4 10 76 https://omeka.buffalolib.org/files/original/65a21c00283480a4aa83c5b55a4670c4.jpg 0aaed47a99d9bf7685fa2c9d37e53f5c 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 Moises Mendez Description An account of the resource Moises Mendez, Member Spanish-American Welfare Club – Ridge Road in Lackawanna, 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 1939 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 Hispanic Culture Social Clubs Spanish Community https://omeka.buffalolib.org/files/original/cb79b9f8312d345c63c741d28702e5ae.mp3 460cddbfc32cbb7ae1cea98b960d46ee https://omeka.buffalolib.org/files/original/42f7dd987cbe9f86a0f55c7aec4a3c6b.pdf 0e03d0780ed16b0524a34647b63b8f72 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Miguel Santos Interview Location: Buffalo, NY Interview Date: 3/1/12 Interview Conducted by: Stephanie Bucalo Length: 46:23 Executive Summary: This interview with Miguel Santos took place on March 1, 2012 in Buffalo, NY and was conducted by Stephanie Bucalo. Miguel arrived in Buffalo to find that there was a growing Hispanic population and became actively involved in supporting it. Miguel is deeply involved in the religious community and discusses its importance in establishing a strong Hispanic community. Miguel was also very involved in planning the annual Puerto Rican Day Parade. He gives an elaborate description of the parade’s history and who was fundamental in making it come to life. Miguel also discusses the advent of bilingual education, how the program has transformed over the years and the importance of having access to bilingual/multilingual education. Miguel is very proud of his heritage and loves to promote that very same pride within his community. It is not hard to miss his enthusiasm and passion for the history and culture of his community throughout the interview. Resumen Ejecutivo: Esta entrevista con Miguel Santos tomó lugar el primero de marzo del año 2012 en Búfalo, NY y fue conducida por Stephanie Bucalo. Miguel llegó a Búfalo a descubrir que ya existía una comunidad hispana floreciente y se puso activamente involucrado en su apoyo. Miguel es profundamente involucrado en la comunidad religiosa y describe su importancia en estableciendo una comunidad hispana fuerte. Miguel también estaba muy involucrado en la planificación del Desfile del Día Puertorriqueño. Él da una descripción bien detallada de la historia del desfile y quien era fundamental del desarrollo del desfile. Miguel también explica el nacimiento del programa bilingüe, como se ha transformado el programa por los años y la importancia de tener acceso a la educación bilingüe/multilingüe. �Miguel es muy orgulloso de su herencia y a él le encanta promover este mismo orgullo dentro de su comunidad. No es tan difícil de escuchar su entusiasmo para la historia y la cultura de su comunidad por toda la entrevista. Story Clips: 0:00 - Struggles of Being Hispanic Miguel describes the difficulties of being a Puerto Rican during this time, and how the U.S. government uses the term Hispanic. Miguel describe las dificultades de los puertorriqueños durante los años sesenta y como el gobierno de Los EE.UU. usa el término hispano. 1:04 - Church Community Miguel describes the role of churches in his community and the difficulties of trying to penetrate a church community that had already been established by other ethnic groups. Miguel describe el papel de las iglesias y las dificultades de tratar de penetrar a una comunidad que ya había sido establecida por otros grupos étnicos. 2:37 - Struggles and Opportunities Miguel describes the struggles in society and the lack of opportunities for Hispanics. Miguel describe los desafíos dentro de la sociedad y la falta de oportunidades para los hispanos. 3:03 - Negative Results of Education Policy Miguel describes the limited education that his father in law received due to education policy. He explains that thousands of others had similar education experiences. The resulting illiteracy and lack of a strong education of members of the population has affected the Buffalo community. Miguel describe la educación limitada que recibió su suegro debido a la política educativa. Él explica que miles de otras personas tenían una experiencia similar. El analfabetismo y una falta de educación fuerte de los miembros de la población han afectado a la comunidad de Búfalo. �4:02 - Cultural Intermingling Miguel describes the cultural mixing and the demographics of Buffalo upon his arrival. Miguel describe la mezcla de las culturas y los demográficos de Búfalo cuando llegó. 4:40 - Hispanic Festivals Miguel describes two Hispanic festivals/parades in Buffalo. The first took place during the 1970’s and was organized by Father Antonio Rodriguez of the Immaculate Conception Church. The second festival/parade took place during the 1980’s and was organized by Michael Rivera of The Father Belle Center. Miguel describe dos festivales/desfiles hispanos en Búfalo. El primero ocurrió durante los años 70 y fue organizado por Padre Antonio Rodríguez de la iglesia de la Concepción Inmaculada. El segundo festival/desfile ocurrió durante los años 80 y fue organizado por Michael Rivera del Father Belle Center. 6:42 - Hispanic Community Organizations Miguel names several of the Hispanic community organizations in the Buffalo area that were created to assist the Spanish speaking populations and meet the needs of communities. Miguel nombra la gente de las organizaciones hispanas en la comunidad que fueron creadas para ayudar a la población de los hispanohablantes y para satisfacer las necesidades de las comunidades. 08:11, 10:52 - Puerto Rican Day Parade Miguel Santos and Jose Rodriguez began the Puerto Rican Day Parade in Buffalo. It was an event that created a new feeling of pride within the Puerto Rican Community. Miguel Santos y José Rodríguez empezaron el desfile del día puertorriqueño en Búfalo. Lo era un evento orgulloso en la comunidad puertorriqueño. 11:25 - Puerto Rican Pride �Miguel explains that they chose to create the Puerto Rican Day parade instead of the “Hispanic” day parade because people would identify more with the title “Puerto Rican”. Miguel explica que ellos escogieron a crear el desfile del día puertorriqueño en lugar de “hispano” porque la gente identificaría más por el título “puertorriqueño”. 12:49 - The First Parade Miguel describes the first parade, how they advertised for it, and the success they had. Miguel describe el primer desfile, como la comunidad lo promovió, y el éxito del desfile. 14:35 - Impact of the Puerto Rican Day Parade The parade had an impact on institutions in Buffalo and created economic development on the West Side of Buffalo. El desfile tenía un impacto en las instituciones en Búfalo y creaba desarrollos económicos en el West Side. 15:41 - The Youth: Puerto Rican Festival Today’s Puerto Rican Festival has youth activities on the second day. Hoy en día, el festival puertorriqueño tiene actividades para los niños durante el segundo día. 16:11 - Puerto Rican Day Parade Leadership Pageant Miguel describes the pageant for teen girls and the education and opportunities they have the chance to become involved in by participating in the pageant. Miguel describe el concurso para las niñas adolescentes y las oportunidades y la educación que ellas reciben. 17:28 - Migration and Diversity Miguel explains that the Puerto Rican community is no longer concentrated on the West Side. �Miguel explica que hoy en día la comunidad puertorriqueño no está concentrada en el West Side. 19:13 - Aspects of Diversity in the Hispanic Community Miguel describes the different church communities in Buffalo and other aspects of diversity within the Hispanic community Miguel describe las diferentes comunidades religiosas en Búfalo y otros aspectos de la diversidad. 21:48 - Future Goals of the Puerto Rican Day Parade Miguel describes the future goals of the Puerto Rican day parade. Miguel describe las metas futuras del desfile del día puertorriqueño. 22:17 - Continuing Difficulties for Hispanics in Buffalo Miguel describes the difficulties that the Hispanic community continues to face today. Miguel describe las dificultades de la comunidad hispana hoy en día. 24:20 - Bilingual Education Miguel talks about the history of bilingual education in Buffalo and the progress that has been made with bilingual and ESL programs. Miguel habla de la historia y el progreso de la educación bilingüe y de inglés como una segunda lengua en Búfalo. 27:32 - The Date of the Puerto Rican Day Parade Miguel explains why the parade takes place around Labor Day and the importance of the Hispanic youth. Miguel explica porque el desfile toma lugar el fin de semana de Labor Day y la importancia de los niños hispanos. � 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.) 46:23 Time Summary A summary of an interview given for different time stamps throughout the interview 0:00 - Struggles of Being Hispanic Miguel describes the difficulties of being a Puerto Rican during this time, and how the U.S. government uses the term Hispanic. Miguel describe las dificultades de los puertorriqueños durante los años sesenta y como el gobierno de Los EE.UU. usa el término hispano. 1:04 - Church Community Miguel describes the role of churches in his community and the difficulties of trying to penetrate a church community that had already been established by other ethnic groups. Miguel describe el papel de las iglesias y las dificultades de tratar de penetrar a una comunidad que ya había sido establecida por otros grupos étnicos. 2:37 - Struggles and Opportunities Miguel describes the struggles in society and the lack of opportunities for Hispanics. Miguel describe los desafíos dentro de la sociedad y la falta de oportunidades para los hispanos. 3:03 - Negative Results of Education Policy Miguel describes the limited education that his father in law received due to education policy. He explains that thousands of others had similar education experiences. The resulting illiteracy and lack of a strong education of members of the population has affected the Buffalo community. Miguel describe la educación limitada que recibió su suegro debido a la política educativa. Él explica que miles de otras personas tenían una experiencia similar. El analfabetismo y una falta de educación fuerte de los miembros de la población han afectado a la comunidad de Búfalo. 4:02 - Cultural Intermingling Miguel describes the cultural mixing and the demographics of Buffalo upon his arrival. Miguel describe la mezcla de las culturas y los demográficos de Búfalo cuando llegó. 4:40 - Hispanic Festivals Miguel describes two Hispanic festivals/parades in Buffalo. The first took place during the 1970’s and was organized by Father Antonio Rodriguez of the Immaculate Conception Church. The second festival/parade took place during the 1980’s and was organized by Michael Rivera of The Father Belle Center. Miguel describe dos festivales/desfiles hispanos en Búfalo. El primero ocurrió durante los años 70 y fue organizado por Padre Antonio Rodríguez de la iglesia de la Concepción Inmaculada. El segundo festival/desfile ocurrió durante los años 80 y fue organizado por Michael Rivera del Father Belle Center. 6:42 - Hispanic Community Organizations Miguel names several of the Hispanic community organizations in the Buffalo area that were created to assist the Spanish speaking populations and meet the needs of communities. Miguel nombra la gente de las organizaciones hispanas en la comunidad que fueron creadas para ayudar a la población de los hispanohablantes y para satisfacer las necesidades de las comunidades. 08:11, 10:52 - Puerto Rican Day Parade Miguel Santos and Jose Rodriguez began the Puerto Rican Day Parade in Buffalo. It was an event that created a new feeling of pride within the Puerto Rican Community. Miguel Santos y José Rodríguez empezaron el desfile del día puertorriqueño en Búfalo. Lo era un evento orgulloso en la comunidad puertorriqueño. 11:25 - Puerto Rican Pride Miguel explains that they chose to create the Puerto Rican Day parade instead of the “Hispanic” day parade because people would identify more with the title “Puerto Rican”. Miguel explica que ellos escogieron a crear el desfile del día puertorriqueño en lugar de “hispano” porque la gente identificaría más por el título “puertorriqueño”. 12:49 - The First Parade Miguel describes the first parade, how they advertised for it, and the success they had. Miguel describe el primer desfile, como la comunidad lo promovió, y el éxito del desfile. 14:35 - Impact of the Puerto Rican Day Parade The parade had an impact on institutions in Buffalo and created economic development on the West Side of Buffalo. El desfile tenía un impacto en las instituciones en Búfalo y creaba desarrollos económicos en el West Side. 15:41 - The Youth: Puerto Rican Festival Today’s Puerto Rican Festival has youth activities on the second day. Hoy en día, el festival puertorriqueño tiene actividades para los niños durante el segundo día. 16:11 - Puerto Rican Day Parade Leadership Pageant Miguel describes the pageant for teen girls and the education and opportunities they have the chance to become involved in by participating in the pageant. Miguel describe el concurso para las niñas adolescentes y las oportunidades y la educación que ellas reciben. 17:28 - Migration and Diversity Miguel explains that the Puerto Rican community is no longer concentrated on the West Side. Miguel explica que hoy en día la comunidad puertorriqueño no está concentrada en el West Side. 19:13 - Aspects of Diversity in the Hispanic Community Miguel describes the different church communities in Buffalo and other aspects of diversity within the Hispanic community Miguel describe las diferentes comunidades religiosas en Búfalo y otros aspectos de la diversidad. 21:48 - Future Goals of the Puerto Rican Day Parade Miguel describes the future goals of the Puerto Rican day parade. Miguel describe las metas futuras del desfile del día puertorriqueño. 22:17 - Continuing Difficulties for Hispanics in Buffalo Miguel describes the difficulties that the Hispanic community continues to face today. Miguel describe las dificultades de la comunidad hispana hoy en día. 24:20 - Bilingual Education Miguel talks about the history of bilingual education in Buffalo and the progress that has been made with bilingual and ESL programs. Miguel habla de la historia y el progreso de la educación bilingüe y de inglés como una segunda lengua en Búfalo. 27:32 - The Date of the Puerto Rican Day Parade Miguel explains why the parade takes place around Labor Day and the importance of the Hispanic youth. Miguel explica porque el desfile toma lugar el fin de semana de Labor Day y la importancia de los niños hispanos. 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 Miguel Santos Complete Interview Creator An entity primarily responsible for making the resource Miguel Santos (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource This interview with Miguel Santos took place on March 1, 2012 in Buffalo, NY and was conducted by Stephanie Bucalo. Miguel arrived in Buffalo to find that there was a growing Hispanic population and became actively involved in supporting it. Miguel is deeply involved in the religious community and discusses its importance in establishing a strong Hispanic community. Miguel was also very involved in planning the annual Puerto Rican Day Parade. He gives an elaborate description of the parade’s history and who was fundamental in making it come to life. Miguel also discusses the advent of bilingual education, how the program has transformed over the years and the importance of having access to bilingual/multilingual education. Miguel is very proud of his heritage and loves to promote that very same pride within his community. It is not hard to miss his enthusiasm and passion for the history and culture of his community throughout the interview. Esta entrevista con Miguel Santos tomó lugar el primero de marzo del año 2012 en Búfalo, NY y fue conducida por Stephanie Bucalo. Miguel llegó a Búfalo a descubrir que ya existía una comunidad hispana floreciente y se puso activamente involucrado en su apoyo. Miguel es profundamente involucrado en la comunidad religiosa y describe su importancia en estableciendo una comunidad hispana fuerte. Miguel también estaba muy involucrado en la planificación del Desfile del Día Puertorriqueño. Él da una descripción bien detallada de la historia del desfile y quien era fundamental del desarrollo del desfile. Miguel también explica el nacimiento del programa bilingüe, como se ha transformado el programa por los años y la importancia de tener acceso a la educación bilingüe/multilingüe. Miguel es muy orgulloso de su herencia y a él le encanta promover este mismo orgullo dentro de su comunidad. No es tan difícil de escuchar su entusiasmo para la historia y la cultura de su comunidad por toda la entrevista. Date A point or period of time associated with an event in the lifecycle of the resource 2012-03-01 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 English 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/d4ae7ca300d46dfe44218261aabdb112.jpg 1fc11fe6f1061975a96cfc8c49f66f48 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 Mexican Eagles - Centro Social Mexicano Description An account of the resource Centro Social Mexicano on Ingham Avenue, Lackawanna NY circa 1961 Standing: Wally Tipinko, Ramon Apodaka, Woody Catowski, Ernie Matta Jr., Americo Felix, John Sanabria, Chet Nowak, Bobby Garcia. Kneeling: Tony Matta, Jackie Catowski, Carl Dempstetter, unknown, unknown, Luis Cardona. 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 1962 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. Community Involvement Mexican Community Organization Sports https://omeka.buffalolib.org/files/original/01a47cae2918f60a939e1879d1b59e50.jpg 9bfb7864ffdec053ce94834f5650ebc5 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 Men Cursillo Movement Description An account of the resource Men Cursillo Movement “De Colores” - The Cursillo Movement was a pilgrimage to a place where parishioners could pray and get to strengthen their faith. This was a men's only group. 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 1972 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 Catholic Church Community Involvement Los Cursillos Religion https://omeka.buffalolib.org/files/original/ce6f03819ebb7a8f4c7db34521c271e9.jpg 2e6312d8a2d057d866acc8bedd8a42ae 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 Members Spanish Welfare Association Description An account of the resource Members Spanish American Welfare Association (SAWA), in 1919, Marcos Gomez immigrated from Spain to America, and he later help found the SAWA. The group purchased a building on Ridge Road for its meetings and events in 1924. The site was the former Liberty Theatre, which was owned by the Moises Family. This photograph shows some of the members of the association. 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 1940 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 Hispanic Culture Social Clubs Spanish Community Spanish Welfare Association https://omeka.buffalolib.org/files/original/ae01981adae4f551deb7291e131cf4fc.jpg c0684183e06fad4c915956c859b409f8 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 Members of Puerto Rican Tigers Baseball Team Description An account of the resource Team sponsored by the Puerto Rican Community House on Swan 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 1970 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. Community Involvement Sports https://omeka.buffalolib.org/files/original/954cd9862516619dd4df187519c0d0f1.jpg c6ee47affe3e5b748a65ca9e48343b10 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 Mayor Griffin and Stephanie Berrios at the Puerto Rican Cultural Community House Description An account of the resource Puerto Rican Cultural Community House Swan Street, Buffalo, NY 14204 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. Community Involvement Organization https://omeka.buffalolib.org/files/original/62755c4e0ac28199abf95fb41149e461.mp3 f265c989687827f882c21de5a4bed186 https://omeka.buffalolib.org/files/original/ef71f2fefa2ad807da60f18aee0613fb.pdf eb5ba430095f58dd77171444274b6569 PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Maria Torres Interview Location: Buffalo, New York Interview Date: 9/27/12 Interview Conducted by: Stephanie Bucalo Length: 47:09 Executive Summary: This interview with Maria Torres took place on September 27, 2012 in Buffalo, NY and was conducted by Stephanie Bucalo. Maria was born in Puerto Rico and later moved to Florida before finally establishing a home in Buffalo. She and her husband would travel between Florida and Buffalo for a few years following the planting seasons in both places until they finally decided to stay in Buffalo to allow their children to have the best educational opportunities. At this point, Maria found a job working on a farm south of the City of Buffalo until she became pregnant at which time she had to leave her job. While working on the farm, she would prepare lunch for the laborers each day. She became known throughout the Hispanic community for her cooking and her dedication to making sure people of all ages had adequate meals throughout the day. Maria eventually was recruited to help at the Puerto Rican Chicano Committee, which, was a community center dedicated to serving the social needs of the Hispanic community. She was later approached by the City to recruit seniors in need of housing. She helped start a Senior Center through PRCC, now Hispanics United of Buffalo. Once she recruited enough seniors to open the center, she realized that the seniors needed a free lunch program and one did not already exist. She worked endlessly to gain the resources she needed to provide free lunches for them every day and succeeded. She still prepares lunches for the seniors even though she is in her 80s. Maria was actively involved in the community, not just at PRCC and the Senior Center, but also in the Church and in other social venues. She loves her work and is very proud of what she and the other people involved in creating the Center have accomplished. She is also a proud parents and enjoys seeing her children’s success. Resumen Ejecutivo: �Esta entrevista con María Torres tomó lugar el 27 de septiembre del año 2012 en Búfalo, NY y fue conducida por Stephanie Bucalo. María Torres nació en Puerto Rico y más tarde se mudó a Florida antes de establecer un hogar en la Ciudad de Búfalo. Ella y su esposo viajaron entre Florida y Búfalo siguiendo las estaciones de las cosechas hasta cuando por fin decidieron establecer un hogar en Búfalo para darles a sus hijos las mejores oportunidades educativas. En este momento, María encontró empleo en una granja al sur de la Ciudad hasta cuando se embarazó en cual momento ella tuvo que dejar su puesto. Durante su tiempo trabajando en la granja, ella preparó la comida para los trabajadores cada día. Se puso conocida por su comida y por su dedicación a asegurarse que la gente de todas edades tenía la comida adecuada por todo el día. Eventualmente, María fue reclutada a ayudar por el Puerto Rican Chicano Committee, la cual, era una organización dedicada a ofrecerle ayuda con los servicios sociales a la comunidad hispana. Más tarde fue contactada por la Ciudad para reclutar a los mayores que necesitaban los servicios del centro. Ella ayudó a empezar un centro para los mayores por PRCC, ahora conocido por el nombre Hispanos Unidos de Búfalo. Al momento en cuando ella reclutó residentes suficientes para abrir el centro, ella se dio cuenta que ya no existía un programa gratis del almuerzo para los mayores. Ella trabajaba sin parar para ganar los recursos necesarios que necesitaba para realizar el programa y proveer los almuerzos a los mayores cada día. Ella logró. Todavía, hoy en día, ella sigue preparando los almuerzos para los mayores. María fue activamente involucrada en la comunidad, no solo con PRCC y el Centro para los Mayores, pero también en la Iglesia en otros lugares sociales. A ella le encanta su trabajo y se siente muy orgullosa de lo que ella y los otros involucrados con la creación del Centro han logrado. Ella también es una madre orgullosa y disfruta de ver los éxitos de sus hijos. Story Clips: 0:27 - Maria comes to Florida with three children Maria came from Puerto Rico to Florida in 1952 with her three children. Her oldest son: Victor who has four kids, Maria owner of the Niagara Cafe, her youngest of three months old. Maria vino de Puerto Rico a Florida en el año 1952 con sus tres hijos. Su hijo mayor: Victor que tiene cuatro hijos, Maria la dueña del Café Niágara, y su hijo más joven de tres meses. � 1:42 - Maria and husband come to the U.S. to work in the fields Maria and her husband always worked in the fields in Florida. They picked tomatoes. They worked where ever there was work in Florida. After Florida, they travelled to Buffalo, NY. Again they worked in the fields picking tomatoes. She also worked at the Boy's and Girl's Club on Newton Street. (Check) She worked there without knowing English. Once winter arrived they once again returned to Florida to pick tomatoes there. Maria y su esposo siempre trabajaban en los campos de Florida. Ellos cogieron los tomates. Ellos trabajaron en cualquier lugar donde había trabajo en Florida. Después de Florida, ellos viajaron a Búfalo, NY. Otra vez ellos trabajaron en los campos cogiendo tomates. Ella también trabajó al Boys and Girls Club en la Calle Newton (Checa la calle). Ella trabajó ahí sin saber el inglés. Cuando llegó el invierno ellos otra vez regresaron a Florida para coger tomates. 3:24 - Maria returns to Florida despite her fear of snakes Maria and her family moved back to Florida to pick tomatoes during the winter. She remembers how afraid she was to go into the fields because there were snakes. They would sneak up on them while they are picking tomatoes. She admits that despite her fear, she had to continue picking so she could support her family. Maria y su familia se volvieron a Florida para coger los tomates durante el invierno. Ella se acuerda del miedo que tenía cuando entró en los campos porque hubo serpientes. Los serpientes se acercaron a los trabajadores mientras estaban cogiendo los tomates. Ella admite que a pesar de su miedo, ella tenía que seguir cogiendolos para que pudiera soportar a su familia. 4:16 - Maria's family migrated with the planting seasons Maria and her family would migrate between Florida and New York based on the season. They would spend the winters in Florida and the summer in New York. They always worked on farms year after year. Maria y su familia migraría entre Florida y Nueva York basado en la estación. Ellos pasarían los inviernos en Florida y el verano en Nueva York. Ellos siempre trabajaron en las granjas año después del año. �4:43 - Maria returned to the Boys and Girls club to help take care of the children Maria returned to the Boys and Girls Club to continue working with the children during the summer. Even after doing this for so long, she still couldn't speak English. She only communicated in Spanish Maria regresó al Boys and Girls Club para continuar trabajado con los niños durante el verano. Aun después de hacerlo por tanto tiempo, ella todavía no podía hablar el inglés. Ella solo se podía comunicar en español. 5:00 - The kids never missed school, no matter where they were Maria explains that they moved between Florida and New York for many years. Despite not having a fixed home, her family continued to grow. She made sure her kids never missed school even if they were in transit. Maria explica que ellos se mudaron entre Florida y Nueva York por muchos años. A pesar de no tener un hogar fijo, su familia siguió crecer. Ella se aseguró de que sus hijos nunca perdieron un día de escuela aun si estaban en tránsito. 6:04 - There are more opportunities for education in Buffalo Maria and her husband decided to make a home in Buffalo because there were more educational opportunities for their children there. After this point, then never migrated back to Florida for work. Maria y su esposo decidieron a hacer un hogar en Búfalo porque hubo más oportunidades educativas para sus hijos ahí. Después de este punto, ellos nunca volvieron a migrar a Florida para trabajo. 6:35 - Maria learns a little English to survive Maria's family continued to grow after she and her husband established a permanent residence in Buffalo. She gave birth to three more children but found her lack of English debilitating while looking for a job. She learned as much as she could to help her husband and her children. �La familia de María siguió crecer después de que ella y su esposo establecieron una residencia permanente en Búfalo. Ella nació a tres hijos más pero descubrió que la falta de inglés debilitante mientras buscaba empleo. Ella aprendió lo más posible para ayudar a su esposo y hijos. 7:18 - The oldest children attend school Maria explains about life after deciding to stay in Buffalo permanently. Her oldest daughter Maria graduated from high school and open up a restaurant called the Niagara Cafe located on the LWS (Niagara Street). Her youngest son Rafael passed away. She suffered greatly but because of this she decided to begin working with the community. Maria explica sobre la vida después de decidir a quedarse permanentemente en Búfalo. Su hija mayor María se graduó de la secundaria y después abrió un restaurante llamado el Café Niágara ubicado en la Calle Niagara. Su hijo menor Rafael se falleció. Ella sufrió mucho pero por eso ella decidió de trabajar con la comunidad. 8:20 - Maria continued working on the farm and began working with the Hispanic community Maria didn't have proper education to acquire a higher paying job so she continued working on the farms. She had to leave the farm after 4 months because she was pregnant and could no longer work manual labor. She then decided to involve herself with the Hispanic community. Despite not knowing how to read or write English, she still found ways to reach out and work with the community. She began working with the Puerto Rican Chicano Committee (PRCC) which is now Hispanics United of Buffalo. Maria no tuvo la educación formal para adquirir empleo de salario alto pues ella siguió trabajando en las granjas. Ella tuvo que dejar la grana después de 4 meses porque ella estaba embarazada y no podía trabajar más del labor manual. Ella luego decidió de involucrarse con la comunidad hispana. A pesar de no saber leer o escribir el inglés, ella todavía encontró formas de alcanzar a la comunidad y trabajó con la comunidad. Ella empezó a trabajar con el Puerto Rican Chicano Committee (PRCC) lo cual ahora es los Hispanos Unidos de Búfalo. 9:55 - PRCC offered the opportunity Maria was looking for �The Puerto Rican Chicano Committee had just the job for Maria. PRCC is a community based social service outreach center for Hispanics. They were looking for someone to work with their older clients and offered Maria a job. After working there she still didn't know how to read and write English very well, but she learned to speak a little bit of English and to write very basic sentences. El Puerto Rican Chicano Committee tuvo el puesto perfecto para Maria. El PRCC es un centro de servicios sociales basado en la comunidad para los hispanos. Ellos buscaban a alguien que podía trabajar con clientes mayores y le ofrecieron un puesto a Maria. Después de trabajar ahí ella todavía no sabía leer o escribir el inglés muy bien, pero ella aprendió hablar un poquito de inglés y escribir las frases minimales. 10:53 - Maria learned how to care for elderly people from taking care of her mother Maria wasn't very experienced with working with older patients but learned by taking care of her mother until her passing. PRCC still gave her the job even though her only experience with caring for other people was with children. Maria no tenía mucha experiencia trabajando con los pacientes de mayor edad pero aprendió por cuidar a su madre hasta su fallecimiento. El PRCC todavía le dio el puesto aunque su única experiencia era con el cuidado de los niños. 11:34 - Forms were filled out in Spanish Maria was able to fill out her clients forms in Spanish because she didn't know how to write English, but also, because she was working with Hispanic seniors. Maria ayudó a los clientes con las formas en español porque ella no sabía escribir el inglés, pero también porque ella trabajaba con los hispanos mayores. 12:28 - There is no center for senior living on Virginia Street Despite Maria's linguistic restrictions, she used whatever English she had to defend her argument that the seniors needed a Senior Center �for the seniors to live. When seniors needed to go to the doctor's, Maria would help take them and interpret to the best of her ability. A pesar de las restricciones lingüísticas de Maria, ella usó cualquier inglés que tuvo para defender su argumento que los mayores necesitaban un centro propio para vivir. Cuando los mayores necesitaban ir al médico, Maria los ayudaría ir al médico y interpretaría lo mejor de su capacidad. Program 14:28 - Maria, Hispanos Unidos and Goya begin a Senior Lunch Maria continued working with seniors in the Hispanic community. The seniors would come to HUB for different activities and services, but at the time, there was no free lunch program in existence for seniors. Maria used to cook for large groups of people while she was working and living on the farms. She decided to go to Goya and explain that she would like to start a Free Senior Lunch Program at HUB, but that there is very little money to support such a program. She convinced Goya to donate Hispanic foods to the program and started offering free lunches for seniors right out of HUB's second floor kitchen. The kitchen was small, but she brought her own pots and pans and cooked every single day for the seniors. Maria siguió trabajando con los mayores de la comunidad hispana. Los mayores vendrían a HUB para las actividades y los servicios diferentes, pero al momento, no hubo un programa del almuerzo gratuito en existencia para los mayores. Era una vez cuando María cocinaba para grupos grandes mientras su empleo a HUB, pero hubo muy poco dinero para sostener el programa. Ella convenció a Goya donar a la comunidad hispana y al programa y empezó a ofrecer los almuerzos gratuitos para los mayores justo de la cocina del segundo piso de HUB. La cocina fue pequeña, pero ella trajo su propias hoyas y cocinó todo cada día para los mayores. 17:27 - The program has always been great The program has always been a well run program. El programa siempre ha sido un programa bien dirigido. 17:43 - Community members would help �Members of the community would come and help. They would use the tiny stove to prepare all of the meals. Los miembros de la comunidad vendrían y ayudarían. Ellos usarían la estufa pequeña para preparar todas las cenas. 18:20 - Younger members of the community began to fight for a Senior Center Younger members of the Hispanic community began to fight for a Senior Center so the seniors could have a place to go specifically for them. They were sharing space with HUB. Maria jumped in with the fight. Los miembros más jóvenes de la comunidad hispana empezó a luchar para un Centro de los Mayores para que los señores tuvieran un lugar que ir especificamente para ellos. Ellos compartieron el espacio con HUB. Maria entró en la lucha. 19:33 - The fight continues for the community center Maria explains that the leaders of the community continued fighting for the community center as well as for the Senior Center. Jimmy Griffin finally gave them the building to build the center. They celebrated their victory. María explica que los líderes de la comunidad siguieron peleando para el centro comunitario tanto como el centro para los mayores. Mayor Jimmy Griffin les regaló el edificio para construir el centro. Ellos festejaron su victoria. 21:05 - They created “la parada” They created the Puerto Rican Day Parade on Virginia Street with the support of Immaculate Conception Church. The women cooked all of the food and they made all of the decorations at the center. Maria describes what it took to plan on the parade. Ellos crearon el desfile del Día de los Puertorriqueños en la Calle Virginia con el apoyo de la Iglesia de la Concepción Inmaculada. Las mujeres preparon la comida y ellos hicieron las decoraciones en el centro. María describe lo que hicieron para planificar el desfile. �26:23 - Maria explains her job visiting the homes of seniors Maria began working with City Hall by visiting the homes of seniors in search of residents for the Senior Center. She went up and down Niagara Street to find anyone who was interested in the new building. Maria is very proud of how hard she and the community worked to receive the building, find residents to live there and the continued success of the program. Maria empezó trabajando con el ayuntamiento por visitar a las casas de los mayores en búsqueda de residentes mayores que quisieran vivir en el nuevo centro. Ella fue por todas partes de la Calle Niagara buscando a cualquier persona mayor que estaba interesada en el centro. 29:00 - They struggled to build the center but now needed a senior lunch program Maria expresses her pride in their struggle to construct the senior center but found herself very bothered by the fact that a senior lunch did not exist--there was a need in the community. Mike Zuccherman (sp) helped her design a senior lunch program. There was a small kitchen in the building where she prepared lunch for the seniors every single day. They were so happy. María expresa su orgullo en su lucha de construir el centro de los mayores pero se encontró muy molestada por el hecho de que el centro ya no tuvo un programa de almuerzo para los mayores.--hubo la necesidad en la comunidad. Mike Zuccherman (sp) la ayudó construir el programa. Hubo una cocinita en el edificio donde ella preparó el almuerzo para los mayores todos los días de la semana. Ellos estaban muy felices. 30:45 - At 81 years old, Maria keeps on serving the seniors Maria is 81 years old and still prepares lunch every single day for the seniors. She loves them dearly and it makes her very happy to continue serving them. She is the same age as them but still feels young and wants to help. �María tiene 81 años y todavía prepara el almuerzo todos los días para los mayores. Los quiere muchísimo y le hacen sentir muy feliz continuar sirviendoles. Ella tiene la misma edad que ellos pero todavía se siente jovencita. 34:56 - Maria cooks all day long Maria would cook all day to prepare for lunch. María cocinaría por todo el día para preparar el almuerzo. 35:40 - Maria struggles to remember names and dates but everyone knows her Maria sometimes forgets names and dates but since she has been so involved in the community, everyone knows and respects her because of her efforts in fighting for the senior center and her service to the community. Maria, a veces olvida los nombres y las fechas pero porque ella ha estado involucrada en la comunidad por tanto tiempo, todo el mundo la conoce y la respeta por sus esfuerzas en la lucha para el centro de los mayores y sus servicio a la comunidad. 40:18 - Maria sings in the church choir Maria is a part of the choir at the Immaculate Conception Church. She loves to sing. She sings with the mariachis. She reflects on a trip to Mexico where she found a mariachi band. She sang with them. María es un miembro del coro en la Iglesia de la Concepción Inmaculada. A ella le encanta cantar. Ella canta con los mariachis. Ella refleja en su viaje a México donde ella encontró a un grupo de mariachis. Ella cantó con ellos. 42:50 - The community has changed Maria has seen changes in Hispanic community. She doesn’t complain about them but yes, she has seen changes. She explains them. �María ha visto cambios dentro de la comunidad hispana. Ella no se queja de ellos pero sí, ha visto cambios. Los explica. 44:39 - Maria was not the only woman fighting for the community There were other women fighting for the community. She said many of them have already passed away. Anna Cotton is an example of a woman who was very active in the community. Hubo otras mujeres luchando para la comunidad. Ella dice que muchas de ellas ya se han fallecido. Anna Cotton es un ejemplo de una mujer quien estaba muy activa en la comunidad. � 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.) 0:47:09 Time Summary A summary of an interview given for different time stamps throughout the interview 0:27 - Maria comes to Florida with three children Maria came from Puerto Rico to Florida in 1952 with her three children. Her oldest son: Victor who has four kids, Maria owner of the Niagara Cafe, her youngest of three months old. Maria vino de Puerto Rico a Florida en el año 1952 con sus tres hijos. Su hijo mayor: Victor que tiene cuatro hijos, Maria la dueña del Café Niágara, y su hijo más joven de tres meses. 1:42 - Maria and husband come to the U.S. to work in the fields Maria and her husband always worked in the fields in Florida. They picked tomatoes. They worked where ever there was work in Florida. After Florida, they travelled to Buffalo, NY. Again they worked in the fields picking tomatoes. She also worked at the Boy's and Girl's Club on Newton Street. (Check) She worked there without knowing English. Once winter arrived they once again returned to Florida to pick tomatoes there. Maria y su esposo siempre trabajaban en los campos de Florida. Ellos cogieron los tomates. Ellos trabajaron en cualquier lugar donde había trabajo en Florida. Después de Florida, ellos viajaron a Búfalo, NY. Otra vez ellos trabajaron en los campos cogiendo tomates. Ella también trabajó al Boys and Girls Club en la Calle Newton (Checa la calle). Ella trabajó ahí sin saber el inglés. Cuando llegó el invierno ellos otra vez regresaron a Florida para coger tomates. 3:24 - Maria returns to Florida despite her fear of snakes Maria and her family moved back to Florida to pick tomatoes during the winter. She remembers how afraid she was to go into the fields because there were snakes. They would sneak up on them while they are picking tomatoes. She admits that despite her fear, she had to continue picking so she could support her family. Maria y su familia se volvieron a Florida para coger los tomates durante el invierno. Ella se acuerda del miedo que tenía cuando entró en los campos porque hubo serpientes. Los serpientes se acercaron a los trabajadores mientras estaban cogiendo los tomates. Ella admite que a pesar de su miedo, ella tenía que seguir cogiendolos para que pudiera soportar a su familia. 4:16 - Maria's family migrated with the planting seasons Maria and her family would migrate between Florida and New York based on the season. They would spend the winters in Florida and the summer in New York. They always worked on farms year after year. Maria y su familia migraría entre Florida y Nueva York basado en la estación. Ellos pasarían los inviernos en Florida y el verano en Nueva York. Ellos siempre trabajaron en las granjas año después del año. 4:43 - Maria returned to the Boys and Girls club to help take care of the children Maria returned to the Boys and Girls Club to continue working with the children during the summer. Even after doing this for so long, she still couldn't speak English. She only communicated in Spanish Maria regresó al Boys and Girls Club para continuar trabajado con los niños durante el verano. Aun después de hacerlo por tanto tiempo, ella todavía no podía hablar el inglés. Ella solo se podía comunicar en español. 5:00 - The kids never missed school, no matter where they were Maria explains that they moved between Florida and New York for many years. Despite not having a fixed home, her family continued to grow. She made sure her kids never missed school even if they were in transit. Maria explica que ellos se mudaron entre Florida y Nueva York por muchos años. A pesar de no tener un hogar fijo, su familia siguió crecer. Ella se aseguró de que sus hijos nunca perdieron un día de escuela aun si estaban en tránsito. 6:04 - There are more opportunities for education in Buffalo Maria and her husband decided to make a home in Buffalo because there were more educational opportunities for their children there. After this point, then never migrated back to Florida for work. Maria y su esposo decidieron a hacer un hogar en Búfalo porque hubo más oportunidades educativas para sus hijos ahí. Después de este punto, ellos nunca volvieron a migrar a Florida para trabajo. 6:35 - Maria learns a little English to survive Maria's family continued to grow after she and her husband established a permanent residence in Buffalo. She gave birth to three more children but found her lack of English debilitating while looking for a job. She learned as much as she could to help her husband and her children. La familia de María siguió crecer después de que ella y su esposo establecieron una residencia permanente en Búfalo. Ella nació a tres hijos más pero descubrió que la falta de inglés debilitante mientras buscaba empleo. Ella aprendió lo más posible para ayudar a su esposo y hijos. 7:18 - The oldest children attend school Maria explains about life after deciding to stay in Buffalo permanently. Her oldest daughter Maria graduated from high school and open up a restaurant called the Niagara Cafe located on the LWS (Niagara Street). Her youngest son Rafael passed away. She suffered greatly but because of this she decided to begin working with the community. Maria explica sobre la vida después de decidir a quedarse permanentemente en Búfalo. Su hija mayor María se graduó de la secundaria y después abrió un restaurante llamado el Café Niágara ubicado en la Calle Niagara. Su hijo menor Rafael se falleció. Ella sufrió mucho pero por eso ella decidió de trabajar con la comunidad. 8:20 - Maria continued working on the farm and began working with the Hispanic community Maria didn't have proper education to acquire a higher paying job so she continued working on the farms. She had to leave the farm after 4 months because she was pregnant and could no longer work manual labor. She then decided to involve herself with the Hispanic community. Despite not knowing how to read or write English, she still found ways to reach out and work with the community. She began working with the Puerto Rican Chicano Committee (PRCC) which is now Hispanics United of Buffalo. Maria no tuvo la educación formal para adquirir empleo de salario alto pues ella siguió trabajando en las granjas. Ella tuvo que dejar la grana después de 4 meses porque ella estaba embarazada y no podía trabajar más del labor manual. Ella luego decidió de involucrarse con la comunidad hispana. A pesar de no saber leer o escribir el inglés, ella todavía encontró formas de alcanzar a la comunidad y trabajó con la comunidad. Ella empezó a trabajar con el Puerto Rican Chicano Committee (PRCC) lo cual ahora es los Hispanos Unidos de Búfalo. 9:55 - PRCC offered the opportunity Maria was looking for The Puerto Rican Chicano Committee had just the job for Maria. PRCC is a community based social service outreach center for Hispanics. They were looking for someone to work with their older clients and offered Maria a job. After working there she still didn't know how to read and write English very well, but she learned to speak a little bit of English and to write very basic sentences. El Puerto Rican Chicano Committee tuvo el puesto perfecto para Maria. El PRCC es un centro de servicios sociales basado en la comunidad para los hispanos. Ellos buscaban a alguien que podía trabajar con clientes mayores y le ofrecieron un puesto a Maria. Después de trabajar ahí ella todavía no sabía leer o escribir el inglés muy bien, pero ella aprendió hablar un poquito de inglés y escribir las frases minimales. 10:53 - Maria learned how to care for elderly people from taking care of her mother Maria wasn't very experienced with working with older patients but learned by taking care of her mother until her passing. PRCC still gave her the job even though her only experience with caring for other people was with children. Maria no tenía mucha experiencia trabajando con los pacientes de mayor edad pero aprendió por cuidar a su madre hasta su fallecimiento. El PRCC todavía le dio el puesto aunque su única experiencia era con el cuidado de los niños. 11:34 - Forms were filled out in Spanish Maria was able to fill out her clients forms in Spanish because she didn't know how to write English, but also, because she was working with Hispanic seniors. Maria ayudó a los clientes con las formas en español porque ella no sabía escribir el inglés, pero también porque ella trabajaba con los hispanos mayores. 12:28 - There is no center for senior living on Virginia Street Despite Maria's linguistic restrictions, she used whatever English she had to defend her argument that the seniors needed a Senior Center for the seniors to live. When seniors needed to go to the doctor's, Maria would help take them and interpret to the best of her ability. A pesar de las restricciones lingüísticas de Maria, ella usó cualquier inglés que tuvo para defender su argumento que los mayores necesitaban un centro propio para vivir. Cuando los mayores necesitaban ir al médico, Maria los ayudaría ir al médico y interpretaría lo mejor de su capacidad. 14:28 - Maria, Hispanos Unidos and Goya begin a Senior Lunch Program Maria continued working with seniors in the Hispanic community. The seniors would come to HUB for different activities and services, but at the time, there was no free lunch program in existence for seniors. Maria used to cook for large groups of people while she was working and living on the farms. She decided to go to Goya and explain that she would like to start a Free Senior Lunch Program at HUB, but that there is very little money to support such a program. She convinced Goya to donate Hispanic foods to the program and started offering free lunches for seniors right out of HUB's second floor kitchen. The kitchen was small, but she brought her own pots and pans and cooked every single day for the seniors. Maria siguió trabajando con los mayores de la comunidad hispana. Los mayores vendrían a HUB para las actividades y los servicios diferentes, pero al momento, no hubo un programa del almuerzo gratuito en existencia para los mayores. Era una vez cuando María cocinaba para grupos grandes mientras su empleo a HUB, pero hubo muy poco dinero para sostener el programa. Ella convenció a Goya donar a la comunidad hispana y al programa y empezó a ofrecer los almuerzos gratuitos para los mayores justo de la cocina del segundo piso de HUB. La cocina fue pequeña, pero ella trajo su propias hoyas y cocinó todo cada día para los mayores. 17:27 - The program has always been great The program has always been a well run program. El programa siempre ha sido un programa bien dirigido. 17:43 - Community members would help Members of the community would come and help. They would use the tiny stove to prepare all of the meals. Los miembros de la comunidad vendrían y ayudarían. Ellos usarían la estufa pequeña para preparar todas las cenas. 18:20 - Younger members of the community began to fight for a Senior Center Younger members of the Hispanic community began to fight for a Senior Center so the seniors could have a place to go specifically for them. They were sharing space with HUB. Maria jumped in with the fight. Los miembros más jóvenes de la comunidad hispana empezó a luchar para un Centro de los Mayores para que los señores tuvieran un lugar que ir especificamente para ellos. Ellos compartieron el espacio con HUB. Maria entró en la lucha. 19:33 - The fight continues for the community center Maria explains that the leaders of the community continued fighting for the community center as well as for the Senior Center. Jimmy Griffin finally gave them the building to build the center. They celebrated their victory. María explica que los líderes de la comunidad siguieron peleando para el centro comunitario tanto como el centro para los mayores. Mayor Jimmy Griffin les regaló el edificio para construir el centro. Ellos festejaron su victoria. 21:05 - They created “la parada” They created the Puerto Rican Day Parade on Virginia Street with the support of Immaculate Conception Church. The women cooked all of the food and they made all of the decorations at the center. Maria describes what it took to plan on the parade. Ellos crearon el desfile del Día de los Puertorriqueños en la Calle Virginia con el apoyo de la Iglesia de la Concepción Inmaculada. Las mujeres preparon la comida y ellos hicieron las decoraciones en el centro. María describe lo que hicieron para planificar el desfile. 26:23 - Maria explains her job visiting the homes of seniors Maria began working with City Hall by visiting the homes of seniors in search of residents for the Senior Center. She went up and down Niagara Street to find anyone who was interested in the new building. Maria is very proud of how hard she and the community worked to receive the building, find residents to live there and the continued success of the program. Maria empezó trabajando con el ayuntamiento por visitar a las casas de los mayores en búsqueda de residentes mayores que quisieran vivir en el nuevo centro. Ella fue por todas partes de la Calle Niagara buscando a cualquier persona mayor que estaba interesada en el centro. 29:00 - They struggled to build the center but now needed a senior lunch program Maria expresses her pride in their struggle to construct the senior center but found herself very bothered by the fact that a senior lunch did not exist--there was a need in the community. Mike Zuccherman (sp) helped her design a senior lunch program. There was a small kitchen in the building where she prepared lunch for the seniors every single day. They were so happy. María expresa su orgullo en su lucha de construir el centro de los mayores pero se encontró muy molestada por el hecho de que el centro ya no tuvo un programa de almuerzo para los mayores.--hubo la necesidad en la comunidad. Mike Zuccherman (sp) la ayudó construir el programa. Hubo una cocinita en el edificio donde ella preparó el almuerzo para los mayores todos los días de la semana. Ellos estaban muy felices. 30:45 - At 81 years old, Maria keeps on serving the seniors Maria is 81 years old and still prepares lunch every single day for the seniors. She loves them dearly and it makes her very happy to continue serving them. She is the same age as them but still feels young and wants to help. María tiene 81 años y todavía prepara el almuerzo todos los días para los mayores. Los quiere muchísimo y le hacen sentir muy feliz continuar sirviendoles. Ella tiene la misma edad que ellos pero todavía se siente jovencita. 34:56 - Maria cooks all day long Maria would cook all day to prepare for lunch. María cocinaría por todo el día para preparar el almuerzo. 35:40 - Maria struggles to remember names and dates but everyone knows her Maria sometimes forgets names and dates but since she has been so involved in the community, everyone knows and respects her because of her efforts in fighting for the senior center and her service to the community. Maria, a veces olvida los nombres y las fechas pero porque ella ha estado involucrada en la comunidad por tanto tiempo, todo el mundo la conoce y la respeta por sus esfuerzas en la lucha para el centro de los mayores y sus servicio a la comunidad. 40:18 - Maria sings in the church choir Maria is a part of the choir at the Immaculate Conception Church. She loves to sing. She sings with the mariachis. She reflects on a trip to Mexico where she found a mariachi band. She sang with them. María es un miembro del coro en la Iglesia de la Concepción Inmaculada. A ella le encanta cantar. Ella canta con los mariachis. Ella refleja en su viaje a México donde ella encontró a un grupo de mariachis. Ella cantó con ellos. 42:50 - The community has changed Maria has seen changes in Hispanic community. She doesn’t complain about them but yes, she has seen changes. She explains them. María ha visto cambios dentro de la comunidad hispana. Ella no se queja de ellos pero sí, ha visto cambios. Los explica. 44:39 - Maria was not the only woman fighting for the community There were other women fighting for the community. She said many of them have already passed away. Anna Cotton is an example of a woman who was very active in the community. Hubo otras mujeres luchando para la comunidad. Ella dice que muchas de ellas ya se han fallecido. Anna Cotton es un ejemplo de una mujer quien estaba muy activa en la comunidad. 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 María Torres Complete Interview Creator An entity primarily responsible for making the resource María Torres (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource This interview with Maria Torres took place on September 27, 2012 in Buffalo, NY and was conducted by Stephanie Bucalo. Maria was born in Puerto Rico and later moved to Florida before finally establishing a home in Buffalo. She and her husband would travel between Florida and Buffalo for a few years following the planting seasons in both places until they finally decided to stay in Buffalo to allow their children to have the best educational opportunities. At this point, Maria found a job working on a farm south of the City of Buffalo until she became pregnant at which time she had to leave her job. While working on the farm, she would prepare lunch for the laborers each day. She became known throughout the Hispanic community for her cooking and her dedication to making sure people of all ages had adequate meals throughout the day. Maria eventually was recruited to help at the Puerto Rican Chicano Committee, which, was a community center dedicated to serving the social needs of the Hispanic community. She was later approached by the City to recruit seniors in need of housing. She helped start a Senior Center through PRCC, now Hispanics United of Buffalo. Once she recruited enough seniors to open the center, she realized that the seniors needed a free lunch program and one did not already exist. She worked endlessly to gain the resources she needed to provide free lunches for them every day and succeeded. She still prepares lunches for the seniors even though she is in her 80s. Maria was actively involved in the community, not just at PRCC and the Senior Center, but also in the Church and in other social venues. She loves her work and is very proud of what she and the other people involved in creating the Center have accomplished. She is also a proud parents and enjoys seeing her children’s success. Esta entrevista con María Torres tomó lugar el 27 de septiembre del año 2012 en Búfalo, NY y fue conducida por Stephanie Bucalo. María Torres nació en Puerto Rico y más tarde se mudó a Florida antes de establecer un hogar en la Ciudad de Búfalo. Ella y su esposo viajaron entre Florida y Búfalo siguiendo las estaciones de las cosechas hasta cuando por fin decidieron establecer un hogar en Búfalo para darles a sus hijos las mejores oportunidades educativas. En este momento, María encontró empleo en una granja al sur de la Ciudad hasta cuando se embarazó en cual momento ella tuvo que dejar su puesto. Durante su tiempo trabajando en la granja, ella preparó la comida para los trabajadores cada día. Se puso conocida por su comida y por su dedicación a asegurarse que la gente de todas edades tenía la comida adecuada por todo el día.Eventualmente, María fue reclutada a ayudar por el Puerto Rican Chicano Committee, la cual, era una organización dedicada a ofrecerle ayuda con los servicios sociales a la comunidad hispana. Más tarde fue contactada por la Ciudad para reclutar a los mayores que necesitaban los servicios del centro. Ella ayudó a empezar un centro para los mayores por PRCC, ahora conocido por el nombre Hispanos Unidos de Búfalo. Al momento en cuando ella reclutó residentes suficientes para abrir el centro, ella se dio cuenta que ya no existía un programa gratis del almuerzo para los mayores. Ella trabajaba sin parar para ganar los recursos necesarios que necesitaba para realizar el programa y proveer los almuerzos a los mayores cada día. Ella logró. Todavía, hoy en día, ella sigue preparando los almuerzos para los mayores. María fue activamente involucrada en la comunidad, no solo con PRCC y el Centro para los Mayores, pero también en la Iglesia en otros lugares sociales. A ella le encanta su trabajo y se siente muy orgullosa de lo que ella y los otros involucrados con la creación del Centro han logrado. Ella también es una madre orgullosa y disfruta de ver los éxitos de sus hijos. Date A point or period of time associated with an event in the lifecycle of the resource 2012-09-27 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 Employment and Labor Migration https://omeka.buffalolib.org/files/original/cb894d496ba2908e66637af9e8b6035a.mp3 a3dfd79db19b4937fa7254620534c2fa https://omeka.buffalolib.org/files/original/62c8004d95571bb618c3f8aa808a82df.pdf e82de469d1c96309a937e46af2c339ec PDF Text Text Hispanic Heritage Council of WNY “Bring Us Your History!” Project Interviewee: Marcelina Rodriguez Rondon Interview Location: Amherst, New York Interview Date: 9/16/13 Interview Conducted by: Stephanie Bucalo Length: 49:43 Executive Summary: This interview with Marcelina Rodriguez Rondon took place on September 16, 2013 in Amherst, New York and was conducted by Stephanie Bucalo. Marcelina was born in Puerto Rico but came to Lackawanna with her parents in search of better employment opportunities. She grew up in a large family and was a middle child. Both of her parents worked when she was kid and instilled a strong work ethic into her and her siblings. Marcelina went to both public and private school and was the first in her family to graduate from high school and college. She went on to become a bilingual counselor and later an EOP Counselor at the University at Buffalo. Marcelina shares stories of her childhood beginning with her experiences in school and later on her experiences in the university and the work force. She was part of the first group of latino students to be a part of the Upward Bound Program at the University at Buffalo and carried a strong female presence in the university. She took on roles that most women were not allowed to do at that time and did it with respect and dignity. She was a part of a local bilingual radio program, helped recruit other latino students to the university and helped start the Puerto Rican Chicano Committee. Additionally, as a young girl, she played sports and was a female pioneer for the many women who were still not allowed to participate in male dominated activities such as sports and higher education. She has fond memories from her life and is very proud of everything she was a part of. Marcelina also discusses family values, the religious community and what it meant to be a latina in the university. Resumen Ejecutivo: Esta entrevista con Marcelina Rodriguez Rondon tomó lugar el 13 de septiembre del año 2013 en Amherst, New York y fue conducida por Stephanie Bucalo. Marcelina nació en Puerto Rico pero vino a Lackawanna con sus padres en búsqueda de oportunidades mejores de empleo. Ella se creció en una familia grande y era una hija al medio. Ambos de sus padres trabajaron por toda su niñez y les instalaron una ética laboral muy fuerte a ella �y a sus hermanos. Marcelina asistió a la escuela pública y privada y era la primera en su familia a graduarse de la secundaria y la universidad. Ella se puso consejera bilingüe y más tarde consejera de EOP a la Universidad de Búfalo. Marcelina comparte una historias sobre su juventud empezando con sus experiencias en la escuela y más tarde sobre sus experiencias en la universidad y entrando a la fuerza laboral. Ella era parte del primer grupo de estudiantes latinos para entrar en la universidad bajo del programa de Upward Bound a la Universidad de Búfalo y llevaba una presencia femenina fuerte a la universidad. Ella asumió roles que la mayoría de mujeres no se permitían a tomar las mujeres en este momento con mucho respeto y dignidad. Ella era parte del programa bilingüe de la radio, ayudó reclutar a los nuevos estudiantes a la universidad y ayudó de establecer el Puerto Rican Chicano Committee. Adicionalmente, como una jovencita, ella jugaba a los deportes y era pionera para muchas mujeres quienes todavía no participaban en las actividades dominadas por los hombres tanto como los de los deportes y los estudios al nivel universitario. Ella tiene buenos recuerdos de su vida y es muy orgullosa de todo en que participaba. Marcelina también habla de los valores familiares, la comunidad religiosa, y lo que quería decir ser una latina en la universidad. Story Clips: 0:00 - Marcelina introduces herself and her family Marcelina grew up with a diverse group of individuals. She was just a child when when her family came to Lackawanna. Both of her parents worked. Her mother worked at the first restaurant that was owned by a Puerto Rican man. Both had strong work ethics. Marcelina has a strong work ethic. She graduated from the University at Buffalo and found her first job as a bilingual counselor. Marcelina se creció con un grupo diverso de individuos. Ella era justo una niña cuando su familia vino a Lackawanna. Ambos de sus padres trabajaron. Su madre trabajaba al primer restaurante en la región de dueño puertorriqueño. Ambos tuvieron la ética laboral fuerte. Ella se graduó de la Universidad de Búfalo y encontró su primer puesto de consejera bilingüe. 1:55 - The family moves to Maryner in 1965 Marcelina remembers when her father purchased a house on Maryner Street on the Lower West Side of Buffalo. They first lived in Lackawanna and then moved to Buffalo. This happened when she first started high school. She went to Grover Cleveland High School. �Marcelina recuerda de cuando su padre compró su primera casa en Maryner Street en el Lower West Side de Búfalo. Ellos primero vivieron en Lackawanna y luego se mudaron a Búfalo. La mudanza sucedió cuando ella empezó la escuela secundaria. Ella asistió a Grover Cleveland High School. 2:31 - Early schooling She went to Queen of All Saints Grammar School prior to this moment. They were only in public school for 2 years. They didn’t have enough money to pay for private education so the children went to public school. Ella asistió a Queen of All Saints Grammar School antes de este momento. Ellos asistieron a la escuela pública por solamente 2 años. Ellos no podían cobrar los gastos de la escuela privada y por eso tuvieron que asistir a la escuela pública. 3:11 - Marcelina did not choose to come to this area Marcelina shares that she didn’t choose to come to this area, her father did. He worked in the fields in Michigan, Dunkirk and Eden. Her father used to work for the sugar cane company but decided to come to the area from the southern part of Puerto Rico--Padillas, Puerto Rico. Marcelina dice que ella no eligió a vivir en esta área, su padre tomó la decisión. Él trabajaba en los campos de Michigan, Dunkirk y Eden. Su padre trabajaba para una compañía azucarera pero decidió de venir a la área de la parte del sur de Puerto Rico--Padillas, Puerto Rico. 4:58 - Father moved around until he heard about Lackawanna Marcelina’s father moved around looking for work until he found out about Lackawanna. Bethlehem Steel was very big in the region. Marcelina tells the history of the area around Bethlehem Steel. She remembers different places that were located right around the factory. They lived in the Baker Homes-the projects. They bonded with other Hispanics living in their neighborhood. They also bonded with people from other ethnic groups that lived in the same neighborhood. This influenced Marcelina to have respect for all people regardless of their ethnicity, language, religion, etc. El padre de Marcelina se mudó buscando trabajo hasta cuando descubrió Lackawanna. Bethlehem Steel era una parte muy influencial en la región. Marcelina cuenta la historia de la área alrededor de la factoría de Bethlehem Steel. Ella recuerda los lugares diferentes que estaban ubicados justo �alrededor de la factoría. Ellos viveron en los Baker Homes--el barrio. Ellos se pusieron amigos con los otros hispanos viviendo en el vecindario. Ellos también se pusieron amigos con la gente de las otros grupos étnicos del mismo vecindario. Esta experiences la influyó a Marcelina y le enseñó que ella tiene que respetar a los demás independientemente de su etnicidad, lenguaje, religión, etc. 7:18 - Buffalo was the big city Marcelina thought Buffalo was the big city but she adjusted. She was a part of las Hijas de Maria (Daughters of Mary). The church was very big in the community. It kept her away from other social events. She was very shy and at times, Buffalo seemed very overwhelming to her. The schools were very different and she missed her friends from Lackawanna. Marcelina pensó que Búfalo era la ciudad grande pero se acostumbró. Ella era parte de las Hijas de Maria. La iglesia era muy importante dentro de la comunidad. La iglesia la guardó lejos de otros eventos sociales. Ella era muy tímida y a veces, Búfalo le pareció muy abrumador a ella. Las escuelas eran muy diferentes y ella extrañaba mucho a sus amigos de Lackawanna. 8:11 - Marcelina was recruited to attend the university Marcelina was recruited to attend the university by Pedro Maurás and other people who were recruiting Hispanics. Marcelina knows that she wouldn’t be where she is today without their help. She was the first generation to graduate from high school and the first person in her family to go to college. She chose UB even though she was also accepted to Buffalo State. She attended through the Upward Bound Program. She took college preparatory classes with other classmates. They were able to spend 3 months in Spain during their first year in the program. Se reclutó a Marcelina a asistir a la universidad por Medro Maurás y otra gente que reclutaba a los estudiantes hispanos. Marcelina sabe que le debe mucho crédito para dónde ella ha llegado a este grupo porque le dio esta buena oportunidad. Ella era la primera generación de graduados secundarios en su familia y la primera de asistir a la universidad de su familia. Ella eligió la Universidad de Búfalo aunque ella fue aceptada a Buffalo State. Ella asistió a la universidad por el programa de Upward Bound. Ella tomó clases universitarias preparatorias con otros compañeros de la clase. Ellos tuvieron la oportunidad de pasar 3 meses en España durante su primer año del programa. �10:13 - The ladies organized an organization on campus Gloria, Marcelina and Carmen Gonzalez organized their own student organization on campus. She explains the organizations that existed while she was in school. They founded the organization PODER. They felt that Hispanics needed representation on campus. They worked with the school to get the university to recruit more Hispanic students to attend medical school at UB. They turned to NYU for inspiration. The organization still exists today. It has existed since 1969. Gloria, Marcelina y Carmen González organizaron su propia organización estudiantil mientras Marcelina asistía a la universidad. Ellas fundaron la organización PODER. Ellos pensaron que los hispanos necesitaban representación en el campus. Ellos trabajaron con la universidad para que reclutaron a más estudiantes hispanos para asistir a las facultades de medicina a UB. Ellos miraron a NYU para inspiración. La organización existe desde el año 1969. 12:21 - Marcelina took advantage of every available opportunities. Marcelina took advantage of every available option while she was in school. She was in commercials, she recruited students, she did whatever she could for the experience. She also worked a radio station. She was a part of the radio station for a few years. She describes how the radio station evolved. Marcelina aprovechó de cada opción disponible mientras asistía a la universidad. Ella participaba en las promociones, ella reclutó a nuevos estudiantes, ella hacía cualquier cosa que podía para ganar la experiencia. Ella también trabajó a un canal de radio. Ella era parte del canal por unos años. Ella describe como el canal evolucionó. 13:28 - The Latinas revolutionize the community Marcelina hosted a conversation on the air about Latinas. The men didn’t like it because they thought the women were going to revolutionize other women. They connected the community with the university by inviting community members to visit so they could experience the education. Many men didn’t like this because these women were defying gender norms. The women also helped establish the Latino studies program under Dr. Pabón from the Spanish department. Marcelina acogió una conversación sobre el aire del tema de las latinas. A los hombres, no les gustó el programa porque ellos pensaron que las mujeres �revolucionarían a las otras mujeres de la comunidad. Ellas vincularon la comunidad con la universidad por invitarla a visitar para que pudiera experimentar la educación. A muchos hombres, no les gustó este evento porque las mujeres desafiaban las normas de género. Las mujeres ayudaron a establecer el programa de los estudios latinos bajo del Dr. Pabón de la Facultad de Lenguas. 14:47 - Recruitment efforts, university personnel and Marcelina’s new job Marcelina explains the different recruitment efforts made by professors, students and other university personnel to get more minorities into the university. She also explains how she obtained her job in the EOC office and her responsibilities. The EOC (Educational Opportunity Center) was set up to assist students who are educationally and economically disadvantaged. They support people who have been underserved. She then became a senior counselor which gave her the opportunity to supervise other counselors. Marcelina explica los esfuerzos diferentes de la reclutación hechos por los profesores, los estudiantes, y otra gente de la universidad para llevar más minoritarios a la universidad. Ella también explica cómo ella obtuvo su puesto en la oficina de EOC y sus responsabilidades. El EOC (Educational Opportunity Center) fue establecido para atender a los estudiantes que eran desaventajado educacionalmente o económicamente. Luego, ella se puso una consejera mayor lo cual le dio la oportunidad de supervisar a los otros consejeros. 17:12 - Marcelina recalls the early stages of EOP Marcelina recalls the early stages of EOP when it was called EPIS. She now is a supervisor for EOP (Educational Opportunity Program) because she wants to help students like she was helped when she was a student. Marcela recuerda de las etapas tempranas de EOP cuando se llamó EPIS. Ahora, ella es una supervisora para EOP (Educational Opportunity Program) porque ella quiere ayudar a los estudiantes como los consejeros la ayudaron cuando era estudiante. 18:11 - The Maryner experience was all about the arts There were art shows every summer. There were a lot of Puerto Ricans and Italians in the school. She felt the neighborhood was very diverse. She started playing sports to try and overcome her shyness. She played softball, �volleyball and bowling. That helped her meet other girls. She would walk to and from school. Hubo exposiciones de arte cada verano. Hubo muchos puertorriqueños y italianos asistiendo a las escuelas. Ella sintió que el vecindario era muy diverso. Ella empezó a jugar los deportes y trató de superar su timidez. Ella jugaba al softball, volibol y los bolos. Estos deportes la ayudó hacer amistades con otras muchachas. Ella camianaría a y de la escuela. 19:24 - Marcelina goes to her junior prom During her junior year she went to the junior prom. She could only go with someone the family knew. Her parents protected her very well. Her sisters married very young. Her parents didn’t want the remaining two daughters to get married too young. Her father took her to buy a dress for the prom. She describes her dress. Her father was very supportive. Durante su tercer año en la escuela ella fue a su baile formal. Ella solo podía asistir con alguien conocido bien por sus padres. Sus hermanas mayores se casaron muy joven. Sus padres no querían que sus últimas hermanas se casaran demasiado joven. Su padre la llevó a la tienda para comprar su vestido. Ella describe el vestido. Su padre la apoyó mucho. 20:56 - Faltering family values change Marcelina’s perspective on marriage Marcelina shares how the separation of her parents really deflated her perspective on marriage because she believes “the family that prays together stays together”. Despite this feeling, she found her soulmate and had three sons with him. Marcelina comparte cómo la separación de sus padres verdaderamente desinfló su perspectiva sobre el casamiento porque ella cree que “la familia que ora junta se queda junta”. A pesar de este sentimiento, ella encontró su compañero de alma y tuvo tres hijos con él. 23:37 - Discrimination existed in the neighborhood People in the neighborhood would discriminate against her family because they couldn’t understand what they were saying. They would open the front door every evening and pray the rosary together. Her father would design rosaries as his craft. People in the neighborhood would make fun of them whenever they spoke Spanish. There was a stereotype about Puerto Ricans in �the public schools in Buffalo. Marcelina would always wear a bow and they made fun of her about that. La gente en el vecindario discriminaría contra de su familia porque no podía entender lo que decían. Este era un estereotipo sobre los puertorriqueños en la escuelas públicas en Búfalo. Marcelina siempre llevaba un lazo para su pelo y los maestros burlaban de ella. 25:12 - More discrimination as an adult than as a child Marcelina experienced more discrimination as an adult than she did as a child. She recalls experiencing some challenges when she became a supervisor. Some of her colleagues did not take a woman in a supervising position too well. She didn’t let it bother her. She did everything she could to treat everybody equally and to respect their diversity. Marcelina experimentó más discriminación como un adulto que experimentó como una niña. Ella recuerda experimentando algunos desafíos cuando se puso supervisora. Algunos de sus colegas no la recibieron bien en este puesto porque era mujer. Este no le molestó a Marcelina. Ella hizo lo más para tratarle bien y igualmente a todo el mundo y respetar su diversidad. 27:22 - Women’s softball league The women’s softball league gave them a sense of camaraderie. Marcelina shares a little insight on the women’s league. La liga de softball para las mujeres les dio un sentido de camaradería. Marcelina compare un poco de la visión de la liga para las mujeres. 29:12 - Marcelina raised three respectful young men Marcelina raised three respectful sons. She raised them to respect women and for themselves. Her husband was raised by a single mother and he really helped to instill this value into his children. They believe in equal opportunity. Marcelina creció a tres hijos respectables. Ella les enseñó que deben mostrar el respeto para las mujeres y a sí mismos. Su esposo fue crecido por una madre soltera y él ayudó instalar este mismo valor a sus hijos. Ellos creen en la oportunidad igual. 30:15 - Experience working at the radio station �Marcelina describes her experience working for the radio station. They worked under a grant through WBFO to get the voice of the community on the air waves. They would share community news. Each person involved had a different talent. The program was called Serenata Latina. Inmates in the prisons would listen to the station. There were a lot of latinos in the prisons. Marcelina describe su experiencia trabajando para el canal de radio. Ellos trabajaron bajo de una beca por WBPO para transmitir la voz de la comunidad por las olas del aire. Ellos compartirían las noticias de la comunidad. Cada persona involucrada tuvo un talento distinto. Se llamó el programa Serenata Latina. Los encarcelados en las cárceles escucharían al canal. Hubo muchos encarcelados latinos en las cárceles. 32:11 - Trip to Spain during the summer Marcelina reflects on her summer trip to Spain. The Spanish department gave her a scholarship to travel abroad during the summer. This was her first time away from home. She loved it. There was also a trip to Puerto Rico. She didn’t go. She wanted to travel forever but decided to start a family instead. Marcelina refleja en su viaje del verano a España. La facultad de español le dio una beca para viajar a España durante el verano. Este era su primera vez lejos de su casa. A ella, le encantó. Hubo también un viaje a Puerto Rico. Ella no fue. Ella quería viajar siempre pero decidió que quiso empezar una familia. 36:45 - HUB has a senior service program Marcelina explains that HUB has services specifically dedicated to senior citizens. She explains the different services. Lucy Candelario is a leader in this organization. Marcelina explica que HUB tiene servicios específicamente dedicados a los mayores. Ella explica los servicios diferentes. Lucy Candelario es un líder de esta organización. 40:38 - Different religious institutions on the Lower West Side Marcelina describes the different religious institutions on the Lower West Side. The religious community is both ethnically and linguistically diverse. There is a service for everybody. �Marcelina describe las instituciones diferentes religiosas al Lower West Side. La comunidad religiosa es ambas diversas étnicamente y lingüísticamente. Hay una misa para todo el mundo. 40:42 - Why churches are popping up all over the city Younger people are turning to non-catholic churches so they are starting them up all over the city. Los jóvenes giran a las iglesias no católicas entonces ellos establecen las nuevas iglesias por todas partes de la ciudad. 41:46 - Involvement with the scholarship committee Marcelina is involved in the scholarship committee with the Hispanic Women’s League. She doesn’t attend the meetings but she is a part of the scholarship committee. Se involucra a Marcelina en el comité de las becas para la Liga de Mujeres Hispanas. Ella no asiste a las reuniones pero ella es parte del comité de becas. 41:53 - Involvement in other community based activities Marcelina was also involved in many community task forces. She helped build the Puerto Rican Chicano Committee. Father Antonio Rodriguez was instrumental in creating the organization. He also was the leader of the ethnic parades starting at Immaculate Conception Church. Marcelina también está involucrada en muchos grupos comunitarios. Ella ayudó de establecer el Puerto Rican Chicano Committee. El Padre Antonio Rodriguez era instrumental en la creación de la organización. Él también era el líder de los desfiles étnicos empezando a la Iglesia de la Concepción Inmaculata. 5:36 - Marcelina and her husband chose to stay on the West Side Marcelina and her husband wanted their children to be exposed to diversity and their culture so they stayed on the Lower West Side. They have seen a lot of changes in the community. Marcelina y su esposo quería que se expusieron a sus hijos la diversidad y su cultura pues, se quedaron viviendo por el Lower West Side. Ellos han visto muchos cambios en la comunidad. � 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 Amherst, NY Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 49:43 Time Summary A summary of an interview given for different time stamps throughout the interview 0:00 - Marcelina introduces herself and her family Marcelina grew up with a diverse group of individuals. She was just a child when when her family came to Lackawanna. Both of her parents worked. Her mother worked at the first restaurant that was owned by a Puerto Rican man. Both had strong work ethics. Marcelina has a strong work ethic. She graduated from the University at Buffalo and found her first job as a bilingual counselor. Marcelina se creció con un grupo diverso de individuos. Ella era justo una niña cuando su familia vino a Lackawanna. Ambos de sus padres trabajaron. Su madre trabajaba al primer restaurante en la región de dueño puertorriqueño. Ambos tuvieron la ética laboral fuerte. Ella se graduó de la Universidad de Búfalo y encontró su primer puesto de consejera bilingüe. 1:55 - The family moves to Maryner in 1965 Marcelina remembers when her father purchased a house on Maryner Street on the Lower West Side of Buffalo. They first lived in Lackawanna and then moved to Buffalo. This happened when she first started high school. She went to Grover Cleveland High School. Marcelina recuerda de cuando su padre compró su primera casa en Maryner Street en el Lower West Side de Búfalo. Ellos primero vivieron en Lackawanna y luego se mudaron a Búfalo. La mudanza sucedió cuando ella empezó la escuela secundaria. Ella asistió a Grover Cleveland High School. 2:31 - Early schooling She went to Queen of All Saints Grammar School prior to this moment. They were only in public school for 2 years. They didn’t have enough money to pay for private education so the children went to public school. Ella asistió a Queen of All Saints Grammar School antes de este momento. Ellos asistieron a la escuela pública por solamente 2 años. Ellos no podían cobrar los gastos de la escuela privada y por eso tuvieron que asistir a la escuela pública. 3:11 - Marcelina did not choose to come to this area Marcelina shares that she didn’t choose to come to this area, her father did. He worked in the fields in Michigan, Dunkirk and Eden. Her father used to work for the sugar cane company but decided to come to the area from the southern part of Puerto Rico--Padillas, Puerto Rico. Marcelina dice que ella no eligió a vivir en esta área, su padre tomó la decisión. Él trabajaba en los campos de Michigan, Dunkirk y Eden. Su padre trabajaba para una compañía azucarera pero decidió de venir a la área de la parte del sur de Puerto Rico--Padillas, Puerto Rico. 4:58 - Father moved around until he heard about Lackawanna Marcelina’s father moved around looking for work until he found out about Lackawanna. Bethlehem Steel was very big in the region. Marcelina tells the history of the area around Bethlehem Steel. She remembers different places that were located right around the factory. They lived in the Baker Homes--the projects. They bonded with other Hispanics living in their neighborhood. They also bonded with people from other ethnic groups that lived in the same neighborhood. This influenced Marcelina to have respect for all people regardless of their ethnicity, language, religion, etc. El padre de Marcelina se mudó buscando trabajo hasta cuando descubrió Lackawanna. Bethlehem Steel era una parte muy influencial en la región. Marcelina cuenta la historia de la área alrededor de la factoría de Bethlehem Steel. Ella recuerda los lugares diferentes que estaban ubicados justo alrededor de la factoría. Ellos viveron en los Baker Homes--el barrio. Ellos se pusieron amigos con los otros hispanos viviendo en el vecindario. Ellos también se pusieron amigos con la gente de las otros grupos étnicos del mismo vecindario. Esta experiences la influyó a Marcelina y le enseñó que ella tiene que respetar a los demás independientemente de su etnicidad, lenguaje, religión, etc. 7:18 - Buffalo was the big city Marcelina thought Buffalo was the big city but she adjusted. She was a part of las Hijas de Maria (Daughters of Mary). The church was very big in the community. It kept her away from other social events. She was very shy and at times, Buffalo seemed very overwhelming to her. The schools were very different and she missed her friends from Lackawanna. Marcelina pensó que Búfalo era la ciudad grande pero se acostumbró. Ella era parte de las Hijas de Maria. La iglesia era muy importante dentro de la comunidad. La iglesia la guardó lejos de otros eventos sociales. Ella era muy tímida y a veces, Búfalo le pareció muy abrumador a ella. Las escuelas eran muy diferentes y ella extrañaba mucho a sus amigos de Lackawanna. 8:11 - Marcelina was recruited to attend the university Marcelina was recruited to attend the university by Pedro Maurás and other people who were recruiting Hispanics. Marcelina knows that she wouldn’t be where she is today without their help. She was the first generation to graduate from high school and the first person in her family to go to college. She chose UB even though she was also accepted to Buffalo State. She attended through the Upward Bound Program. She took college preparatory classes with other classmates. They were able to spend 3 months in Spain during their first year in the program. Se reclutó a Marcelina a asistir a la universidad por Medro Maurás y otra gente que reclutaba a los estudiantes hispanos. Marcelina sabe que le debe mucho crédito para dónde ella ha llegado a este grupo porque le dio esta buena oportunidad. Ella era la primera generación de graduados secundarios en su familia y la primera de asistir a la universidad de su familia. Ella eligió la Universidad de Búfalo aunque ella fue aceptada a Buffalo State. Ella asistió a la universidad por el programa de Upward Bound. Ella tomó clases universitarias preparatorias con otros compañeros de la clase. Ellos tuvieron la oportunidad de pasar 3 meses en España durante su primer año del programa. 10:13 - The ladies organized an organization on campus Gloria, Marcelina and Carmen Gonzalez organized their own student organization on campus. She explains the organizations that existed while she was in school. They founded the organization PODER. They felt that Hispanics needed representation on campus. They worked with the school to get the university to recruit more Hispanic students to attend medical school at UB. They turned to NYU for inspiration. The organization still exists today. It has existed since 1969. Gloria, Marcelina y Carmen González organizaron su propia organización estudiantil mientras Marcelina asistía a la universidad. Ellas fundaron la organización PODER. Ellos pensaron que los hispanos necesitaban representación en el campus. Ellos trabajaron con la universidad para que reclutaron a más estudiantes hispanos para asistir a las facultades de medicina a UB. Ellos miraron a NYU para inspiración. La organización existe desde el año 1969. 12:21 - Marcelina took advantage of every available opportunities. Marcelina took advantage of every available option while she was in school. She was in commercials, she recruited students, she did whatever she could for the experience. She also worked a radio station. She was a part of the radio station for a few years. She describes how the radio station evolved. Marcelina aprovechó de cada opción disponible mientras asistía a la universidad. Ella participaba en las promociones, ella reclutó a nuevos estudiantes, ella hacía cualquier cosa que podía para ganar la experiencia. Ella también trabajó a un canal de radio. Ella era parte del canal por unos años. Ella describe como el canal evolucionó. 13:28 - The Latinas revolutionize the community Marcelina hosted a conversation on the air about Latinas. The men didn’t like it because they thought the women were going to revolutionize other women. They connected the community with the university by inviting community members to visit so they could experience the education. Many men didn’t like this because these women were defying gender norms. The women also helped establish the Latino studies program under Dr. Pabón from the Spanish department. Marcelina acogió una conversación sobre el aire del tema de las latinas. A los hombres, no les gustó el programa porque ellos pensaron que las mujeres revolucionarían a las otras mujeres de la comunidad. Ellas vincularon la comunidad con la universidad por invitarla a visitar para que pudiera experimentar la educación. A muchos hombres, no les gustó este evento porque las mujeres desafiaban las normas de género. Las mujeres ayudaron a establecer el programa de los estudios latinos bajo del Dr. Pabón de la Facultad de Lenguas. 14:47 - Recruitment efforts, university personnel and Marcelina’s new job Marcelina explains the different recruitment efforts made by professors, students and other university personnel to get more minorities into the university. She also explains how she obtained her job in the EOC office and her responsibilities. The EOC (Educational Opportunity Center) was set up to assist students who are educationally and economically disadvantaged. They support people who have been underserved. She then became a senior counselor which gave her the opportunity to supervise other counselors. Marcelina explica los esfuerzos diferentes de la reclutación hechos por los profesores, los estudiantes, y otra gente de la universidad para llevar más minoritarios a la universidad. Ella también explica cómo ella obtuvo su puesto en la oficina de EOC y sus responsabilidades. El EOC (Educational Opportunity Center) fue establecido para atender a los estudiantes que eran desaventajado educacionalmente o económicamente. Luego, ella se puso una consejera mayor lo cual le dio la oportunidad de supervisar a los otros consejeros. 17:12 - Marcelina recalls the early stages of EOP Marcelina recalls the early stages of EOP when it was called EPIS. She now is a supervisor for EOP (Educational Opportunity Program) because she wants to help students like she was helped when she was a student. Marcela recuerda de las etapas tempranas de EOP cuando se llamó EPIS. Ahora, ella es una supervisora para EOP (Educational Opportunity Program) porque ella quiere ayudar a los estudiantes como los consejeros la ayudaron cuando era estudiante. 18:11 - The Maryner experience was all about the arts There were art shows every summer. There were a lot of Puerto Ricans and Italians in the school. She felt the neighborhood was very diverse. She started playing sports to try and overcome her shyness. She played softball, volleyball and bowling. That helped her meet other girls. She would walk to and from school. Hubo exposiciones de arte cada verano. Hubo muchos puertorriqueños y italianos asistiendo a las escuelas. Ella sintió que el vecindario era muy diverso. Ella empezó a jugar los deportes y trató de superar su timidez. Ella jugaba al softball, volibol y los bolos. Estos deportes la ayudó hacer amistades con otras muchachas. Ella camianaría a y de la escuela. 19:24 - Marcelina goes to her junior prom During her junior year she went to the junior prom. She could only go with someone the family knew. Her parents protected her very well. Her sisters married very young. Her parents didn’t want the remaining two daughters to get married too young. Her father took her to buy a dress for the prom. She describes her dress. Her father was very supportive. Durante su tercer año en la escuela ella fue a su baile formal. Ella solo podía asistir con alguien conocido bien por sus padres. Sus hermanas mayores se casaron muy joven. Sus padres no querían que sus últimas hermanas se casaran demasiado joven. Su padre la llevó a la tienda para comprar su vestido. Ella describe el vestido. Su padre la apoyó mucho. 20:56 - Faltering family values change Marcelina’s perspective on marriage Marcelina shares how the separation of her parents really deflated her perspective on marriage because she believes “the family that prays together stays together”. Despite this feeling, she found her soulmate and had three sons with him. Marcelina comparte cómo la separación de sus padres verdaderamente desinfló su perspectiva sobre el casamiento porque ella cree que “la familia que ora junta se queda junta”. A pesar de este sentimiento, ella encontró su compañero de alma y tuvo tres hijos con él. 23:37 - Discrimination existed in the neighborhood People in the neighborhood would discriminate against her family because they couldn’t understand what they were saying. They would open the front door every evening and pray the rosary together. Her father would design rosaries as his craft. People in the neighborhood would make fun of them whenever they spoke Spanish. There was a stereotype about Puerto Ricans in the public schools in Buffalo. Marcelina would always wear a bow and they made fun of her about that. La gente en el vecindario discriminaría contra de su familia porque no podía entender lo que decían. Este era un estereotipo sobre los puertorriqueños en la escuelas públicas en Búfalo. Marcelina siempre llevaba un lazo para su pelo y los maestros burlaban de ella. 25:12 - More discrimination as an adult than as a child Marcelina experienced more discrimination as an adult than she did as a child. She recalls experiencing some challenges when she became a supervisor. Some of her colleagues did not take a woman in a supervising position too well. She didn’t let it bother her. She did everything she could to treat everybody equally and to respect their diversity. Marcelina experimentó más discriminación como un adulto que experimentó como una niña. Ella recuerda experimentando algunos desafíos cuando se puso supervisora. Algunos de sus colegas no la recibieron bien en este puesto porque era mujer. Este no le molestó a Marcelina. Ella hizo lo más para tratarle bien y igualmente a todo el mundo y respetar su diversidad. 27:22 - Women’s softball league The women’s softball league gave them a sense of camaraderie. Marcelina shares a little insight on the women’s league. La liga de softball para las mujeres les dio un sentido de camaradería. Marcelina compare un poco de la visión de la liga para las mujeres. 29:12 - Marcelina raised three respectful young men Marcelina raised three respectful sons. She raised them to respect women and for themselves. Her husband was raised by a single mother and he really helped to instill this value into his children. They believe in equal opportunity. Marcelina creció a tres hijos respectables. Ella les enseñó que deben mostrar el respeto para las mujeres y a sí mismos. Su esposo fue crecido por una madre soltera y él ayudó instalar este mismo valor a sus hijos. Ellos creen en la oportunidad igual. 30:15 - Experience working at the radio station Marcelina describes her experience working for the radio station. They worked under a grant through WBFO to get the voice of the community on the air waves. They would share community news. Each person involved had a different talent. The program was called Serenata Latina. Inmates in the prisons would listen to the station. There were a lot of latinos in the prisons. Marcelina describe su experiencia trabajando para el canal de radio. Ellos trabajaron bajo de una beca por WBPO para transmitir la voz de la comunidad por las olas del aire. Ellos compartirían las noticias de la comunidad. Cada persona involucrada tuvo un talento distinto. Se llamó el programa Serenata Latina. Los encarcelados en las cárceles escucharían al canal. Hubo muchos encarcelados latinos en las cárceles. 32:11 - Trip to Spain during the summer Marcelina reflects on her summer trip to Spain. The Spanish department gave her a scholarship to travel abroad during the summer. This was her first time away from home. She loved it. There was also a trip to Puerto Rico. She didn’t go. She wanted to travel forever but decided to start a family instead. Marcelina refleja en su viaje del verano a España. La facultad de español le dio una beca para viajar a España durante el verano. Este era su primera vez lejos de su casa. A ella, le encantó. Hubo también un viaje a Puerto Rico. Ella no fue. Ella quería viajar siempre pero decidió que quiso empezar una familia. 36:45 - HUB has a senior service program Marcelina explains that HUB has services specifically dedicated to senior citizens. She explains the different services. Lucy Candelario is a leader in this organization. Marcelina explica que HUB tiene servicios específicamente dedicados a los mayores. Ella explica los servicios diferentes. Lucy Candelario es un líder de esta organización. 40:38 - Different religious institutions on the Lower West Side Marcelina describes the different religious institutions on the Lower West Side. The religious community is both ethnically and linguistically diverse. There is a service for everybody. Marcelina describe las instituciones diferentes religiosas al Lower West Side. La comunidad religiosa es ambas diversas étnicamente y lingüísticamente. Hay una misa para todo el mundo. 40:42 - Why churches are popping up all over the city Younger people are turning to non-catholic churches so they are starting them up all over the city. Los jóvenes giran a las iglesias no católicas entonces ellos establecen las nuevas iglesias por todas partes de la ciudad. 41:46 - Involvement with the scholarship committee Marcelina is involved in the scholarship committee with the Hispanic Women’s League. She doesn’t attend the meetings but she is a part of the scholarship committee. Se involucra a Marcelina en el comité de las becas para la Liga de Mujeres Hispanas. Ella no asiste a las reuniones pero ella es parte del comité de becas. 41:53 - Involvement in other community based activities Marcelina was also involved in many community task forces. She helped build the Puerto Rican Chicano Committee. Father Antonio Rodriguez was instrumental in creating the organization. He also was the leader of the ethnic parades starting at Immaculate Conception Church. Marcelina también está involucrada en muchos grupos comunitarios. Ella ayudó de establecer el Puerto Rican Chicano Committee. El Padre Antonio Rodriguez era instrumental en la creación de la organización. Él también era el líder de los desfiles étnicos empezando a la Iglesia de la Concepción Inmaculata. 5:36 - Marcelina and her husband chose to stay on the West Side Marcelina and her husband wanted their children to be exposed to diversity and their culture so they stayed on the Lower West Side. They have seen a lot of changes in the community. Marcelina y su esposo quería que se expusieron a sus hijos la diversidad y su cultura pues, se quedaron viviendo por el Lower West Side. Ellos han visto muchos cambios en la comunidad. 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 Marcelina Rodriguez Rondon Creator An entity primarily responsible for making the resource Marcelina Rodriguez Rondon (Interviewee) Stephanie Bucalo (Interviewer) Description An account of the resource This interview with Marcelina Rodriguez Rondon took place on September 16, 2013 in Amherst, New York and was conducted by Stephanie Bucalo. Marcelina was born in Puerto Rico but came to Lackawanna with her parents in search of better employment opportunities. She grew up in a large family and was a middle child. Both of her parents worked when she was kid and instilled a strong work ethic into her and her siblings. Marcelina went to both public and private school and was the first in her family to graduate from high school and college. She went on to become a bilingual counselor and later an EOP Counselor at the University at Buffalo. Marcelina shares stories of her childhood beginning with her experiences in school and later on her experiences in the university and the work force. She was part of the first group of latino students to be a part of the Upward Bound Program at the University at Buffalo and carried a strong female presence in the university. She took on roles that most women were not allowed to do at that time and did it with respect and dignity. She was a part of a local bilingual radio program, helped recruit other latino students to the university and helped start the Puerto Rican Chicano Committee. Additionally, as a young girl, she played sports and was a female pioneer for the many women who were still not allowed to participate in male dominated activities such as sports and higher education. She has fond memories from her life and is very proud of everything she was a part of. Marcelina also discusses family values, the religious community and what it meant to be a latina in the university. Esta entrevista con Marcelina Rodriguez Rondon tomó lugar el 13 de septiembre del año 2013 en Amherst, New York y fue conducida por Stephanie Bucalo. Marcelina nació en Puerto Rico pero vino a Lackawanna con sus padres en búsqueda de oportunidades mejores de empleo. Ella se creció en una familia grande y era una hija al medio. Ambos de sus padres trabajaron por toda su niñez y les instalaron una ética laboral muy fuerte a ella y a sus hermanos. Marcelina asistió a la escuela pública y privada y era la primera en su familia a graduarse de la secundaria y la universidad. Ella se puso consejera bilingüe y más tarde consejera de EOP a la Universidad de Búfalo. Marcelina comparte una historias sobre su juventud empezando con sus experiencias en la escuela y más tarde sobre sus experiencias en la universidad y entrando a la fuerza laboral. Ella era parte del primer grupo de estudiantes latinos para entrar en la universidad bajo del programa de Upward Bound a la Universidad de Búfalo y llevaba una presencia femenina fuerte a la universidad. Ella asumió roles que la mayoría de mujeres no se permitían a tomar las mujeres en este momento con mucho respeto y dignidad. Ella era parte del programa bilingüe de la radio, ayudó reclutar a los nuevos estudiantes a la universidad y ayudó de establecer el Puerto Rican Chicano Committee. Adicionalmente, como una jovencita, ella jugaba a los deportes y era pionera para muchas mujeres quienes todavía no participaban en las actividades dominadas por los hombres tanto como los de los deportes y los estudios al nivel universitario. Ella tiene buenos recuerdos de su vida y es muy orgullosa de todo en que participaba. Marcelina también habla de los valores familiares, la comunidad religiosa, y lo que quería decir ser una latina en la universidad. Date A point or period of time associated with an event in the lifecycle of the resource 2013-09-16 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. 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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 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 Los Tainos Senior Center Music and Community Events : Photo Album Description An account of the resource Los Tainos Senior Citizens Program - This was an organization initially started by a group of Seniors who implemented influential ideas in regard to Senior Services, Housing and Benefits. Anna Cotton was very influential in establishing this organization. Los Taínos still exists to this day and provides quality housing for Senior Citizens. 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. Advocacy Building Community Involvement Leadership Organization Photo album Senior Citizens