1
10
14
-
https://omeka.buffalolib.org/files/original/bd5efec55d82f0ee5c67c9539fbed39c.mp3
85bdffee55696f67577591d55e29f185
https://omeka.buffalolib.org/files/original/dfd72b4fa63973e1ffb9705c10d2b1e7.pdf
e29ddb9a297a1eefc85787c56110caca
PDF Text
Text
Hispanic Heritage Council of WNY
“Bring Us Your History!” Project
Interviewee: Jose Pizarro
Interview Location: Buffalo, NY
Interview Date: 7/28/2014
Interview Conducted by: Maritza Vega
Length: 48:59
Executive Summary:
This interview with José Pizarro was conducted by Maritza Vega on July 28, 2014 in
Buffalo, NY. José Pizarro is a Puerto Rican Vietnam War Veteran who later went on to
become deeply involved with the Hispanic community in the City of Buffalo. José served in
the Marines and later moved to New York City where he lived in Spanish Harlem. After, he
was accepted into the EPIS program at the State University of New York at Buffalo where
he met his wife, Evelyn.
While in the university, José was actively involved in the university affiliated group PODER
through which he became involved in the Hispanic community. Along with his wife Evelyn,
he was an activist for equal opportunity in professional degree granting programs in the
university, community organizing and support and the development of the Puerto Rican
Chicano Committee which provided support to members of the Hispanic community.
José also discusses other smaller organizations and their goals for the community as well as
annual festivities such as the Puerto Rican Day Parade.
Resumen Ejecutivo:
Esta entrevista con José Pizarro fue conducida por Maritza Vega el 28 de julio del año 2014
en Búfalo, NY. José Pizarro es un veterano puertorriqueño de la Guerra Vietnam quien más
tarde logró de ser profundamente involucrado en la comunidad hispana en la ciudad de
Búfalo. José sirvió en las Marinas y más tarde se mudó a la ciudad de Nueva York donde
vivió en Harlem español. Después fue aceptado al programa de EPIS a la Universidad
Estatal de Nueva York a Búfalo donde conoció a su esposa, Evelyn.
Mientras estudiaba en la universidad, José fue activamente involucrado en el grupo
universitario por el nombre PODER a través de cual le llevó directamente a la asistencia de
la comunidad hispana. Al lado de su esposa Evelyn, fue un activista por la oportunidad igual
a los hispanos y los minoritarios en los programas profesionales en la universidad, la
organización civil de la comunidad y el desarrollo del Puerto Rican Chicano Committee lo
cual le ofrece a la comunidad hispana recursos vitales.
�José también explica las otras organizaciones más pequeñas y sus metas para la comunidad
tanto como los festivales anuales como el Desfile Puertorriqueño.
Story Clips:
0:26 - Introduction to Jose Pizarro
José introduces himself.
José se presenta.
1:38 - Service during Vietnam
José served in the Vietnam War. He was a part of the war when the Vietcong
attacked the different U.S. Military Bases. José was not hurt during the
attacks.
José sirvió en la Guerra Vietnam. Él era parte de la guerra cuando el Vietcong
atacó a los bases militares de los EEUU. Él no estaba herido durante los
ataques.
2:09 - Left Marine Corps, worked in NYC and ended up in Buffalo
José left the Marine Corps in 1969 and then moved to New York City in
search of work. He worked in a school in New York City for one year and then
eventually ended up in Buffalo.
José dejó las Marinas en el año 1969 y luego se mudó a Nueva York en
búsqueda de trabajo. Él trabajó en una escuela en la Ciudad de Nueva York
por un año y eventualmente llegó a Búfalo.
2:28 - Accepted to EPIS program
José Pizarro was accepted to the EPIS program at the University at Buffalo.
This program was set up to give scholarships and educational opportunities
to minority students.
Se aceptó a José Pizarro al programa de EPIS a la Universidad a Búfalo. Este
programa era establecido para darles becas y oportunidades educativas a los
estudiantes minoritarios.
3:12 - Met wife while in school and were a part of PODER
�José met his wife Evelyn at the University at Buffalo. Both of them were
members of PRCC. They were both very civically active.
José conoció a su esposa a la Universidad de Búfalo. Ambos eran parte de
PRCC. Ambos eran muy activas en la comunidad.
3:40 - A part of nationwide riots in the universities
PRCC was part of nationwide riots in the University. They were protesting
the Law and Medical Schools. They wanted both schools to accept more
minorities. They were part of the UB riots with some of his fellow community
members.
PRCC era parte de unos disturbios en las universidades. Ellos protestaron las
Facultades de Medicina y Derecho. Querían que estos departamentos
aceptaran más estudiantes minoritarios a sus programas. Ellos protestaron
con unos compañeros de la comunidad universitaria.
4:20 - Created Puerto Rican Studies
José was part of a group of university students who helped create the Puerto
Rican Studies program at the University at Buffalo.
José era parte de un grupo de estudiantes universitarios que crearon un
programa de los Estudios Puertorriqueños a la Universidad a Búfalo.
5:03 - Turn to the community
After they succeeded in bringing more Hispanic students to the professional
programs at UB, they returned to the community and created training
programs in the Buffalo Public Schools. They started tutoring programs for
elementary and secondary students.
Después de tener tanto éxito con la entrega de estudiantes minoritarios a los
programas profesionales en la Universidad de Búfalo, regresaron a la
comunidad en Búfalo. Construyeron unos programas de entrenamiento
comunitario. Ellos empezaron un programa de tutoría en las escuelas
públicas para los estudiantes primarios y secundarios.
5:36 - Used student funds to help fix up the Niagara Daycare Center
�They used student funds to help fix the Niagara Daycare Center.
Usaron los fondos de los estudiantes para ayudar a reparar el Niagara
Daycare Center.
6:09 - Niagara Daycare was for the community
PRCC sponsored a daycare program on the Lower Westside. They recognized
that there weren't any accessible day care programs there and decided to
open one up specifically catered to the community.
PRCC patrocinó un programa de guardaría para las familias en el Westside.
Reconocieron que no había un lugar accesible para los hispanos en esta parte
de la ciudad y decidieron que querían crear uno específicamente para esa
población.
6:36 - What to do after graduation
José didn't know what do after he graduated from college. They decided to
continue working with the community and set up PRCC.
José no sabía qué hacer después de graduarse. Ellos decidieron a seguir
trabajando con la comunidad entonces establecieron la organización PRCC.
7:26 - 10-15 people in PRCC
There were 10-15 people involved in the PRCC at this time. They got together
to protest the construction of the Amherst Campus. They wanted the Campus
to be built downtown so it would provide jobs to the African American and
Hispanic communities in the city. They were not successful because of the
large amounts of money and politics behind it. They were successful in
bringing minorities into the construction industry.
Hubo entre 10 y 15 personas en el PRCC en este momento. Se juntaron para
protestar la construcción del nuevo campus en Amherst. Querían que la
Universidad lo construyera en el centro para desarrollar oportunidades de
trabajo para los americanos africanos y los hispanos en la ciudad. Perdieron
esa lucha pero lograron a introducir unas personas minorías al sector de la
construcción.
�8:46 - BUILD funds PRCC office
Project BUILD helped fund the PRCC office on Virginia Street. It was a small
office but it didn't have many financial resources.
El Proyecto BUILD ayuda a financiar la oficina de PRCC en la Calle Virginia.
Era una oficina muy pequeña pero no tenía muchos recursos financieros.
9:00 - Building was located on the corner of Maryland and Prospect
The PRCC building was originally located on Maryland and Prospect Street.
They eventually moved to Virginia Street and Prospect Street. They wanted
to create a learning center to help the Hispanic Community.
El edificio de PRCC originalmente estaba en la esquina de las calles de
Maryland and Prospect. Después se mudó a una casa en la esquina de las
calles Virginia y Prospect. Ellos querían construir un centro para ayudar a los
hispanos viviendo en el vecindario.
11:00 - Alianza sold building on Virginia St to PRCC
Alianza sold the building on Virginia Street to PRCC. This building eventually
became what is today Hispanics United of Buffalo.
Alianza le vendió el edificio en la Calle Virginia a PRCC. Este edificio es hoy en
día el de Hispanos Unidos de Búfalo.
11:43 - 3 or 4 organizations came together to become HUB
3 or 4 community based organizations came together to form what is today
Hispanics United of Buffalo.
3 o 4 organizaciones basadas en la comunidad se juntaron para formar lo que
es hoy en día la organización Hispanos Unidos de Búfalo.
12:32 - PRCC becomes involved with Puerto Rican Day Parade
PRCC helped with the Puerto Rican Day Parade. At the time it was called the
Virginia Street Festival.
�PRCC ayudó con la planificación del Desfile Puertorriqueño. En ese momento
se lo nombró el Carnaval de la Calle Virginia.
13:29 - The parade lasted at least 3 or 4 years
The Puerto Rican Day Parade lasted for at least 3 to 4 years before they
stopped organizing it.
El Desfile Puertorriqueño duró por lo menos 3 a 4 años antes de dejarlo.
14:29 - Involvement in many committees
José was very involved with the community and sat on various community
based committees.
José fue muy involucrado con la comunidad y asumió muchos asientos en las
organizaciones basadas en la comunidad.
15:54 - Involved in Erie County Manpower Council
José was involved in the Erie County Manpower Advisory Council. He was
very active while he was the chairman of PRCC. He was very involved in the
community. He was very concerned about getting more Hispanics into
county positions. He worked to turn English only county jobs into bilingual
positions. Because of this change he was able to get more Hispanics into
county jobs.
José fue involucrado en el Erie County Manpower Advisory Council. Él estaba
muy activo en la comunidad durante su tiempo como jefe de PRCC. Se
preocupaba mucho por la falta de hispanos en los puestos del condado. Él
quiso cambiar los puestos de solo anglosajona a los que eran bilingües. Este
cambio dio espacio para llenar los puestos de condado con los hispanos.
16:56 - COSSCO on Main Street
The Consortium of Spanish Speaking Community Organizations (COSSCO)
was located on Main Street. Gilbert Hernández was influential in putting
together this consortium. They used Federal funding to develop
programming. The PRCC was part of the Consortium. They provided training
programs to the Hispanic community. They were in fields such as nursing
and construction.
�El Consortium of Spanish Speaking Community Organizations (COSSCO)
estaba ubicado en Main Street. PRCC era parte del consorcio. Los fondos
federales le dieron oportunidades de proporcionar entrenamiento a la
comunidad minoritaria. El entrenamiento era en las carreras de la
construcción y la enfermería.
18:52 - PRCC became very prominent on the Westside
PRCC became a prominent presence on the Lower Westside. It started to
offer popular programs to the community.
PRCC empezó a ser una presencia prominente en el Lower Westside. Sus
programas se pusieron muy populares en la comunidad.
29:38 - 4th president of PODER
José Pizarro was the 4th president of PODER.
José Pizarro era el cuarto presidente de la organización PODER.
31:47 - Students hold University at Buffalo president hostage
Students at the University at Buffalo held the university president hostage in
his office in protest because they wanted the professional schools to accept
more minority students to their programs.
Unos estudiantes de la Universidad a Búfalo secuestraron al presidente de la
universidad en su oficina en protesta porque quería que las Facultades
profesionales aceptaran más estudiantes minoritarios a sus programas.
�
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.)
0:48:59
Time Summary
A summary of an interview given for different time stamps throughout the interview
<p class="normal"><strong>0:26 - Introduction to Jose Pizarro</strong></p>
<p class="normal"> </p>
<p class="normal">José introduces himself.</p>
<p class="normal"> </p>
<p class="normal">José se presenta.</p>
<p class="normal"> </p>
<p class="normal"><strong>1:38 - Service during Vietnam</strong></p>
<p class="normal"> </p>
<p class="normal">José served in the Vietnam War. He was a part of the war when the Vietcong attacked the different U.S. Military Bases. José was not hurt during the attacks.</p>
<p class="normal"> </p>
<p class="normal">José sirvió en la Guerra Vietnam. Él era parte de la guerra cuando el Vietcong atacó a los bases militares de los EEUU. Él no estaba herido durante los ataques.</p>
<p class="normal"> </p>
<p class="normal"><strong>2:09 - Left Marine Corps, worked in NYC and ended up in Buffalo</strong></p>
<p class="normal"> </p>
<p class="normal">José left the Marine Corps in 1969 and then moved to New York City in search of work. He worked in a school in New York City for one year and then eventually ended up in Buffalo.</p>
<p class="normal"> </p>
<p class="normal">José dejó las Marinas en el año 1969 y luego se mudó a Nueva York en búsqueda de trabajo. Él trabajó en una escuela en la Ciudad de Nueva York por un año y eventualmente llegó a Búfalo.</p>
<p class="normal"> </p>
<p class="normal"><strong>2:28 - Accepted to EPIS program</strong></p>
<p class="normal"> </p>
<p class="normal">José Pizarro was accepted to the EPIS program at the University at Buffalo. This program was set up to give scholarships and educational opportunities to minority students.</p>
<p class="normal"> </p>
<p class="normal">Se aceptó a José Pizarro al programa de EPIS a la Universidad a Búfalo. Este programa era establecido para darles becas y oportunidades educativas a los estudiantes minoritarios.</p>
<p class="normal"> </p>
<p class="normal"><strong>3:12 - Met wife while in school and were a part of PODER</strong></p>
<p class="normal"> </p>
<p class="normal">José met his wife Evelyn at the University at Buffalo. Both of them were members of PRCC. They were both very civically active.</p>
<p class="normal"> </p>
<p class="normal">José conoció a su esposa a la Universidad de Búfalo. Ambos eran parte de PRCC. Ambos eran muy activas en la comunidad.</p>
<p class="normal"> </p>
<p class="normal"><strong>3:40 - A part of nationwide riots in the universities</strong></p>
<p class="normal"> </p>
<p class="normal">PRCC was part of nationwide riots in the University. They were protesting the Law and Medical Schools. They wanted both schools to accept more minorities. They were part of the UB riots with some of his fellow community members.</p>
<p class="normal"> </p>
<p class="normal">PRCC era parte de unos disturbios en las universidades. Ellos protestaron las Facultades de Medicina y Derecho. Querían que estos departamentos aceptaran más estudiantes minoritarios a sus programas. Ellos protestaron con unos compañeros de la comunidad universitaria.</p>
<p class="normal"> </p>
<p class="normal"><strong>4:20 - Created Puerto Rican Studies</strong></p>
<p class="normal"> </p>
<p class="normal">José was part of a group of university students who helped create the Puerto Rican Studies program at the University at Buffalo.</p>
<p class="normal"> </p>
<p class="normal">José era parte de un grupo de estudiantes universitarios que crearon un programa de los Estudios Puertorriqueños a la Universidad a Búfalo.</p>
<p class="normal"> </p>
<p class="normal"><strong>5:03 - Turn to the community</strong></p>
<p class="normal"> </p>
<p class="normal">After they succeeded in bringing more Hispanic students to the professional programs at UB, they returned to the community and created training programs in the Buffalo Public Schools. They started tutoring programs for elementary and secondary students.</p>
<p class="normal"> </p>
<p class="normal">Después de tener tanto éxito con la entrega de estudiantes minoritarios a los programas profesionales en la Universidad de Búfalo, regresaron a la comunidad en Búfalo. Construyeron unos programas de entrenamiento comunitario. Ellos empezaron un programa de tutoría en las escuelas públicas para los estudiantes primarios y secundarios.</p>
<p class="normal"> </p>
<p class="normal"><strong>5:36 - Used student funds to help fix up the Niagara Daycare Center</strong></p>
<p class="normal"> </p>
<p class="normal">They used student funds to help fix the Niagara Daycare Center.</p>
<p class="normal"> </p>
<p class="normal">Usaron los fondos de los estudiantes para ayudar a reparar el Niagara Daycare Center.</p>
<p class="normal"> </p>
<p class="normal"><strong>6:09 - Niagara Daycare was for the community</strong></p>
<p class="normal"> </p>
<p class="normal">PRCC sponsored a daycare program on the Lower Westside. They recognized that there weren't any accessible day care programs there and decided to open one up specifically catered to the community.</p>
<p class="normal"> </p>
<p class="normal">PRCC patrocinó un programa de guardaría para las familias en el Westside. Reconocieron que no había un lugar accesible para los hispanos en esta parte de la ciudad y decidieron que querían crear uno específicamente para esa población.</p>
<p class="normal"> </p>
<p class="normal"><strong>6:36 - What to do after graduation</strong></p>
<p class="normal"> </p>
<p class="normal">José didn't know what do after he graduated from college. They decided to continue working with the community and set up PRCC.</p>
<p class="normal"> </p>
<p class="normal">José no sabía qué hacer después de graduarse. Ellos decidieron a seguir trabajando con la comunidad entonces establecieron la organización PRCC.</p>
<p class="normal"> </p>
<p class="normal"><strong>7:26 - 10-15 people in PRCC</strong></p>
<p class="normal"> </p>
<p class="normal">There were 10-15 people involved in the PRCC at this time. They got together to protest the construction of the Amherst Campus. They wanted the Campus to be built downtown so it would provide jobs to the African American and Hispanic communities in the city. They were not successful because of the large amounts of money and politics behind it. They were successful in bringing minorities into the construction industry.</p>
<p class="normal"> </p>
<p class="normal">Hubo entre 10 y 15 personas en el PRCC en este momento. Se juntaron para protestar la construcción del nuevo campus en Amherst. Querían que la Universidad lo construyera en el centro para desarrollar oportunidades de trabajo para los americanos africanos y los hispanos en la ciudad. Perdieron esa lucha pero lograron a introducir unas personas minorías al sector de la construcción.</p>
<p class="normal"> </p>
<p class="normal"><strong>8:46 - BUILD funds PRCC office</strong></p>
<p class="normal"> </p>
<p class="normal">Project BUILD helped fund the PRCC office on Virginia Street. It was a small office but it didn't have many financial resources.</p>
<p class="normal"> </p>
<p class="normal">El Proyecto BUILD ayuda a financiar la oficina de PRCC en la Calle Virginia. Era una oficina muy pequeña pero no tenía muchos recursos financieros.</p>
<p class="normal"> </p>
<p class="normal"><strong>9:00 - Building was located on the corner of Maryland and Prospect</strong></p>
<p class="normal"> </p>
<p class="normal">The PRCC building was originally located on Maryland and Prospect Street. They eventually moved to Virginia Street and Prospect Street. They wanted to create a learning center to help the Hispanic Community.</p>
<p class="normal"> </p>
<p class="normal">El edificio de PRCC originalmente estaba en la esquina de las calles de Maryland and Prospect. Después se mudó a una casa en la esquina de las calles Virginia y Prospect. Ellos querían construir un centro para ayudar a los hispanos viviendo en el vecindario.</p>
<p class="normal"> </p>
<p class="normal"><strong>11:00 - Alianza sold building on Virginia St to PRCC</strong></p>
<p class="normal"> </p>
<p class="normal">Alianza sold the building on Virginia Street to PRCC. This building eventually became what is today Hispanics United of Buffalo.</p>
<p class="normal"> </p>
<p class="normal">Alianza le vendió el edificio en la Calle Virginia a PRCC. Este edificio es hoy en día el de Hispanos Unidos de Búfalo.</p>
<p class="normal"> </p>
<p class="normal"><strong>11:43 - 3 or 4 organizations came together to become HUB</strong></p>
<p class="normal"> </p>
<p class="normal">3 or 4 community based organizations came together to form what is today Hispanics United of Buffalo.</p>
<p class="normal"> </p>
<p class="normal">3 o 4 organizaciones basadas en la comunidad se juntaron para formar lo que es hoy en día la organización Hispanos Unidos de Búfalo.</p>
<p class="normal"> </p>
<p class="normal"><strong>12:32 - PRCC becomes involved with Puerto Rican Day Parade</strong></p>
<p class="normal"> </p>
<p class="normal">PRCC helped with the Puerto Rican Day Parade. At the time it was called the Virginia Street Festival.</p>
<p class="normal"> </p>
<p class="normal">PRCC ayudó con la planificación del Desfile Puertorriqueño. En ese momento se lo nombró el Carnaval de la Calle Virginia.</p>
<p class="normal"> </p>
<p class="normal"><strong>13:29 - The parade lasted at least 3 or 4 years</strong></p>
<p class="normal"> </p>
<p class="normal">The Puerto Rican Day Parade lasted for at least 3 to 4 years before they stopped organizing it.</p>
<p class="normal"> </p>
<p class="normal">El Desfile Puertorriqueño duró por lo menos 3 a 4 años antes de dejarlo.</p>
<p class="normal"> </p>
<p class="normal"><strong>14:29 - Involvement in many committees</strong></p>
<p class="normal"> </p>
<p class="normal">José was very involved with the community and sat on various community based committees.</p>
<p class="normal"> </p>
<p class="normal">José fue muy involucrado con la comunidad y asumió muchos asientos en las organizaciones basadas en la comunidad.</p>
<p class="normal"> </p>
<p class="normal"><strong>15:54 - Involved in Erie County Manpower Council</strong></p>
<p class="normal"> </p>
<p class="normal">José was involved in the Erie County Manpower Advisory Council. He was very active while he was the chairman of PRCC. He was very involved in the community. He was very concerned about getting more Hispanics into county positions. He worked to turn English only county jobs into bilingual positions. Because of this change he was able to get more Hispanics into county jobs.</p>
<p class="normal"> </p>
<p class="normal">José fue involucrado en el Erie County Manpower Advisory Council. Él estaba muy activo en la comunidad durante su tiempo como jefe de PRCC. Se preocupaba mucho por la falta de hispanos en los puestos del condado. Él quiso cambiar los puestos de solo anglosajona a los que eran bilingües. Este cambio dio espacio para llenar los puestos de condado con los hispanos.</p>
<p class="normal"> </p>
<p class="normal"><strong>16:56 - COSSCO on Main Street</strong></p>
<p class="normal"> </p>
<p class="normal">The Consortium of Spanish Speaking Community Organizations (COSSCO) was located on Main Street. Gilbert Hernández was influential in putting together this consortium. They used Federal funding to develop programming. The PRCC was part of the Consortium. They provided training programs to the Hispanic community. They were in fields such as nursing and construction.</p>
<p class="normal"> </p>
<p class="normal">El Consortium of Spanish Speaking Community Organizations (COSSCO) estaba ubicado en Main Street. PRCC era parte del consorcio. Los fondos federales le dieron oportunidades de proporcionar entrenamiento a la comunidad minoritaria. El entrenamiento era en las carreras de la construcción y la enfermería.</p>
<p class="normal"> </p>
<p class="normal"><strong>18:52 - PRCC became very prominent on the Westside</strong></p>
<p class="normal"> </p>
<p class="normal">PRCC became a prominent presence on the Lower Westside. It started to offer popular programs to the community.</p>
<p class="normal"> </p>
<p class="normal">PRCC empezó a ser una presencia prominente en el Lower Westside. Sus programas se pusieron muy populares en la comunidad.</p>
<p class="normal"> </p>
<p class="normal"><strong>29:38 - 4th president of PODER</strong></p>
<p class="normal"> </p>
<p class="normal">José Pizarro was the 4th president of PODER.</p>
<p class="normal"> </p>
<p class="normal">José Pizarro era el cuarto presidente de la organización PODER.</p>
<p class="normal"> </p>
<p class="normal"><strong>31:47 - Students hold University at Buffalo president hostage</strong></p>
<p class="normal"> </p>
<p class="normal">Students at the University at Buffalo held the university president hostage in his office in protest because they wanted the professional schools to accept more minority students to their programs.</p>
<p class="normal"> </p>
Unos estudiantes de la Universidad a Búfalo secuestraron al presidente de la universidad en su oficina en protesta porque quería que las Facultades profesionales aceptaran más estudiantes minoritarios a sus programas.
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
José Pizarro Complete Interview
Creator
An entity primarily responsible for making the resource
José Pizarro (Interviewee)
Maritza Vega (Interviewer)
Description
An account of the resource
This interview with José Pizarro was conducted by Maritza Vega on July 28, 2014 in Buffalo, NY. José Pizarro is a Puerto Rican Vietnam War Veteran who later went on to become deeply involved with the Hispanic community in the City of Buffalo. José served in the Marines and later moved to New York City where he lived in Spanish Harlem. After, he was accepted into the EPIS program at the State University of New York at Buffalo where he met his wife, Evelyn. While in the university, José was actively involved in the university affiliated group PODER through which he became involved in the Hispanic community. Along with his wife Evelyn, he was an activist for equal opportunity in professional degree granting programs in the university, community organizing and support and the development of the Puerto Rican Chicano Committee which provided support to members of the Hispanic community. José also discusses other smaller organizations and their goals for the community as well as annual festivities such as the Puerto Rican Day Parade.
Esta entrevista con José Pizarro fue conducida por Maritza Vega el 28 de julio del año 2014 en Búfalo, NY. José Pizarro es un veterano puertorriqueño de la Guerra Vietnam quien más tarde logró de ser profundamente involucrado en la comunidad hispana en la ciudad de Búfalo. José sirvió en las Marinas y más tarde se mudó a la ciudad de Nueva York donde vivió en Harlem español. Después fue aceptado al programa de EPIS a la Universidad Estatal de Nueva York a Búfalo donde conoció a su esposa, Evelyn. Mientras estudiaba en la universidad, José fue activamente involucrado en el grupo universitario por el nombre PODER a través de cual le llevó directamente a la asistencia de la comunidad hispana. Al lado de su esposa Evelyn, fue un activista por la oportunidad igual a los hispanos y los minoritarios en los programas profesionales en la universidad, la organización civil de la comunidad y el desarrollo del Puerto Rican Chicano Committee lo cual le ofrece a la comunidad hispana recursos vitales. José también explica las otras organizaciones más pequeñas y sus metas para la comunidad tanto como los festivales anuales como el Desfile Puertorriqueño.
Date
A point or period of time associated with an event in the lifecycle of the resource
2014-07-24
Publisher
An entity responsible for making the resource available
Buffalo & Erie County Public Library
Source
A related resource from which the described resource is derived
Hispanic Heritage "Bring Us Your History!" Project
Contributor
An entity responsible for making contributions to the resource
Hispanic Heritage Council of WNY, INC
Format
The file format, physical medium, or dimensions of the resource
audio/mp3
Language
A language of the resource
English
Relation
A related resource
Buffalo & Erie County Public Library Digital Collections
Rights
Information about rights held in and over the resource
Digital collection copyright 2016 by the Buffalo & Erie County Public Library. This collection or portions thereof are not to be used for any commercial purposes without the expressed written permission of the Buffalo & Erie County Public Library. Users of this website are free to utilize material from this collection for non-commercial and educational purposes.
Community Involvement
Education
Hispanic Culture
Military
-
https://omeka.buffalolib.org/files/original/bb69228c3faf8ae3594c48adb23ebdef.mp3
26f27dc390853bb80421fe212e975f7d
https://omeka.buffalolib.org/files/original/f2e9ba423b33a79f162297afa8140cee.pdf
b36d068b8a0b591138c7c54da82a3947
PDF Text
Text
Hispanic Heritage Council of WNY
“Bring Us Your History!” Project
Interviewee: Sergio Rodriguez
Interview Location: Buffalo, New York
Interview Date: 2/27/2014
Interview Conducted by: Stephanie Bucalo
Length: 54:11
Executive Summary:
This interview with Sergio Rodriguez took place on February 27, 2014 at the Buffalo and
Erie County Public Library in Buffalo, NY and was conducted by Stephanie Bucalo. Sergio
was born in the Bellavista neighborhood in Santiago, Dominican Republic. He arrived in the
United States at the age of ten with his sister in 1990. His parents arrived in the United
States two years prior to his arrival and worked to save enough money to call for Sergio
and his sister.
Sergio describes some of his original reservations about coming to the United States and
how he was raised to overcome many social obstacles in school, in the community and
throughout his adulthood. Neither of Sergio´s parents finished high school but knew that
education was the key to helping their children advance in life. After graduation Sergio
enlisted in the Marines and after serving 5 years of active duty he went on to college and
then found his way into the political scene in Buffalo, NY.
Sergio give a great deal of credit to his parents for helping him succeed in life and for
teaching him to be humble but very hard working. Sergio describes his route to his political
career and some of the social concerns that came into play during his journey. He also
discusses his views on Buffalo and how to make it a better place, largely through
educational reform.
Resumen Ejecutivo:
Esta entrevista con Sergio Rodríguez tomó lugar el 27 de febrero de 2014 a la Biblioteca
Central de Búfalo en Búfalo, NY y fue conducida por Stephanie Bucalo. Sergio nació en el
vecindario de Bellavista en la ciudad de Santiago, la República Dominicana. Él llegó a los
Estados Unidos a la edad de 10 con su hermana en el año 1990. Sus padres llegaron dos
años antes para trabajar y guardar suficiente dinero para llamar a Sergio y su hermana.
Sergio describe algunas de sus reservaciones originales sobre la idea de venir a los Estados
Unidos y cómo fue crecido de superar muchos obstáculos sociales en la escuela, en la
comunidad y por toda su edad adulta. Ninguno de los padres de Sergio terminó la
�secundaria pero sabían que la educación era la clave de ayudar a sus hijos tener éxito en la
vida. Después de graduarse de la secundaria, Sergio se inscribió a las Marinas y después de
cumplir 5 años de servicio activo él entró a la universidad y luego encontró su camino a la
escena política en Búfalo, NY.
Sergio les da mucho crédito a sus padres para ayudarlo tener éxito en su vida y por
enseñarle que hay que ser humilde pero al mismo tiempo, trabajar duro. Sergio describe su
camino a su carrera política y algunas de sus preocupaciones sociales que vinieron a la
escena durante su camino. Él también discute sus perspectivas sobre Búfalo y cómo
mejorarla, largamente por la reforma educativa.
Story Clips:
0:26 - Sergio introduces himself and shares what motivates him
Sergio introduces himself. He was born in the Bellavista in the city of
Santiago, Dominican Republic. His parents wanted to better themselves and
the family so they migrated to the United States. Neither of his parents
finished high school but they worked very hard to make sure their kids
benefitted from their parenting. He and his sister feel so grateful for
everything they did for them. He wants to make his parents proud, this is
what drives him.
Sergio se presenta. Nació en Bellavista en la ciudad de Santiago, República
Dominicana. Sus padres querían mejorarse y a la familia entonces ellos
emigraron a los Estados Unidos. Ninguno de sus padres terminó la
secundaria pero trabajaron muy duro para asegurarse que sus hijos se
aprovecharon de su buena crianza de niños. Él y su hermana se sienten much
gratitud para todo lo que han hecho para ellos. Él quiere hacerles orgullosos
de él, este es lo que le impulsa.
2:27 - Family comes to the U.S.
His parents were already in the United States for 2 years before Sergio came.
His father came to the U.S. off and on since Sergio was born. His father would
come north to work and then return to the Dominican Republic during the off
season. He explains the different ways in which Dominicans come to the U. S.
and how difficult it is to get a Green Card. His father was fortunate to get a
work visa. His mother came shortly after. She worked in a factory and he
worked as a taxi driver. After they saved enough money they were able to
bring Sergio and his sister to the U.S. Sergio was 10 years old and his sister
�was 11 years old when they came to the U.S. This happened in 1990. They
settled in Copiague, New York, on Long Island. It was a very small town.
Sus padres ya vivieron en los Estados Unidos por 2 años antes de su llegada.
Su padre vino a los EEUU de vez en cuando desde el nacimiento de Sergio. Su
padre vendría al norte para trabajar y luego volver a la República
Dominicana durante el invierno. Él explica las maneras diferentes en que los
dominicanos llegaban a los EEUU y tan difícil era conseguir una tarjeta verde.
Su padre, afortunadamente, consiguió una y viajó a los EEUU por una visa de
trabajo. Su madre vino justo después. Ella trabajaba en una factoría y su
padre era taxista. Justo cuando guardaron dinero suficiente para llamar a sus
hijos en la República Dominicana, Sergio y su hermana viajaron a juntarse
con sus padres. Sergio tuvo 10 años y su hermana tuvo 11 años cuando
llegaron a los EEUU. Este paso en el año 1990. Ellos establecieron un hogar
en Copiague, New York, en Long Island. Era un pueblo pequeño.
4:13 - Copiague is like a suburban environment
Sergio believes that Copiague is similar to Williamsville, NY (A suburb of
Buffalo). Copiague was a very Irish, Polish and Italian community.
Dominicans were beginning to come to Copiague at that time. The town was
diverse because it bordered Amityville where there was a large African
American population. His high school was very diverse.
Sergio cree que Copiague es semejante a Williamsville, NY (Un suburbio de
Búfalo). Copiague tenía una comunidad irlandesa, polaca y italiana. Los
dominicanos empezaron a llegar a Copiague en este momento. El pueblo era
muy diverso por su ubicación al lado de Amityville donde hubo una gran
población de africanos americanos. Su secundaria era muy diversa.
5:45 - Educational experience in Copiague
School was a culture shock for Sergio when he first arrived. He didn’t know
English at the time and didn’t want to come to the U.S. when he was 10. He
didn’t want to leave his friends and family in the Dominican Republic. He
started school in 5th grade. He took a lot of English as a Second Language
courses. Everything was new to him. He rushed to learn English. His father
challenged him to learn English by 8th grade. He told him if he learned
English by that grade, then he could go back to the Dominican Republic. He
knew Sergio didn’t want to be there. His father knew he would make new
friends by 8th grade and that he wouldn’t want to go back. His elementary
�school was predominantly white and he heard a lot of derogatory remarks
from his classmates. Junior and Senior High Schools were far more diverse.
Al asistir a la escuela era un choque cultural para Sergio cuando primero
llegó. Él no sabía inglés al momento y no quería aún venir a los EEUU cuando
tuvo 10 años. Él no quería dejar a sus amigos y familia en la República
Dominicana. Él empezó la escuela en el quinto grado. Él tomó muchas clases
de inglés de segunda lengua. Todo era nuevo para él. Él se apuró aprender el
inglés. Su padre le dijo que podría regresar a la República Dominicana si
aprendiera el inglés por el octavo grado. Él sabía que Sergio no quería vivir
en los EEUU. Su padre también sabía que después de esta cantidad de tiempo
que Sergio se habría acostumbrado a la cultura y habría aprendido el
lenguaje y no querría volver a la República Dominicana. Su escuela primaria
era predominantemente blanca y él escuchó mucho comentario derogatorio.
La escuela intermedia y la escuela secundaria eran mucho más diversas.
9:24 - What to do after graduation and serving in the military
Sergio explains why he chose to enlist in the military. Sergio was trying to
figure out what he wanted to do when he graduated from high school. He
thought he wanted to be a writer since he loved writing stories and scripts so
much. He saw recruitment officers from the different branches of the military
in his high school cafeteria so he decided to consider joining the military. He
was looking for a sense of belonging since he never really felt like he was a
part of anything while he was growing up. He was also looking for a certain
kind of structure that his life lacked. He decided to become a Marine because
it is challenging and an elite force. He says it is the best decision he has ever
made in his life.
Sergio explica por qué él decidió de inscribir a las marinas. Sergio trataba de
decidir lo que quería hacer con su vida después de graduarse de la
secundaria. Él quería ser escritor porque a él le gustaba escribir los cuentos y
los guiones tanto. Él vio un soldados de reclutamiento de las varias ramas de
las fuerzas armadas en la cafetería de su secundaria entonces decidió de
considerar la opción de inscribirse a las Marinas. Él buscaba un sentido de
pertenecer a algo desde él nunca de verdad se sintió parte de cualquier cosa
mientras su crianza. Él siempre buscaba un cierto tipo de estructura que le
falta en su vida. Él decidió de inscribirse a las Marinas porque era un desafío
y una fuerza elita. Él dice que esta era la mejor decisión que ha hecho en su
vida entera.
11:49 - Serving in the military was another culture shock
�Serving in the military was another culture shock for Sergio because he was
now learning military culture but he was also meeting new people from all
over the country. This was all a new experience. This opened his mind up to a
new way of thinking. He was deployed two times during his service. He was
also able to travel a lot. It made him appreciate the U.S. more. He felt very
proud to be a part of the U.S. knowing he could be elsewhere doing hard
work with little pay. In the U.S. he has so many opportunities and he is
running for School Board. He feels that his military service helped him
overcome feeling like a second class citizen as many latinos tend to feel.
Al servir en las Marinas era otro choque cultural para Sergio porque ahora
aprendía sobre la cultura militar pero también conocía a nueva gente de
todas partes del país. Esta era una nueva experiencia para él. Esta
experiencia le abrió una nueva manera de pensar. Él fue desplegado dos
veces durante su servicio. Él tuvo la oportunidad de viajar mucho. Estas
experiencias le hizo apreciar los Estados Unidos más. Él se sentía muy
orgulloso ser parte de los EEUU sabiendo que él podía estar en otra parte del
mundo haciendo muy duro trabajo ganando muy poco. En los EEUU él tiene
tantas oportunidades y en este momento él hace campaña para el puesto de
miembro de la Junta Escolar. Él cree que su servicio militar lo ayudó superar
el sentido abrumador de ser ciudadano de clase segunda tanto como se
sienten muchos latinos.
14:21 - Discrimination while serving in the military
Sergio felt discrimination from many people while serving in the military. He
explains what it was like. He especially felt this discrimination from white
southerners. They were used to either illegal immigrants or latinos who were
too afraid to speak up because they feared getting deported. Sergio was
taught to stand his ground and speak up. They treated Sergio as if he were
someone who couldn’t defend himself. They learned very quickly that Sergio
could defend himself. Sergio became a sergeant at 21 years old. This
appointment created friction between people who didn’t respect him,
especially since he was so young.
Sergio sintió la discriminación de mucha gente mientras sirviendo en las
Marinas. Él explica cómo era. Él especialmente sintió la discriminación de los
blancos del sur. Ellos fueron acostumbrados a los migrantes ilegales o los
latinos que no levantaron sus voces por el miedo de ser deportados. Se
enseñó a Sergio que hay que aguantarse y levantar la voz. Ellos trataron a
Sergio como si fuera alguien que no se podía aguantar. Ellos aprendieron
�muy rápido que Sergio se podía defender. Sergio se puso sargento a la edad
de 21 años. Esta promoción creyó fricción entre la gente que no respetaba a
él, especialmente porque era tan jóven.
16:30 - Sergio arrives in Buffalo
Sergio served 5 years of active duty with Marines. He was saving money to
put a downpayment on a home. He was looking for a place to live and wanted
to purchase a home. He didn’t have the assets to justify buying a home in
Long Island. An uncle who lives in Buffalo told Sergio about the housing
market in Buffalo. He went to Buffalo and looked at a house. He immediately
decided to buy it. The house he bought in Buffalo would have been worth 6
times more in Long Island. He was 22 when he bought his first house.
Sergio sirvió 5 años de servicio activo con las Marinas. Él guardaba el dinero
para poner un pago inicial a una casa. Él buscaba un lugar que vivir y quería
comprar una casa. Él no tenía los bienes para justificar la compra de una casa
en Long Island. Un tío que vive en Búfalo le dijo a Sergio sobre el mercado de
casas en Búfalo. Él viajó a Búfalo para mirar a una casa. Él la compró
instanéamente. El precio de la casa que compró en Búfalo, habría tenido un
valor de 6 veces más si la hubiera comprado en Long Island. Él tuvo 22 años
cuando compró su primera casa.
18:47 - Sergio came to Buffalo with a mission
Sergio knew exactly what he wanted to get out of Buffalo. He knew wanted to
get involved in politics. He joined the Young Republicans and assimilated
immediately into the local culture. He started the university at Canisius
College and then became a member of various political committees. He ran
for Common Council for the Niagara District in 2007. He was 27 when he
campaigned. He has remained in politics since arriving in Buffalo. He ran for
mayor in 2013. It took him a decade to learn how to be a politician. He fell in
love with Buffalo.
Sergio sabía exactamente lo que quería sacar de su experiencia en Búfalo. Él
sabía que quería involucrarse en las políticas. Él se juntó con los
Republicanos Jóvenes y se asimiló inmediatamente a la cultura local. Él
empezó sus estudios universitarios a Canisius College y luego se puso un
miembro de varios comités políticos. Él hizo campaña para ser parte del
Common Counsel del distrito de Niágara en el año 2007. Él tuvo 27 años
cuando hizo esta campaña. Él se ha quedado trabajando en las políticas desde
su llegada a Búfalo. Él hizo campaña mayoral en el año 2013. Se lo tomó más
�o menos una década de aprender ser político. Él se cayó enamorado de
Búfalo.
21:49 - Pessimism in Buffalo
Sergio shares the pessimism that he felt when he first arrived in Buffalo.
Many people were still upset that Buffalo lost its industrial sector. He has
seen the psychological change over the past 10 years. Sergio describes what
he has seen change within the community psyche over the past decade. He
sees many people letting go of their long term resentment for the loss of
Buffalo’s industry and new hope as younger people move into the city and
new development projects are taking place Downtown. They also see the
City’s culture.
Sergio comparte el pesimismo que sintió cuando primero llegó a Búfalo.
Mucha gente todavía estaba molesta que Búfalo perdió su sector industrial. Él
ha visto el cambio psicológico sobre los últimos diez años. Servio describe lo
que ha visto cambiar dentro del psique de la comunidad sobre la última
década. Él ve a mucha gente dejando su resentimiento del largo tiempo a
través de la pérdida de la industria de Búfalo y una nueva esperanza tanto
como la población joven acaba de mudarse al centro de la ciudad y nuevos
desarrollos empiezan en el centro. Ellos también ven la cultura de la ciudad.
24:06 - New economic driving force in Buffalo
Sergio believes that education, the waterfront and the medical corridor are
economic drivers that are revitalizing the economy.
Sergio cree que la educación, la línea de la costa y el corredor médico son los
recursos que van a manejar el desarrollo económico para revitalizar la
economía.
25: 48 - Current Hispanic employment
Sergio discusses latino employment rates. He feels that we are not preparing
latinos for higher salaried employment opportunities. Many latinos can only
fill minimum wage paying jobs because of their skill set. The community as a
whole needs access to more education. 1 out of 4 latino men graduate high
school. Some get GEDs, some enter into illegal activity and have criminal
records. Criminal records inhibit a person’s ability to obtain employment. He
feels that education is not as ingrained into the community as much as it used
to be. The government fosters this behavior because social services are so
�readily available. The hunger for success isn’t there anymore. The community
has become complacent in their circumstance.
Sergio discute las tasas de empleo para los latinos. Él piensa que no estamos
preparando a los latinos para lograr las oportunidades de empleo de alto
salario. Mucho latinos solamente pueden llenar los puestos de bajo salario
por la falta de las habilidades adecuadas. La comunidad como una entera
necesita más acceso a la educación. 1 de 4 latinos se gradúan de la
secundaria. Algunos consiguen su GED, algunos entran en las actividades
ilegales y tienen antecedentes criminales. Los antecedentes criminales
impiden la habilidad de ellos que los tienen obtenir empleo. Él cree que la
educación no tiene la misma importancia a la comunidad tanto como tenía a
las generaciones anteriores. El gobierno fomenta este comportamiento
porque los servicios sociales están bien disponibles. La hambre de éxito ya no
existe como antes. La comunidad se ha puesto complacente dentro de su
circunstancia.
30:53 - The home doesn’t guarantee homogenous values and work ethic
Parents are an important source of values and work ethic. Sergio recognizes
that not all parents are going to teach their children the same values as
another family. Not every family is made the same. He feels that many
parents need support in learning how to raise a family. School is good place
to help instill these values. This would mean that many teachers would need
to also assume parenting responsibilities as they educate their students.
Los padres son un recurso importante de los valores y de la ética laboral.
Sergio reconoce que no todos los padres van a enseñar a sus hijos los mismos
valores que otra familia. Ninguna familia es igual a otra. Él cree que muchos
padres necesitan el apoyo en aprender cómo crecer a una familia. La escuela
es un buen lugar para animar estos valores los estudiantes. Este quería decir
que los maestros tendrían que asumir las responsabilidades de los padres al
lado de todo lo que ya hacen para enseñar a los estudiantes.
35:26 - Deterrents in the school system fostering high Hispanic/African
American dropout rates
Sergio believes that there is a lack of mentoring in the school system for
students who are living in rough circumstances. Many children face
numerous struggles at home and could use mentoring and role models at
school to keep them engaged and motivated to go to school. They need to be
�exposed to people who are in college and are in professional careers. He
believes they need hope and to see that they can succeed.
Sergio cree que hay una falta de tutoría en el sistema educativo para los
estudiantes viviendo en las circunstancias duras. Se enfrentan muchos
estudiantes numerosas luchas y podrían beneficiar de la tutoría y de los
modelos de seguir para mantener su interés en la escuela. Ellos necesitan ser
expuestos a la gente que asiste a la universidad y tienen carreras
profesionales. Él cree que ellos necesitan la esperanza y necesitan ver que sí,
pueden tener éxito.
38:30 - Sergio’s hopes for the Buffalo Public Schools
Sergio shares how he feels he could help make positive changes in the Buffalo
Public Schools. He uses his upbring as an example of how it is possible to
overcome obstacles and how it prepared him to succeed in life. He believes
that change is possible. He also shares his thoughts on the mayor taking
control of the Public School System. He felt he helped him make that decision.
He doesn’t think you always need to assume the position to influence change,
you just have to be a part of the conversation.
Sergio comparte cómo cree que puede ayudar hacer los cambios positivos
dentro de Buffalo Public Schools. Él usa su crianza como un ejemplo de cómo
es posible superar los obstáculos y cómo ellos lo preparon para tener éxito
en su vida. Él cree que el cambio es posible. Él también comparte sus
pensamientos sobre cuando el Alcalde tomó control sobre la escuelas
públicas. Él cree que lo ayudó al Alcalde con esta decisión. Él dice que no hay
que asumir la posición para influir el cambio, sino hay que ser parte de la
conversación.
42:25 - Reasons for running for School Board
Sergio explains why he is running for School Board. He feels this is a great
way to make changes on a mass scale. Education is the key to developing
quality students and later, great members of society. He believes the
education system is the strongest influence on the City.
Sergio explica porque hace campaña para ser miembro de la Junta Escolar. Él
cree que es una buena manera de hacer cambios a la escala masiva. La
educación es la clave para desarrollar a los estudiantes de calidad y más
tarde, miembros de la sociedad de calidad. Él cree que el sistema educativa e
la influencia más poderosa dentro de la ciudad.
�44:36 - All that matters is that it gets done
Sergio is not concerned about who gets the job done, even if it is his idea, he
just wants to see things get done. He gets frustrated by inaction.
A Sergio no le importa quien cumpla el trabajo, aún fuera su idea, solamente
quiere ver que alguien cumpla el trabajo. Le frustra la inacción.
46:25 - Supporting the community as a whole and not based on pure
ethnicity
Sergio recognizes that when running for political office, a candidate needs to
support of all ethnic groups. Leadership at the political level needs to extend
beyond the latino community. It’s an easier path to stay within your own
community, but you only get a small portion of votes. He appreciates all
communities equally.
Sergio reconoce que mientras haciendo campaña para un puesto political, un
candidato necesita el apoyo de todos los grupos étnicos. El liderazgo al nivel
político necesita extender más allá de la comunidad latina. Es un camino más
fácil si uno se queda dentro de su propia comunidad, pero solo se recibe una
porción pequeña de los votos. Él aprecia igualmente a todas las comunidades.
48:43 - An outsider within the Hispanic community
Sergio is an outsider within the Hispanic community because he is
Dominican and also doesn’t have familial roots in Buffalo. He had to find his
way into the Hispanic community. Sergio didn’t get much support from the
Hispanic community during his mayoral campaign. Leadership and
community are different now. He sees the detachment.
Sergio viene de afuera de la comunidad hispana en Búfalo porque es
dominicano y también no tiene raíces familial en Búfalo. Él ha tenido
encontrar vías a dentro la comunidad hispana. Sergio no recibió mucho
apoyo de la comunidad hispana durante su campaña mayoral. El liderazgo y
la comunidad son diferentes ahora. Él ve el desapego.
51:18 - There is still a feeling of being an outsider
Sergio has worked very hard to be a part of the community. He has been
involved in various organizations and committees. He is very proud of the
work he does, and feels more a part of the community, but still feels like a bit
of a stranger. He has always felt this way in life.
�Sergio ha trabajado mucho para ser parte de la comunidad. Él ha sido
involucrado en varios organizaciones y comités. Él es muy orgulloso del
trabajo que él hace, y se siente más una parte de la comunidad, pero todavía
siente un poco como un extranjero. Él siempre se ha sentido en esta manera
por toda su vida.
52:42 - Feeling the need to represent and support the community
Sergio feels that he needs to continue representing and supporting the
community as it grows. He knows he will forever be remembered as the
Hispanic who ran for mayor. He was the first Hispanic to run for mayor in the
City’s history and he wants to give hope to the community that success is
possible.
Sergio cree que él necesita seguir representando y apoyando a la comunidad
como sigue creciendo. Él sabe que todo el mundo siempre lo recordará como
el hispano que hacía campaña para ser Alcalde. Él era el primer hispano que
hacía campaña para ser Alcalde en la historia de la ciudad y él quiere darle
esperanza a la comunidad que el éxito es posible.
�
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.)
54:11
Time Summary
A summary of an interview given for different time stamps throughout the interview
<p class="normal"><strong>0:26 - Sergio introduces himself and shares what motivates him</strong></p>
<p class="normal">Sergio introduces himself. He was born in the Bellavista in the city of Santiago, Dominican Republic. His parents wanted to better themselves and the family so they migrated to the United States. Neither of his parents finished high school but they worked very hard to make sure their kids benefitted from their parenting. He and his sister feel so grateful for everything they did for them. He wants to make his parents proud, this is what drives him.</p>
<p class="normal">Sergio se presenta. Nació en Bellavista en la ciudad de Santiago, República Dominicana. Sus padres querían mejorarse y a la familia entonces ellos emigraron a los Estados Unidos. Ninguno de sus padres terminó la secundaria pero trabajaron muy duro para asegurarse que sus hijos se aprovecharon de su buena crianza de niños. Él y su hermana se sienten much gratitud para todo lo que han hecho para ellos. Él quiere hacerles orgullosos de él, este es lo que le impulsa.</p>
<p class="normal"><strong>2:27 - Family comes to the U.S. </strong></p>
<p class="normal">His parents were already in the United States for 2 years before Sergio came. His father came to the U.S. off and on since Sergio was born. His father would come north to work and then return to the Dominican Republic during the off season. He explains the different ways in which Dominicans come to the U. S. and how difficult it is to get a Green Card. His father was fortunate to get a work visa. His mother came shortly after. She worked in a factory and he worked as a taxi driver. After they saved enough money they were able to bring Sergio and his sister to the U.S. Sergio was 10 years old and his sister was 11 years old when they came to the U.S. This happened in 1990. They settled in Copiague, New York, on Long Island. It was a very small town.</p>
<p class="normal">Sus padres ya vivieron en los Estados Unidos por 2 años antes de su llegada. Su padre vino a los EEUU de vez en cuando desde el nacimiento de Sergio. Su padre vendría al norte para trabajar y luego volver a la República Dominicana durante el invierno. Él explica las maneras diferentes en que los dominicanos llegaban a los EEUU y tan difícil era conseguir una tarjeta verde. Su padre, afortunadamente, consiguió una y viajó a los EEUU por una visa de trabajo. Su madre vino justo después. Ella trabajaba en una factoría y su padre era taxista. Justo cuando guardaron dinero suficiente para llamar a sus hijos en la República Dominicana, Sergio y su hermana viajaron a juntarse con sus padres. Sergio tuvo 10 años y su hermana tuvo 11 años cuando llegaron a los EEUU. Este paso en el año 1990. Ellos establecieron un hogar en Copiague, New York, en Long Island. Era un pueblo pequeño.</p>
<p class="normal"><strong>4:13 - Copiague is like a suburban environment</strong></p>
<p class="normal">Sergio believes that Copiague is similar to Williamsville, NY (A suburb of Buffalo). Copiague was a very Irish, Polish and Italian community. Dominicans were beginning to come to Copiague at that time. The town was diverse because it bordered Amityville where there was a large African American population. His high school was very diverse.</p>
<p class="normal">Sergio cree que Copiague es semejante a Williamsville, NY (Un suburbio de Búfalo). Copiague tenía una comunidad irlandesa, polaca y italiana. Los dominicanos empezaron a llegar a Copiague en este momento. El pueblo era muy diverso por su ubicación al lado de Amityville donde hubo una gran población de africanos americanos. Su secundaria era muy diversa. </p>
<p class="normal"><strong>5:45 - Educational experience in Copiague</strong></p>
<p class="normal">School was a culture shock for Sergio when he first arrived. He didn’t know English at the time and didn’t want to come to the U.S. when he was 10. He didn’t want to leave his friends and family in the Dominican Republic. He started school in 5th grade. He took a lot of English as a Second Language courses. Everything was new to him. He rushed to learn English. His father challenged him to learn English by 8th grade. He told him if he learned English by that grade, then he could go back to the Dominican Republic. He knew Sergio didn’t want to be there. His father knew he would make new friends by 8th grade and that he wouldn’t want to go back. His elementary school was predominantly white and he heard a lot of derogatory remarks from his classmates. Junior and Senior High Schools were far more diverse.</p>
<p class="normal">Al asistir a la escuela era un choque cultural para Sergio cuando primero llegó. Él no sabía inglés al momento y no quería aún venir a los EEUU cuando tuvo 10 años. Él no quería dejar a sus amigos y familia en la República Dominicana. Él empezó la escuela en el quinto grado. Él tomó muchas clases de inglés de segunda lengua. Todo era nuevo para él. Él se apuró aprender el inglés. Su padre le dijo que podría regresar a la República Dominicana si aprendiera el inglés por el octavo grado. Él sabía que Sergio no quería vivir en los EEUU. Su padre también sabía que después de esta cantidad de tiempo que Sergio se habría acostumbrado a la cultura y habría aprendido el lenguaje y no querría volver a la República Dominicana. Su escuela primaria era predominantemente blanca y él escuchó mucho comentario derogatorio. La escuela intermedia y la escuela secundaria eran mucho más diversas.</p>
<p class="normal"><strong>9:24 - What to do after graduation and serving in the military</strong></p>
<p class="normal">Sergio explains why he chose to enlist in the military. Sergio was trying to figure out what he wanted to do when he graduated from high school. He thought he wanted to be a writer since he loved writing stories and scripts so much. He saw recruitment officers from the different branches of the military in his high school cafeteria so he decided to consider joining the military. He was looking for a sense of belonging since he never really felt like he was a part of anything while he was growing up. He was also looking for a certain kind of structure that his life lacked. He decided to become a Marine because it is challenging and an elite force. He says it is the best decision he has ever made in his life.</p>
<p class="normal">Sergio explica por qué él decidió de inscribir a las marinas. Sergio trataba de decidir lo que quería hacer con su vida después de graduarse de la secundaria. Él quería ser escritor porque a él le gustaba escribir los cuentos y los guiones tanto. Él vio un soldados de reclutamiento de las varias ramas de las fuerzas armadas en la cafetería de su secundaria entonces decidió de considerar la opción de inscribirse a las Marinas. Él buscaba un sentido de pertenecer a algo desde él nunca de verdad se sintió parte de cualquier cosa mientras su crianza. Él siempre buscaba un cierto tipo de estructura que le falta en su vida. Él decidió de inscribirse a las Marinas porque era un desafío y una fuerza elita. Él dice que esta era la mejor decisión que ha hecho en su vida entera.</p>
<p class="normal"> <strong>11:49 - Serving in the military was another culture shock</strong></p>
<p class="normal">Serving in the military was another culture shock for Sergio because he was now learning military culture but he was also meeting new people from all over the country. This was all a new experience. This opened his mind up to a new way of thinking. He was deployed two times during his service. He was also able to travel a lot. It made him appreciate the U.S. more. He felt very proud to be a part of the U.S. knowing he could be elsewhere doing hard work with little pay. In the U.S. he has so many opportunities and he is running for School Board. He feels that his military service helped him overcome feeling like a second class citizen as many latinos tend to feel.</p>
<p class="normal">Al servir en las Marinas era otro choque cultural para Sergio porque ahora aprendía sobre la cultura militar pero también conocía a nueva gente de todas partes del país. Esta era una nueva experiencia para él. Esta experiencia le abrió una nueva manera de pensar. Él fue desplegado dos veces durante su servicio. Él tuvo la oportunidad de viajar mucho. Estas experiencias le hizo apreciar los Estados Unidos más. Él se sentía muy orgulloso ser parte de los EEUU sabiendo que él podía estar en otra parte del mundo haciendo muy duro trabajo ganando muy poco. En los EEUU él tiene tantas oportunidades y en este momento él hace campaña para el puesto de miembro de la Junta Escolar. Él cree que su servicio militar lo ayudó superar el sentido abrumador de ser ciudadano de clase segunda tanto como se sienten muchos latinos.</p>
<p class="normal"><strong>14:21 - Discrimination while serving in the military</strong></p>
<p class="normal">Sergio felt discrimination from many people while serving in the military. He explains what it was like. He especially felt this discrimination from white southerners. They were used to either illegal immigrants or latinos who were too afraid to speak up because they feared getting deported. Sergio was taught to stand his ground and speak up. They treated Sergio as if he were someone who couldn’t defend himself. They learned very quickly that Sergio could defend himself. Sergio became a sergeant at 21 years old. This appointment created friction between people who didn’t respect him, especially since he was so young.</p>
<p class="normal">Sergio sintió la discriminación de mucha gente mientras sirviendo en las Marinas. Él explica cómo era. Él especialmente sintió la discriminación de los blancos del sur. Ellos fueron acostumbrados a los migrantes ilegales o los latinos que no levantaron sus voces por el miedo de ser deportados. Se enseñó a Sergio que hay que aguantarse y levantar la voz. Ellos trataron a Sergio como si fuera alguien que no se podía aguantar. Ellos aprendieron muy rápido que Sergio se podía defender. Sergio se puso sargento a la edad de 21 años. Esta promoción creyó fricción entre la gente que no respetaba a él, especialmente porque era tan jóven. </p>
<p class="normal"><strong>16:30 - Sergio arrives in Buffalo</strong></p>
<p class="normal">Sergio served 5 years of active duty with Marines. He was saving money to put a downpayment on a home. He was looking for a place to live and wanted to purchase a home. He didn’t have the assets to justify buying a home in Long Island. An uncle who lives in Buffalo told Sergio about the housing market in Buffalo. He went to Buffalo and looked at a house. He immediately decided to buy it. The house he bought in Buffalo would have been worth 6 times more in Long Island. He was 22 when he bought his first house.</p>
<p class="normal">Sergio sirvió 5 años de servicio activo con las Marinas. Él guardaba el dinero para poner un pago inicial a una casa. Él buscaba un lugar que vivir y quería comprar una casa. Él no tenía los bienes para justificar la compra de una casa en Long Island. Un tío que vive en Búfalo le dijo a Sergio sobre el mercado de casas en Búfalo. Él viajó a Búfalo para mirar a una casa. Él la compró instanéamente. El precio de la casa que compró en Búfalo, habría tenido un valor de 6 veces más si la hubiera comprado en Long Island. Él tuvo 22 años cuando compró su primera casa.</p>
<p class="normal"><strong>18:47 - Sergio came to Buffalo with a mission</strong></p>
<p class="normal">Sergio knew exactly what he wanted to get out of Buffalo. He knew wanted to get involved in politics. He joined the Young Republicans and assimilated immediately into the local culture. He started the university at Canisius College and then became a member of various political committees. He ran for Common Council for the Niagara District in 2007. He was 27 when he campaigned. He has remained in politics since arriving in Buffalo. He ran for mayor in 2013. It took him a decade to learn how to be a politician. He fell in love with Buffalo.</p>
<p class="normal">Sergio sabía exactamente lo que quería sacar de su experiencia en Búfalo. Él sabía que quería involucrarse en las políticas. Él se juntó con los Republicanos Jóvenes y se asimiló inmediatamente a la cultura local. Él empezó sus estudios universitarios a Canisius College y luego se puso un miembro de varios comités políticos. Él hizo campaña para ser parte del Common Counsel del distrito de Niágara en el año 2007. Él tuvo 27 años cuando hizo esta campaña. Él se ha quedado trabajando en las políticas desde su llegada a Búfalo. Él hizo campaña mayoral en el año 2013. Se lo tomó más o menos una década de aprender ser político. Él se cayó enamorado de Búfalo.</p>
<p class="normal"><strong>21:49 - Pessimism in Buffalo</strong></p>
<p class="normal">Sergio shares the pessimism that he felt when he first arrived in Buffalo. Many people were still upset that Buffalo lost its industrial sector. He has seen the psychological change over the past 10 years. Sergio describes what he has seen change within the community psyche over the past decade. He sees many people letting go of their long term resentment for the loss of Buffalo’s industry and new hope as younger people move into the city and new development projects are taking place Downtown. They also see the City’s culture.</p>
<p class="normal">Sergio comparte el pesimismo que sintió cuando primero llegó a Búfalo. Mucha gente todavía estaba molesta que Búfalo perdió su sector industrial. Él ha visto el cambio psicológico sobre los últimos diez años. Servio describe lo que ha visto cambiar dentro del psique de la comunidad sobre la última década. Él ve a mucha gente dejando su resentimiento del largo tiempo a través de la pérdida de la industria de Búfalo y una nueva esperanza tanto como la población joven acaba de mudarse al centro de la ciudad y nuevos desarrollos empiezan en el centro. Ellos también ven la cultura de la ciudad.</p>
<p class="normal"><strong>24:06 - New economic driving force in Buffalo</strong></p>
<p class="normal">Sergio believes that education, the waterfront and the medical corridor are economic drivers that are revitalizing the economy.</p>
<p class="normal">Sergio cree que la educación, la línea de la costa y el corredor médico son los recursos que van a manejar el desarrollo económico para revitalizar la economía.</p>
<p class="normal"> <strong>25: 48 - Current Hispanic employment</strong></p>
<p class="normal">Sergio discusses latino employment rates. He feels that we are not preparing latinos for higher salaried employment opportunities. Many latinos can only fill minimum wage paying jobs because of their skill set. The community as a whole needs access to more education. 1 out of 4 latino men graduate high school. Some get GEDs, some enter into illegal activity and have criminal records. Criminal records inhibit a person’s ability to obtain employment. He feels that education is not as ingrained into the community as much as it used to be. The government fosters this behavior because social services are so readily available. The hunger for success isn’t there anymore. The community has become complacent in their circumstance.</p>
<p class="normal">Sergio discute las tasas de empleo para los latinos. Él piensa que no estamos preparando a los latinos para lograr las oportunidades de empleo de alto salario. Mucho latinos solamente pueden llenar los puestos de bajo salario por la falta de las habilidades adecuadas. La comunidad como una entera necesita más acceso a la educación. 1 de 4 latinos se gradúan de la secundaria. Algunos consiguen su GED, algunos entran en las actividades ilegales y tienen antecedentes criminales. Los antecedentes criminales impiden la habilidad de ellos que los tienen obtenir empleo. Él cree que la educación no tiene la misma importancia a la comunidad tanto como tenía a las generaciones anteriores. El gobierno fomenta este comportamiento porque los servicios sociales están bien disponibles. La hambre de éxito ya no existe como antes. La comunidad se ha puesto complacente dentro de su circunstancia.</p>
<p class="normal"><strong>30:53 - The home doesn’t guarantee homogenous values and work ethic</strong></p>
<p class="normal">Parents are an important source of values and work ethic. Sergio recognizes that not all parents are going to teach their children the same values as another family. Not every family is made the same. He feels that many parents need support in learning how to raise a family. School is good place to help instill these values. This would mean that many teachers would need to also assume parenting responsibilities as they educate their students.</p>
<p class="normal">Los padres son un recurso importante de los valores y de la ética laboral. Sergio reconoce que no todos los padres van a enseñar a sus hijos los mismos valores que otra familia. Ninguna familia es igual a otra. Él cree que muchos padres necesitan el apoyo en aprender cómo crecer a una familia. La escuela es un buen lugar para animar estos valores los estudiantes. Este quería decir que los maestros tendrían que asumir las responsabilidades de los padres al lado de todo lo que ya hacen para enseñar a los estudiantes.</p>
<p class="normal"><strong>35:26 - Deterrents in the school system fostering high Hispanic/African American dropout rates</strong></p>
<p class="normal">Sergio believes that there is a lack of mentoring in the school system for students who are living in rough circumstances. Many children face numerous struggles at home and could use mentoring and role models at school to keep them engaged and motivated to go to school. They need to be exposed to people who are in college and are in professional careers. He believes they need hope and to see that they can succeed.</p>
<p class="normal">Sergio cree que hay una falta de tutoría en el sistema educativo para los estudiantes viviendo en las circunstancias duras. Se enfrentan muchos estudiantes numerosas luchas y podrían beneficiar de la tutoría y de los modelos de seguir para mantener su interés en la escuela. Ellos necesitan ser expuestos a la gente que asiste a la universidad y tienen carreras profesionales. Él cree que ellos necesitan la esperanza y necesitan ver que sí, pueden tener éxito.</p>
<p class="normal"><strong>38:30 - Sergio’s hopes for the Buffalo Public Schools</strong></p>
<p class="normal">Sergio shares how he feels he could help make positive changes in the Buffalo Public Schools. He uses his upbring as an example of how it is possible to overcome obstacles and how it prepared him to succeed in life. He believes that change is possible. He also shares his thoughts on the mayor taking control of the Public School System. He felt he helped him make that decision. He doesn’t think you always need to assume the position to influence change, you just have to be a part of the conversation.</p>
<p class="normal">Sergio comparte cómo cree que puede ayudar hacer los cambios positivos dentro de Buffalo Public Schools. Él usa su crianza como un ejemplo de cómo es posible superar los obstáculos y cómo ellos lo preparon para tener éxito en su vida. Él cree que el cambio es posible. Él también comparte sus pensamientos sobre cuando el Alcalde tomó control sobre la escuelas públicas. Él cree que lo ayudó al Alcalde con esta decisión. Él dice que no hay que asumir la posición para influir el cambio, sino hay que ser parte de la conversación.</p>
<p class="normal"><strong>42:25 - Reasons for running for School Board</strong></p>
<p class="normal">Sergio explains why he is running for School Board. He feels this is a great way to make changes on a mass scale. Education is the key to developing quality students and later, great members of society. He believes the education system is the strongest influence on the City.</p>
<p class="normal">Sergio explica porque hace campaña para ser miembro de la Junta Escolar. Él cree que es una buena manera de hacer cambios a la escala masiva. La educación es la clave para desarrollar a los estudiantes de calidad y más tarde, miembros de la sociedad de calidad. Él cree que el sistema educativa e la influencia más poderosa dentro de la ciudad.</p>
<p class="normal"><strong>44:36 - All that matters is that it gets done</strong></p>
<p class="normal">Sergio is not concerned about who gets the job done, even if it is his idea, he just wants to see things get done. He gets frustrated by inaction.</p>
<p class="normal">A Sergio no le importa quien cumpla el trabajo, aún fuera su idea, solamente quiere ver que alguien cumpla el trabajo. Le frustra la inacción.</p>
<p class="normal"><strong>46:25 - Supporting the community as a whole and not based on pure ethnicity</strong></p>
<p class="normal">Sergio recognizes that when running for political office, a candidate needs to support of all ethnic groups. Leadership at the political level needs to extend beyond the latino community. It’s an easier path to stay within your own community, but you only get a small portion of votes. He appreciates all communities equally.</p>
<p class="normal">Sergio reconoce que mientras haciendo campaña para un puesto political, un candidato necesita el apoyo de todos los grupos étnicos. El liderazgo al nivel político necesita extender más allá de la comunidad latina. Es un camino más fácil si uno se queda dentro de su propia comunidad, pero solo se recibe una porción pequeña de los votos. Él aprecia igualmente a todas las comunidades.</p>
<p class="normal"><strong>48:43 - An outsider within the Hispanic community</strong></p>
<p class="normal">Sergio is an outsider within the Hispanic community because he is Dominican and also doesn’t have familial roots in Buffalo. He had to find his way into the Hispanic community. Sergio didn’t get much support from the Hispanic community during his mayoral campaign. Leadership and community are different now. He sees the detachment.</p>
<p class="normal">Sergio viene de afuera de la comunidad hispana en Búfalo porque es dominicano y también no tiene raíces familial en Búfalo. Él ha tenido encontrar vías a dentro la comunidad hispana. Sergio no recibió mucho apoyo de la comunidad hispana durante su campaña mayoral. El liderazgo y la comunidad son diferentes ahora. Él ve el desapego. </p>
<p class="normal"><strong>51:18 - There is still a feeling of being an outsider</strong></p>
<p class="normal">Sergio has worked very hard to be a part of the community. He has been involved in various organizations and committees. He is very proud of the work he does, and feels more a part of the community, but still feels like a bit of a stranger. He has always felt this way in life.</p>
<p class="normal">Sergio ha trabajado mucho para ser parte de la comunidad. Él ha sido involucrado en varios organizaciones y comités. Él es muy orgulloso del trabajo que él hace, y se siente más una parte de la comunidad, pero todavía siente un poco como un extranjero. Él siempre se ha sentido en esta manera por toda su vida.</p>
<p class="normal"><strong>52:42 - Feeling the need to represent and support the community</strong></p>
<p class="normal">Sergio feels that he needs to continue representing and supporting the community as it grows. He knows he will forever be remembered as the Hispanic who ran for mayor. He was the first Hispanic to run for mayor in the City’s history and he wants to give hope to the community that success is possible.</p>
Sergio cree que él necesita seguir representando y apoyando a la comunidad como sigue creciendo. Él sabe que todo el mundo siempre lo recordará como el hispano que hacía campaña para ser Alcalde. Él era el primer hispano que hacía campaña para ser Alcalde en la historia de la ciudad y él quiere darle esperanza a la comunidad que el éxito es posible.
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
Sergio Rodriguez
Creator
An entity primarily responsible for making the resource
Sergio Rodriguez (Interviewee)
Stephanie Bucalo (Interviewer)
Description
An account of the resource
This interview with Sergio Rodriguez took place on February 27, 2014 at the Buffalo and Erie County Public Library in Buffalo, NY and was conducted by Stephanie Bucalo. Sergio was born in the Bellavista neighborhood in Santiago, Dominican Republic. He arrived in the United States at the age of ten with his sister in 1990. His parents arrived in the United States two years prior to his arrival and worked to save enough money to call for Sergio and his sister. Sergio describes some of his original reservations about coming to the United States and how he was raised to overcome many social obstacles in school, in the community and throughout his adulthood. Neither of Sergio´s parents finished high school but knew that education was the key to helping their children advance in life. After graduation Sergio enlisted in the Marines and after serving 5 years of active duty he went on to college and then found his way into the political scene in Buffalo, NY. Sergio give a great deal of credit to his parents for helping him succeed in life and for teaching him to be humble but very hard working. Sergio describes his route to his political career and some of the social concerns that came into play during his journey. He also discusses his views on Buffalo and how to make it a better place, largely through educational reform.
Esta entrevista con Sergio Rodríguez tomó lugar el 27 de febrero de 2014 a la Biblioteca Central de Búfalo en Búfalo, NY y fue conducida por Stephanie Bucalo. Sergio nació en el vecindario de Bellavista en la ciudad de Santiago, la República Dominicana. Él llegó a los Estados Unidos a la edad de 10 con su hermana en el año 1990. Sus padres llegaron dos años antes para trabajar y guardar suficiente dinero para llamar a Sergio y su hermana. Sergio describe algunas de sus reservaciones originales sobre la idea de venir a los Estados Unidos y cómo fue crecido de superar muchos obstáculos sociales en la escuela, en la comunidad y por toda su edad adulta. Ninguno de los padres de Sergio terminó la secundaria pero sabían que la educación era la clave de ayudar a sus hijos tener éxito en la vida. Después de graduarse de la secundaria, Sergio se inscribió a las Marinas y después de cumplir 5 años de servicio activo él entró a la universidad y luego encontró su camino a la escena política en Búfalo, NY. Sergio les da mucho crédito a sus padres para ayudarlo tener éxito en su vida y por enseñarle que hay que ser humilde pero al mismo tiempo, trabajar duro. Sergio describe su camino a su carrera política y algunas de sus preocupaciones sociales que vinieron a la escena durante su camino. Él también discute sus perspectivas sobre Búfalo y cómo mejorarla, largamente por la reforma educativa.
Date
A point or period of time associated with an event in the lifecycle of the resource
2014-02-27
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
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.
Education
Family
Military
-
https://omeka.buffalolib.org/files/original/2a9e538464f83ea81cadb3c5115e02e7.jpg
273e68f7497467a2e7378d18a862bbb1
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
Western New York Hispanic American Veterans Memorial Monument
Description
An account of the resource
Western New York Hispanic American Veterans Memorial Monument, Ground Breaking Marker, Located at the Buffalo and Erie County Naval Park and was erected by the Western New York Hispanic American Veterans Memorial Inc. This is the Ground Breaking Marker
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
2013
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
Military
Veterans Memorial
-
https://omeka.buffalolib.org/files/original/ad1fdf6e1d01046721d41f4632d74c18.jpg
72d596ec2c8b89e3f294d419a816b725
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
Juan B. Negron
Description
An account of the resource
Juan B. Negron, 65th Infantry Regiment - "The Boriqueneers"
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
Military
Veterans Memorial
-
https://omeka.buffalolib.org/files/original/a4ffe0d619d1c2b69ca55238a4ad9946.jpg
b8b1aabc10f8d07ecd195180ed13a982
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
Jose A. Santos Rolón
Description
An account of the resource
Jose A. Santos Rolón, 65th Infantry Regiment - "The Boriqueneers". José Santos Rolón served in the Korean War and was awarded 3 Bronze Medals for his valient efforts in combat.
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
Military
Veterans Memorial
-
https://omeka.buffalolib.org/files/original/81344148eeb444e7ca46c2c12f655b1a.jpg
cf3b6fb0b1be97288d8961d20e72aee0
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
65th Infantry Regiment “The Borinqueneers” Congressional Gold Medal
Description
An account of the resource
65th Infantry Regiment “The Borinqueneers” Congressional Gold Medal. Buffalo Native Juan B. Negron and 65th Infantry Regiment Veterans greeted by President Barack, Obama. At the White House 2014, Local Borinqueneer.Buffalo Native Juan B. Negron and 65th Infantry Regiment Veterans greeted by President Barack Obama
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
2014
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
Military
Veterans Memorial
-
https://omeka.buffalolib.org/files/original/70bd6d56718636de68ded1e0bcf6535a.jpg
e3d364e32488374ba8d648e46e515fb4
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
65th Infantry Regiment “The Borinqueneers” Congressional Gold Medal
Description
An account of the resource
65th Infantry Regiment “The Borinqueneers” Congressional Gold Medal. H.R. 1726 Signed into Law by President Barack H. Obama in 2014 at the White House in Washington, DC.
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
2014
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
Military
Veterans Memorial
-
https://omeka.buffalolib.org/files/original/7457898705715af207acf2ac5eac5aa8.JPG
6acad11fb89a94f27b20608c10a7a2f5
https://omeka.buffalolib.org/files/original/ce8d01fa58c6cba37fcd2c4d81948646.JPG
a1f7c2b285184ba48a1947846f0d8916
https://omeka.buffalolib.org/files/original/02a692c91f650c362db213ec350226cf.JPG
d36752e613bc952e6f4b35e667d6eff6
https://omeka.buffalolib.org/files/original/6b25533015d34a98519f2e6ebd28d45a.JPG
ffb768fbef0b075e35adab27e5adcd6d
https://omeka.buffalolib.org/files/original/b4cce4b1585888f3e76eb3e62415db0b.JPG
80c63294d27a569ff3328f8143273dc8
https://omeka.buffalolib.org/files/original/1eb6b00a62f42521dbc78bfd61d7726c.JPG
68337245dbd517d7836762dba1aacdab
https://omeka.buffalolib.org/files/original/58c1810ff50fe73ea4b4ab8928b99d5f.JPG
e0f3bb7795d1f065d1e5149e2fb920f6
https://omeka.buffalolib.org/files/original/d3ff397a9ceb207ea933b4a84c355f3f.JPG
fced790f211529ef991d068af2f66b31
https://omeka.buffalolib.org/files/original/de9a89354050e19066bd3ef92a90edc4.JPG
7a6d346a4eb93073f26446f0c3a33e5c
https://omeka.buffalolib.org/files/original/9589e0b672180d22a9b563afb878b5cb.JPG
322a4c9132894fb3e965a040ba6266a2
https://omeka.buffalolib.org/files/original/e05ee994f86119100f8aa9cf3e35ade1.jpg
596869c18d718b0788f6b584712e581c
https://omeka.buffalolib.org/files/original/fabfecc4e6d98f699e157ad77d657c5e.jpg
4c063004747bbf9a5f4eaf7914a87c3d
https://omeka.buffalolib.org/files/original/91d7f1bb7a4869711795bd95989f0476.JPG
bcaa3a2e23bcb8c4d85f0083dfaefe89
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
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
Hispanic American Veterans Memorial Monument : Photo Album
Description
An account of the resource
The Western New York Hispanic American Veterans Memorial, Inc constructed one of three other statues in the entire United States solely dedicated to Hispanic American veterans. The committee chose to construct it at the Buffalo Naval and Military Park in Buffalo, NY alongside memorials representing other ethnic communities. The statue was constructed in and finished in 2013 and is the only statue to have both a male and female soldier.
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
2011
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
Military
Photo album
Veterans Memorial
-
https://omeka.buffalolib.org/files/original/9036421f7c28e6c4e54c246303023546.jpg
22f5bbfd6d0441eca826769bddd0866d
https://omeka.buffalolib.org/files/original/879c21b41138bc2f949acbbbee42ff49.jpg
e8528ed2110dde68696307cd7b9971f9
https://omeka.buffalolib.org/files/original/7ef43aca3ba59779db8c916e6c7e05bc.jpg
38eb17b4efbc667599d3f84206080ad6
https://omeka.buffalolib.org/files/original/6060c8c0686682163bcd3c2e7b3b5efb.jpg
a0b84a55b030b29e64f8235f7ba3e9d6
https://omeka.buffalolib.org/files/original/cec7a05ba6ddbc1277ecff86f767c64f.jpg
7b0e1c299b02b547499562806440509c
https://omeka.buffalolib.org/files/original/7254011ba792559aac564dede7785a31.jpg
564b382b1a14e3a8f7c5900478d4bcb5
https://omeka.buffalolib.org/files/original/ce1f883d4fd3b8afbca1ad855fa3f64b.jpg
0cb9a3345819f90c6f40f09822c4f79b
https://omeka.buffalolib.org/files/original/c0eff74577a8910ffd22ed929111a2b6.jpg
15753c232e102cdc8d7aa722357fb593
https://omeka.buffalolib.org/files/original/c1d39e079d913decd8a09e08eb5770a4.jpg
2d154514c20b3539a52c8d31aa4e510c
https://omeka.buffalolib.org/files/original/5da81fd99453a31195ef2b266fb18c35.jpg
b63d50a2953ccf6d1129950e63fd76ab
https://omeka.buffalolib.org/files/original/2a1c48e9a0d957a99e936ebf5f52b401.jpg
cf7cd8bff13b874f1488878f618c6551
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
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
The Gabriel A. Rodriguez American Legion Post 1928 : Photo Album
Description
An account of the resource
In 1985, the Hispanic community decided to dedicate American Legion Post 1928 in the honor of Gabriel A. Rodriguez who served in military during Vietnam but later took his own life due to untreated PTSD. The community has always remembered Gabriel as a kindhearted community driven man who was suffering from untreated PTSD. At this time, the military did not properly support veterans suffering from this illness and many took their lives as a consequence. The American Legion was also where the Boy Scouts of America held their meetings and the venue was open to the community for special events.
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
1985
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
Gabriel A. Rodriguez American Legion Post 1928
Leadership
Military
Organization
Photo album
-
https://omeka.buffalolib.org/files/original/4f1934dba2d6af89aea5cc8b5314aaa0.mp3
f320d321c18989238fb1bcfc4a4a7bf1
https://omeka.buffalolib.org/files/original/e288e5a7c0ded394c227947b9a2e6698.pdf
79df5a01b2504c71de775acf3ddfcb96
PDF Text
Text
Hispanic Heritage Council of WNY
“Bring Us Your History!” Project
Interviewee: Jorge Reyes, Elba Dilecki and Johnny Sanabria
Interview Location: Lackawanna, New York
Interview Date: 8/13/2013
Interview Conducted by: Stephanie Bucalo
Length: 1:09:59
Executive Summary:
This interview with Jorge Reyes, Elba Dilecki and Johnny Sanabria took place on
August 13, 2013 at their summer home in Lackawanna, NY and was conducted by
Stephanie Bucalo. Jorge and Elba (Abby) are siblings and arrived in Buffalo when
their father came to the area in search of employment after World War II. His family
knew that many Puerto Ricans were coming up north to work in the fields and then
returned to the island during the winter. His father decided to stay and work in a
factory through the winter.
Jorge shares stories about his youth in school, the military, time in the community
and in the workplace. He places a strong emphasis on the strict family values largely
because his academic upbringing was very difficult and had he not had such a strong
family structure, his life would be completely different today. Abby shares some
stories about her time growing up, playing softball, school and raising a family.
Johnny jumps in to reinforce many stories about baseball and its ability to bring the
community together.
Resumen Ejecutivo:
Esta entrevista con Jorge Reyes, Elba Dilecki y Johnny Sanabria tomó lugar el 12 de
agosto de 2013 en su casa del verano en Lackawanna, NY y fue conducida por
Stephanie Bucalo. Jorge y Elba (Abby) son hermanos y llegaron a Búfalo cuando su
padre vino al área en búsqueda de empleo después de la Segunda Guerra Mundial.
Su familia sabía que ya hubo muchos puertorriqueños viajando al norte para
trabajar en el campo y regresando a la isla durante el invierno. Su padre decidió de
quedarse y trabajar en una factoría durante el invierno.
Jorge comparte unos cuentos sobre su juventud, el ejército, su tiempo dentro de la
comunidad y al trabajo. Él pone mucha énfasis en los valores estrictos familiares
largamente porque su formación educativa era tan complicada y si él no hubiera
tenido una estructura familiar tan estricta, su vida habría sido muy diferente hoy en
�día. Abby comparte unos cuentos sobre su tiempo juvenil, jugando al softball, en la
escuela y creciendo a su familia. Johnny entra en la conversación para reforzar los
datos sobre la liga de béisbol y como era una manera de juntar la comunidad.
Story Clips:
0:60 - How the Reyes family arrived in Buffalo
Jorge explains how and why his family came to Buffalo. He said his
father and uncle migrated to Buffalo after World War II as migrant
workers. The economy in Puerto Rican was very poor and there was a
need for migrant workers in the north. The farmers would cover the
travel and housing expenses for migrant workers. The workers would
go back to Puerto Rico after the planting season was over.
Jorge explica como y porque su familia vino a Búfalo. Él dice que su
padre y su tío migraron a Búfalo después de la Segunda Guerra
Mundial como trabajadores migrantes. La economía en Puerto Rico
era muy pobre y se necesitaron trabajadores en el norte. Los
granjeros pagaron los gastos del viaje y del alojamiento para los
trabajadores. Los trabajadores regresarían a Puerto Rico después de
la cosecha.
2:41 - Abby’s memories of her father
Abby remembers that many people respected her father. She
specifically remembers his lunch box that he would take every day.
She also describes how he looked and how happy they were when he
came home from the steel plant. He would take them to visit their
family on the West Side on the weekend.
Abby recuerda que mucha gente respeta a su padre. Ella
específicamente recuerda su caja del almuerzo que llevaría al trabajo
cada día. Ella también describe como se vio y como eran felices
cuando él regresó a casa después de trabajar el día entero en la fábrica
de acero. Él les llevaría a visitar a su familia al West Side los fines de
semana.
3:44 - First apartment was right across from Bethlehem Steel
Jorge explains where their first home was. They lived in an apartment
that was located in Lackawanna right in front of the Bethlehem Steel
�smoke stacks. He said this was the only way they could be close to
people from their community since the all lived down there.
Jorge explica donde se ubicó su primer casa. Ellos vivieron en un
departamento que se ubicó en Lackawanna justo en frente de las pilas
de humo de Bethlehem Steel. Él dijo que este era la única manera en
que ellos podían vivir cerca de la gente de su comunidad desde
entonces ellos todos vivían en este área.
4:28 - Puerto Ricans began working at Bethlehem Steel
He also reflects on how employment patterns changed once
Bethlehem Steel began hiring Hispanics to work in the steel factory.
Puerto Ricans first came as migrant workers but they then discovered
they could earn a good salary if they stayed through the winter and
worked at Bethlehem Steel. His father used to work at the Number 1
Gate unloading the ships. That was his father’s first job. He was
injured later on.
Él también refleja en cómo los patrones de empleo cambiaron cuando
Bethlehem Steel empezó a emplear a los hispanos a trabajar en la
fábrica de acero. Los puertorriqueños vinieron primero como
trabajadores migrantes pero ellos descubrieron que podían ganar un
buen salario si se quedaron por el invierno y trabajaron a Bethlehem
Steel. Su padre trabajaba a la Puerta Número 1 descargando los
barcos. Ese era el primer trabajo de su padre. Fue herido después
mientras trabajando.
5:33 - Jorge’s father was injured working at Bethlehem Steel
Jorge’s father was injured while working at Bethlehem Steel. He was
pinched in his stomach between a wall and a crane. He later
developed stomach cancer from the injury and passed away.
Bethlehem Steel did not provide any support for his injury or later
sickness. There was a lawsuit against Bethlehem Steel because of the
negative effects the factory had on the community and the workers.
Some families received compensation for their suffering.
El padre de Jorge fue herido mientras trabajaba a Bethlehem Steel. Él
fue atrapado por el estómago entre la pared y una grúa. Más tarde, se
diagnosticó a él con cáncer por la culpa de la lesión después del
accidente con la grúa y se falleció. Bethlehem Steel no le proveyó
�apoyo para su lesión o futura enfermedad. Hubo un juicio contra
Bethlehem Steel por los efectos negativos que la factoría tuvo sobre la
comunidad y los trabajadores. Algunas familias recibieron
compensación para su sufrimiento.
6:46 - The Reyes family arrived in the early 50s
Jorge reflects on his first few years in Buffalo. They would stay in
Buffalo for a while and then would return to Puerto Rico. Some
families acclimated to the climate, some didn't. The school put Jorge in
the back of the class because he couldn’t speak English. Then they
went back to Puerto Rico and they put him back a grade because he
lost his Spanish after studying in an English only school for so long.
When he arrived back in Buffalo, the same thing happened and he
found himself in 10th grade at the age of 17. This made it difficult for
him to complete his studies. Bilingual education did not exist at that
point. Teachers felt the students weren’t smart enough to follow the
class.
Jorge refleja en sus primeros años en Búfalo. Ellos se quedarían en
Búfalo por un rato y luego volverían a Puerto Rico. Algunas familias se
acostumbraron al clima, algunas no. La escuela le puso a Jorge en una
clase muy atrasada porque no podía hablar el inglés. Luego, ellos
regresaron a Puerto Rico y la escuela ahí le puso en una clasa muy
atrasada porque no podía hablar bien en español después de estudiar
en solo inglés por tanto tiempo. Cuando llegó a Búfalo, lo mismo pasó
otra vez y se encontró en el grado 10 a la edad de 17 años. Este le hizo
difícil de completar sus estudios. La educación bilingüe no existía
durante esta época. Los maestros sintieron que los estudiantes no
eran bastantes inteligentes para seguir la clase.
9:15 - Jorge learned English on the street
Jorge picked up English by integrating with the children in the
neighborhood. Their parents began to pick up on English because the
kids would come home speaking it and felt they needed to learn.
Jorge aprendió el inglés por su integración con los niños del
vecindario. Sus padres empezaron a aprender el inglés porque sus
hijos vendrían a casa hablando el inglés y ellos se sintieron la
necesidad de aprenderlo.
�9:35 - Spanish last names were difficult to understand
Abby and Jorge explain how their traditional Spanish last name
confused the school because they have two last names. He explains
that Reyes is their father’s family name and Vallez was their mother’s
family name. They thought Jorge and Abby’s last name was Vallez
even though Reyes was their “last name”. They attended Wilson
Elementary School on Ridge Road in Lackawanna.
Abby y Jorge explica como su apellido tradicional español confundió a
la escuela porque ellos tienen dos apellidos. Él explica que Reyes es el
apellido de su padre y Vallez era el apellido de su madre. Ellos
pensaron que el apellido de Jorge y Abby fue Vallez aunque Reyes fue
su verdadero apellido. Ellos asistieron a Wilson Elementary School en
Ridge Road en Lackawanna.
10:46 - First word was Ajax
Jorge learned his first word in English, Ajax, because his father sent
him to a local store to buy some. He didn’t know anything else, he just
knew his father needed to clean.
Jorge aprendió su primera palabra en inglés, Ajax, porque su padre le
mandó al mercado para comprar uno. Él no sabía ninguna otra
palabra, él solamente sabía que su padre necesitaba limpiar.
11:51 - Reflections on the neighborhood in Lackawanna
Jorge describes the different ethnicities that were living in the
neighborhood next to Bethlehem Steel. He said they all had something
in common: they were all poor. This is how they were able to
integrate so well, they lived in a diverse community.
Jorge describe las etnicidades diferentes viviendo en el vecindario
alrededor de Bethlehem Steel. Él dice que todos de ellos viviendo en el
vecindario tenían algo en común: todos eran pobres. Este es com o
ellos se podían integrar tan bien, ellos vivieron en una comunidad
diversa.
13:00 - The kids would go with his father to the farms and help
pick fruit
During the summer, the kids would go with their parents to the farms
and they picked fruit. They did this to help contribute money to the
�family. He shares the anecdote of when his wife wanted to go pick
strawberries for fun. He refused to go and said he had already done
enough of that during his childhood. She couldn’t understand why he
wouldn´t have fun picking strawberries.
Durante el verano, los niños irían con sus padres a las granjas y
recoger la fruta. Ellos lo hicieron para ayudar contribuir dinero a la
familia. Él comparte un anécdota de cuando su esposo quería ir a
recoger las fresas para diversión. Él no quiso ir y le dijo que ya ha
hecho suficiente de este durante su niñez. Ella no podía entender por
qué no se podía disfrutar de recoger las fresas.
14:36 - Being held back in school had its consequences
Jorge explains how being held back so many times affected his
attitude towards school. He found himself getting into fights to
establish his territory in the neighborhood. School was tough for him
and so he resorted to fighting. That became a critical element in
surviving on the streets. Homelife would determine whether a
teenage would resort to crime and ending up in jail or finding a better
path. He gives his parents, especially his mother, credit for keeping
him in line. They were caught once playing dice in the streets by the
police. Jorge told the police that he would rather go to jail than to be
taken back to his mother. She was strict.
Jorge explica cómo su experiencia siendo en múltiples clases
atrasadas le afectó a su actitud hacia los estudios. Él se contró
participando en las peleas para establecer su territorio en el
vecindario. La escuela fue difícil para él entonces él enfocó su atención
a las peleas. Ese se puso un elemento de sobrevivencia por las calles.
La vida en casa determine si un adolescente recurre a los crímenes y
encontrarse en la cárcel o mantenerlo en un mejor camino. Se
descubrieron a ellos una vez jugando a los dados por la policía en la
calles. Jorge le dijo a la policía que prefería ir a la cárcel que notificar a
su madre que lo recogió rompiendo la ley. Ella fue muy estricta.
16:23 - Jorge’s mother had to take care of 6 children on her own
Jorge’s father died at 43 years old and left his wife to take care of 6
children. She was tough but gained the respect that she needed to
raise a good family on her own. Jorge gives his mother credit for his
�career success because of how structured she was with him and his
siblings.
El padre de Jorge se falleció y le dejó a su esposa a cuidar a los 6 niños.
Ella era fuerte pero ganó el respeto que necesitaba para crecer a una
buena familia solita. Jorge le da crédito a su madre para el éxito de su
carrera porque de cuanto ella estructuró la casa para él y para sus
hermanos.
17:08 - Mother never remarried
Their mother never remarried after losing her husband to cancer. She
dressed in black for 7 years in mourning (luto). He was always her
one and only. She didn’t know English but she knew education was
the way to go. Abby would study late at night because she had this
value so deeply ingrained in her that her mother had to tell her to go
to bed.
Su madre nunca volvió a casarse después de perder su esposo al
cáncer. Ella se vistió en todo negro por 7 año en luto. Él fue su único.
Ella no sabía inglés pero sabía que la educación era la manera en que
se mejora. Abby estudiaba muy tarde por la noche porque ella
mantenía el valor de la educación tan inscrita en su mente que su
madre tenía que decirle que se duerma sin terminar.
18:06 - All of the children had responsibilities in the house
All of the children had responsibilities in the house. They all
accomplished them. Their oldest brother always found a way to get
out of doing chores. Jorge was a middle child. Jorge always got caught,
his older brother did not.
Todos de los niños tenían responsabilidades en la casa. Ellos todos las
cumplieron. Su hermano mayor siempre encontró una manera de no
hacer los que quehaceres. Jorge era el niño en del medio. Jorge
siempre fue descubierto si él no los hacía, pero su hermano mayor
nunca fue descubierto.
18:42 - Jorge gives the names of his entire family
Jorge lists the names of his entire family: Lino Reyes Vallez - Father,
Natividad Reyes Rivera - Mother, José Lino Reyes Vallez, Jorge Luis
Reyes Vallez, Wildo Reyes Vallez, Elba Dilecki Reyes, Myrna Reyes
�Vallez, Gilbert Reyes Vallez. All but two of the children were born in
Puerto Rico.
Jorge nombra a todos los miembros de su familia: Lino Reyes Vallez -
Su padre, Natividad Reyes Rivera - Su madre, José Lino Reyes Vallez,
Jorge Luis Reyes Vallez, Wildo Reyes Vallez, Elba Dilecki Reyes, Myrna
Reyes Vallez, Gilbert Reyes Vallez. Todos menos dos de los hijos
nacieron en Puerto Rico.
20:00 - Jorge didn’t finish high school
Jorge didn’t finish high school. Jorge chose to go into the military. He
was discouraged by being held back for so many years. He didn’t enjoy
school anymore so he quit and went into the military. He feels this
was the best move for him. He was struggling so much he felt if he had
stayed he would have found himself in jail.
Jorge no terminó la secundaria. Jorge eligió ir al ejército. Él se sintió
decepcionado por las muchas veces que la escuela le puso a un nivel
retrasado. A él, no le gustó la escuela entonces la dejó y se inscribió al
ejército. Él siente que este era la mejor decisión para él. Él luchaba
tanto que pensó que si él se hubiera quedado ahí probablemente se
habría encontrado a la cárcel.
21:03 - High school was tough socially
Both Johnny (John Sanabria) and Jorge agree that high school was
socially challenging because they had to fight to establish their
territory. They went to Lincoln Junior High School. They had a gang of
5 individuals. The fights were inspired by dating people of other
ethnicities. Interracial conflict caused many of them.
Ambos Johnny (Johnny Sanabria) y Jorge están de acuerdo de que la
secundaria era un desafío social porque ellos tenían que establecer su
territorio. Ellos asistieron al Lincoln Junior High School. Ellos eran
parte de una pandilla de 5 individuos. Las luchas fueron inspiradas
por con quien de otras etnicidades uno salió en las citas. El conflicto
interracial causó muchas de ellas.
23:20 - Classism was a big problem
Classism was a big problem during that time. Bethlehem Park was a
social divider between social classes. The crossing the tracks meant
�crossing a social boundary. They had to stay in the First Ward because
that was their territory. If you crossed into the Second War you had to
sneak home so you didn’t get caught.
El clasismo era un problema grande durante esta época. Bethlehem
Steel dividió las clases sociales. Cruzando los carriles quería decir que
hubo un límite social. Ellos tenían que quedarse en el First Ward
porque este era su territorio. Si uno lo cruazara al Second Ward uno
tendría que colarse a casa para que nadie fuera descubierto.
25:04 - The structure at home helped keep children in line
Johnny explains that they needed to run and fight their way home
after baseball games because they had to cross through wards. Johnny
confirms that even though they were involved in fighting, the
structure at home really kept them all in line. Both Johnny and Jorge
were a part of creating different community based organizations such
as Hispanics United of Buffalo, PRACA, and other community
organizations.
Johnny explica que ellos necesitaron correr y pelear en camino a la
casa después de los partidos de béisbol porque ellos cruzaron por
otros pabellones. Johnny confirma que aunque se involucraron a ellos
en las luchas, la estructura en casa los ayudó mucho para mantenerles
en línea. Ambos Johnny y Jorge eran parte de crear unas
organizaciones basadas en la comunidad diversas tantas como
Hispanos Unidos de Búfalo, PRACA y otras organizaciones de la
comunidad.
26:05 - The successes of the Reyes Family
The children of the Reyes Family were all very successful. His oldest
brother worked for the IRS and FBI. The community helped his
siblings gain employment in high positions such as the FBI.
Los niños de la familia Reyes eran todos exitosos. Su hermano mayor
trabajó para el IRS y el FBI. La comunidad los ayudó a sus hermanos
ganar el empleo en los puestos altos tantos como el del FBI.
27:23 - No resistance towards hiring Hispanics, the government
was looking for Spanish speakers
�His brother didn’t find resistance to his employment, but you needed
sponsorship from a politician to be appointed. The FBI was recruiting
people with Spanish last names because they were Spanish speakers.
You had to have a clean record. During the Nixon era, the government
was actively recruiting Spanish speakers to help protect the southern
US border. Both Johnny and Jorge received recruitment letters after
their military service and during the Nixon Era, around 1968.
Su hermano no encontró la resistencia con su empleo, pero uno se
necesitaba el patrocinio de un político para ser apuntado en el puesto.
El FBI reclutaba a la gente con los apellidos españoles porque eran
hispanohablantes. Se tenía que mantener un registro limpio. Durante
la era de Nixon, el gobierno activamente reclutaba a los
hispanohablantes para ayudar a proteger la frontera del sur. Ambos
Johnny y Jorge recibieron cartas de reclutamiento después de su
servicio militar y durante la era de Nixon, cerca el año de 1968.
30:46 - Reason for enlisting
Jorge explains why he chose to enlist in the military. He couldn’t see
himself getting anywhere if he stayed in high school. He was afraid if
he stayed in Buffalo he would end up in jail. He convinced his parents
to sign off on him going into the service. He was 17 years old. He
second guessed his decision a few weeks into training. He recognizes
that this was the structure he needed in his life. He became a military
policeman. He served in Vietnam, but he came home safe, and then
determined he needed to finish his education. After leaving the service
he became an accountant.
Jorge explica porque él eligió de inscribirse al ejército. Él no podía
verse terminando la secundaria si se quedó ahí. Él temía que si se
quedara en Búfalo se encontraría en la cárcel. Él convenció a sus
padres que era una buena idea y ellos firmaron los documentos para
entrar en el ejército antes de la edad de 18 años. Él solamente tenía 17
años en este momento. Él se preguntó otra vez si tomó la decisión
correcta unas semanas después de empezar el entrenamiento básico.
Él reconoce que la estructura del ejército era lo que necesitaba en su
vida. Él se puso policía militar. Él sirvió en Vietnam, pero regresó a
casa seguro, y luego determinó que necesitaba terminar su educación.
Después de dejar su servicio militar se puso un contador.
32:59 - Jorge became a tax auditor for New York State
�Jorge became a New York State tax auditor. Prior to this appointment,
he was working at Ford Stamping Plant. He was with a woman and
had a child. He would study during the day and then worked at night.
After, he was offered an opportunity to become a State Auditor. He
became the tax manager. He was in charge of the corporate and
personal income tax office in Buffalo. He met his wife there.
Jorge se puso un auditor de impuestos para el Estado de Nueva York.
Antes de este apuntamiento, trabajaba a Ford Stamping Plant. Él salía
con una mujer con quien tenía un hijo. Él estudiaba durante el día y
luego trabajaba por la noche. Después, él fue ofrecido una
oportunidad a ser un auditor para el Estado. Él se puso gerente de
impuestos. Se encargó a él de la oficina para los impuestos
corporativos y personales en Búfalo. Él conoció a su esposo ahí.
34:25 - Experience working at Ford
There were a lot of Hispanics working at Ford Motor Plant. He took
his brother-in-law in to get a job at Ford in 1967. Jorge was working
elsewhere, but he went in to help fill out the form for his brother-inlaw. Jorge learned really quickly that he could earn more money
working there so he applied too. It was an assembly plant where he
worked with others and it was hard work. He decided that he didn’t
want to work in a plant the rest of his life so he really worked hard at
earning his degree. He took a pay cut to go work for the state but it
worked out in the end.
Hubo muchos hispanos trabajando a Ford Motor Plant. Él llevó a su
cuñado ahí para llenar la solicitud porque su cuñado no podía escribir
o leer el inglés. Jorge aprendió justamente que él podía ganar más
trabajando en la planta entonces se solicitó también. Fue una planta
de asamblea donde trabajaba con otros y era trabajo bastante difícil.
Él decidió que no quería trabajar en la planta para el resto de su vida
entonces trabajaba fuertísimo a ganar sus titulado. Él tomó un corte
de salario cuando empezó a trabajar para el Estado, pero valió la pena.
36:27 - Went to school under the G.I. Bill
The G.I. Bill is one of the perks the military gave Jorge after his service.
Jorge went to Bryant and Stratton and then went on to the University
at Buffalo.
�El G.I. Bill es uno de los beneficios el ejército le dio a Jorge después de
su servicio. Jorge asistió a Bryant and Stratton y luego asistió a la
Universidad a Búfalo.
36:59 - Abby went to school
She never finished her college degree.
Ella nunca terminó su titulado.
37:08 - Abby emphasizes the importance of structure at home
Abby emphasizes how important family structure is. She explains that
it trickles down to the children, so when their mother was absent, the
older children would step up and take care of the others, and that
would move down to the youngest children.
Abby enfatiza la importancia de la estructural familial. Ella explica que
empieza en los padres gotea a los niños, entonces cuando su madre
estaba ausente, los niños mayores tomarían la responsabilidad sobre
los otros, y este sentimiento goteará a los niños más jóvenes.
37:36 - Abby wanted a car
Abby wanted to purchase a car, so she left school to get a job. She got a
job at the Erie County Public Library. She drove the Bookmobile. She
was very phone shy, but she found employment at National Fuel. She
was always on the phone. She feels that job made her a better person.
She retired from National Fuel. She spends time with her
grandchildren.
Abby quería comprar un carro, entonces ella dejó la escuela y
consiguió un trabajo. Ella encontró un puesto a la Biblioteca Pública
del Condado de Erie. Ella era muy tímida, pero encontró empleo a
National Fuel. Ella siempre hablaba por teléfono. Ella piensa que su
trabajo le hizo una persona mejor. Ella se jubiló de National Fuel. Ella
pasa tiempo con sus nietos.
38:52 - Hispanic women didn’t traditionally go to college
During this time, Hispanic women didn’t traditionally go to college.
Many women wanted to go, but the men in the family would tell them
where to go. Women were supposed to get married and start families.
�Durante esta época, las mujeres hispanas tradicionalmente no asistían
a la universidad. Muchas mujeres querían asistir, pero los hombres en
la familia les dirían a donde tienen que ir. Las mujeres debían casarse
y empezar las familias.
29:48 - Mother never worked after her husband passed away
Jorge’s mother never worked after her husband passed away. She
relied on Social Security to support her family. They also received
social benefits while she had children under 18 years old. Jorge is
grateful for Social Security.
La madre de Jorge nunca trabajó después del fallecio de su esposo.
Ella contaba en la Seguridad Social para apoyar a su familia. Ellos
también recibieron los beneficios sociales mientras ella tenía niños
bajo de la edad de 18 años. Jorge tiene mucha gratitud para la
Seguridad Social.
40:53 - Involvement in community organizations
Jorge and his brother José were involved in PRACA. Jorge was the
treasurer of the organization for many years. He then became the
treasurer and served as president of Hispanics United of Buffalo. He
burned out and decided to leave the organization. He was a part of it
for over 20 years.
Jorge y su hermano José fueron involucrados en PRACA. Jorge era el
tesorero de muchas organizaciones por muchos años. Después se
puso tesorero y sirvió del puesto del presidente de Hispanos Unidos
de Búfalo. Él se agotó y decidió de dejar la organización. Él era parte
de la organización por más que 20 años.
42:45 - Hispanic college students started to come to Buffalo
Hispanics college students from New York City would come to Buffalo
to go to school because it was cheaper than in the city. They would
graduate and stay in Buffalo. They became actively involved in the
community and helped it grow.
Los estudiantes universitarios hispanos de la Ciudad de Nueva York
venían a Búfalo para asistir a la universidad porque era más barata
que en la ciudad. Ellos se graduarían y se quedarían en Búfalo. Ellos se
�pusieron involucrados activamente dentro de la comunidad y la
ayudaron crecer.
43:59 - Why did these graduates stay?
The lifestyle in Buffalo was very different than in New York City.
There was a stronger community in Buffalo, life was a bit slower and
many met their spouses here and decided to stay.
El estilo de vivienda en Búfalo era muy diferente que en la Ciudad de
Nueva York. Hubo una comunidad más fuerte en Búfalo, la vida era un
poco más lenta y muchos de los graduados conocieron a sus esposos
aquí y decidieron de quedarse.
44:41 - How did university students connect with the Hispanic
community?
PODER brought students down to the first Grease Pole Festival and
filmed it. After this event, they got to know the Hispanic community.
They attended dances at the Pucho Olivencia Center. The youth of the
community made a youth group to help resolve tensions between the
East and West Sides. This organization was called the Latin American
Youth Organization (LAYO).
El grupo PODER llevó a un grupo de estudiantes al Festival del Palo
Encebao y lo grabó. Después de este evento, ellos conocieron a la
comunidad hispana. Ellos asistieron a los bailes al Centro Pucho
Olivencia. Los jóvenes de la comunidad formó un grupo juvenil para
ayudar resolver las tensiones entre los East y West Sides. Se llama la
Organización Latinoamericana Juvenil (LAYO).
46:08 - Sports contributed to bringing the community together
Sports helped bring the community together. 3,000 people would
attend the games. They described each game as a “festival”. The
community would go to church on Saturday so they could go to the
games on Sunday. They would prepare and sell food at the games.
After, they would go to Swan Street to party. They had teams from all
over the city.
Los deportes ayudaron a juntar la comunidad. 3,000 personas
asistirían a los partidos. Ellos describieron cada partido como un
“festival”. La comunidad asistiría a la misa la noche anterior (el
�sábado) para que pudiera asistir a los partidos los domingos. Ellos
prepararían y venderían la comida a los partidos. Después, ellos irían
a Swan Street para festejar. Ellos tuvieron equipos de todas partes de
la ciudad.
48:06 - They would travel to play baseball
They would travel all over the region to play baseball. They went to
Rochester, Dunkirk, and the reservation. They formed relationships
with people from each of these places. They would go to each other’s
community events.
Ellos viajarían por toda la región para jugar al béisbol. Ellos fueron a
Rochester, Dunkirk, y la Reservación. Ellos formaron relaciones con la
gente de los lugares distintos. Ellos irían a los eventos de las otras
comunidades.
49:23 - The community supported one another
Johnny explains that baseball helped formed the community. After the
games finished, everyone became friends again and supported one
another. This community sentiment applied off the field as much as it
did on the field. Regardless of ethnicity or language, everyone
supported each other. Once the baseball league ended, the community
changed.
Johnny explica que el béisbol ayudó formar la comunidad. Después de
terminar los partidos, todo el mundo se puso amigos otra vez y se
apoyó de nuevo. Este sentimiento comunitario aplicó aparte del
partido tanto que aplicó durante el partido. Sin importar a la etnicidad
o el lenguaje, todo el mundo apoyó a los demás.
50:47 - Women could not participate in LAYO without parent’s
permission
Girls in the Hispanic community could not participate in LAYO
without the permission of their parents because of gender norms in
the early 60s. The organizations brought people together. The
community is very different now.
Las muchachas en la comunidad hispana no podían participar en
LAYO sin la permisión de sus padres por la culpa de las normas del
�género en los primeros años de la década de los 60. La organización se
juntó mucha gente. La comunidad es muy diferente ahora.
51:43 - The baseball league was not strictly Hispanic
They founded the Clemente League because they wanted to start a
Spanish league. Mayor Griffin gave them a place to play and they
raised money to purchase uniforms and equipment. It eventually
turned into a league with many teams. They also created a female
softball team.
Ellos fundaron la Liga de Roberto Clemente porque quería empezar
una liga hispanohablante. Mayor Griffin les dio un lugar para los
partidos y ellos levantaron los fondos para comprar los uniformes y
equipaje.
53:16 - The women played in the city
The women’s team played in the city. They played tournaments.
El equipo de las mujeres jugó en la ciudad. Ellos jugaron en los
torneos.
53:30 - The Roberto Clemente League played on weekdays
They would play the Roberto Clemente League during the week and
played fastpitch softball in Lackawanna on the other days.
Ellos jugarían en la Liga de Roberto Clemente durante la semana y
jugaron softball del lanza rápida en Lackawanna en los otros días.
53:42 - The women would come from all over the region to play
softball
Abby was from Lackawanna and had to play in softball tournaments
in the City. She played with an ethnically diverse team.
Abby era de Lackawanna y tuvo que jugar en los torneos de softball en
la Ciudad. Ella jugó por un equipo que era étnicamente diverso
54:05 - The community response to women playing sports
The community was very supportive of women playing sports. They
would fill the stadium bleachers with fans.
�La comunidad apoyó mucho a las mujeres que querían jugar los
deportes. Ellos llenarían las gradas de los estadios.
54:20 - Fastpitch softball in Lackawanna attracted fans from the
neighborhood
Fastpitch softball in Lackawanna attracted fans from the
neighborhood. To this day, people still come up to Johnny and remind
him that they used to watch him play.
El softball de lanza rápida en Lackawanna atrajo a los espectadores
del vecindario. Hasta este día, la gente todavía se acerca a Johnny y
recordarle que ellos fueron a verlo jugar al béisbol.
55:00 - Abby is remembered as the “pelotera”
Abby shares a story of when a neighbor saw her and remembered her
as “la pelotera” or the ball player. She felt really honored that this was
how she was remembered.
Abby comparte una historia de cuando un vecino la vio y se recordó
de que ella era “la pelotera”. Ella sintió muy honrada que este era
como ella fue recordada.
55:27 - Baseball saved Johnny from getting in trouble
Baseball really helped Johnny stay away from getting into trouble. He
met his wife through the sport. Being a ballplayer meant being treated
like royalty. They could go or do whatever they wanted without ever
having to pay. This also created a lasting bond.
El béisbol verdaderamente ayudó a Johnny para quitarle de los
problemas. Él conoció a su esposa por el deporte. Siendo un jugador
equivale ser tratado como un rey.
57:41 - PRACA would open the fire hydrants in the summer to
cool off
During the summer, PRACA would open up the fire hydrants to help
cool off the kids.
Durante el verano, PRACA abriría los hidrantes para refrescar a los
niños.
57:57 - Measuring success by how well you do by your children
�Jorge believes that their success can only be measured by how well
they provided for their children. They hope that their children will do
better than they did. Hispanics assimilated into society and they are
no longer living in clusters. They are spread out over the city.
Jorge cree que solo se puede medir su éxito por cómo proveyó para
sus hijos. Ellos esperan que sus hijos se harán una vida mejor que la
suya. Los hispanos se asimilaron a la sociedad y ya no viven un
racimos. Ellos viven por todas partes de la ciudad.
58:52 - Abby married a Polish man
Abby “broke the ethnic barrier” by marrying a Polish man. She said it
was difficult at first because her family expected her to marry
someone from her community. They were happily married. Her
church did not receive them well because they were of different
ethnicities. She didn’t want to speak on the topic more because of how
difficult the situation was.
Abby “rompió la barrera étnica” por casarse con un polaco. Ella dijo
que era difícil al principio porque su familia espera que se casara con
alguien de su comunidad. Ellos fueron casados y felices. Su iglesia no
los recibieron bien porque eran de etnicidades diferentes. Ella no
quería hablar más sobre el tópico porque era una situación muy
difícil.
1:00:18 - Assimilation is good, but you lose a little of your
identity
Jorge explains that the Hispanic community has done a great job
assimilating into the community but at the risk of losing a bit of their
own identity.
Jorge explica que la comunidad hispana se ha asimilado bien en la
comunidad pero al riesgo de perder un poco de sus propia identidad.
1:00:42 - Abby’s daughter wishes she spoke Spanish
Abby’s daughter Jackie wishes she spoke Spanish. She is now a
corrections officer in Ulster, NY and realizes how useful it would be to
speak Spanish. Abby tried to help her children learn the language
when they were younger but they weren’t interested.
�La hija de Abby, Jackie, espera que hable español. Ahora ella es una
oficial de correcciones en Ulster, NY y se da cuenta la utilidad del
lenguaje si lo pudiera hablar. Abby trató de ayudar a sus niños
aprender el lenguaje cuando eran más jóvenes pero no les interesaba.
1:02:12 - Parents wanted their children to succeed
Johnny reiterates how the family structure is so important to parents.
They wanted their kids to get an education and succeed. The culture
behind education has since changed. Many people are focused on
receiving social benefits.
Johnny repite como la estructura de la familia es tan importante a los
padres. Ellos querían que sus hijos consiguieran una educación y
lograran. La cultura detrás de la educación desde este momento ha
cambiado mucho. Se enfoca a mucha gente en recibir los beneficios
sociales.
1:03:55 - How the majority measures a Hispanic’s success
Jorge reflects on how people of the majority measure the success of a
Hispanic. How successful are Hispanics based on knowledge and
accomplishments. He knows that many people question his success
and feel it is based on him being a minority who was “given” a job
based on his ethnic background. Jorge doesn’t respond to these
accusations because he knows that people are not going to change
their minds about how he gained his success. He just feels he needs to
continuing doing a good job. Abby shares a similar story of when her
was judged before knowing her work ethic.
1:05:56 - Jorge was originally against bilingual education
Jorge was originally somewhat against bilingual education because
people perceive that bilingual education is a crutch and would
wrongfully judge bilingual graduates as needing that crutch. He felt
that people needed to assimilate into the mainstream culture so that
people wouldn’t think you only succeeded because someone made it
easier for students to graduate. Jorge still believes this to some
degree. He thinks all immigrants should assimilate to be successful in
the United States. You shouldn’t entirely give up your culture, but you
need to have the tools to compete equally with the rest of the
American people.
�Originalmente, Jorge fue contra de la educación bilingüe porque la
gente percibe la educación bilingüe como una muleta. Él sintió que la
gente necesitaba asimilarse a la cultura corriente para que la gente no
piense que uno solamente tuvo éxito porque alguien lo hizo más fácil
para graduarse a los estudiantes hispanohablantes. Todavía Jorge cree
un poco de esto. No se debe dejar su cultura completamente, pero hay
que tener los recursos para competer igualmente con el resto de la
gente estadounidense.
�
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
Hambur, NY
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
1:10:00
Time Summary
A summary of an interview given for different time stamps throughout the interview
<p class="normal"><strong>0:60 - How the Reyes family arrived in Buffalo</strong></p>
<p class="normal">Jorge explains how and why his family came to Buffalo. He said his father and uncle migrated to Buffalo after World War II as migrant workers. The economy in Puerto Rican was very poor and there was a need for migrant workers in the north. The farmers would cover the travel and housing expenses for migrant workers. The workers would go back to Puerto Rico after the planting season was over.</p>
<p class="normal">Jorge explica como y porque su familia vino a Búfalo. Él dice que su padre y su tío migraron a Búfalo después de la Segunda Guerra Mundial como trabajadores migrantes. La economía en Puerto Rico era muy pobre y se necesitaron trabajadores en el norte. Los granjeros pagaron los gastos del viaje y del alojamiento para los trabajadores. Los trabajadores regresarían a Puerto Rico después de la cosecha.</p>
<p class="normal"><strong>2:41 - Abby’s memories of her father</strong></p>
<p class="normal">Abby remembers that many people respected her father. She specifically remembers his lunch box that he would take every day. She also describes how he looked and how happy they were when he came home from the steel plant. He would take them to visit their family on the West Side on the weekend.</p>
<p class="normal">Abby recuerda que mucha gente respeta a su padre. Ella específicamente recuerda su caja del almuerzo que llevaría al trabajo cada día. Ella también describe como se vio y como eran felices cuando él regresó a casa después de trabajar el día entero en la fábrica de acero. Él les llevaría a visitar a su familia al West Side los fines de semana.</p>
<p class="normal"><strong>3:44 - First apartment was right across from Bethlehem Steel</strong></p>
<p class="normal">Jorge explains where their first home was. They lived in an apartment that was located in Lackawanna right in front of the Bethlehem Steel smoke stacks. He said this was the only way they could be close to people from their community since the all lived down there.</p>
<p class="normal">Jorge explica donde se ubicó su primer casa. Ellos vivieron en un departamento que se ubicó en Lackawanna justo en frente de las pilas de humo de Bethlehem Steel. Él dijo que este era la única manera en que ellos podían vivir cerca de la gente de su comunidad desde entonces ellos todos vivían en este área.</p>
<p class="normal"><strong>4:28 - Puerto Ricans began working at Bethlehem Steel </strong></p>
<p class="normal">He also reflects on how employment patterns changed once Bethlehem Steel began hiring Hispanics to work in the steel factory. Puerto Ricans first came as migrant workers but they then discovered they could earn a good salary if they stayed through the winter and worked at Bethlehem Steel. His father used to work at the Number 1 Gate unloading the ships. That was his father’s first job. He was injured later on.</p>
<p class="normal">Él también refleja en cómo los patrones de empleo cambiaron cuando Bethlehem Steel empezó a emplear a los hispanos a trabajar en la fábrica de acero. Los puertorriqueños vinieron primero como trabajadores migrantes pero ellos descubrieron que podían ganar un buen salario si se quedaron por el invierno y trabajaron a Bethlehem Steel. Su padre trabajaba a la Puerta Número 1 descargando los barcos. Ese era el primer trabajo de su padre. Fue herido después mientras trabajando.</p>
<p class="normal"><strong>5:33 - Jorge’s father was injured working at Bethlehem Steel</strong></p>
<p class="normal">Jorge’s father was injured while working at Bethlehem Steel. He was pinched in his stomach between a wall and a crane. He later developed stomach cancer from the injury and passed away. Bethlehem Steel did not provide any support for his injury or later sickness. There was a lawsuit against Bethlehem Steel because of the negative effects the factory had on the community and the workers. Some families received compensation for their suffering.</p>
<p class="normal">El padre de Jorge fue herido mientras trabajaba a Bethlehem Steel. Él fue atrapado por el estómago entre la pared y una grúa. Más tarde, se diagnosticó a él con cáncer por la culpa de la lesión después del accidente con la grúa y se falleció. Bethlehem Steel no le proveyó apoyo para su lesión o futura enfermedad. Hubo un juicio contra Bethlehem Steel por los efectos negativos que la factoría tuvo sobre la comunidad y los trabajadores. Algunas familias recibieron compensación para su sufrimiento.</p>
<p class="normal"><strong>6:46 - The Reyes family arrived in the early 50s</strong></p>
<p class="normal">Jorge reflects on his first few years in Buffalo. They would stay in Buffalo for a while and then would return to Puerto Rico. Some families acclimated to the climate, some didn't. The school put Jorge in the back of the class because he couldn’t speak English. Then they went back to Puerto Rico and they put him back a grade because he lost his Spanish after studying in an English only school for so long. When he arrived back in Buffalo, the same thing happened and he found himself in 10th grade at the age of 17. This made it difficult for him to complete his studies. Bilingual education did not exist at that point. Teachers felt the students weren’t smart enough to follow the class.</p>
<p class="normal">Jorge refleja en sus primeros años en Búfalo. Ellos se quedarían en Búfalo por un rato y luego volverían a Puerto Rico. Algunas familias se acostumbraron al clima, algunas no. La escuela le puso a Jorge en una clase muy atrasada porque no podía hablar el inglés. Luego, ellos regresaron a Puerto Rico y la escuela ahí le puso en una clasa muy atrasada porque no podía hablar bien en español después de estudiar en solo inglés por tanto tiempo. Cuando llegó a Búfalo, lo mismo pasó otra vez y se encontró en el grado 10 a la edad de 17 años. Este le hizo difícil de completar sus estudios. La educación bilingüe no existía durante esta época. Los maestros sintieron que los estudiantes no eran bastantes inteligentes para seguir la clase.</p>
<p class="normal"><strong> 9:15 - Jorge learned English on the street</strong></p>
<p class="normal">Jorge picked up English by integrating with the children in the neighborhood. Their parents began to pick up on English because the kids would come home speaking it and felt they needed to learn.</p>
<p class="normal">Jorge aprendió el inglés por su integración con los niños del vecindario. Sus padres empezaron a aprender el inglés porque sus hijos vendrían a casa hablando el inglés y ellos se sintieron la necesidad de aprenderlo.</p>
<p class="normal"><strong>9:35 - Spanish last names were difficult to understand</strong></p>
<p class="normal">Abby and Jorge explain how their traditional Spanish last name confused the school because they have two last names. He explains that Reyes is their father’s family name and Vallez was their mother’s family name. They thought Jorge and Abby’s last name was Vallez even though Reyes was their “last name”. They attended Wilson Elementary School on Ridge Road in Lackawanna.</p>
<p class="normal">Abby y Jorge explica como su apellido tradicional español confundió a la escuela porque ellos tienen dos apellidos. Él explica que Reyes es el apellido de su padre y Vallez era el apellido de su madre. Ellos pensaron que el apellido de Jorge y Abby fue Vallez aunque Reyes fue su verdadero apellido. Ellos asistieron a Wilson Elementary School en Ridge Road en Lackawanna.</p>
<p class="normal"><strong>10:46 - First word was Ajax</strong></p>
<p class="normal">Jorge learned his first word in English, Ajax, because his father sent him to a local store to buy some. He didn’t know anything else, he just knew his father needed to clean.</p>
<p class="normal">Jorge aprendió su primera palabra en inglés, Ajax, porque su padre le mandó al mercado para comprar uno. Él no sabía ninguna otra palabra, él solamente sabía que su padre necesitaba limpiar.</p>
<p class="normal"><strong>11:51 - Reflections on the neighborhood in Lackawanna</strong></p>
<p class="normal">Jorge describes the different ethnicities that were living in the neighborhood next to Bethlehem Steel. He said they all had something in common: they were all poor. This is how they were able to integrate so well, they lived in a diverse community.</p>
<p class="normal">Jorge describe las etnicidades diferentes viviendo en el vecindario alrededor de Bethlehem Steel. Él dice que todos de ellos viviendo en el vecindario tenían algo en común: todos eran pobres. Este es com o ellos se podían integrar tan bien, ellos vivieron en una comunidad diversa.</p>
<p class="normal"><strong>13:00 - The kids would go with his father to the farms and help pick fruit </strong></p>
<p class="normal">During the summer, the kids would go with their parents to the farms and they picked fruit. They did this to help contribute money to the family. He shares the anecdote of when his wife wanted to go pick strawberries for fun. He refused to go and said he had already done enough of that during his childhood. She couldn’t understand why he wouldn´t have fun picking strawberries.</p>
<p class="normal">Durante el verano, los niños irían con sus padres a las granjas y recoger la fruta. Ellos lo hicieron para ayudar contribuir dinero a la familia. Él comparte un anécdota de cuando su esposo quería ir a recoger las fresas para diversión. Él no quiso ir y le dijo que ya ha hecho suficiente de este durante su niñez. Ella no podía entender por qué no se podía disfrutar de recoger las fresas.</p>
<p class="normal"><strong>14:36 - Being held back in school had its consequences</strong></p>
<p class="normal">Jorge explains how being held back so many times affected his attitude towards school. He found himself getting into fights to establish his territory in the neighborhood. School was tough for him and so he resorted to fighting. That became a critical element in surviving on the streets. Homelife would determine whether a teenage would resort to crime and ending up in jail or finding a better path. He gives his parents, especially his mother, credit for keeping him in line. They were caught once playing dice in the streets by the police. Jorge told the police that he would rather go to jail than to be taken back to his mother. She was strict.</p>
<p class="normal">Jorge explica cómo su experiencia siendo en múltiples clases atrasadas le afectó a su actitud hacia los estudios. Él se contró participando en las peleas para establecer su territorio en el vecindario. La escuela fue difícil para él entonces él enfocó su atención a las peleas. Ese se puso un elemento de sobrevivencia por las calles. La vida en casa determine si un adolescente recurre a los crímenes y encontrarse en la cárcel o mantenerlo en un mejor camino. Se descubrieron a ellos una vez jugando a los dados por la policía en la calles. Jorge le dijo a la policía que prefería ir a la cárcel que notificar a su madre que lo recogió rompiendo la ley. Ella fue muy estricta. </p>
<p class="normal"><strong>16:23 - Jorge’s mother had to take care of 6 children on her own</strong></p>
<p class="normal">Jorge’s father died at 43 years old and left his wife to take care of 6 children. She was tough but gained the respect that she needed to raise a good family on her own. Jorge gives his mother credit for his career success because of how structured she was with him and his siblings.</p>
<p class="normal">El padre de Jorge se falleció y le dejó a su esposa a cuidar a los 6 niños. Ella era fuerte pero ganó el respeto que necesitaba para crecer a una buena familia solita. Jorge le da crédito a su madre para el éxito de su carrera porque de cuanto ella estructuró la casa para él y para sus hermanos.</p>
<p class="normal"><strong>17:08 - Mother never remarried</strong></p>
<p class="normal">Their mother never remarried after losing her husband to cancer. She dressed in black for 7 years in mourning (luto). He was always her one and only. She didn’t know English but she knew education was the way to go. Abby would study late at night because she had this value so deeply ingrained in her that her mother had to tell her to go to bed.</p>
<p class="normal">Su madre nunca volvió a casarse después de perder su esposo al cáncer. Ella se vistió en todo negro por 7 año en luto. Él fue su único. Ella no sabía inglés pero sabía que la educación era la manera en que se mejora. Abby estudiaba muy tarde por la noche porque ella mantenía el valor de la educación tan inscrita en su mente que su madre tenía que decirle que se duerma sin terminar. </p>
<p class="normal"><strong>18:06 - All of the children had responsibilities in the house</strong></p>
<p class="normal">All of the children had responsibilities in the house. They all accomplished them. Their oldest brother always found a way to get out of doing chores. Jorge was a middle child. Jorge always got caught, his older brother did not.</p>
<p class="normal">Todos de los niños tenían responsabilidades en la casa. Ellos todos las cumplieron. Su hermano mayor siempre encontró una manera de no hacer los que quehaceres. Jorge era el niño en del medio. Jorge siempre fue descubierto si él no los hacía, pero su hermano mayor nunca fue descubierto.</p>
<p class="normal"><strong>18:42 - Jorge gives the names of his entire family</strong></p>
<p class="normal">Jorge lists the names of his entire family: Lino Reyes Vallez - Father, Natividad Reyes Rivera - Mother, José Lino Reyes Vallez, Jorge Luis Reyes Vallez, Wildo Reyes Vallez, Elba Dilecki Reyes, Myrna Reyes Vallez, Gilbert Reyes Vallez. All but two of the children were born in Puerto Rico.</p>
<p class="normal">Jorge nombra a todos los miembros de su familia: Lino Reyes Vallez - Su padre, Natividad Reyes Rivera - Su madre, José Lino Reyes Vallez, Jorge Luis Reyes Vallez, Wildo Reyes Vallez, Elba Dilecki Reyes, Myrna Reyes Vallez, Gilbert Reyes Vallez. Todos menos dos de los hijos nacieron en Puerto Rico.</p>
<p class="normal"><strong>20:00 - Jorge didn’t finish high school</strong></p>
<p class="normal">Jorge didn’t finish high school. Jorge chose to go into the military. He was discouraged by being held back for so many years. He didn’t enjoy school anymore so he quit and went into the military. He feels this was the best move for him. He was struggling so much he felt if he had stayed he would have found himself in jail.</p>
<p class="normal">Jorge no terminó la secundaria. Jorge eligió ir al ejército. Él se sintió decepcionado por las muchas veces que la escuela le puso a un nivel retrasado. A él, no le gustó la escuela entonces la dejó y se inscribió al ejército. Él siente que este era la mejor decisión para él. Él luchaba tanto que pensó que si él se hubiera quedado ahí probablemente se habría encontrado a la cárcel.</p>
<p class="normal"><strong>21:03 - High school was tough socially</strong></p>
<p class="normal">Both Johnny (John Sanabria) and Jorge agree that high school was socially challenging because they had to fight to establish their territory. They went to Lincoln Junior High School. They had a gang of 5 individuals. The fights were inspired by dating people of other ethnicities. Interracial conflict caused many of them.</p>
<p class="normal">Ambos Johnny (Johnny Sanabria) y Jorge están de acuerdo de que la secundaria era un desafío social porque ellos tenían que establecer su territorio. Ellos asistieron al Lincoln Junior High School. Ellos eran parte de una pandilla de 5 individuos. Las luchas fueron inspiradas por con quien de otras etnicidades uno salió en las citas. El conflicto interracial causó muchas de ellas.</p>
<p class="normal"><strong>23:20 - Classism was a big problem</strong></p>
<p class="normal">Classism was a big problem during that time. Bethlehem Park was a social divider between social classes. The crossing the tracks meant crossing a social boundary. They had to stay in the First Ward because that was their territory. If you crossed into the Second War you had to sneak home so you didn’t get caught.</p>
<p class="normal">El clasismo era un problema grande durante esta época. Bethlehem Steel dividió las clases sociales. Cruzando los carriles quería decir que hubo un límite social. Ellos tenían que quedarse en el First Ward porque este era su territorio. Si uno lo cruazara al Second Ward uno tendría que colarse a casa para que nadie fuera descubierto.</p>
<p class="normal"><strong>25:04 - The structure at home helped keep children in line</strong></p>
<p class="normal">Johnny explains that they needed to run and fight their way home after baseball games because they had to cross through wards. Johnny confirms that even though they were involved in fighting, the structure at home really kept them all in line. Both Johnny and Jorge were a part of creating different community based organizations such as Hispanics United of Buffalo, PRACA, and other community organizations.</p>
<p class="normal">Johnny explica que ellos necesitaron correr y pelear en camino a la casa después de los partidos de béisbol porque ellos cruzaron por otros pabellones. Johnny confirma que aunque se involucraron a ellos en las luchas, la estructura en casa los ayudó mucho para mantenerles en línea. Ambos Johnny y Jorge eran parte de crear unas organizaciones basadas en la comunidad diversas tantas como Hispanos Unidos de Búfalo, PRACA y otras organizaciones de la comunidad.</p>
<p class="normal"><strong>26:05 - The successes of the Reyes Family</strong></p>
<p class="normal">The children of the Reyes Family were all very successful. His oldest brother worked for the IRS and FBI. The community helped his siblings gain employment in high positions such as the FBI.</p>
<p class="normal">Los niños de la familia Reyes eran todos exitosos. Su hermano mayor trabajó para el IRS y el FBI. La comunidad los ayudó a sus hermanos ganar el empleo en los puestos altos tantos como el del FBI.</p>
<p class="normal"><strong>27:23 - No resistance towards hiring Hispanics, the government was looking for Spanish speakers</strong></p>
<p class="normal">His brother didn’t find resistance to his employment, but you needed sponsorship from a politician to be appointed. The FBI was recruiting people with Spanish last names because they were Spanish speakers. You had to have a clean record. During the Nixon era, the government was actively recruiting Spanish speakers to help protect the southern US border. Both Johnny and Jorge received recruitment letters after their military service and during the Nixon Era, around 1968.</p>
<p class="normal">Su hermano no encontró la resistencia con su empleo, pero uno se necesitaba el patrocinio de un político para ser apuntado en el puesto. El FBI reclutaba a la gente con los apellidos españoles porque eran hispanohablantes. Se tenía que mantener un registro limpio. Durante la era de Nixon, el gobierno activamente reclutaba a los hispanohablantes para ayudar a proteger la frontera del sur. Ambos Johnny y Jorge recibieron cartas de reclutamiento después de su servicio militar y durante la era de Nixon, cerca el año de 1968.</p>
<p class="normal"><strong>30:46 - Reason for enlisting</strong></p>
<p class="normal">Jorge explains why he chose to enlist in the military. He couldn’t see himself getting anywhere if he stayed in high school. He was afraid if he stayed in Buffalo he would end up in jail. He convinced his parents to sign off on him going into the service. He was 17 years old. He second guessed his decision a few weeks into training. He recognizes that this was the structure he needed in his life. He became a military policeman. He served in Vietnam, but he came home safe, and then determined he needed to finish his education. After leaving the service he became an accountant.</p>
<p class="normal">Jorge explica porque él eligió de inscribirse al ejército. Él no podía verse terminando la secundaria si se quedó ahí. Él temía que si se quedara en Búfalo se encontraría en la cárcel. Él convenció a sus padres que era una buena idea y ellos firmaron los documentos para entrar en el ejército antes de la edad de 18 años. Él solamente tenía 17 años en este momento. Él se preguntó otra vez si tomó la decisión correcta unas semanas después de empezar el entrenamiento básico. Él reconoce que la estructura del ejército era lo que necesitaba en su vida. Él se puso policía militar. Él sirvió en Vietnam, pero regresó a casa seguro, y luego determinó que necesitaba terminar su educación. Después de dejar su servicio militar se puso un contador.</p>
<p class="normal"><strong>32:59 - Jorge became a tax auditor for New York State</strong></p>
<p class="normal">Jorge became a New York State tax auditor. Prior to this appointment, he was working at Ford Stamping Plant. He was with a woman and had a child. He would study during the day and then worked at night. After, he was offered an opportunity to become a State Auditor. He became the tax manager. He was in charge of the corporate and personal income tax office in Buffalo. He met his wife there.</p>
<p class="normal">Jorge se puso un auditor de impuestos para el Estado de Nueva York. Antes de este apuntamiento, trabajaba a Ford Stamping Plant. Él salía con una mujer con quien tenía un hijo. Él estudiaba durante el día y luego trabajaba por la noche. Después, él fue ofrecido una oportunidad a ser un auditor para el Estado. Él se puso gerente de impuestos. Se encargó a él de la oficina para los impuestos corporativos y personales en Búfalo. Él conoció a su esposo ahí.</p>
<p class="normal"><strong>34:25 - Experience working at Ford</strong></p>
<p class="normal">There were a lot of Hispanics working at Ford Motor Plant. He took his brother-in-law in to get a job at Ford in 1967. Jorge was working elsewhere, but he went in to help fill out the form for his brother-in-law. Jorge learned really quickly that he could earn more money working there so he applied too. It was an assembly plant where he worked with others and it was hard work. He decided that he didn’t want to work in a plant the rest of his life so he really worked hard at earning his degree. He took a pay cut to go work for the state but it worked out in the end.</p>
<p class="normal">Hubo muchos hispanos trabajando a Ford Motor Plant. Él llevó a su cuñado ahí para llenar la solicitud porque su cuñado no podía escribir o leer el inglés. Jorge aprendió justamente que él podía ganar más trabajando en la planta entonces se solicitó también. Fue una planta de asamblea donde trabajaba con otros y era trabajo bastante difícil. Él decidió que no quería trabajar en la planta para el resto de su vida entonces trabajaba fuertísimo a ganar sus titulado. Él tomó un corte de salario cuando empezó a trabajar para el Estado, pero valió la pena.</p>
<p class="normal"><strong>36:27 - Went to school under the G.I. Bill</strong></p>
<p class="normal">The G.I. Bill is one of the perks the military gave Jorge after his service. Jorge went to Bryant and Stratton and then went on to the University at Buffalo.</p>
<p class="normal">El G.I. Bill es uno de los beneficios el ejército le dio a Jorge después de su servicio. Jorge asistió a Bryant and Stratton y luego asistió a la Universidad a Búfalo.</p>
<p class="normal"><strong>36:59 - Abby went to school </strong></p>
<p class="normal">She never finished her college degree.</p>
<p class="normal">Ella nunca terminó su titulado.</p>
<p class="normal"><strong>37:08 - Abby emphasizes the importance of structure at home</strong></p>
<p class="normal">Abby emphasizes how important family structure is. She explains that it trickles down to the children, so when their mother was absent, the older children would step up and take care of the others, and that would move down to the youngest children.</p>
<p class="normal">Abby enfatiza la importancia de la estructural familial. Ella explica que empieza en los padres gotea a los niños, entonces cuando su madre estaba ausente, los niños mayores tomarían la responsabilidad sobre los otros, y este sentimiento goteará a los niños más jóvenes. </p>
<p class="normal"><strong>37:36 - Abby wanted a car</strong></p>
<p class="normal">Abby wanted to purchase a car, so she left school to get a job. She got a job at the Erie County Public Library. She drove the Bookmobile. She was very phone shy, but she found employment at National Fuel. She was always on the phone. She feels that job made her a better person. She retired from National Fuel. She spends time with her grandchildren.</p>
<p class="normal">Abby quería comprar un carro, entonces ella dejó la escuela y consiguió un trabajo. Ella encontró un puesto a la Biblioteca Pública del Condado de Erie. Ella era muy tímida, pero encontró empleo a National Fuel. Ella siempre hablaba por teléfono. Ella piensa que su trabajo le hizo una persona mejor. Ella se jubiló de National Fuel. Ella pasa tiempo con sus nietos.</p>
<p class="normal"><strong>38:52 - Hispanic women didn’t traditionally go to college</strong></p>
<p class="normal">During this time, Hispanic women didn’t traditionally go to college. Many women wanted to go, but the men in the family would tell them where to go. Women were supposed to get married and start families.</p>
<p class="normal">Durante esta época, las mujeres hispanas tradicionalmente no asistían a la universidad. Muchas mujeres querían asistir, pero los hombres en la familia les dirían a donde tienen que ir. Las mujeres debían casarse y empezar las familias.</p>
<p class="normal"><strong>29:48 - Mother never worked after her husband passed away</strong></p>
<p class="normal">Jorge’s mother never worked after her husband passed away. She relied on Social Security to support her family. They also received social benefits while she had children under 18 years old. Jorge is grateful for Social Security.</p>
<p class="normal">La madre de Jorge nunca trabajó después del fallecio de su esposo. Ella contaba en la Seguridad Social para apoyar a su familia. Ellos también recibieron los beneficios sociales mientras ella tenía niños bajo de la edad de 18 años. Jorge tiene mucha gratitud para la Seguridad Social.</p>
<p class="normal"><strong>40:53 - Involvement in community organizations</strong></p>
<p class="normal">Jorge and his brother José were involved in PRACA. Jorge was the treasurer of the organization for many years. He then became the treasurer and served as president of Hispanics United of Buffalo. He burned out and decided to leave the organization. He was a part of it for over 20 years.</p>
<p class="normal">Jorge y su hermano José fueron involucrados en PRACA. Jorge era el tesorero de muchas organizaciones por muchos años. Después se puso tesorero y sirvió del puesto del presidente de Hispanos Unidos de Búfalo. Él se agotó y decidió de dejar la organización. Él era parte de la organización por más que 20 años.</p>
<p class="normal"><strong>42:45 - Hispanic college students started to come to Buffalo</strong></p>
<p class="normal">Hispanics college students from New York City would come to Buffalo to go to school because it was cheaper than in the city. They would graduate and stay in Buffalo. They became actively involved in the community and helped it grow.</p>
<p class="normal">Los estudiantes universitarios hispanos de la Ciudad de Nueva York venían a Búfalo para asistir a la universidad porque era más barata que en la ciudad. Ellos se graduarían y se quedarían en Búfalo. Ellos se pusieron involucrados activamente dentro de la comunidad y la ayudaron crecer.</p>
<p class="normal"><strong>43:59 - Why did these graduates stay?</strong></p>
<p class="normal">The lifestyle in Buffalo was very different than in New York City. There was a stronger community in Buffalo, life was a bit slower and many met their spouses here and decided to stay.</p>
<p class="normal">El estilo de vivienda en Búfalo era muy diferente que en la Ciudad de Nueva York. Hubo una comunidad más fuerte en Búfalo, la vida era un poco más lenta y muchos de los graduados conocieron a sus esposos aquí y decidieron de quedarse.</p>
<p class="normal"><strong>44:41 - How did university students connect with the Hispanic community?</strong></p>
<p class="normal">PODER brought students down to the first Grease Pole Festival and filmed it. After this event, they got to know the Hispanic community. They attended dances at the Pucho Olivencia Center. The youth of the community made a youth group to help resolve tensions between the East and West Sides. This organization was called the Latin American Youth Organization (LAYO).</p>
<p class="normal">El grupo PODER llevó a un grupo de estudiantes al Festival del Palo Encebao y lo grabó. Después de este evento, ellos conocieron a la comunidad hispana. Ellos asistieron a los bailes al Centro Pucho Olivencia. Los jóvenes de la comunidad formó un grupo juvenil para ayudar resolver las tensiones entre los East y West Sides. Se llama la Organización Latinoamericana Juvenil (LAYO).</p>
<p class="normal"><strong>46:08 - Sports contributed to bringing the community together</strong></p>
<p class="normal">Sports helped bring the community together. 3,000 people would attend the games. They described each game as a “festival”. The community would go to church on Saturday so they could go to the games on Sunday. They would prepare and sell food at the games. After, they would go to Swan Street to party. They had teams from all over the city.</p>
<p class="normal">Los deportes ayudaron a juntar la comunidad. 3,000 personas asistirían a los partidos. Ellos describieron cada partido como un “festival”. La comunidad asistiría a la misa la noche anterior (el sábado) para que pudiera asistir a los partidos los domingos. Ellos prepararían y venderían la comida a los partidos. Después, ellos irían a Swan Street para festejar. Ellos tuvieron equipos de todas partes de la ciudad.</p>
<p class="normal"><strong>48:06 - They would travel to play baseball</strong></p>
<p class="normal">They would travel all over the region to play baseball. They went to Rochester, Dunkirk, and the reservation. They formed relationships with people from each of these places. They would go to each other’s community events.</p>
<p class="normal">Ellos viajarían por toda la región para jugar al béisbol. Ellos fueron a Rochester, Dunkirk, y la Reservación. Ellos formaron relaciones con la gente de los lugares distintos. Ellos irían a los eventos de las otras comunidades.</p>
<p class="normal"><strong>49:23 - The community supported one another</strong></p>
<p class="normal">Johnny explains that baseball helped formed the community. After the games finished, everyone became friends again and supported one another. This community sentiment applied off the field as much as it did on the field. Regardless of ethnicity or language, everyone supported each other. Once the baseball league ended, the community changed.</p>
<p class="normal">Johnny explica que el béisbol ayudó formar la comunidad. Después de terminar los partidos, todo el mundo se puso amigos otra vez y se apoyó de nuevo. Este sentimiento comunitario aplicó aparte del partido tanto que aplicó durante el partido. Sin importar a la etnicidad o el lenguaje, todo el mundo apoyó a los demás.</p>
<p class="normal"><strong>50:47 - Women could not participate in LAYO without parent’s permission</strong></p>
<p class="normal">Girls in the Hispanic community could not participate in LAYO without the permission of their parents because of gender norms in the early 60s. The organizations brought people together. The community is very different now.</p>
<p class="normal">Las muchachas en la comunidad hispana no podían participar en LAYO sin la permisión de sus padres por la culpa de las normas del género en los primeros años de la década de los 60. La organización se juntó mucha gente. La comunidad es muy diferente ahora.</p>
<p class="normal"><strong>51:43 - The baseball league was not strictly Hispanic</strong></p>
<p class="normal">They founded the Clemente League because they wanted to start a Spanish league. Mayor Griffin gave them a place to play and they raised money to purchase uniforms and equipment. It eventually turned into a league with many teams. They also created a female softball team.</p>
<p class="normal">Ellos fundaron la Liga de Roberto Clemente porque quería empezar una liga hispanohablante. Mayor Griffin les dio un lugar para los partidos y ellos levantaron los fondos para comprar los uniformes y equipaje.</p>
<p class="normal"><strong>53:16 - The women played in the city</strong></p>
<p class="normal">The women’s team played in the city. They played tournaments.</p>
<p class="normal">El equipo de las mujeres jugó en la ciudad. Ellos jugaron en los torneos.</p>
<p class="normal"><strong>53:30 - The Roberto Clemente League played on weekdays</strong></p>
<p class="normal">They would play the Roberto Clemente League during the week and played fastpitch softball in Lackawanna on the other days.</p>
<p class="normal">Ellos jugarían en la Liga de Roberto Clemente durante la semana y jugaron softball del lanza rápida en Lackawanna en los otros días.</p>
<p class="normal"><strong>53:42 - The women would come from all over the region to play softball</strong></p>
<p class="normal">Abby was from Lackawanna and had to play in softball tournaments in the City. She played with an ethnically diverse team.</p>
<p class="normal">Abby era de Lackawanna y tuvo que jugar en los torneos de softball en la Ciudad. Ella jugó por un equipo que era étnicamente diverso</p>
<p class="normal"><strong>54:05 - The community response to women playing sports</strong></p>
<p class="normal">The community was very supportive of women playing sports. They would fill the stadium bleachers with fans.</p>
<p class="normal">La comunidad apoyó mucho a las mujeres que querían jugar los deportes. Ellos llenarían las gradas de los estadios.</p>
<p class="normal"><strong>54:20 - Fastpitch softball in Lackawanna attracted fans from the neighborhood</strong></p>
<p class="normal">Fastpitch softball in Lackawanna attracted fans from the neighborhood. To this day, people still come up to Johnny and remind him that they used to watch him play.</p>
<p class="normal">El softball de lanza rápida en Lackawanna atrajo a los espectadores del vecindario. Hasta este día, la gente todavía se acerca a Johnny y recordarle que ellos fueron a verlo jugar al béisbol.</p>
<p class="normal"><strong>55:00 - Abby is remembered as the “pelotera”</strong></p>
<p class="normal">Abby shares a story of when a neighbor saw her and remembered her as “la pelotera” or the ball player. She felt really honored that this was how she was remembered.</p>
<p class="normal">Abby comparte una historia de cuando un vecino la vio y se recordó de que ella era “la pelotera”. Ella sintió muy honrada que este era como ella fue recordada.</p>
<p class="normal"><strong>55:27 - Baseball saved Johnny from getting in trouble</strong></p>
<p class="normal">Baseball really helped Johnny stay away from getting into trouble. He met his wife through the sport. Being a ballplayer meant being treated like royalty. They could go or do whatever they wanted without ever having to pay. This also created a lasting bond. </p>
<p class="normal">El béisbol verdaderamente ayudó a Johnny para quitarle de los problemas. Él conoció a su esposa por el deporte. Siendo un jugador equivale ser tratado como un rey.</p>
<p class="normal"><strong>57:41 - PRACA would open the fire hydrants in the summer to cool off</strong></p>
<p class="normal">During the summer, PRACA would open up the fire hydrants to help cool off the kids.</p>
<p class="normal">Durante el verano, PRACA abriría los hidrantes para refrescar a los niños.</p>
<p class="normal"><strong>57:57 - Measuring success by how well you do by your children</strong></p>
<p class="normal">Jorge believes that their success can only be measured by how well they provided for their children. They hope that their children will do better than they did. Hispanics assimilated into society and they are no longer living in clusters. They are spread out over the city.</p>
<p class="normal">Jorge cree que solo se puede medir su éxito por cómo proveyó para sus hijos. Ellos esperan que sus hijos se harán una vida mejor que la suya. Los hispanos se asimilaron a la sociedad y ya no viven un racimos. Ellos viven por todas partes de la ciudad.</p>
<p class="normal"><strong>58:52 - Abby married a Polish man</strong></p>
<p class="normal">Abby “broke the ethnic barrier” by marrying a Polish man. She said it was difficult at first because her family expected her to marry someone from her community. They were happily married. Her church did not receive them well because they were of different ethnicities. She didn’t want to speak on the topic more because of how difficult the situation was.</p>
<p class="normal">Abby “rompió la barrera étnica” por casarse con un polaco. Ella dijo que era difícil al principio porque su familia espera que se casara con alguien de su comunidad. Ellos fueron casados y felices. Su iglesia no los recibieron bien porque eran de etnicidades diferentes. Ella no quería hablar más sobre el tópico porque era una situación muy difícil.</p>
<p class="normal"><strong>1:00:18 - Assimilation is good, but you lose a little of your identity</strong></p>
<p class="normal">Jorge explains that the Hispanic community has done a great job assimilating into the community but at the risk of losing a bit of their own identity.</p>
<p class="normal">Jorge explica que la comunidad hispana se ha asimilado bien en la comunidad pero al riesgo de perder un poco de sus propia identidad.</p>
<p class="normal"><strong>1:00:42 - Abby’s daughter wishes she spoke Spanish</strong></p>
<p class="normal">Abby’s daughter Jackie wishes she spoke Spanish. She is now a corrections officer in Ulster, NY and realizes how useful it would be to speak Spanish. Abby tried to help her children learn the language when they were younger but they weren’t interested.</p>
<p class="normal">La hija de Abby, Jackie, espera que hable español. Ahora ella es una oficial de correcciones en Ulster, NY y se da cuenta la utilidad del lenguaje si lo pudiera hablar. Abby trató de ayudar a sus niños aprender el lenguaje cuando eran más jóvenes pero no les interesaba. </p>
<p class="normal"><strong>1:02:12 - Parents wanted their children to succeed</strong></p>
<p class="normal">Johnny reiterates how the family structure is so important to parents. They wanted their kids to get an education and succeed. The culture behind education has since changed. Many people are focused on receiving social benefits.</p>
<p class="normal">Johnny repite como la estructura de la familia es tan importante a los padres. Ellos querían que sus hijos consiguieran una educación y lograran. La cultura detrás de la educación desde este momento ha cambiado mucho. Se enfoca a mucha gente en recibir los beneficios sociales.</p>
<p class="normal"><strong>1:03:55 - How the majority measures a Hispanic’s success</strong></p>
<p class="normal">Jorge reflects on how people of the majority measure the success of a Hispanic. How successful are Hispanics based on knowledge and accomplishments. He knows that many people question his success and feel it is based on him being a minority who was “given” a job based on his ethnic background. Jorge doesn’t respond to these accusations because he knows that people are not going to change their minds about how he gained his success. He just feels he needs to continuing doing a good job. Abby shares a similar story of when her was judged before knowing her work ethic.</p>
<p class="normal"> <strong>1:05:56 - Jorge was originally against bilingual education</strong></p>
<p class="normal">Jorge was originally somewhat against bilingual education because people perceive that bilingual education is a crutch and would wrongfully judge bilingual graduates as needing that crutch. He felt that people needed to assimilate into the mainstream culture so that people wouldn’t think you only succeeded because someone made it easier for students to graduate. Jorge still believes this to some degree. He thinks all immigrants should assimilate to be successful in the United States. You shouldn’t entirely give up your culture, but you need to have the tools to compete equally with the rest of the American people.</p>
<p class="normal">Originalmente, Jorge fue contra de la educación bilingüe porque la gente percibe la educación bilingüe como una muleta. Él sintió que la gente necesitaba asimilarse a la cultura corriente para que la gente no piense que uno solamente tuvo éxito porque alguien lo hizo más fácil para graduarse a los estudiantes hispanohablantes. Todavía Jorge cree un poco de esto. No se debe dejar su cultura completamente, pero hay que tener los recursos para competer igualmente con el resto de la gente estadounidense. </p>
<p class="normal"> </p>
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
Jorge Reyes Complete Interview
Creator
An entity primarily responsible for making the resource
Jorge Reyes (Interviewee)
Stephanie Bucalo (Interviewer)
Description
An account of the resource
This interview with Jorge Reyes, Elba Dilecki and Johnny Sanabria took place on August 13, 2013 at their summer home in Lackawanna, NY and was conducted by Stephanie Bucalo. Jorge and Elba (Abby) are siblings and arrived in Buffalo when their father came to the area in search of employment after World War II. His family knew that many Puerto Ricans were coming up north to work in the fields and then returned to the island during the winter. His father decided to stay and work in a factory through the winter. Jorge shares stories about his youth in school, the military, time in the community and in the workplace. He places a strong emphasis on the strict family values largely because his academic upbringing was very difficult and had he not had such a strong family structure, his life would be completely different today. Abby shares some stories about her time growing up, playing softball, school and raising a family. Johnny jumps in to reinforce many stories about baseball and its ability to bring the community together.
Esta entrevista con Jorge Reyes, Elba Dilecki y Johnny Sanabria tomó lugar el 12 de agosto de 2013 en su casa del verano en Lackawanna, NY y fue conducida por Stephanie Bucalo. Jorge y Elba (Abby) son hermanos y llegaron a Búfalo cuando su padre vino al área en búsqueda de empleo después de la Segunda Guerra Mundial. Su familia sabía que ya hubo muchos puertorriqueños viajando al norte para trabajar en el campo y regresando a la isla durante el invierno. Su padre decidió de quedarse y trabajar en una factoría durante el invierno. Jorge comparte unos cuentos sobre su juventud, el ejército, su tiempo dentro de la comunidad y al trabajo. Él pone mucha énfasis en los valores estrictos familiares largamente porque su formación educativa era tan complicada y si él no hubiera tenido una estructura familiar tan estricta, su vida habría sido muy diferente hoy en día. Abby comparte unos cuentos sobre su tiempo juvenil, jugando al softball, en la escuela y creciendo a su familia. Johnny entra en la conversación para reforzar los datos sobre la liga de béisbol y como era una manera de juntar la comunidad.
Date
A point or period of time associated with an event in the lifecycle of the resource
2013-08-13
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.
Employment and Labor
Military
Sports