó su educación formal en la Escuela Primaria de Santa Lucía hasta cuando sus padres aprendieron sobre las escuelas públicas. Como niña, Noemi fue involucrada activamente en una organización cívica juvenil la cual influyó su futuro trabajando en la comunidad. El abuelo de Noemi fundó la iglesia pentecostal más grande y una cooperativa en Búfalo. Su familia era muy involucrada en la iglesia pentecostal. La cooperativa era una parte grandísima también de su vida y fue basada en la afiliación de la comunidad. Noemi describe la historia de algunos de los líderes y lo que hicieron para mejorar las vidas de la comunidad hispana. Noemi también describe la gente afuera de la comunidad hispana que ayudó crecer a la población hispana. Date A point or period of time associated with an event in the lifecycle of the resource 2014-07-23 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. Community Involvement Family Migration https://omeka.buffalolib.org/files/original/10c55bd23f1db1b16e7607cea2094197.mp3 54a842c27e1d054a7904a810652e7842 https://omeka.buffalolib.org/files/original/6ea8c4faa62958df9b099bd33b31bc72.pdf 9fd81d9b2d0236adf49a1f2d97e06f60 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Olga Mendell Interview conducted by: Alma Carrillo Interview location: Her Home Interview date: 8/13/2003 Length: 01:05:06 Executive Summary: The interview took place in Olga’s home in Buffalo, NY on August 13, 2003 and was conducted by Alma Carrillo. Olga was born in Cuba and came to the US in 1960. She then moved to Buffalo in 1966 when she graduated and got a PhD from Harvard in Latin American literature. She met her husband in Buffalo and worked at Nichols for 3 years. She found a job at D’Youville College and worked there from 1980 until 2007 when she retired. She taught language and literature, helping many Latino students become more identified with their cultures and more proficient in Spanish. She also started and guided different groups to help disadvantaged students at D’Youville College. Olga was very politically involved in Buffalo, although she did not anticipate this at first. She talks about her political career and her involvement with Western New York Hispanics and Friends and the Hispanic Women’s League. She also discusses her own literary works and her poetry. Resumen Ejecutivo: La entrevista tomó lugar en la casa de Olga en Buffalo, NY el 13 de agosto del año 2003 fue conducida por Alma Carrillo. Olga nació en Cuba y vino a los Estados Unidos en el año 1960. Después ella se mudó a Búfalo en el año 1966 cuando se graduó y recibió su doctorado de Harvard en la literatura latinoamericana. Ella conoció a su esposo en Búfalo y trabajó en Nichols por 3 años. Encontró una posición en D’Youville College y trabajó alla desde 1980 hasta 2007 cuando se jubiló. Ella enseñó lenguaje y la literatura, ayudando a muchos alumnos latinos llegar a ser más conscientes de sus culturas, y más competentes en el español. También inició y guió a grupos diferentes para ayudar a los alumnos desfavorecidos a D’Youville College. Olga fue muy dedicada políticamente en Búfalo, aunque no lo esperó inicialmente. Habla de su carrera política y su participación con Western New York Hispanos y �Amigos y La Liga de Mujeres Hispanas. También habla de su propio trabajo literario y su poesía. Story Clips 00:17 Olga’s Early Period in Buffalo/Educational Discoveries Olga was born in Cuba. She came to the United States in 1960, then to Buffalo in 1966 when she graduated and got a PhD from Harvard in Latin American literature. She met her husband in Buffalo, and worked at Nichols for 3 years. She wanted to teach at university level so looked in the yellow pages. She found a job at D’Youville College and worked there from 1980 until 2007 when she retired. Olga nació en Cuba. Vino a los EEUU en 1960 y a Búfalo en 1966 cuando se graduó y recibió su doctorado de Harvard en literatura latinoamericana. Conoció a su esposo en Búfalo y trabajó en Nichols durante 3 años. Quería enseñar al nivel universitario y por eso buscó un puesto en las ‘paginas amarillas’. Encontró una posición a D’Youville College y trabajó allá desde 1980 hasta 2007 cuando se jubiló. 01:57 Bilingual Education and Her Experience at D’Youville She taught language and literature. There was a surge in bilingual education. She taught Spanish for Spanish speakers--her students were mostly already Spanish speakers but needed additional help with reading and writing formally. She describes the fact that they didn’t have a level of formal Spanish. She taught English as well, and methodology. She loved teaching literature to adults from Latin American countries - short stories and poetry. She created a course about Hispanics in the United States. This was fundamental for her, for latinos to understand literature and culture of their homeland. The literature also included hispanics in the United States (ex: chicano movement). This focused on the culture, what united them, what brought them here, etc. This talked about the lives of workers, the struggles of life in a new country. These were tremendous courses. Enseñó lenguaje y literatura. Había del auge en la educación bilingüe. Dió clases de español para lo estudiantes hispanos que ya hablaron el idioma pero necesitaban má ayuda con la escritura y la lecturas. Ella habla del hecho de que ellos no tenían un nivel de español formal. Enseñó el inglés también y la metodología. A ella le encantaba enseñar literatura a adultos - los cuentos cortos y la poesía. Creó un curso sobre los hispanos en los EEUU. Eso fue fundamental para ella, para que sus alumnos entendieran la literatura y �cultura de su patria. La literatura también incluyó hispanos en los EEUU (ej. el movimiento Chicano). Se enfocó en la cultura, lo que unió a la gente, su motivación para ir a los EEUU, etc. Habló de las vidas de los trabajadores, los desafíos de la vida en un país nuevo - fueron cursos impresionantes. 09:06 Bringing Students to Latin America She taught Spanish for different professional areas. for example, nurses, health professions, social workers, etc. There was a lot of ignorance amongst the Hispanic community. She organized a trip for the class after the exam in the Spring semester in order for them to understand where they came from and their culture. The students learned how to live a more healthy and sustainable life, they worked with nuns and learned from them (this was in Panama). Enseño español para las carreras diferentes, por ejemplo: los enfermeros, los profesionales en el área de salud, los trabajadores sociales, etc. Había una tremenda ignorancia en la comunidad hispana. Ella organizó un viaje para la clase después del examen final para que ellos pudieran entender de dónde vinieron y su cultura. Los alumnos aprendieron cómo vivir una vida saludable y sostenible, ellos trabajaron con monjas y aprendieron mucho de ellas - eso fue en Panamá. 13:41 The Mentoring Program They had another mentoring program with minority students from D’Youville College. They chose students from secondary schools and had weekly instructional meetings, showing young students how to choose courses for a university, life during university, how to apply, etc. She did this for 10 years. This was her way of reacting to information she received regarding the percentage of latino students who were dropping out of high school. Because of the low amount, she felt she had to do something. She wanted to instill the goal of college in them. She talks about her own daughter who did not finish school. She says that each of her projects gave her a sense of satisfaction. Tuvieron otro programa de tutoría con estudiantes minorías de D’Youville College. Eligieron a unos estudiantes de escuelas secundarias y tuvieron reuniones semanales para enseñar a los alumnos escoger cursos en la universidad, la vida universitaria, etc. Ella hacía eso por 10 años y fue su manera de reaccionar a la información que recibió sobre el número de estudiantes latinos que estaban dejando de estudiar antes que graduarse. �Ella quería inspirarles. Habla de su hija que no terminó la escuela secundaria. Olga dijo que todos de sus proyectos le han dado una sensación de satisfacción. 17:40 Discovering The Latino Community of Buffalo, Raul Russi Before discovering the latino community in Buffalo, she had no idea one existed. She was isolated at Nichols from other latinos before she went to D’Youville College. She said there she found the Puerto Rican community. One of her students, Raul, was the first latino police officer in Buffalo - and she says he became her teacher. He was wounded and told he would never walk again. The president of the college wrote to him and asked him to come and study once he was debilitated, she offered him a free education. That is how he became Olga’s student. He challenged her by asking what she did voluntarily for the community. Antes que descubrir a la comunidad latina en Búfalo, ella no tenía la menor idea que una ya existía. Cuando trabajó en Nichols, fue aislada de los otros latinos, antes de ir a D’Youville College. Dice que allá, encontró a la comunidad puertorriqueña. Uno de sus alumnos, Raúl Russi, fue el primer policía latino en Búfalo - y ella dice que llegó a ser su maestro. Él fue herido y le dijeron que nunca iba a volver a caminar. El presidente de la universidad le escribió y le pidió que viniera a estudiar cuando fue debilitado. Le ofreció una educación gratis. De esta manera, llegó a ser el alumno de Olga. Raul desafió a Olga cuando le preguntó lo que hacía voluntariamente para su comunidad. 22:21 Olga’s Political Involvement in the Community The two of them then entered into politics, and were able to elect the first hispanic judge in Buffalo - Raul Figueroa. They had a huge celebration in the streets. Raul was the chair of WNY Hispanics and Friends. The idea was to consolidate in a group of politicians - to build political strength of the community. They interviewed candidates for any position in the city, to ensure that they would work to represent their Hispanic community if elected. The members were all Americans, part of the community, and had spouses. Her students would come as well, and the reunions grew to be very big. The candidates required their support and publicity. The political field is where everything begins, and therefore it was crucial to be represented. She says her professional life took a turn to the left, and this was unexpected. Los dos entraron en la política y fueron capaces de elegir al primer juez latino en Búfalo - Raúl Figueroa. Había una celebración grande en las calles. Raúl era el líder de WNY Hispanics and Friends. La idea fue consolidar en un �grupo de políticos, para crecer la fuerza política dentro de la comunidad. Entrevistaron a los candidatos de cualquier posición en la ciudad, para asegurar que ellos trabajaran servir a su comunidad hispana si fueron elegidos. Los miembros del grupo fueron todos estadounidenses, parte de la comunidad, y tenían esposos. Sus alumnos vinieron también y las reuniones llegaron a ser muy grandes. Los candidatos necesitaban su apoyo y su publicidad. El campo político es dónde todo empieza, y por eso fue muy importante ser representado. Ella dice que su vida profesional giró a la izquierda, y eso fue una sorpresa. 27:50 Leaving Cuba Ironically, this is the work she would have done if she stayed in Cuba. She says she was very idealistic as a young woman in Cuba. She loved this ‘revolutionary’ work. She says everyone was in exile in Cuba, only two of her friends remained there. For this work, the group would also organize charity events for the families of the community for Día de los Reyes. They even had members of the community dress as the three kings. Irónicamente, eso fue el trabajo que habría hecho si se hubiera quedado en Cuba. Dice que era muy idealista cuando era joven, y a ella le encanta este trabajo revolucionario. Dice que todos fueron exiliados en Cuba, solo tenía dos amigos que permanecieron ahí. Para este tipo de trabajo, el grupo organizarían los eventos de caridad para las familias de la comunidad para el Día de los Tres Reyes Magos. Ellos aún tenían miembros de la comunidad vestido de los Tres Reyes. 29:14 WNY Hispanic and Friends There is a part of the story she doesn’t want to tell, when the leadership switched. She discusses how the politicians and hispanics interacted, what the relationship was like. She says the politicians sought them out, came to the college, and they had questions prepared. The politicians realized there was power and people in this movement. She says there is still much to be done at the local and national level politically as far as including latinos in politics. Ella no quiere contar la parte de la historia cuando el liderazgo de la organización cambió. Habla de la relación entre los políticos y los hispanos. Dice que los políticos los buscaron, vinieron a la universidad, y tuvieron preguntas preparadas. Les dieron cuenta de que había mucha gente y fuerza en este movimiento. Dice que todavía hay mucho que hacer al nivel nacional y local en cuanto a los latinos en la política. �33:30 Political Relations and Political Involvement She discusses the efforts of hispanics toward campaigning and being elected in city official positions, and how there are not many to count. She talks about the great efforts the group put together to excite hispanics to go out and vote. She says that they spent all day on the phones calling people. También habla del esfuerzo de los latinos haciendo campañas y siendo elegidos en posiciones oficiales en la ciudad - y cómo no hay tantos. Habla de los esfuerzos del grupo para inspirar a los hispanos a votar. Dice que pasaron el día entero llamando a la gente. 37:25 D’Youville Community Involvement, LASO She then talks about grants the university received to train those who wanted to graduate as bilingual professors. This connected the community and the college. She mentions again Denise Roach, a nun who worked towards a program that helped struggling community members quit drugs. Olga admires this nun and the university very much. Miguel Santos and Denise his wife were pioneers in this effort. They were all bilingual students of hers. Latin American Student Organization at D’Youville was very important for the students. They would also have gatherings for Latino students. Después, habla de las becas que la universidad recibió para enseñar a los que querían ser profesores bilingües. Eso unió a la universidad y a la comunidad. Mencionó otra vez Denise Roach, una monja que trabajó en un programa que ayudó a los miembros de la comunidad dejar el uso de las drogas. Olga admira mucho a la universidad y a esa monja. Miguel Santos y su esposa Denise eran pioneros en ese esfuerzo. Fueron estudiantes bilingües de ella. La Organización de Alumnos Latinos a D’Youville era muy importante para los alumnos, y tenían muchas reuniones para alumnos latinos. 42:11 Multiculturalism at D’Youville She then organized the Multicultural Affairs Office for students. She refers to it as a reception desk. They would have gatherings and parties which celebrated different cultures. She says this caused the college to become aware that they were comprised of many different cultures. She says this program started 12 years ago. Ella también organizó la Oficina para Asuntos Multiculturales, y dice que era más o menos un escritorio de recepción. Tenían fiestas y reuniones para �celebrar varias culturas diferentes. Ella dice que eso hizo que la universidad se dio cuenta de la diversidad que tuvo la población estudiantil. Dice que el programa empezó hace unos 12 años. 44:23 Bilingual Education, HEOP Grants She says that the bilingual program involved students who also taught her, not only the other way around. One of them invited her to their evangelical church. She spent hours with the kids, eating the food - she learned a lot. When this program dissolved, this impetus died. There were still scholarships and programs for students who could not pay for the college - HEOP Higher Education Opportunity Program. They paid for their books, their dorms, their sign up, even masters. She says this program was incredible, a blessing. Dice que el programa bilingüe tenía alumnos que enseñaron a ella, no solamente al revés. Uno de ellos invitó a ella a su iglesia evangélica. Ella pasó horas con los niños, comiendo y aprendiendo mucho. Cuando el programa disolvió, el ímpetu murió. Todavía había becas y programas para los alumnos que no podían pagar (HEOP). Pagaron los gastos de sus libros, su dormitorio, su matriculación, incluso su magíster. Dice que ese programa era increíble, una bendición. 47:08 Latin American Students Understanding Their Culture She talks again about the latino students who had never been in Latin America. The program was a way for them to get to know themselves. She says “we are our countries”. It opened the eyes of the Americans and Hispanics alike. Habla otra vez de los alumnos latinos que no habían estado en latinoamérica. El programa proveyó una oportunidad para ellos aprender más sobre sí mismos. Dice que “somos nuestros países”. Abrió los ojos de los hispanos y los estadounidenses también. 49:21 Discussion of Her Programs The mentoring program was voluntary. She asked the students if there should be a grant for them to get paid, and they elected not to do that in order to keep the program honest. She says people can learn from students because they are idealists. El programa de tutoría era voluntario, ella preguntó a los alumnos si debían haber una beca para pagarlos y dijeron que no, porque querían que el �programa sea honesto. Olga dice que la gente puede aprender de los alumnos porque son idealistas. 50:38 Olga’s Educational Background and Woodrow Wilson Award She talks about why she came to Buffalo after studying in Los Agostinos in Havana. She said it was very difficult because she didn’t have family here and didn’t speak Spanish for many years. Her husband would use the car and she would be with her daughter. She went to Connecticut College. She says her mother came from Cuba with money that she and her husband used. She talks about how there was no day care or options for her. She graduated first in her class and Woodrow Wilson National Scholarship Foundation gave her an award. She was accepted in Yale and Harvard. She says Harvard seemed like Havana so she chose to go there. She had a mentor at Connecticut College, which inspired her to start the mentoring program at D’Youville. This mentor inspired her to be a professor instead of a high school teacher. She also inspired her to apply for the scholarship, which led her to be invited to the interview in New York. Her neighbor called her and told her she won the award, she wasn’t even aware. Ella habla de porque vino a Búfalo después de estudiar en Los Agostinos en la Habana. Dice que era muy difícil porque no tenía ninguna familia aquí y no podía hablar español por muchos años. Su esposo usaría el auto, y ella estaría con su hija. Asistió a Connecticut College. Dice que su madre vino de Cuba con usando el dinero que su esposo y ella tenían. Habla de cómo no había guardería ni nada para su hija. Ella se graduó primera de su clase y la Fundación Nacional de Woodrow Wilson le dio una beca. Fue aceptada a Harvard y a Yale. Dice que Harvard era parecido a la Habana, y entonces eligió Harvard. Tuvo una mentor en Connecticut College que le inspiró hacer el programa de tutoría en D’Youville. Además, le inspiró ser profesora en vez de maestra.También la inspiró presentarse para la beca - y por eso fue invitada a la entrevista en Nueva York. Su vecina la llamó para decirle que ganó la beca, ella ya no sabía de este hecho. 55:43 Olga’s Arrival To Buffalo She arrived in Buffalo because her husband was an architect in Boston and was offered a wonderful job in Buffalo, and they came to visit in the summer, and bought a house by the lake. Llegó a Búfalo porque su esposo recibió una buena oferta de trabajo. Él fue arquitecto en Boston. Ellos visitaron durante el verano y compró una casa al lado del lago. �56:22 Hispanic Women’s League She talks about being part of an organization for hispanic women, Hispanic Women’s League, which started in about 1980 and was mostly Puerto Rican women. They had a scholarship for latina girls. This scholarship caused the parents and families to come and witness their daughters winning, which is what inspired Olga - the pride the parents had in their daughters for accomplishing this. Alicia Granto, Rosa Gonzalez (chair), Dores Esplugas, and other women were very involved in this program. Habla de su participación en una organización para mujeres hispanas, la Liga de Mujeres Hispanas, que fue fundada en el año 1980 y incluyó principalmente puertorriqueñas. Tuvieron una beca para chicas latinas. Los padres de las recipientes de las becas vinieron a mirar a sus hijas ganarlas, lo que era lo que inspiró a Olga--el orgullo que tenían los padres para sus hijas por tener este éxito. Alicia Granto, Rosa Gonzalez (chair), Dores Esplugas eran mujeres muy importantes de la organización. 59:01 Olga’s Literary Career and the Buffalo Metro Mural Project She talks about being a poet and a writer. She recalls the city paying to put a work of art at every subway stop. At this time she was a poet. She along with two Puerto Rican poets - Juan Gonzalez (minister) and Alberto Cappas - realized that hispanics were not included in this art project. Because of this, they made a mural of fragments of poetry of theirs at the stop at Allen. The mural refers to the idea of home and how people have arrived from different parts to make Buffalo their home. Finalmente, habla de su poesía y escritura. Recuerda la municipalidad pagando para tener una obra de arte a cada parada del metro. Durante ese periodo ella era una poeta. Ella y dos otros poetas puertorriqueños se dieron cuenta de que los latinos no fueron representados en esas obras. Por eso, crearon un mural de fragmentos de su poesía en la parada a la calle Allen. Su mural habla de la noción de ‘la casa’ y el hecho que muchos habían llegado de partes diferentes para establecer una vida en Búfalo. 1:02:13 Olga’s Return To Cuba and Her Memoir She discusses her published works and returning to Cuba for the first time in 36 years in 1996-1997, illegally. She began to write a memoir, Scatter My Ashes Over Havana. There was a party at D’Youville to celebrate this work. She describes the amazing party, and how it was a day to celebrate not only her, but hispanic literature as well. She discusses her current works of short �stories. She also comments that the project is fantastic and she appreciates that the hispanics who continue to arrive to the area, and have arrived, can understand their history. Habla de sus obras publicadas y su primera visita (ilegal) a Cuba en 19961997 - después de 36 años en los EEUU. Empezó de escribir su autobiografía, Sembrar Mis Cenizas Sobre Havana (Scatter My Ashes Over Havana). Hubo una fiesta grande a D’Youville para celebrar su libro. Ella dice que también la fiesta celebró la literatura hispana. Habla también de su trabajo actual, sus cuentos cortos. Opina que este proyecto es fantástico y que los hispanos que han llegado y van a llegar pueden entender mejor de su propia historia. � 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.) 1:05:06 Time Summary A summary of an interview given for different time stamps throughout the interview 00:17 Olga’s Early Period in Buffalo/Educational Discoveries Olga was born in Cuba. She came to the United States in 1960, then to Buffalo in 1966 when she graduated and got a PhD from Harvard in Latin American literature. She met her husband in Buffalo, and worked at Nichols for 3 years. She wanted to teach at university level so looked in the yellow pages. She found a job at D’Youville College and worked there from 1980 until 2007 when she retired. Olga nació en Cuba. Vino a los EEUU en 1960 y a Búfalo en 1966 cuando se graduó y recibió su doctorado de Harvard en literatura latinoamericana. Conoció a su esposo en Búfalo y trabajó en Nichols durante 3 años. Quería enseñar al nivel universitario y por eso buscó un puesto en las ‘paginas amarillas’. Encontró una posición a D’Youville College y trabajó allá desde 1980 hasta 2007 cuando se jubiló. 01:57 Bilingual Education and Her Experience at D’Youville She taught language and literature. There was a surge in bilingual education. She taught Spanish for Spanish speakers--her students were mostly already Spanish speakers but needed additional help with reading and writing formally. She describes the fact that they didn’t have a level of formal Spanish. She taught English as well, and methodology. She loved teaching literature to adults from Latin American countries - short stories and poetry. She created a course about Hispanics in the United States. This was fundamental for her, for latinos to understand literature and culture of their homeland. The literature also included hispanics in the United States (ex: chicano movement). This focused on the culture, what united them, what brought them here, etc. This talked about the lives of workers, the struggles of life in a new country. These were tremendous courses. Enseñó lenguaje y literatura. Había del auge en la educación bilingüe. Dió clases de español para lo estudiantes hispanos que ya hablaron el idioma pero necesitaban má ayuda con la escritura y la lecturas. Ella habla del hecho de que ellos no tenían un nivel de español formal. Enseñó el inglés también y la metodología. A ella le encantaba enseñar literatura a adultos - los cuentos cortos y la poesía. Creó un curso sobre los hispanos en los EEUU. Eso fue fundamental para ella, para que sus alumnos entendieran la literatura y cultura de su patria. La literatura también incluyó hispanos en los EEUU (ej. el movimiento Chicano). Se enfocó en la cultura, lo que unió a la gente, su motivación para ir a los EEUU, etc. Habló de las vidas de los trabajadores, los desafíos de la vida en un país nuevo - fueron cursos impresionantes. 09:06 Bringing Students to Latin America She taught Spanish for different professional areas. for example, nurses, health professions, social workers, etc. There was a lot of ignorance amongst the Hispanic community. She organized a trip for the class after the exam in the Spring semester in order for them to understand where they came from and their culture. The students learned how to live a more healthy and sustainable life, they worked with nuns and learned from them (this was in Panama). Enseño español para las carreras diferentes, por ejemplo: los enfermeros, los profesionales en el área de salud, los trabajadores sociales, etc. Había una tremenda ignorancia en la comunidad hispana. Ella organizó un viaje para la clase después del examen final para que ellos pudieran entender de dónde vinieron y su cultura. Los alumnos aprendieron cómo vivir una vida saludable y sostenible, ellos trabajaron con monjas y aprendieron mucho de ellas - eso fue en Panamá. 13:41 The Mentoring Program They had another mentoring program with minority students from D’Youville College. They chose students from secondary schools and had weekly instructional meetings, showing young students how to choose courses for a university, life during university, how to apply, etc. She did this for 10 years. This was her way of reacting to information she received regarding the percentage of latino students who were dropping out of high school. Because of the low amount, she felt she had to do something. She wanted to instill the goal of college in them. She talks about her own daughter who did not finish school. She says that each of her projects gave her a sense of satisfaction. Tuvieron otro programa de tutoría con estudiantes minorías de D’Youville College. Eligieron a unos estudiantes de escuelas secundarias y tuvieron reuniones semanales para enseñar a los alumnos escoger cursos en la universidad, la vida universitaria, etc. Ella hacía eso por 10 años y fue su manera de reaccionar a la información que recibió sobre el número de estudiantes latinos que estaban dejando de estudiar antes que graduarse. Ella quería inspirarles. Habla de su hija que no terminó la escuela secundaria. Olga dijo que todos de sus proyectos le han dado una sensación de satisfacción. 17:40 Discovering The Latino Community of Buffalo, Raul Russi Before discovering the latino community in Buffalo, she had no idea one existed. She was isolated at Nichols from other latinos before she went to D’Youville College. She said there she found the Puerto Rican community. One of her students, Raul, was the first latino police officer in Buffalo - and she says he became her teacher. He was wounded and told he would never walk again. The president of the college wrote to him and asked him to come and study once he was debilitated, she offered him a free education. That is how he became Olga’s student. He challenged her by asking what she did voluntarily for the community. Antes que descubrir a la comunidad latina en Búfalo, ella no tenía la menor idea que una ya existía. Cuando trabajó en Nichols, fue aislada de los otros latinos, antes de ir a D’Youville College. Dice que allá, encontró a la comunidad puertorriqueña. Uno de sus alumnos, Raúl Russi, fue el primer policía latino en Búfalo - y ella dice que llegó a ser su maestro. Él fue herido y le dijeron que nunca iba a volver a caminar. El presidente de la universidad le escribió y le pidió que viniera a estudiar cuando fue debilitado. Le ofreció una educación gratis. De esta manera, llegó a ser el alumno de Olga. Raul desafió a Olga cuando le preguntó lo que hacía voluntariamente para su comunidad. 22:21 Olga’s Political Involvement in the Community The two of them then entered into politics, and were able to elect the first hispanic judge in Buffalo - Raul Figueroa. They had a huge celebration in the streets. Raul was the chair of WNY Hispanics and Friends. The idea was to consolidate in a group of politicians - to build political strength of the community. They interviewed candidates for any position in the city, to ensure that they would work to represent their Hispanic community if elected. The members were all Americans, part of the community, and had spouses. Her students would come as well, and the reunions grew to be very big. The candidates required their support and publicity. The political field is where everything begins, and therefore it was crucial to be represented. She says her professional life took a turn to the left, and this was unexpected. Los dos entraron en la política y fueron capaces de elegir al primer juez latino en Búfalo - Raúl Figueroa. Había una celebración grande en las calles. Raúl era el líder de WNY Hispanics and Friends. La idea fue consolidar en un grupo de políticos, para crecer la fuerza política dentro de la comunidad. Entrevistaron a los candidatos de cualquier posición en la ciudad, para asegurar que ellos trabajaran servir a su comunidad hispana si fueron elegidos. Los miembros del grupo fueron todos estadounidenses, parte de la comunidad, y tenían esposos. Sus alumnos vinieron también y las reuniones llegaron a ser muy grandes. Los candidatos necesitaban su apoyo y su publicidad. El campo político es dónde todo empieza, y por eso fue muy importante ser representado. Ella dice que su vida profesional giró a la izquierda, y eso fue una sorpresa. 27:50 Leaving Cuba Ironically, this is the work she would have done if she stayed in Cuba. She says she was very idealistic as a young woman in Cuba. She loved this ‘revolutionary’ work. She says everyone was in exile in Cuba, only two of her friends remained there. For this work, the group would also organize charity events for the families of the community for Día de los Reyes. They even had members of the community dress as the three kings. Irónicamente, eso fue el trabajo que habría hecho si se hubiera quedado en Cuba. Dice que era muy idealista cuando era joven, y a ella le encanta este trabajo revolucionario. Dice que todos fueron exiliados en Cuba, solo tenía dos amigos que permanecieron ahí. Para este tipo de trabajo, el grupo organizarían los eventos de caridad para las familias de la comunidad para el Día de los Tres Reyes Magos. Ellos aún tenían miembros de la comunidad vestido de los Tres Reyes. 29:14 WNY Hispanic and Friends There is a part of the story she doesn’t want to tell, when the leadership switched. She discusses how the politicians and hispanics interacted, what the relationship was like. She says the politicians sought them out, came to the college, and they had questions prepared. The politicians realized there was power and people in this movement. She says there is still much to be done at the local and national level politically as far as including latinos in politics. Ella no quiere contar la parte de la historia cuando el liderazgo de la organización cambió. Habla de la relación entre los políticos y los hispanos. Dice que los políticos los buscaron, vinieron a la universidad, y tuvieron preguntas preparadas. Les dieron cuenta de que había mucha gente y fuerza en este movimiento. Dice que todavía hay mucho que hacer al nivel nacional y local en cuanto a los latinos en la política. 33:30 Political Relations and Political Involvement She discusses the efforts of hispanics toward campaigning and being elected in city official positions, and how there are not many to count. She talks about the great efforts the group put together to excite hispanics to go out and vote. She says that they spent all day on the phones calling people. También habla del esfuerzo de los latinos haciendo campañas y siendo elegidos en posiciones oficiales en la ciudad - y cómo no hay tantos. Habla de los esfuerzos del grupo para inspirar a los hispanos a votar. Dice que pasaron el día entero llamando a la gente. 37:25 D’Youville Community Involvement, LASO She then talks about grants the university received to train those who wanted to graduate as bilingual professors. This connected the community and the college. She mentions again Denise Roach, a nun who worked towards a program that helped struggling community members quit drugs. Olga admires this nun and the university very much. Miguel Santos and Denise his wife were pioneers in this effort. They were all bilingual students of hers. Latin American Student Organization at D’Youville was very important for the students. They would also have gatherings for Latino students. Después, habla de las becas que la universidad recibió para enseñar a los que querían ser profesores bilingües. Eso unió a la universidad y a la comunidad. Mencionó otra vez Denise Roach, una monja que trabajó en un programa que ayudó a los miembros de la comunidad dejar el uso de las drogas. Olga admira mucho a la universidad y a esa monja. Miguel Santos y su esposa Denise eran pioneros en ese esfuerzo. Fueron estudiantes bilingües de ella. La Organización de Alumnos Latinos a D’Youville era muy importante para los alumnos, y tenían muchas reuniones para alumnos latinos. 42:11 Multiculturalism at D’Youville She then organized the Multicultural Affairs Office for students. She refers to it as a reception desk. They would have gatherings and parties which celebrated different cultures. She says this caused the college to become aware that they were comprised of many different cultures. She says this program started 12 years ago. Ella también organizó la Oficina para Asuntos Multiculturales, y dice que era más o menos un escritorio de recepción. Tenían fiestas y reuniones para celebrar varias culturas diferentes. Ella dice que eso hizo que la universidad se dio cuenta de la diversidad que tuvo la población estudiantil. Dice que el programa empezó hace unos 12 años. 44:23 Bilingual Education, HEOP Grants She says that the bilingual program involved students who also taught her, not only the other way around. One of them invited her to their evangelical church. She spent hours with the kids, eating the food - she learned a lot. When this program dissolved, this impetus died. There were still scholarships and programs for students who could not pay for the college - HEOP Higher Education Opportunity Program. They paid for their books, their dorms, their sign up, even masters. She says this program was incredible, a blessing. Dice que el programa bilingüe tenía alumnos que enseñaron a ella, no solamente al revés. Uno de ellos invitó a ella a su iglesia evangélica. Ella pasó horas con los niños, comiendo y aprendiendo mucho. Cuando el programa disolvió, el ímpetu murió. Todavía había becas y programas para los alumnos que no podían pagar (HEOP). Pagaron los gastos de sus libros, su dormitorio, su matriculación, incluso su magíster. Dice que ese programa era increíble, una bendición. 47:08 Latin American Students Understanding Their Culture She talks again about the latino students who had never been in Latin America. The program was a way for them to get to know themselves. She says “we are our countries”. It opened the eyes of the Americans and Hispanics alike. Habla otra vez de los alumnos latinos que no habían estado en latinoamérica. El programa proveyó una oportunidad para ellos aprender más sobre sí mismos. Dice que “somos nuestros países”. Abrió los ojos de los hispanos y los estadounidenses también. 49:21 Discussion of Her Programs The mentoring program was voluntary. She asked the students if there should be a grant for them to get paid, and they elected not to do that in order to keep the program honest. She says people can learn from students because they are idealists. El programa de tutoría era voluntario, ella preguntó a los alumnos si debían haber una beca para pagarlos y dijeron que no, porque querían que el programa sea honesto. Olga dice que la gente puede aprender de los alumnos porque son idealistas. 50:38 Olga’s Educational Background and Woodrow Wilson Award She talks about why she came to Buffalo after studying in Los Agostinos in Havana. She said it was very difficult because she didn’t have family here and didn’t speak Spanish for many years. Her husband would use the car and she would be with her daughter. She went to Connecticut College. She says her mother came from Cuba with money that she and her husband used. She talks about how there was no day care or options for her. She graduated first in her class and Woodrow Wilson National Scholarship Foundation gave her an award. She was accepted in Yale and Harvard. She says Harvard seemed like Havana so she chose to go there. She had a mentor at Connecticut College, which inspired her to start the mentoring program at D’Youville. This mentor inspired her to be a professor instead of a high school teacher. She also inspired her to apply for the scholarship, which led her to be invited to the interview in New York. Her neighbor called her and told her she won the award, she wasn’t even aware. Ella habla de porque vino a Búfalo después de estudiar en Los Agostinos en la Habana. Dice que era muy difícil porque no tenía ninguna familia aquí y no podía hablar español por muchos años. Su esposo usaría el auto, y ella estaría con su hija. Asistió a Connecticut College. Dice que su madre vino de Cuba con usando el dinero que su esposo y ella tenían. Habla de cómo no había guardería ni nada para su hija. Ella se graduó primera de su clase y la Fundación Nacional de Woodrow Wilson le dio una beca. Fue aceptada a Harvard y a Yale. Dice que Harvard era parecido a la Habana, y entonces eligió Harvard. Tuvo una mentor en Connecticut College que le inspiró hacer el programa de tutoría en D’Youville. Además, le inspiró ser profesora en vez de maestra.También la inspiró presentarse para la beca - y por eso fue invitada a la entrevista en Nueva York. Su vecina la llamó para decirle que ganó la beca, ella ya no sabía de este hecho. 55:43 Olga’s Arrival To Buffalo She arrived in Buffalo because her husband was an architect in Boston and was offered a wonderful job in Buffalo, and they came to visit in the summer, and bought a house by the lake. Llegó a Búfalo porque su esposo recibió una buena oferta de trabajo. Él fue arquitecto en Boston. Ellos visitaron durante el verano y compró una casa al lado del lago. 56:22 Hispanic Women’s League She talks about being part of an organization for hispanic women, Hispanic Women’s League, which started in about 1980 and was mostly Puerto Rican women. They had a scholarship for latina girls. This scholarship caused the parents and families to come and witness their daughters winning, which is what inspired Olga - the pride the parents had in their daughters for accomplishing this. Alicia Granto, Rosa Gonzalez (chair), Dores Esplugas, and other women were very involved in this program. Habla de su participación en una organización para mujeres hispanas, la Liga de Mujeres Hispanas, que fue fundada en el año 1980 y incluyó principalmente puertorriqueñas. Tuvieron una beca para chicas latinas. Los padres de las recipientes de las becas vinieron a mirar a sus hijas ganarlas, lo que era lo que inspiró a Olga--el orgullo que tenían los padres para sus hijas por tener este éxito. Alicia Granto, Rosa Gonzalez (chair), Dores Esplugas eran mujeres muy importantes de la organización. 59:01 Olga’s Literary Career and the Buffalo Metro Mural Project She talks about being a poet and a writer. She recalls the city paying to put a work of art at every subway stop. At this time she was a poet. She along with two Puerto Rican poets - Juan Gonzalez (minister) and Alberto Cappas - realized that hispanics were not included in this art project. Because of this, they made a mural of fragments of poetry of theirs at the stop at Allen. The mural refers to the idea of home and how people have arrived from different parts to make Buffalo their home. Finalmente, habla de su poesía y escritura. Recuerda la municipalidad pagando para tener una obra de arte a cada parada del metro. Durante ese periodo ella era una poeta. Ella y dos otros poetas puertorriqueños se dieron cuenta de que los latinos no fueron representados en esas obras. Por eso, crearon un mural de fragmentos de su poesía en la parada a la calle Allen. Su mural habla de la noción de ‘la casa’ y el hecho que muchos habían llegado de partes diferentes para establecer una vida en Búfalo. 1:02:13 Olga’s Return To Cuba and Her Memoir She discusses her published works and returning to Cuba for the first time in 36 years in 1996-1997, illegally. She began to write a memoir, Scatter My Ashes Over Havana. There was a party at D’Youville to celebrate this work. She describes the amazing party, and how it was a day to celebrate not only her, but hispanic literature as well. She discusses her current works of short stories. She also comments that the project is fantastic and she appreciates that the hispanics who continue to arrive to the area, and have arrived, can understand their history. Habla de sus obras publicadas y su primera visita (ilegal) a Cuba en 1996-1997 - después de 36 años en los EEUU. Empezó de escribir su autobiografía, Sembrar Mis Cenizas Sobre Havana (Scatter My Ashes Over Havana). Hubo una fiesta grande a D’Youville para celebrar su libro. Ella dice que también la fiesta celebró la literatura hispana. Habla también de su trabajo actual, sus cuentos cortos. Opina que este proyecto es fantástico y que los hispanos que han llegado y van a llegar pueden entender mejor de su propia historia. 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 Olga Mendell Complete Interview Creator An entity primarily responsible for making the resource Olga Mendell (Interviewee) Alma Carrillo (Interviewer) Description An account of the resource The interview took place in Olga’s home in Buffalo, NY on August 13, 2003 and was conducted by Alma Carrillo. Olga was born in Cuba and came to the US in 1960. She then moved to Buffalo in 1966 when she graduated and got a PhD from Harvard in Latin American literature. She met her husband in Buffalo and worked at Nichols for 3 years. She found a job at D’Youville College and worked there from 1980 until 2007 when she retired. She taught language and literature, helping many Latino students become more identified with their cultures and more proficient in Spanish. She also started and guided different groups to help disadvantaged students at D’Youville College. Olga was very politically involved in Buffalo, although she did not anticipate this at first. She talks about her political career and her involvement with Western New York Hispanics and Friends and the Hispanic Women’s League. She also discusses her own literary works and her poetry. La entrevista tomó lugar en la casa de Olga en Buffalo, NY el 13 de agosto del año 2003 fue conducida por Alma Carrillo. Olga nació en Cuba y vino a los Estados Unidos en el año 1960. Después ella se mudó a Búfalo en el año 1966 cuando se graduó y recibió su doctorado de Harvard en la literatura latinoamericana. Ella conoció a su esposo en Búfalo y trabajó en Nichols por 3 años. Encontró una posición en D’Youville College y trabajó alla desde 1980 hasta 2007 cuando se jubiló. Ella enseñó lenguaje y la literatura, ayudando a muchos alumnos latinos llegar a ser más conscientes de sus culturas, y más competentes en el español. También inició y guió a grupos diferentes para ayudar a los alumnos desfavorecidos a D’Youville College. Olga fue muy dedicada políticamente en Búfalo, aunque no lo esperó inicialmente. Habla de su carrera política y su participación con Western New York Hispanos y Amigos y La Liga de Mujeres Hispanas. También habla de su propio trabajo literario y su poesía. Date A point or period of time associated with an event in the lifecycle of the resource 2013-10-12 Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project 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 Relation A related resource Buffalo & Erie County Public Library Digital Collections Language A language of the resource Spanish 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 https://omeka.buffalolib.org/files/original/5f0098d1fcac05c595fe38d1d81c2f7c.mp3 c31f2fe94ec564ef9be6f49d08485f95 https://omeka.buffalolib.org/files/original/8253aaee6963c5f74ce1ded73fa1a4fe.pdf ff23727a59ff1cd9b37d19c27025f8f9 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Olivia Padilla Interview Location: Buffalo, NY Interview Date: 4/22/2014 Interview Conducted by: Stephanie Bucalo and Casimiro Rodriguez Length: 39:47 Executive Summary: This interview with Olivia Padilla took place on April 22, 2014 in Buffalo, NY and was conducted by Stephanie Bucalo and Casimiro Rodriguez. Olivia Padilla was born in Lackawanna to Spanish parents who migrated to the region after passing through Cuba before the Cuban Revolution. Olivia grew up in Lackawanna where she easily integrated into an English speaking environment. Her parents owned a poultry shop that sold fresh chicken to the community. When she was a child, she delivered the orders to their clients on her bike. Olivia discusses her family’s involvement in the Spanish and Mexican Clubs. She also describes different community events such as soccer. She also discusses the cultural differences between the Spanish and Puerto Ricans. Employment at Bethlehem Steel is a major point of conversation especially with respect to the women who worked there during World War II while the men were fighting abroad. Resumen Ejecutivo: Esta entrevista con Olivia Padilla tomó lugar el 22 de abril de 2014 en Buffalo, NY y fue conducida por Stephanie Bucalo y Casimiro Rodriguez. Olivia Padilla nació en Lackawanna, NY a una familia española quien migró a la región después de atravesar por Cuba antes de la Revolución Cubana. Olivia se crecía en Lackawanna y se asimiló fácilmente al ambiente solo anglosajón. Sus padres fueron dueños de una tienda de pollo que vendió pollo fresco a la comunidad. Cuando ella era niña, ella entregó las pedidas a sus clientes en bicicleta. Olivia habla el involucramiento de su familia en los clubes mexicano y español. Ella también describe los eventos distintos tanto como el fútbol. Ella también explica las diferencias entre los españoles y los puertorriqueños. El empleo a Bethlehem Steel también es un punto mayor de la conversación especialmente con respeto a las mujeres que trabajaron en lugar de los hombres durante la Segunda Guerra Mundial mientras estaban peleando afuera. � Story Clips: 0:20 - Father comes from Spain to Cuba before coming to the U.S. Olivia's father came to the United States from Spain through Cuba. Many Spaniards who arrived in Buffalo came through Cuba first before the Cuban Revolution. El padre de Olivia vino a los EEUU de España por Cuba. Muchos españoles que vinieron a Búfalo lo hizo por Cuba antes de la Revolución Cubana. 1:47 - Olivia introduces herself Olivia introduces herself. Olivia se presenta. 3:27 - Lackawanna was like the League of Nations Lackawanna was growing fast and was ethnically diverse because of huge businesses like Bethlehem Steel. Businesses like this attracted workers from all over the world. For this reason, it received the nickname: The League of Nations. Lackawanna se crecía rápidamente y era muy diversa por la culpa de los negocios gigantes como Bethlehem Steel. Los negocios así atrajeron a trabajadores de todas partes del mundo. Por eso Lackawanna recibió el apodo: La Liga de Naciones. 3:59 - Hispanic businesses and clubs attracted people The Social Clubs in Lackawanna attracted many people. They were the cultural centers for the growing Hispanic population. THese clubs held various community events. Los clubes sociales en Lackawanna atrajeron a mucha gente de la comunidad hispana. Estos clubes eran el centro cultural de la comunidad y dieron fiestas y festivales para la comunidad. 4:43 - The Spanish and Mexican Clubs were big The Spanish and Mexican Clubs were very important to the Hispanic community. Everyone in the community went to their events while they were both open. �El Club Español y el Club Mexicano eran muy importantes a la comunidad hispana. Todo el mundo en la comunidad asistía a los eventos cuando estaban abiertos. 6:05 - Father had a grocery store on Ridge Rd Olivia's father owned a poultry grocery store on Ridge Road in Lackawanna, NY. They sold live chickens to nearby families. El padre de Olivia era dueño de una tienda de pollo en Ridge Road en Lackawanna, NY. Se vendieron los pollos a la comunidad en el vecindario. 6:37 - Spanish and Mexican Club Events The Spanish and Mexican Clubs would host different ethnic events. Sometimes the Spanish Club would host Mexican themed events for the Mexican Community. El Club Social Español y Mexicano dieron fiestas y eventos culturales para la comunidad. A veces el Club Social Español daba fiestas y eventos por los temas mexicanos para la comunidad mexicana. 7:04 - People getting together The community would always get together at various events. La comunidad siempre se juntaron a los varios eventos. 7:49 - Mother worked for Bethlehem Steel Olivia's mother worked at Bethlehem Steel during World War II while the men were abroad fighting. La madre de Olivia trabajaba a Bethlehem Steel mientras los hombres luchaba afuera. 8:26 - Bethlehem Steel hired women to replace men during the War During World War II, Bethlehem Steel hired women to fill the positions the men did before the War started. Fewer women worked there once the war was over. �Durante la Segunda Guerra Mundial, Bethlehem Steel empleó a las mujeres para hacer el trabajo que hacían los hombres antes del inicio de la Guerra. Después de la Guerra, los hombres regresaron al trabajo y pocas mujeres se quedaron empleadas por este negocio. 9:38 - Mother didn't stay at Bethlehem Steel after the War Olivia's mother left Bethlehem Steel once World War II was over. The men return to the factories so she returned home. La madre de Olivia dejó su puesto a Bethlehem Steel después de la Segunda Guerra Mundial. Los hombres regresaron a las factorías, entonces ella regresó a la casa. 9:57 - The Chicken Girl Olivia used to deliver live chickens on her bike when she was a child. She was nicknamed "The Chicken Girl". Era una vez que Olivia les entregaba los pollos a los clientes en bicicleta. Ella recibió el apodo de "La muchacha de pollos". 10:32 - Father sold live chickens Olivia's father sold live chickens. Olivia would deliver the chickens on her bike. El padre de Olivia vendió los pollos vivos. Olivia les entregaba los pollos a sus clientes en su bicicleta. 13:29 - What are Chavos Olivia didn't know what the word "chavos" meant until she met Puerto Ricans. She didn't realized how different Spaniards and Puerto Ricans were until she started interacting with the growing Puerto Rican population. The differences weren't just linguistic. Olivia no sabía qué quería decir la palabra "chavos" hasta cuando se conoció unos puertorriqueños. Hasta este momento, ella no entendía las diferencias entre las poblaciones españolas y puertorriqueñas. La población puertorriqueña se crecía rápidamente y poco a poco ella conocía más sobre las diferencias culturales que no eran solamente lingüísticas. �16:09 - Cultural Differences between Spaniards and Puerto Ricans Olivia recognized that there were distinct cultural differences between Spaniards and Puerto Ricans when she was growing up. Spaniards maintained very traditional and strict family and social values. Puerto Ricans tended to be more outgoing than Spaniards. Olivia reconoció que hubo diferencias entre los españoles y los puertorriqueños cuando se crecía. Los españoles mantuvieron los valores familiares muy tradicionales y estrictos. Los puertorriqueños eran más extrovertidos en comparación. 17:38 - Cultural differences caused some tensions At times, cultural differences caused conflicts between communities. A veces, las diferencias culturales causaron conflictos entre comunidades. 22:02 - Lackawanna was the Spanish cultural hub Lackawanna was the central location for the Spanish community. It always was home to the Spanish Club. Lackawanna era el lugar central para la comunidad española. También fue hogar del Club Social Español. 24:05 - The fall of the Spanish Club The Spanish Club eventually closed due to a lack of solid leadership. El Club Social Español se cerró eventualmente por la falta del liderazgo sólido. 24:25 - The Mexican Club also closed The Mexican Club also closed for similar reasons for the closure of the Spanish Club. El Club Mexicano se cerró para razones semejantes a las de la cerrada del Club Social Español. 25:36 - Spaniards assimilate linguistically �The Spanish were able to assimilate linguistically into American culture. The learned English very quickly because there weren't any bilingual programs in the schools. Los españoles se asimilaron lingüísticamente bien en la cultura estadounidense. Aprendieron el inglés rápidamente en las escuelas porque no hubo programas bilingües en las escuelas. 26:29 - Grandma can't speak English Olivia's grandmother could not speak English. She always remembers this because she is bilingual and very thankful that she was able to maintain her native language but also assimilate into American culture without a problem. La abuela de Olivia no hablaba el inglés. Olivia se recuerda de ese porque ella se sentía que tenía mucha suerte por mantener su lengua nativa y por aprender el inglés. Ella se asimiló bien en la cultura estadounidense sin problema. 27:31 - Mom was active in the community Olivia's mother was very active in the community. She was very surprised to learn how much her mother really did for everyone. La madre de Oliva era muy activa dentro de la comunidad. Se sorprendió mucho a Olivia cuanto su madre hizo para toda la comunidad. 28:09 - You name it and mom did it Olivia's mother would do anything she could to help her community. All you had to do was call her and she would help. La madre de Olivia ayudaría en cualquier cosa que necesitaba su ayuda. Solo se tenía que llamarla. 29:15 - Surprised at how involved mom was Olivia was surprised to find out how much her mother did for the community. Se sorprendió a Olivia cuanto su madre hizo para la comunidad. 31:20 - Father was old fashioned �Olivia's father was very old fashioned. He would not let her go out of the house with anyone other than her male cousin. She was not allowed to go to parties or other places without her family. El padre de Olivia era muy estricto. Él no quiso que Olivia saliera con nadie menos su primo. Ella no podía salir a las fiestas o ningún otro lado sin su familia. 33:32 - Every Sunday was a soccer game As a child, Olivia would spend every Sunday with her family and community at soccer games. This was a place for the Hispanic community to come together and support their teams and their culture. They would spend the entire day there. Olivia always felt this was boring. Cuando era niña, Olivia habría pasado todos los domingos a la cancha de fútbol con su familia y comunidad. La comunidad hispana se juntaba en este lugar para apoyar a los jugadores y también a su cultura. Todo el mundo habría estado allí por todo el día. Olivia siempre pensó que estos eventos eran aburridos. 35:10 - Soccer games were boring Every Sunday, Olivia and her family would go to the soccer games. This was a huge community event. Olivia was always bored. Cada domingo, Olivia y su familia iban a los partidos de fútbol. Esos eran eventos muy importantes para la comunidad hispana. Ella siempre estaba aburrida durante los partidos. 37:49 - Olivia could only go to dances with Cousin Amador Olivia's father was very strict. He would only allow her to go to dances with her cousin Amador. El padre de Olivia era muy estricto. Ella solo podía ir a los bailes con su primo Amador. � 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.) 39:47 Time Summary A summary of an interview given for different time stamps throughout the interview 0:20 - Father comes from Spain to Cuba before coming to the U.S. Olivia's father came to the United States from Spain through Cuba. Many Spaniards who arrived in Buffalo came through Cuba first before the Cuban Revolution. El padre de Olivia vino a los EEUU de España por Cuba. Muchos españoles que vinieron a Búfalo lo hizo por Cuba antes de la Revolución Cubana. 1:47 - Olivia introduces herself Olivia introduces herself. Olivia se presenta. 3:27 - Lackawanna was like the League of Nations Lackawanna was growing fast and was ethnically diverse because of huge businesses like Bethlehem Steel. Businesses like this attracted workers from all over the world. For this reason, it received the nickname: The League of Nations. Lackawanna se crecía rápidamente y era muy diversa por la culpa de los negocios gigantes como Bethlehem Steel. Los negocios así atrajeron a trabajadores de todas partes del mundo. Por eso Lackawanna recibió el apodo: La Liga de Naciones. 3:59 - Hispanic businesses and clubs attracted people The Social Clubs in Lackawanna attracted many people. They were the cultural centers for the growing Hispanic population. THese clubs held various community events. Los clubes sociales en Lackawanna atrajeron a mucha gente de la comunidad hispana. Estos clubes eran el centro cultural de la comunidad y dieron fiestas y festivales para la comunidad. 4:43 - The Spanish and Mexican Clubs were big The Spanish and Mexican Clubs were very important to the Hispanic community. Everyone in the community went to their events while they were both open. El Club Español y el Club Mexicano eran muy importantes a la comunidad hispana. Todo el mundo en la comunidad asistía a los eventos cuando estaban abiertos. 6:05 - Father had a grocery store on Ridge Rd Olivia's father owned a poultry grocery store on Ridge Road in Lackawanna, NY. They sold live chickens to nearby families. El padre de Olivia era dueño de una tienda de pollo en Ridge Road en Lackawanna, NY. Se vendieron los pollos a la comunidad en el vecindario. 6:37 - Spanish and Mexican Club Events The Spanish and Mexican Clubs would host different ethnic events. Sometimes the Spanish Club would host Mexican themed events for the Mexican Community. El Club Social Español y Mexicano dieron fiestas y eventos culturales para la comunidad. A veces el Club Social Español daba fiestas y eventos por los temas mexicanos para la comunidad mexicana. 7:04 - People getting together The community would always get together at various events. La comunidad siempre se juntaron a los varios eventos. 7:49 - Mother worked for Bethlehem Steel Olivia's mother worked at Bethlehem Steel during World War II while the men were abroad fighting. La madre de Olivia trabajaba a Bethlehem Steel mientras los hombres luchaba afuera. 8:26 - Bethlehem Steel hired women to replace men during the War During World War II, Bethlehem Steel hired women to fill the positions the men did before the War started. Fewer women worked there once the war was over. Durante la Segunda Guerra Mundial, Bethlehem Steel empleó a las mujeres para hacer el trabajo que hacían los hombres antes del inicio de la Guerra. Después de la Guerra, los hombres regresaron al trabajo y pocas mujeres se quedaron empleadas por este negocio. 9:38 - Mother didn't stay at Bethlehem Steel after the War Olivia's mother left Bethlehem Steel once World War II was over. The men return to the factories so she returned home. La madre de Olivia dejó su puesto a Bethlehem Steel después de la Segunda Guerra Mundial. Los hombres regresaron a las factorías, entonces ella regresó a la casa. 9:57 - The Chicken Girl Olivia used to deliver live chickens on her bike when she was a child. She was nicknamed "The Chicken Girl". Era una vez que Olivia les entregaba los pollos a los clientes en bicicleta. Ella recibió el apodo de "La muchacha de pollos". 10:32 - Father sold live chickens Olivia's father sold live chickens. Olivia would deliver the chickens on her bike. El padre de Olivia vendió los pollos vivos. Olivia les entregaba los pollos a sus clientes en su bicicleta. 13:29 - What are Chavos Olivia didn't know what the word "chavos" meant until she met Puerto Ricans. She didn't realized how different Spaniards and Puerto Ricans were until she started interacting with the growing Puerto Rican population. The differences weren't just linguistic. Olivia no sabía qué quería decir la palabra "chavos" hasta cuando se conoció unos puertorriqueños. Hasta este momento, ella no entendía las diferencias entre las poblaciones españolas y puertorriqueñas. La población puertorriqueña se crecía rápidamente y poco a poco ella conocía más sobre las diferencias culturales que no eran solamente lingüísticas. 16:09 - Cultural Differences between Spaniards and Puerto Ricans Olivia recognized that there were distinct cultural differences between Spaniards and Puerto Ricans when she was growing up. Spaniards maintained very traditional and strict family and social values. Puerto Ricans tended to be more outgoing than Spaniards. Olivia reconoció que hubo diferencias entre los españoles y los puertorriqueños cuando se crecía. Los españoles mantuvieron los valores familiares muy tradicionales y estrictos. Los puertorriqueños eran más extrovertidos en comparación. 17:38 - Cultural differences caused some tensions At times, cultural differences caused conflicts between communities. A veces, las diferencias culturales causaron conflictos entre comunidades. 22:02 - Lackawanna was the Spanish cultural hub Lackawanna was the central location for the Spanish community. It always was home to the Spanish Club. Lackawanna era el lugar central para la comunidad española. También fue hogar del Club Social Español. 24:05 - The fall of the Spanish Club The Spanish Club eventually closed due to a lack of solid leadership. El Club Social Español se cerró eventualmente por la falta del liderazgo sólido. 24:25 - The Mexican Club also closed The Mexican Club also closed for similar reasons for the closure of the Spanish Club. El Club Mexicano se cerró para razones semejantes a las de la cerrada del Club Social Español. 25:36 - Spaniards assimilate linguistically The Spanish were able to assimilate linguistically into American culture. The learned English very quickly because there weren't any bilingual programs in the schools. Los españoles se asimilaron lingüísticamente bien en la cultura estadounidense. Aprendieron el inglés rápidamente en las escuelas porque no hubo programas bilingües en las escuelas. 26:29 - Grandma can't speak English Olivia's grandmother could not speak English. She always remembers this because she is bilingual and very thankful that she was able to maintain her native language but also assimilate into American culture without a problem. La abuela de Olivia no hablaba el inglés. Olivia se recuerda de ese porque ella se sentía que tenía mucha suerte por mantener su lengua nativa y por aprender el inglés. Ella se asimiló bien en la cultura estadounidense sin problema. 27:31 - Mom was active in the community Olivia's mother was very active in the community. She was very surprised to learn how much her mother really did for everyone. La madre de Oliva era muy activa dentro de la comunidad. Se sorprendió mucho a Olivia cuanto su madre hizo para toda la comunidad. 28:09 - You name it and mom did it Olivia's mother would do anything she could to help her community. All you had to do was call her and she would help. La madre de Olivia ayudaría en cualquier cosa que necesitaba su ayuda. Solo se tenía que llamarla. 29:15 - Surprised at how involved mom was Olivia was surprised to find out how much her mother did for the community. Se sorprendió a Olivia cuanto su madre hizo para la comunidad. 31:20 - Father was old fashioned Olivia's father was very old fashioned. He would not let her go out of the house with anyone other than her male cousin. She was not allowed to go to parties or other places without her family. El padre de Olivia era muy estricto. Él no quiso que Olivia saliera con nadie menos su primo. Ella no podía salir a las fiestas o ningún otro lado sin su familia. 33:32 - Every Sunday was a soccer game As a child, Olivia would spend every Sunday with her family and community at soccer games. This was a place for the Hispanic community to come together and support their teams and their culture. They would spend the entire day there. Olivia always felt this was boring. Cuando era niña, Olivia habría pasado todos los domingos a la cancha de fútbol con su familia y comunidad. La comunidad hispana se juntaba en este lugar para apoyar a los jugadores y también a su cultura. Todo el mundo habría estado allí por todo el día. Olivia siempre pensó que estos eventos eran aburridos. 35:10 - Soccer games were boring Every Sunday, Olivia and her family would go to the soccer games. This was a huge community event. Olivia was always bored. Cada domingo, Olivia y su familia iban a los partidos de fútbol. Esos eran eventos muy importantes para la comunidad hispana. Ella siempre estaba aburrida durante los partidos. 37:49 - Olivia could only go to dances with Cousin Amador Olivia's father was very strict. He would only allow her to go to dances with her cousin Amador. El padre de Olivia era muy estricto. Ella solo podía ir a los bailes con su primo Amador. 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 Olivia Padilla Creator An entity primarily responsible for making the resource Olivia Padilla (Interviewee) Stephanie Bucalo (Interviewer) Casimiro Rodriguez (Interviewer) Description An account of the resource This interview with Olivia Padilla took place on April 22, 2014 in Buffalo, NY and was conducted by Stephanie Bucalo and Casimiro Rodriguez. Olivia Padilla was born in Lackawanna to Spanish parents who migrated to the region after passing through Cuba before the Cuban Revolution. Olivia grew up in Lackawanna where she easily integrated into an English speaking environment. Her parents owned a poultry shop that sold fresh chicken to the community. When she was a child, she delivered the orders to their clients on her bike. Olivia discusses her family’s involvement in the Spanish and Mexican Clubs. She also describes different community events such as soccer. She also discusses the cultural differences between the Spanish and Puerto Ricans. Employment at Bethlehem Steel is a major point of conversation especially with respect to the women who worked there during World War II while the men were fighting abroad. Esta entrevista con Olivia Padilla tomó lugar el 22 de abril de 2014 en Buffalo, NY y fue conducida por Stephanie Bucalo y Casimiro Rodriguez. Olivia Padilla nació en Lackawanna, NY a una familia española quien migró a la región después de atravesar por Cuba antes de la Revolución Cubana. Olivia se crecía en Lackawanna y se asimiló fácilmente al ambiente solo anglosajón. Sus padres fueron dueños de una tienda de pollo que vendió pollo fresco a la comunidad. Cuando ella era niña, ella entregó las pedidas a sus clientes en bicicleta. Olivia habla el involucramiento de su familia en los clubes mexicano y español. Ella también describe los eventos distintos tanto como el fútbol. Ella también explica las diferencias entre los españoles y los puertorriqueños. El empleo a Bethlehem Steel también es un punto mayor de la conversación especialmente con respeto a las mujeres que trabajaron en lugar de los hombres durante la Segunda Guerra Mundial mientras estaban peleando afuera. Date A point or period of time associated with an event in the lifecycle of the resource 2014-04-22 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. Community Involvement Employment and Labor Family https://omeka.buffalolib.org/files/original/b35461741865e0158e5b118df6e23ccd.jpg c8ea1c37231920041304acfab889ecdd 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 Hispanic Heritage History Project Photographs Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph 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 On the air in Niagara Falls on WJJL Description An account of the resource WJJL broadcasted the only Spanish language radio programming in Western New York out of Niagara Falls until the station relocated to downtown Buffalo. Pictured: Rafael Acosta, Juan Texidor, Maria Martinez, Luis Marchany Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library 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 image/jpg 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 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. Building Community Involvement Language Spanish Language https://omeka.buffalolib.org/files/original/7e1695e4d627fc6e99e30ce1bf92c5b0.mp3 a44fd2ead5f6a52a61ea1fd6929fb3d3 https://omeka.buffalolib.org/files/original/1d5099fcd7547e59efc95bb7cdb55a33.pdf 4d6b857b0b252102fece6647571fed4a PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Otilia Rodriguez Interview Location: West Seneca, New York Interview Date: 10/12/2013 Interview Conducted by: Alma Carrillo and Stephanie Bucalo Length: 51:59 Executive Summary: This interview with Otilia Rodriguez took place on October 12, 2013 at Tim Horton’s in West Seneca, NY and was conducted by Alma Carrillo and Stephanie Bucalo. Otilia was born in Puerto Rico but came to Buffalo with her mother at the age of 14. Otilia was very active in school and loved to learn. Her father worked at Bethlehem Steel, like many Puerto Rican migrants. Otilia was very close with the Olivencia family. She considered them to be like her own family. Otilia helped establish the Miss Puerto Rico Pageant. The Pageant looked for young ladies who were students, intelligent and well spoken. Otilia share stories about her time in school, reciting poetry and how she met her husband. Her husband, Jorge Rodriguez, was a musician and a part of many well known musical groups, most notably, el Trio Rodriguez. Otilia shares many stories about her family, her feelings on migration and the great times she had in the community. Resumen Ejecutivo: Esta entrevista con Otilia Rodríguez tomó lugar el 12 de octubre del año 2013 al café de Tim Horton en West Seneca, Ny y fue conducida por Alma Carrillo y Stephanie Bucalo. Otilia nació en Puerto Rico pero vino a Búfalo con su madre a la edad de 14 años. Otilia era muy activa en la escuela y a ella le encantó aprender. Su padre trabajaba a Bethlehem Steel, como muchos migrantes puertorriqueños. Otilia se sentía muy cercana a la familia Olivencia. Ella consideró a esta familia como su propia familia. Otilia ayudó establecer la Pampa de Señorita Puerto Rico. La pampa buscaba a las mujeres jóvenes que eran estudiantes, inteligentes y hablan bien. Otilia comparte cuentos sobre su tiempo en la escuela, recitando la poesía y cómo ella conoció a su esposo. Su esposo, Jorge Rodríguez, era músico y parte de muchos grupos musicales bien conocidos, más notablemente, el Trío Rodríguez. Otilia comparte muchos cuentos sobre su familia, sus sentimientos sobre la migración y los buenos tiempos que tenía en la comunidad. Story Clips: � 0:19 - Otilia’s introduction to Western New York Otilia arrived in Western New York at the age of 14. She went to a high school that no longer exists. She transferred to a different high school. Otilia llegó a Nueva York del Oeste a la edad de 14 años. Ella asistió a la secundaria la cual ya no existe. Ella se trasladó a otra secundaria. 1:21 - Otilia felt like a part of the Olivencia family She met the Olivencia family when she first arrived. She felt like one of their daughters. She would go to their house after school and spent a lot of time with their three children. She felt closer to them than her own siblings. She learned to sing while spending time with them. She would also play and sing with Yayo Rodriguez at the International Institute or at different community events. Ella conoció a la familia Olivencia cuando primero llegó. Ella sintió como una de sus hijas. Ella iba a su casa después de la escuela y pasaba mucho tiempo con sus tres hijos. Ella se sentía más cercana a ellos que a sus propios hermanos. Ella aprendió de cantar mientras pasando tiempo con ellos. Ella tocaba y cantaba con Yayo Rodríguez al Instituto Internacional o a los varios eventos comunitarios. 3:11 - Otilia begins to recite poems Otilia began reciting poems at celebrations for mothers and fathers. She also recited them on the Spanish language radio program with Juan Texidor. Confesor Cruz was also a poet and asked her to recite them on the air. She didn’t write the poems, but some of them were written by Confesor Cruz and many poets in Puerto Rico. Otilia empezó a recitar los poemas a las celebraciones para las madres y los padres. Ella también recitaba los poemas por el programa de radio hispanohablante con Juan Texidor. Confesor Cruz también era poeta y le pidió que los recitó por las olas de radio. Ella no los escribió, pero algunos fueron escritos por Confesor Cruz y muchos poetas de Puerto Rico. 5:07 - Otilia had a great childhood Otilia said she had a great childhood and stayed out of trouble because she was in school, worked or participated in community activities. The Olivencia’s were very influential in keeping her busy and safe. Her parents �worked very hard so they weren’t always around. Her father worked the third shift. 6:04 - Otilia received her Associate’s Degree as a medical secretary Otilia always wanted to be a nurse but she wasn’t able to do that. She earned her degree as a Medical Secretary. She worked worked with Dr. Fernando Salasar (sp). She was employed because she spoke Spanish. The majority of the doctor’s clients were Puerto Ricans. She worked in the Emergency Room on the East Side for many years. She also worked at Sister’s Hospital and one another hospital as a medical secretary and medical transcriptionist. Otilia siempre quería ser enfermera pero no podía lograrlo. Ella ganó su título de secretaria médica. Ella trabajaba con el Dr. Fernando Salasar (sp). Se fue empleada porque ella hablaba español. La mayoría de los clientes del médico eran puertorriqueños. Ella trabajaba el departamento de emergencia por el East Side por muchos años. Ella también trabajaba al Hospital de Sister’s y otro hospital como secretaria médica y escritora médica. 8:12 - Otilia loved her job Otilia liked her job. She said there were many latino doctors in the area. They had issues with their accents and with the doctors who didn’t speak Spanish. She explains which doctors she worked with. Many people would come to Otilia when they had medical questions or problems. They looked to her to give them good recommendations. A Otilia, le gustaba su trabajo. Ella dijo que hubo muchos médicos latinos en el área. Ellos tuvieron problemas con sus acentos y con los médicos que no hablaron el español. Ella explica con cuales médicos trabajaba ella. Mucha gente venía a ella cuando se tenía una pregunta o cuando se necesitaba un consejo médico. Ellos confiaron a ella para darles buenos consejos. 9:53 - Otilia describes the Miss Puerto Rico Pageant Otilia helped design the Miss Puerto Rico Pageant. The Olivencia family helped organize everything. They sold ads for the Pageant all over the place, in Buffalo, Dunkirk, Jamestown, etc. The Pageant wasn’t just about beauty. The candidates needed to be students, be intelligent, and know how to speak to different people. Otilia ayudó diseñar la pompa de Señorita Puerto Rico. La familia Olivencia ayudó organizar todo. Ellos vendieron anuncios para la pompa por todos �lados del área, en Búfalo, Dunkirk, Jamestown, etc. La pompa no era solamente sobre la belleza. Las candidatas tuvieron que ser estudiantes, ser inteligentes, y saber hablar bien a varias personas. 12:05 - Marcos Lopez was leader in the community Marcos Lopez introduced Otilia to very important people in the community. He also introduced her to different activities in the community. Marcos Lopez presentó a Otilia a la gente muy importante en la comunidad. Él también presentó a ella a las varias actividades en la comunidad. 13:11 - Otilia describes the nightlife in Buffalo Otilia went to college and then found a job. She admits that she spent a lot of time dancing and going to parties. She had a lot of friends. She always went out with respect. She describes the dance halls in different parts of the city. She also describes the different types of dances of the time. They would also attend events for political candidates. Otilia asistió al colegio y luego encontró un puesto. Ella admite que ella pasó mucho tiempo bailando y asistiendo a las fiestas. Ella tenía muchos amigos. Ella siempre salió con respecto. Ella describe los centros de baile en las varias partes de la ciudad. Ella también describe los tipos diferentes de baile durante esta época. Ellos asistían a los eventos para los candidatos políticos. 15:46 - Otilia participated in activities with the Trio Rodriguez Otilia began participating in activities with the Trio Rodriguez. She met Jorge Rodriguez and later married him. Otilia empezó de participar en las actividades con el Trío Rodríguez. Ella conoció a Jorge Rodríguez y más tarde se casó con él. 16:54 - How Otilia met her husband Jorge They started playing music in a hall on Washington Street. They weren’t very big at first, but they eventually became very known in the community. Otilia admits to being very flirty while Jorge was playing on Washington Street. Her flirting upset Jorge’s father. She pursued him a little bit because he was too nervous to talk to her. They ended up together despite his shyness. She was allowed to see Jorge on Friday’s and Saturday’s, only. They could only go to dances or the movie theater. They have been married for 42 years. �Ellos empezaron tocando la música en el centro en la Calle Washington. Ellos no fueron bien conocidos al principio, pero eventualmente, ellos se volvieron bien conocido en la comunidad. Otilia admite que era muy coqueta mientras Jorge tocaba en la Calle Washington. Su personalidad coqueta le enojó al padre de Jorge. Ella lo persiguió por un rato porque él era demasiado tímido a hablarle. Resultaron que salieron juntos a pesar de su timidez. Se permitieron a Otilia que saliera con Jorge los viernes y los sábados, solamente. Ellos solamente podían ir a los bailes o al teatro. Ellos han sido casados por 42 años. 20:19 - Otilia describes her family Otilia names her children and grandchildren and their ages. Otilia nombra a sus hijos y sus nietos y sus edades. 24:00 - Jorge played in different musical groups Jorge was also a part of los Caribes. He played for different musical groups. He played at St. Martin’s Catholic Church. He now plays at Holy Angels Church. He was also a part of many choruses. Jorge también era parte del grupo los Caribes. Él tocaba con grupos musicales diferentes. Él tocaba a la iglesia de San Martín. Ahora, él toca a la iglesia de Holy Angels. Él era parte de muchos coros también. 25:24 - Otilia never sang with any of her husband’s group Otilia didn’t like singing with her husband’s groups. She would always get nervous. He is very strict when playing, so she never felt comfortable singing with them. A Otilia, no le gustaba cantar con el grupo de su esposo. Ella siempre se ponía nervioso. Él era muy estricto cuando tocaba, entonces ella nunca se sentía cómoda cantando con ellos. 26:14 - Jorge was always dedicated to music Jorge was always dedicated to his music. Their children also liked to play music. They each played a different instrument. Some of her grandchildren also play instruments. �Jorge siempre era dedicado a su música. A sus hijos, les gustaba tocar la música. Cada de ellos tocaron un instrumento diferente. Algunos de sus nietos también tocan los instrumentos. 27:23 - Otilia shares her children’s professions and degrees Otilia shares all of the professions and degrees of her children. All of her children attended college and maintain professional careers. All of her children live in Western New York. Otilia comparte todos de las profesiones y los titulos de sus hijos. Todos de sus hijos asistieron a la universidad y mantienen carreras profesionales.Todos de sus hijos viven en Nueva York del Oeste. 29:05 - Private vs. Public Education Otilia explains why she chose to send her children to private school over public school. Otilia went to a Catholic school. She also didn’t like the idea of sending her kids on a bus to go to school. The Catholic school was close to their home, so she felt better. Otilia explica por qué ella eligió de mandarles a sus hijos a la escuela privada sobre a la escuela pública. Otilia asistió a la escuela católica. A ella también, no le gustaba la idea de mandarles a sus hijos en autobús a la escuela. La escuela católica estaba cerca de sus casa, entonces ella se sintió mejor. 20:28 - The responsibilities of being the Queen Otilia describes her responsibilities as Pageant Queen. She attended political events, various community events for parents and other events for children. She doesn’t recall all of her responsibilities at the moment. The competition still exists today. Otilia describe sus responsabilidades durante su reinado. Ella asistía a los eventos políticos, varios eventos de la comunidad para los padres y otros eventos para los niños. 32:17 - Otilia’s father came first in search of work Otilia’s father came to Buffalo first in search of work. Her mother stayed back in Puerto Rico with the children. They didn’t have the money to send for the entire family yet. There weren’t any jobs in Puerto Rico at the time. Her mother never worked while she was in Puerto Rico. Sometimes they went to bed without eating dinner. They went years without seeing their father. He �would send what he could to help them maintain their home. He eventually called for them and they travelled to Buffalo. El padre de Otilia vino a Búfalo primero en búsqueda de trabajo. Su madre se quedó en Puerto Rico con los niños. Ellos no tenían el dinero para llamar a la familia. No hubo trabajos en Puerto Rico durante esta época. Su madre nunca trabajaba durante su tiempo en Puerto Rico. A veces ellos se acostaron sin cenar. Ellos pasaron años sin ver a su padre. Él eventualmente llamó a su familia y ellos viajaron a Búfalo. 33:35 - Otilia was always active in school Otilia was always active in school. She describes some of her experiences in school. She thought she knew a lot of English, but after starting school and taking classes in English only, she realized that she didn’t understand anything. She stayed after school with two of her teachers to learn the language better. She was on the honor roll. Otilia era muy activa en la escuela. Ella describe algunas de sus experiencias en la escuela. Ella pensó que ya sabía mucho inglés, pero después de empezar la escuela y tomar clases en sólo inglés, ella se dio cuenta que ella no entendía nada. Ella se quedaba después de las clases con dos de sus maestros para aprender el lenguaje mejor. Ella estaba en el rollo de honra. 35:49 - This was the most painful time of her life because she had to leave her loved ones in Puerto Rico This was one of the most painful moments of her life. She had to leave her friends, family and home country to come to Buffalo. She still doesn’t know how she did. Her mother explained to her why they needed to go, it was still hard for Otilia. Este era uno de los momentos más dolorosos de su vida. Ella tuvo que dejar a sus amigos, su familia y su país natal para venir a Búfalo. Ella todavía no sabe cómo ella superó este tiempo. Su madre le explicó porque tuvieron que irse, todavía era difícil para Otilia. 39:16 - There was an established Puerto Rican community in Western New York There was an already established Puerto Rican community in Western New York, primarily in Lackawanna and South Buffalo. Many of them were a part of the same church--The Assumption Church. They went to the 9am Spanish �language mass. Otilia already had family living in Buffalo before she arrived. Her uncle arrived at the same time as her father, but her aunt and cousins arrived before she and her mother joined her father. They first started working in the fields and then found positions at Bethlehem Steel. Ya hubo una comunidad puertorriqueña establecida en Nueva York del Oeste, primariamente en Lackawanna y South Buffalo. Muchos de ellos eran parte de la misma iglesia--la Iglesia de la Asumpción. Ellos asistieron a la misa de 9 de la mañana en español. Otilia ya tenía familia viviendo en Búfalo antes de su llegada. Su tío llegó al mismo tiempo que su padre, pero su tía y su primos llegaron antes de cuando ella y su madre se juntaron con su padre. Ellos empezaron trabajando en el campo y luego encontraron trabajo a Bethlehem Steel. 41:04 - Employment at Bethlehem Steel Otilia’s father and uncle worked at Bethlehem Steel. She did not know how they learned about jobs at Bethlehem Steel. Both her father and uncle died of cancer from working at Bethlehem Steel. There was plenty of work at the factory, but many workers suffered from working in poor conditions. They didn’t have the health regulations like factory workers have today. El padre y el tío de Otilia trabajaron a Bethlehem Steel. Ella no sabía cómo ellos aprendieron sobre los puestos a Bethlehem Steel. Ambos de ellos murieron de cáncer después de trabajar a Bethlehem Steel. Hubo muchos trabajos a la factoría, pero muchos trabajadores sufrieron de trabajar en las condiciones pobres. Ellos no tenían acceso a las regulaciones de salud como las factorías de hoy en día. 43:13 - Otilia cried every day after arriving in Buffalo Otilia cried every day after arriving in Buffalo because she missed her friends and family in Puerto Rico so much. She returned to Puerto Rico two times after getting married. Despite being initially sad, she realized that she was better off in Buffalo than in Puerto Rico. They progressed in education and employment and created a quality life in Buffalo. She lost her brother to cancer. She admits that this was very difficult for her because he always looked at her as a mother, not just a sister. Otilia lloraba todos los días después de llegar a Búfalo porque ella extrañaba tanto a sus amigos y a su familia en Puerto Rico. Ella volvió a Puerto Rico dos veces después de casarse. A pesar de ser inicialmente triste, ella se dio cuenta �que ella era en una situación mejor en Búfalo que en Puerto Rico. Ellos progresaron en la educación y en el empleo y crearon una vida de calidad en Búfalo. Ella perdió a su hermano al cáncer. Ella admite que esta pérdida era muy difícil para ella porque él siempre la veía de madre, no sólo de hermana. � 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.) 0:51:59 Time Summary A summary of an interview given for different time stamps throughout the interview 0:19 - Otilia’s introduction to Western New York Otilia arrived in Western New York at the age of 14. She went to a high school that no longer exists. She transferred to a different high school. Otilia llegó a Nueva York del Oeste a la edad de 14 años. Ella asistió a la secundaria la cual ya no existe. Ella se trasladó a otra secundaria. 1:21 - Otilia felt like a part of the Olivencia family She met the Olivencia family when she first arrived. She felt like one of their daughters. She would go to their house after school and spent a lot of time with their three children. She felt closer to them than her own siblings. She learned to sing while spending time with them. She would also play and sing with Yayo Rodriguez at the International Institute or at different community events. Ella conoció a la familia Olivencia cuando primero llegó. Ella sintió como una de sus hijas. Ella iba a su casa después de la escuela y pasaba mucho tiempo con sus tres hijos. Ella se sentía más cercana a ellos que a sus propios hermanos. Ella aprendió de cantar mientras pasando tiempo con ellos. Ella tocaba y cantaba con Yayo Rodríguez al Instituto Internacional o a los varios eventos comunitarios. 3:11 - Otilia begins to recite poems Otilia began reciting poems at celebrations for mothers and fathers. She also recited them on the Spanish language radio program with Juan Texidor. Confesor Cruz was also a poet and asked her to recite them on the air. She didn’t write the poems, but some of them were written by Confesor Cruz and many poets in Puerto Rico. Otilia empezó a recitar los poemas a las celebraciones para las madres y los padres. Ella también recitaba los poemas por el programa de radio hispanohablante con Juan Texidor. Confesor Cruz también era poeta y le pidió que los recitó por las olas de radio. Ella no los escribió, pero algunos fueron escritos por Confesor Cruz y muchos poetas de Puerto Rico. 5:07 - Otilia had a great childhood Otilia said she had a great childhood and stayed out of trouble because she was in school, worked or participated in community activities. The Olivencia’s were very influential in keeping her busy and safe. Her parents worked very hard so they weren’t always around. Her father worked the third shift. 6:04 - Otilia received her Associate’s Degree as a medical secretary Otilia always wanted to be a nurse but she wasn’t able to do that. She earned her degree as a Medical Secretary. She worked worked with Dr. Fernando Salasar (sp). She was employed because she spoke Spanish. The majority of the doctor’s clients were Puerto Ricans. She worked in the Emergency Room on the East Side for many years. She also worked at Sister’s Hospital and one another hospital as a medical secretary and medical transcriptionist. Otilia siempre quería ser enfermera pero no podía lograrlo. Ella ganó su título de secretaria médica. Ella trabajaba con el Dr. Fernando Salasar (sp). Se fue empleada porque ella hablaba español. La mayoría de los clientes del médico eran puertorriqueños. Ella trabajaba el departamento de emergencia por el East Side por muchos años. Ella también trabajaba al Hospital de Sister’s y otro hospital como secretaria médica y escritora médica. 8:12 - Otilia loved her job Otilia liked her job. She said there were many latino doctors in the area. They had issues with their accents and with the doctors who didn’t speak Spanish. She explains which doctors she worked with. Many people would come to Otilia when they had medical questions or problems. They looked to her to give them good recommendations. A Otilia, le gustaba su trabajo. Ella dijo que hubo muchos médicos latinos en el área. Ellos tuvieron problemas con sus acentos y con los médicos que no hablaron el español. Ella explica con cuales médicos trabajaba ella. Mucha gente venía a ella cuando se tenía una pregunta o cuando se necesitaba un consejo médico. Ellos confiaron a ella para darles buenos consejos. 9:53 - Otilia describes the Miss Puerto Rico Pageant Otilia helped design the Miss Puerto Rico Pageant. The Olivencia family helped organize everything. They sold ads for the Pageant all over the place, in Buffalo, Dunkirk, Jamestown, etc. The Pageant wasn’t just about beauty. The candidates needed to be students, be intelligent, and know how to speak to different people. Otilia ayudó diseñar la pompa de Señorita Puerto Rico. La familia Olivencia ayudó organizar todo. Ellos vendieron anuncios para la pompa por todos lados del área, en Búfalo, Dunkirk, Jamestown, etc. La pompa no era solamente sobre la belleza. Las candidatas tuvieron que ser estudiantes, ser inteligentes, y saber hablar bien a varias personas. 12:05 - Marcos Lopez was leader in the community Marcos Lopez introduced Otilia to very important people in the community. He also introduced her to different activities in the community. Marcos Lopez presentó a Otilia a la gente muy importante en la comunidad. Él también presentó a ella a las varias actividades en la comunidad. 13:11 - Otilia describes the nightlife in Buffalo Otilia went to college and then found a job. She admits that she spent a lot of time dancing and going to parties. She had a lot of friends. She always went out with respect. She describes the dance halls in different parts of the city. She also describes the different types of dances of the time. They would also attend events for political candidates. Otilia asistió al colegio y luego encontró un puesto. Ella admite que ella pasó mucho tiempo bailando y asistiendo a las fiestas. Ella tenía muchos amigos. Ella siempre salió con respecto. Ella describe los centros de baile en las varias partes de la ciudad. Ella también describe los tipos diferentes de baile durante esta época. Ellos asistían a los eventos para los candidatos políticos. 15:46 - Otilia participated in activities with the Trio Rodriguez Otilia began participating in activities with the Trio Rodriguez. She met Jorge Rodriguez and later married him. Otilia empezó de participar en las actividades con el Trío Rodríguez. Ella conoció a Jorge Rodríguez y más tarde se casó con él. 16:54 - How Otilia met her husband Jorge They started playing music in a hall on Washington Street. They weren’t very big at first, but they eventually became very known in the community. Otilia admits to being very flirty while Jorge was playing on Washington Street. Her flirting upset Jorge’s father. She pursued him a little bit because he was too nervous to talk to her. They ended up together despite his shyness. She was allowed to see Jorge on Friday’s and Saturday’s, only. They could only go to dances or the movie theater. They have been married for 42 years. Ellos empezaron tocando la música en el centro en la Calle Washington. Ellos no fueron bien conocidos al principio, pero eventualmente, ellos se volvieron bien conocido en la comunidad. Otilia admite que era muy coqueta mientras Jorge tocaba en la Calle Washington. Su personalidad coqueta le enojó al padre de Jorge. Ella lo persiguió por un rato porque él era demasiado tímido a hablarle. Resultaron que salieron juntos a pesar de su timidez. Se permitieron a Otilia que saliera con Jorge los viernes y los sábados, solamente. Ellos solamente podían ir a los bailes o al teatro. Ellos han sido casados por 42 años. 20:19 - Otilia describes her family Otilia names her children and grandchildren and their ages. Otilia nombra a sus hijos y sus nietos y sus edades. 24:00 - Jorge played in different musical groups Jorge was also a part of los Caribes. He played for different musical groups. He played at St. Martin’s Catholic Church. He now plays at Holy Angels Church. He was also a part of many choruses. Jorge también era parte del grupo los Caribes. Él tocaba con grupos musicales diferentes. Él tocaba a la iglesia de San Martín. Ahora, él toca a la iglesia de Holy Angels. Él era parte de muchos coros también. 25:24 - Otilia never sang with any of her husband’s group Otilia didn’t like singing with her husband’s groups. She would always get nervous. He is very strict when playing, so she never felt comfortable singing with them. A Otilia, no le gustaba cantar con el grupo de su esposo. Ella siempre se ponía nervioso. Él era muy estricto cuando tocaba, entonces ella nunca se sentía cómoda cantando con ellos. 26:14 - Jorge was always dedicated to music Jorge was always dedicated to his music. Their children also liked to play music. They each played a different instrument. Some of her grandchildren also play instruments. Jorge siempre era dedicado a su música. A sus hijos, les gustaba tocar la música. Cada de ellos tocaron un instrumento diferente. Algunos de sus nietos también tocan los instrumentos. 27:23 - Otilia shares her children’s professions and degrees Otilia shares all of the professions and degrees of her children. All of her children attended college and maintain professional careers. All of her children live in Western New York. Otilia comparte todos de las profesiones y los titulos de sus hijos. Todos de sus hijos asistieron a la universidad y mantienen carreras profesionales.Todos de sus hijos viven en Nueva York del Oeste. 29:05 - Private vs. Public Education Otilia explains why she chose to send her children to private school over public school. Otilia went to a Catholic school. She also didn’t like the idea of sending her kids on a bus to go to school. The Catholic school was close to their home, so she felt better. Otilia explica por qué ella eligió de mandarles a sus hijos a la escuela privada sobre a la escuela pública. Otilia asistió a la escuela católica. A ella también, no le gustaba la idea de mandarles a sus hijos en autobús a la escuela. La escuela católica estaba cerca de sus casa, entonces ella se sintió mejor. 20:28 - The responsibilities of being the Queen Otilia describes her responsibilities as Pageant Queen. She attended political events, various community events for parents and other events for children. She doesn’t recall all of her responsibilities at the moment. The competition still exists today. Otilia describe sus responsabilidades durante su reinado. Ella asistía a los eventos políticos, varios eventos de la comunidad para los padres y otros eventos para los niños. 32:17 - Otilia’s father came first in search of work Otilia’s father came to Buffalo first in search of work. Her mother stayed back in Puerto Rico with the children. They didn’t have the money to send for the entire family yet. There weren’t any jobs in Puerto Rico at the time. Her mother never worked while she was in Puerto Rico. Sometimes they went to bed without eating dinner. They went years without seeing their father. He would send what he could to help them maintain their home. He eventually called for them and they travelled to Buffalo. El padre de Otilia vino a Búfalo primero en búsqueda de trabajo. Su madre se quedó en Puerto Rico con los niños. Ellos no tenían el dinero para llamar a la familia. No hubo trabajos en Puerto Rico durante esta época. Su madre nunca trabajaba durante su tiempo en Puerto Rico. A veces ellos se acostaron sin cenar. Ellos pasaron años sin ver a su padre. Él eventualmente llamó a su familia y ellos viajaron a Búfalo. 33:35 - Otilia was always active in school Otilia was always active in school. She describes some of her experiences in school. She thought she knew a lot of English, but after starting school and taking classes in English only, she realized that she didn’t understand anything. She stayed after school with two of her teachers to learn the language better. She was on the honor roll. Otilia era muy activa en la escuela. Ella describe algunas de sus experiencias en la escuela. Ella pensó que ya sabía mucho inglés, pero después de empezar la escuela y tomar clases en sólo inglés, ella se dio cuenta que ella no entendía nada. Ella se quedaba después de las clases con dos de sus maestros para aprender el lenguaje mejor. Ella estaba en el rollo de honra. 35:49 - This was the most painful time of her life because she had to leave her loved ones in Puerto Rico This was one of the most painful moments of her life. She had to leave her friends, family and home country to come to Buffalo. She still doesn’t know how she did. Her mother explained to her why they needed to go, it was still hard for Otilia. Este era uno de los momentos más dolorosos de su vida. Ella tuvo que dejar a sus amigos, su familia y su país natal para venir a Búfalo. Ella todavía no sabe cómo ella superó este tiempo. Su madre le explicó porque tuvieron que irse, todavía era difícil para Otilia. 39:16 - There was an established Puerto Rican community in Western New York There was an already established Puerto Rican community in Western New York, primarily in Lackawanna and South Buffalo. Many of them were a part of the same church--The Assumption Church. They went to the 9am Spanish language mass. Otilia already had family living in Buffalo before she arrived. Her uncle arrived at the same time as her father, but her aunt and cousins arrived before she and her mother joined her father. They first started working in the fields and then found positions at Bethlehem Steel. Ya hubo una comunidad puertorriqueña establecida en Nueva York del Oeste, primariamente en Lackawanna y South Buffalo. Muchos de ellos eran parte de la misma iglesia--la Iglesia de la Asumpción. Ellos asistieron a la misa de 9 de la mañana en español. Otilia ya tenía familia viviendo en Búfalo antes de su llegada. Su tío llegó al mismo tiempo que su padre, pero su tía y su primos llegaron antes de cuando ella y su madre se juntaron con su padre. Ellos empezaron trabajando en el campo y luego encontraron trabajo a Bethlehem Steel. 41:04 - Employment at Bethlehem Steel Otilia’s father and uncle worked at Bethlehem Steel. She did not know how they learned about jobs at Bethlehem Steel. Both her father and uncle died of cancer from working at Bethlehem Steel. There was plenty of work at the factory, but many workers suffered from working in poor conditions. They didn’t have the health regulations like factory workers have today. El padre y el tío de Otilia trabajaron a Bethlehem Steel. Ella no sabía cómo ellos aprendieron sobre los puestos a Bethlehem Steel. Ambos de ellos murieron de cáncer después de trabajar a Bethlehem Steel. Hubo muchos trabajos a la factoría, pero muchos trabajadores sufrieron de trabajar en las condiciones pobres. Ellos no tenían acceso a las regulaciones de salud como las factorías de hoy en día. 43:13 - Otilia cried every day after arriving in Buffalo Otilia cried every day after arriving in Buffalo because she missed her friends and family in Puerto Rico so much. She returned to Puerto Rico two times after getting married. Despite being initially sad, she realized that she was better off in Buffalo than in Puerto Rico. They progressed in education and employment and created a quality life in Buffalo. She lost her brother to cancer. She admits that this was very difficult for her because he always looked at her as a mother, not just a sister. Otilia lloraba todos los días después de llegar a Búfalo porque ella extrañaba tanto a sus amigos y a su familia en Puerto Rico. Ella volvió a Puerto Rico dos veces después de casarse. A pesar de ser inicialmente triste, ella se dio cuenta que ella era en una situación mejor en Búfalo que en Puerto Rico. Ellos progresaron en la educación y en el empleo y crearon una vida de calidad en Búfalo. Ella perdió a su hermano al cáncer. Ella admite que esta pérdida era muy difícil para ella porque él siempre la veía de madre, no sólo de hermana. 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 Otilia Rodriguez Complete Interview Description An account of the resource This interview with Otilia Rodriguez took place on October 12, 2013 at Tim Horton’s in West Seneca, NY and was conducted by Alma Carrillo and Stephanie Bucalo. Otilia was born in Puerto Rico but came to Buffalo with her mother at the age of 14. Otilia was very active in school and loved to learn. Her father worked at Bethlehem Steel, like many Puerto Rican migrants. Otilia was very close with the Olivencia family. She considered them to be like her own family. Otilia helped establish the Miss Puerto Rico Pageant. The Pageant looked for young ladies who were students, intelligent and well spoken. Otilia share stories about her time in school, reciting poetry and how she met her husband. Her husband, Jorge Rodriguez, was a musician and a part of many well known musical groups, most notably, el Trio Rodriguez. Otilia shares many stories about her family, her feelings on migration and the great times she had in the community. Esta entrevista con Otilia Rodríguez tomó lugar el 12 de octubre del año 2013 al café de Tim Horton en West Seneca, Ny y fue conducida por Alma Carrillo y Stephanie Bucalo. Otilia nació en Puerto Rico pero vino a Búfalo con su madre a la edad de 14 años. Otilia era muy activa en la escuela y a ella le encantó aprender. Su padre trabajaba a Bethlehem Steel, como muchos migrantes puertorriqueños. Otilia se sentía muy cercana a la familia Olivencia. Ella consideró a esta familia como su propia familia. Otilia ayudó establecer la Pampa de Señorita Puerto Rico. La pampa buscaba a las mujeres jóvenes que eran estudiantes, inteligentes y hablan bien. Otilia comparte cuentos sobre su tiempo en la escuela, recitando la poesía y cómo ella conoció a su esposo. Su esposo, Jorge Rodríguez, era músico y parte de muchos grupos musicales bien conocidos, más notablemente, el Trío Rodríguez. Otilia comparte muchos cuentos sobre su familia, sus sentimientos sobre la migración y los buenos tiempos que tenía en la comunidad. Date A point or period of time associated with an event in the lifecycle of the resource 2013-10-12 Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Source A related resource from which the described resource is derived Hispanic Heritage "Bring Us Your History!" Project 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 Relation A related resource Buffalo & Erie County Public Library Digital Collections Creator An entity primarily responsible for making the resource Otilia Rodriguez (Interviewee) Alma Carrillo (Interviewer) Stephanie Bucalo (Interviewer) 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 Leadership Migration https://omeka.buffalolib.org/files/original/0e241adb46e00be51c0ae12e38215a6e.jpg 6a5956b0f8db448296108c8349aca5e6 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 Hispanic Heritage History Project Photographs Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph 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 Pastor Jorge Martinez Description An account of the resource Primer Iglesias de Asambleas Cristianas Pentecostal, Seneca Street, Buffalo, NY Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Date A point or period of time associated with an event in the lifecycle of the resource 1958 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 image/jpg 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 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. Building Community Involvement Leadership Pentecostal Church Religion https://omeka.buffalolib.org/files/original/8308f254052659fb7a7f86021344b5c5.jpg e2974b11ba41c878ed04bc65fc1749a3 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 Hispanic Heritage History Project Photographs Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph 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 Pastor Jorge Martinez with wife Adriana Description An account of the resource Primer Iglesias de Asambleas Cristianas Pentecostal, Seneca Street, Buffalo, NY Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Date A point or period of time associated with an event in the lifecycle of the resource 1960s 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 image/jpg 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 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. Building Community Involvement Leadership Pentecostal Church Religion https://omeka.buffalolib.org/files/original/b6145dfb4ac1ba9a381b7e44f3204452.jpg 543ace720313eac828d37d96cd471bce 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 Hispanic Heritage History Project Photographs Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph 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 Paul Volcy appointed Buffalo City Court Judge Description An account of the resource Paul Volcy appointed Buffalo City Court Judge by Mayor Anthony Masciello (Raul Figuroa, Tom Amodeo) Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Date A point or period of time associated with an event in the lifecycle of the resource 2001 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 image/jpg 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 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. Leadership U.S. Government and Politics https://omeka.buffalolib.org/files/original/ad417f39f14fd9138645e3bf74596519.jpg a21577bc9adbdef2585ad8af768705e8 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 Hispanic Heritage History Project Photographs Contributor An entity responsible for making contributions to the resource Hispanic Heritage Council of WNY, INC Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph 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 Paul Volcy takes oath of office Buffalo City Court Judge Description An account of the resource Paul Volcy takes oath of office Buffalo City Court Judge Publisher An entity responsible for making the resource available Buffalo & Erie County Public Library Date A point or period of time associated with an event in the lifecycle of the resource 2001 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 image/jpg 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 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. Leadership U.S. Government and Politics