The OMA in NAME’s Multicultural Perspectives


The OMA has been published in Multicultural Perspectives, the official journal of the National Association for Multicultural Education (NAME)!

The article is about the OMA’s collaborations with two OSU courses: TCE 408H “Sundown Towns in Oregon” 2012-2013 and ALS 199 “Untold Stories: People of Color in Oregon” 2013, 2014, and 2015.

Collaborations Between Multicultural Educators and Archivists: Engaging Students with Multicultural History Through Archival Research Projects

When multicultural educators and archivists collaborate to design projects that engage students with multicultural history through archival research, students can learn in-depth research skills with primary source documents, creatively share their knowledge, and, on a broader level, engage with their local community history. The projects shared in this article serve as examples of how partnerships between multicultural educators and archivists can occur, the types of projects that can be developed and how they are implemented, and students’ responses to their work. The three student projects, including a display, a history guidebook, and an oral history project, are intended to offer a variety of ideas to inspire multicultural educators to reach out to their local archivists to develop archival research projects of their own. And, to promote effective and fruitful partnerships, also included are lessons learned as well as tips for successful collaborations between multicultural educators and archivists.

Link to the article: Collaborations Between Multicultural Educators and Archivists: Engaging Students with Multicultural History Through Archival Research Projects

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The OMA at the NDLC Pre-Conference

NDLC 2016

NDLC 2016

On August 10, 2016, the OMA attended the National Diversity in Libraries Conference Pre-Conference Forum on Diversity, Inclusion, and Accessibility at the Charles E Young Research Library on the UCLA campus.

“Under the theme of “Bridges to Inclusion,” NDLC ’16 endeavors to highlight issues related to diversity and inclusion that affect staff, users, and institutions in the library, archive, and museum (LAM) fields. It also aims to articulate the value of and develop strategies for diversity and inclusion in LAMs in order to improve organizational excellence and community engagement.” ~ NDLC 2016 website

The pre-conference was packed with presentations on a variety of topics:

  • Accessibility brings diversity: from the Americans with Disabilities Act to Access for All Stephanie Rosen, Accessibility Specialist and Associate Librarian, University of Michigan
  • Customer Service: Etiquette and Effective Communication  Stephanie Rosen, Accessibility Specialist and Associate Librarian, University of Michigan
  • Web Design: Principle of Accessibility, Overview of Tools Colin Fulton, Front-end architect and accessibility specialist, University of Michigan
  • Procurement: Procedures for Buying Accessible; Policy, VPAT, Documentation Cheryl Pruitt, Director of the Accessible Technology Initiative, California University System
  • Exhibit Design: Collections without Barriers  Kara West, Library Arts and Culture Exhibition Manager, City of San Diego, San Diego Public Library

The pre-conference also featured a panel on accessibility success stories as well as a keynote address by Mark Riccobono, president of the National Federation of the Blind. The day concluded with a special town hall “Caught in the Crossfire: A Conversation on Libraries and Communities in Distress” #LISinCrisis in which topics such the role of libraries in times of crises; the need to integrate critical approaches into LIS education and programming; the need for strong community partnerships; strategies for self-care; legal considerations regarding protest and free speech; and how LIS education may play a role in preparing future LIS professionals were discussed.

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Nuestras Voces y Herencia ~ Yamhill County’s Latino/a community


Nuestras Voces y Herencia is a grant funded project dedicated to gathering and preserving the life stories of Yamhill County’s Latino/a community. The Yamhill County Cultural Coalition and the Yamhill County Historical Society & Museum are partnering with the OMA and Unidos Bridging Community to share the stories gathered. On July 18, 2016, our project’s granting agency, the Yamhill County Cultural Trust, hosted a “Thank You Party” for all the grantees and the Voces project was delighted to attend!

Our table was filled with project information as well as two iPad listening stations so attendees could hear community members’ stories.


Voces Project Table at the YCCC Event

YCCC Event July 18, 2016

YCCC Event July 18, 2016

Event Attendees at the Listening Stations

Event Attendees at the Listening Stations

As we gather and make accessible the oral history interviews, we will make them available via the project website, so be sure to check back often!

Nuestras Voces y Herencia project website

Voces Project Partners

Voces Project Partners

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“LGBTQ+ Activism in Oregon: Then and Now” ~ an OSU Queer Archives Exhibit

"LGBTQ+ Activism in Oregon: Then and Now" Exhibit

“LGBTQ+ Activism in Oregon: Then and Now” Exhibit

Join the OSU Queer Archives in highlighting a newly acquired collection, the After 8 Records! After 8 was an organization that championed for LGBTQ+ rights in Benton County during the 1990s. The OSU Libraries and Press PROMISE Intern 2016, Cece Lantz, curated a small exhibit that features materials from the collection and showcases a number of current Oregon LGBTQ+ community organizations. Come see the display in person at the Valley Library and check out photos of the items featured through the Digital Display in Flickr

Exhibit Information:
What: “LGBTQ+ Activism in Oregon: Then and Now” ~ an OSU Queer Archives Exhibit
Where: Main Floor, OSU Valley Library, Display Case to the left of the Main Entrance
Who: Display curated by Cece Lantz, OSU Libraries and Press PROMISE Intern 2016
When: July – October 2016

Also, be sure to check out our many other displays: Oregon Multicultural Archives Heritage Month Displays as well as our Display Digital Collections in Flickr


When I began looking through the After 8 collection, I was immediately astounded at the amount of impactful LGBTQ+ activism the organization completed in such a short amount of time. Additionally, I was motivated by the idea that the organization began as an act of resistance against anti-LGBTQ+ bills that were attempted to be passed by a conservative queer-phobic organization. As I continued through the collection, I found myself increasingly frustrated that I hadn’t heard of After 8 prior, being that they existed in Corvallis and also made a lot of Benton County and Oregon legislative changes as well as worked to change the visibility of LGBTQ+ folks in Corvallis. As a queer activist myself and having been very involved in queer activism on campus during my undergrad, I found it unsettling that much of their own visibility didn’t exist much in current social justice circles and/or within LGBTQ+ resources on campus. Social justice work – especially when it involves working toward liberating communities in which you belong to – is exhausting in multiple ways and far underrated and underappreciated. For that reason, I really enjoyed curating this display because they truly deserve the recognition for the work they did and the emotional, physical, and mental labor it took in the making.

To further the importance of representation, I decided to showcase other groundbreaking organizations that partake in contemporary LGBTQ+ activism in Oregon. I chose the PFLAG Portland Black Chapter, The Q Center, and Basic Rights Oregon because all three organizations not only center LGBTQ+ activism at the heart of their work, but they actively strive for intersectional liberation. That is, they acknowledge and address multiple intersections of identities and the variety of diverse lived experiences that are a result of those intersections. I thought it important to not only showcase the collection of After 8, but to also include organizations that have continued the process of LGBTQ+ activism and liberation in Oregon.

Lastly, I included a list of the names of those whose lives were taken in the 2016 Pulse Orlando Shooting – a recent massacre at a LGBTQ+ club in Orlando, FL. Many of the victims were queer and trans people of color, which highlights the importance of assessing issues of inequality and prejudice from an intersectional perspective. I added in some popular books written by LGBTQ+ activists in color to act as resources if viewers wanted to further their learning.

Moreover, the experience for me was both empowering and impactful: giving recognition to the under-appreciated activists in our community was very rewarding, and I was grateful for the opportunity to be a part of that, in addition to the historical and personal connection I was able to make to the physical collection.

~ Cece Lantz, “LGBTQ+ Activism in Oregon: Then and Now” exhibit curator and OSU Libraries and Press PROMISE Intern 2016

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The OMA at RBMS 2016


RBMS 2016 Conference, Coral Gables, FL

This summer the OMA presented at the annual conference for the Rare Books and Manuscripts Section (RBMS) of the Association of College and Research Libraries (ACRL), a division of the American Library Association (ALA).

The OMA presented as part of the session “Short Papers Panel: Diversity and Cultural Communities.” The presentation was “Latinos en Oregón: sus voces, sus historias, su herencia ~ A Latino/a community oral history project.” In 2015 the Oregon Multicultural Archives began a Latino/a community-based oral history project Latinos en Oregón: sus voces, sus historias, su herencia. The project involves partnerships with Oregon State University’s Juntos program, the Canby Public Library, and various organizations within Yamhill County. The presentation focused on the importance of project partners and community liaisons, the relationship and trust building aspects of the project, the lessons learned and suggested best practices based on experience, as well as current models and ideas for the project’s sustainability.

Check out the Latinos en Oregón websites:

The “Latinos en Oregón” presentation is available online:

“Latinos en Oregón: sus voces, sus historias, su herencia ~ A Latino/a community oral history project”


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La comunidad latina en Canby, Oregón / The Latino/a community in Canby, Oregon

Canby Public Library

Canby Public Library

OH 32 Latinos en Oregón
sus voces, sus historias, su herencia / their voices, their stories, and their heritage Preservando y compartiendo las historias de la comunidad latina en Oregón /
Preserving and sharing the stories of Oregon’s latino/a community

Latinos en Oregón: Canby, OR
Un proyecto de entrevistas orales con la biblioteca pública de Canby / A oral history interviews project with the Canby Public Library

El Proyecto / The Project

Las comunidades latinas en Oregón tienen una historia profunda y diversa, y las nuevas generaciones continúan contribuyendo en gran medida a la identidad del estado. Latinos en Oregón es un proyecto dedicado a la recolección y a la preservación de las voces y las historias de comunidades latinas en Oregón.

Oregon’s Latino/a communities have a deep and diverse history, and new generations continue to contribute greatly to the identity of the state. Latinos in Oregón is a project dedicated to collecting and preserving the voices and stories of Latino/a communities in Oregon.


Latino Americans Grant Website

El proyecto de Latinos en Oregón: Canby, OR empezó con una beca que la biblioteca pública de Canby recibió en el 2015. La beca era Latino Americans: 500 Years of History. Como parte de la beca, la biblioteca organizó varios eventos para ver partes del documental Latino Americans y también se comprometieron para documentar las historias personales de por lo menos síes miembros de la comunidad latina en Canby. El Archivo Multicultural de Oregón grabó las entrevistas y ahora son parte del archivo.

The project Latinos in Oregon: Canby, OR began soon after the Canby Public Library received the scholarship Latino Americans: 500 Years of History in 2015. As part of the grant the library organized several events to screen parts of the documentary Latino Americans. The library also committed to documenting the personal stories of at least six members of the Latino/a community in Canby. The Oregon Multicultural Archives recorded the interviews and they are now part of the OMA.

Para aprender más sobre el proyecto, comuníquese con /
To learn more about the project, contact:

Angélica Novoa De Cordeiro, la biblioteca pública de Canby / Canby Public Library,

Natalia Fernández, Archivo Multicultural de Oregón / Oregon Multicultural Archives,

Las Entrevistas / The Interviews

El proyecto comenzó con siete miembros de la comunidad de Canby, OR – los participantes o son latinos o son anglos que están involucrados con la comunidad latina.

The project began with seven members of the community of Canby, OR – the participants are Latino/as or are Anglos who are involved with the Latino/a community.

Melissa Reid
Miriam Pastrana
Sabino Arredondo
Charlie Gingerich
Margarita Cruz
Gudelia Villán Ramos
Jorge Paz











Melissa Reid

Biografía: Melissa Reid nació en Portland, Oregón, el 20 de abril del 1974. Sus padres nacieron en Aberdeen, Washington. Su mamá nació el 11 de julio del 1937 y su papá el 15 de junio del 1938. Su papá trabajó con la compañía de ‘State Farm Insurance’ y su mamá fue maestra y después se convirtió en ama de casa. Reid creció en Burnside, Oregón, en la finca de su familia. A muy pequeña edad, aprendió alemán; una experiencia importante por lo cual Reid piensa que le facilitó el aprendizaje de más idiomas, incluyendo el español. Después de graduarse de la preparatoria, atendió a ‘Linfield College’ en donde estudió varios idiomas. Eventualmente, vivió en Honduras en donde trabajó como maestra de español desde el 1997 hasta el 2001. Después de regresar a Oregón en el 2001, trabajó como maestra de literatura y ESL en la escuela William Knight en Canby, Oregón. En el presente (2016) Reid continúa su trabajo como maestra de literatura en español para la escuela elemental Trost. Ella cree que aprender más de un idioma es importante para poder entendernos uno al otro y llegar a vivir juntos en paz.

Biography: Melissa Reid was born in Portland, Oregon, April 20, 1974. Her parents were born in Aberdeen, Washington. Her mother was born July 11, 1937, and her father on June 15, 1938. Her father worked with the company State Farm Insurance and her mother was a teacher and then became a housewife. Reid grew up in Burnside, Oregon, on her family’s farm. A very young age, she learned German; an important experience which Reid thinks facilitated her learning more languages, including Spanish. After graduating from high school, she attended Linfield College where she studied several languages. Eventually, she lived in Honduras from 1997 to 2001 and worked as a Spanish teacher. After returning to Oregon in 2001, she worked as a teacher of literature and ESL at William Knight in Canby, Oregon. As of 2016, Reid continues her work as a Spanish teacher at Trost Elementary School. She believes that learning more than one language is important to understanding each other and living together in peace.

Fecha/Date: el 24 de abril del 2016 / April 24, 2016
Entrevistada/Interviewee: Melissa Reid
Entrevistadora/Interviewer: Natalia Fernández  
Duración/Length: 00:53:26
Idioma/Language: español / Spanish  

La entrevista de / the interview (video) of Melissa Reed

Descripción: Reid empieza la entrevista hablando sobre su familia, donde nació, cómo fue su niñez, y qué fue lo que la atrajo a aprender muchos idiomas. Relata que haber aprendido alemán de chiquita la ayudó en su aprendizaje de más idiomas a una edad mayor. Continúa la entrevista hablando sobre algunos viajes que ha hecho a través de su carrera universitaria; comenta sobre su viaje a Costa Rica por un semestre mientras estaba estudiando en ‘Linfield College,’ y lo bello que es el país y su gente. También habla sobre lo que aprendió durante su tiempo ahí y que difícil le fueron sus cursos. Reid entonces habla de los años que pasó en Honduras como maestra de español y lo mucho que le encantaba su trabajo. Ella dice que la gente en Honduras la trataba como familia, algo que fue muy diferente a las primeras experiencias que tuvo al regresar a trabajar en la escuela ‘William Knight’ en Canby, Oregón, en el 2001. Explica que era más difícil acercarse a las familias de sus estudiantes por las barreras creadas por su raza. Dice que siendo de la comunidad anglo, muchos de los padres preguntaban porque ella daba las clases de español. Comenta que al principio recibió crítica de algunos estudiantes y padres que querían sacar a sus hijos de su clase porque creían que no sabía enseñar el español correctamente. Reid explica que habló con los padres y les ofreció que la ayudaran a aprender palabras y expresiones comunes de México para mejor enseñarle a sus hijos y los otros estudiantes. Reid también cuenta que empezó a ser reconocida por varias de las familias de sus estudiantes hasta el punto que la reconocían como parte de la familia. Ella continúa hablando de los programas de ESL para los estudiantes latinos en Canby y como ha cambiado el programa a través de los años. Ella dice que el distrito escolar ha hecho un buen trabajo en su enfoque para ayudar a estudiantes latinos e hispanohablantes y la comunidad Latina. Hablando sobre la comunidad latina en Canby, Reid relata su experiencia con la comunidad explicando que ahora la tratan como familia, hasta la invitan a festejos de las familias. También dice que la relación entre la comunidad anglo y latina ha crecido positivamente, aunque todavía hay grupos de la comunidad anglo que se distancian por temor. Ella da el ejemplo de la organización ‘Bridging Cultures’ y también la tienda ‘Thriftway.’ Ella explica que la tienda a ayudado a juntar las dos comunidades, por ejemplo, que la tienda celebra el día de los niños en abril. Reid continúa hablando sobre otras celebraciones que ocurren en la comunidad latina de Canby, tal como quinceañeras, fiestas, y otros eventos familiares. Ella cree que estas fiestas son un modo de traer a la gente junta y de sentirse como si uno está de regreso en su tierra natal. Reid cambia de tema y habla sobre la iglesia católica y lo importante que es para la comunidad latina. Es importante no sólo para crear una fuente de ayuda, pero también como impacta a los niños en el aprendizaje del idioma español. En conclusión, Reid habla un poco sobre lo importante que la educación es para las familias latinas. También menciona lo difícil que es para padres latinos involucrarse en la educación de sus hijos y de los modos que afecta la educación de ellos. Al mismo tiempo habla sobre la pobreza y cómo el distrito escolar está empezando a enfocarse más en esto y cómo solucionar este problema. Al final de la entrevista, Reid habla sobre sus planes y sueños para el futuro.  Ella comenta que continuará trabajando en el sistema educativo y sueña con un futuro donde todos sean bilingües y puedan tener experiencias con otras culturas. Para así poder conocernos y llegar a aceptarnos unos a los otros.

Description: Reid begins the interview talking about her family, where she was born, and her childhood, as well as what it was that drew her to learn many languages. She says that learning to speak German when she was young likely helped her in learning more languages at an older age. She continues the interview sharing stories about trips she took during her college career and specifically comments on her trip to Costa Rica for a semester while studying at Linfield College; she describes how beautiful the country and its people are. She also talks about what she learned during her time there as well as the credit courses she took. Reid then talks about the years she spent in Honduras as a Spanish teacher and how much she loved her job. She says the people in Honduras treated her like family, something that was very different from the first experiences she had when she returned to work at the school William Knight in Canby, Oregon, in 2001. She explains that it was more difficult to approach her students’ families due to the barriers of their differing races and ethnicities. She says being of the Anglo community, many parents asked why she gave the Spanish classes. She says that initially she received criticism from some students and parents who wanted to take their children out of her class because they believed she did not know how to teach Spanish correctly. Reid said she spoke with the parents and they offered to help her learn the words and common expressions within the Mexican community to better teach their children and other students. Reid also said that she began to be recognized by several of the families to the point that they considered her as part of the community. She continues on by talking about ESL programs for Latino students in Canby and how the program has changed through the years. She says the school district has done a good job in its focus on helping Latino and Spanish-speaking students. When speaking about the Latino community in Canby in general, Reid recounts her experiences by explaining that now since she is treated like family, she is invited to community and family celebrations. She also says that the relationship between the Anglo and Latino community has grown positively over the years, although there are still groups within the Anglo community who distance themselves due to fear. She gives the example of the organization Bridging Cultures and also the store Thriftway. She explains that the store helped bring the two communities together. For example, the store celebrates Children’s Day in April. Reid continues to talk about other events that occur in the Latino community in Canby, such as ‘quinceañeras’, parties, and other family events. She believes that these festivities are a way of bringing people together and they enable the community to feel more at home. Reid then changes the subject and continues on to speak about the Catholic church and how important it is for the Latino community. It is important not only in creating a source of community assistance, but it can also impact children in learning the Spanish language. In concluding the interview, Reid talks a bit about how important education is for Latino families. She also mentions how difficult it is for Latino parents to be involved in the education of their children and the ways it affects their education while talking about poverty and how the school district is starting to focus more on this and how to solve this problem. At the end of the interview, Reid talks about her plans and dreams for the future. She says she will continue to work in the education system and dreams of a future where all are bilingual and many have experiences with other cultures. In this way, she states that all people can get to know and accept one another.

Miriam Pastrana

Biografía: Miriam Pastrana nació en Modesto, California en 1989. Su papá nació en un pueblo en Oaxaca llamado San Mateo Tunuchi y su mamá nació en el estado de Veracruz, México. Su padre fue trabajador de temporada/migrante que venía a los Estados Unidos a trabajar por temporadas durante la cosecha de frutas y verduras. Su mamá fue ama de casa en Oaxaca y por un tiempo manejó una tienda pequeña. Pastrana nació en los Estados Unidos, pero pasó mucha de su niñez en México. Desde jovencita empezó a trabajar, ayudándole a su mamá en su tienda por las tardes y asistiendo la escuela en la mañana. Pastrana está casada con Ismael López, tienen tres niños, todos varones, uno de ocho, uno de cuatro, y el más pequeño de tres años. A los diecisiete años, Pastrana se mudó a los Estados Unidos. Pastrana vive en Canby, Oregón con su familia; ella trabaja en una compañía de papel.

Biography: Miriam Pastrana was born in Modesto, California in 1989. Her father was born in a village in Oaxaca called San Mateo Tunuchi and her mother was born in the state of Veracruz, Mexico. Her father was a seasonal / migrant worker and came to the United States to work seasonally to pick fruits and vegetables. Her mother was a housewife in Oaxaca and for a time also managed a small shop. Pastrana was born in the United States, but spent much of her childhood in Mexico. She started working at a young age, helping her mother in her shop in the afternoons and attending school in the mornings. Pastrana is married to Ismael López, they have three children, all boys, one is eight, one is four, and the smallest is three years old. At seventeen years of age, Pastrana moved to the United States. Pastrana lives in Canby, Oregon with her family; she works at a paper company.

Fecha/Date: el 12 de mayo del 2016 / May 12, 2016
Entrevistada/Interviewee: Miriam Pastrana
Entrevistadora/Interviewer: Natalia Fernández  
Duración/Length: 00:56:58
Idioma/Language: español / Spanish  

La entrevista de / the interview (audio) of Miriam Pastrana

Descripción: Pastrana comienza la entrevista hablando sobre dónde nacieron ella y sus padres y de cómo fue su niñez. Dice que cuando era niña ella se juntaba con todos los niños de la vecindad y jugaban varios juegos que se inventaban. Después habla sobre cómo le ayudaba a su mamá a trabajar en las tardes mientras iba a la escuela en la mañana. A los diecisiete años Pastrana emigró a los Estados Unidos para que su bebé naciera aquí y se convirtiera en ciudadano americano. Pastrana habla sobre lo difícil que le fue al principio porque dejó a su esposo en México y todo era nuevo para ella. Explica que gracias a su familia que vivía en Canby, Oregón, todo fue mejor que si ella hubiera estado sola. Continúa hablando sobre donde trabaja, donde trabaja su esposo, y de cómo fue el ajuste en los primeros años. Comparte que estudio para su GED y licencia de manejar, algo que le facilitó moverse más alrededor del pueblo. Pastrana entonces habla sobre la comunidad latina en Canby y como ha cambiado a través de los años. Relata que ahora en Canby existen más programas bilingües para la comunidad latina y los que hablan español. También habla sobre gente en la comunidad quienes no son latinos, pero tratan de ayudar a la comunidad latina de todas maneras. Continúa hablando sobre la comunidad en Canby y la discriminación; ella menciona que nunca se ha sentido discriminada. Pastrana también habla sobre la diferencia entre vivir en Canby en comparación con su vida en México. Dice que aquí ella ha tenido las oportunidades para salir adelante, también dice que la vida en los Estados Unidos es buena y bonita. Miriam comparte más sobre el pueblo dónde ella nació, habla sobre algunos eventos y fiestas que ocurren alrededor de septiembre, también sobre varias de las costumbres y la cultura de esa parte de México. Ella dice que estos tipos de eventos son más y más común en Canby porque mucha gente trae su cultura para los Estados Unidos con ellos y que celebran aquí como celebraban allá. Siguiendo con la entrevista, Pastrana habla de lo importante que es hablar inglés para uno poder adaptarse a la vida en los Estados Unidos. Dice que el hablar dos idiomas es importante y cree que es bueno que las escuelas en Canby son bilingües porque eso ayuda a toda la comunidad. Hablando más sobre los trabajos, Pastrana compara los trabajos que hay en Canby con las oportunidades en México. Ella dice que en México no hay muchas oportunidades de trabajo, es mucha agricultura; y aquí en los Estados Unidos hay más variedad de trabajos y también que uno puede seguir adelante más fácilmente. Miriam habla sobre remedios caseros y también comparte algunos dichos que son muy conocidos. Su favorito es el que siempre le dice su mamá cuando va saliendo de la casa apresurada en camino al trabajo, “más vale tarde que nunca.” Pastrana entonces habla más sobre celebraciones y mucha de la cultura de su pueblo en México. Habla sobre estaciones de radio en español y de deportes. Ella explica que no es muy fanática de los deportes pero que a sus hijos y a su esposo les gusta mucho el fútbol. Pastrana habla un poco sobre la religión, también de mitos y leyendas que escuchaba cuando era pequeña. En conclusión, Pastrana comparte sus valores, especialmente el respeto. También comparte sus planes para el futuro y relata otra historia de su vida en México. Ella dice que su mamá tenía una tienda y un molino. Comparte sus experiencias ayudando a su mamá y sobre cómo ellas ayudaban a la comunidad.

Description: Pastrana begins the interview talking about where she and her parents were born and describes her childhood. She says that as a child, she played with all the neighborhood children, including several games that they invented. She then talks about how she helped her mother at her store by working in the afternoons while going to school in the mornings. At seventeen years of age, Pastrana emigrated to the United States so her baby could be an American citizen. Pastrana talks about how difficult it was at first because she left her husband in Mexico (he joined her later) and everything was new to her. She explains that thanks to family members who lived in Canby, Oregon, things were better than if she had been alone. She continues on by talking about where she works, where her husband works, and how the adjustment to life in Canby was in the early years. She shares that she studied for her GED and driver’s license, both of which provided her the ability to move more freely around the town. Pastrana then talks about the Latino community in Canby and how it has changed through the years. She explains that there are more bilingual programs for the Latino community and those who speak Spanish now in Canby. She also talks about people in the community who are not Latino, but try to help the Latino community. As she continues to talk about the community in Canby and discrimination, she mentions that she has never felt discriminated against. Pastrana also talks about the difference between living in Canby compared with life in Mexico. She says in the United States she has had opportunities to get ahead, and describes life in the United States is good and beautiful. Pastrana shares more about the town where she was born, talks about events and celebrations that occur there in September, and also shares several of the customs in that part of Mexico. She says that these types of events are more and more common in Canby because many people bring their culture to the United States with them and celebrating in Oregon make is feel like home for them. Pastrana then talks about how important it is to speak English in order to adapt to life in the United States. She says that speaking two languages is important and believes it is a good thing that schools are bilingual in Canby because it helps the whole community. In sharing more information about job opportunities, Pastrana compares the work in Canby with opportunities in Mexico. She says that in Mexico there are not many job opportunities and that in the United States there is a greater variety of jobs so you can get ahead more easily. Pastrana also talks about home remedies and shares some sayings that are used within her family. Her favorite is the one her mom tells her when she going out of the house hurried and on her way to work, “better late than never.” Pastrana then shares more information about her hometown’s celebrations and culture. She talks about Spanish radio stations and sports; she explains that she is not a very big sports fan but her children and husband really like soccer. Pastrana talks a little about religion as well as myths and legends that she heard when she was young. In conclusion, Pastrana shares her values, especially the value of respect, as well as her plans for the future, and she shares another story of her life in Mexico. She says her mother had a store and a mill, and she shares her experiences helping her and how together they helped the community.

Sabino Arredondo

Biografía: Sabino Arredondo nació en Culiacán, en el estado de Sinaloa, México, el 30 de diciembre del 1970. Su familia vivía en un pueblo pequeño afuera de la ciudad de Culiacán que se llama Tecolotes. Su padre nació en Tecolotes el 14 de mayo del 1948, y su madre nació en el estado de Durango, México, el 6 de marzo del 1948. Su padre trabajaba como obrero agrícola y trabajaba en varios pequeños trabajos; después, trabajó como obrero en construcción. Durante su niñez, su familia se mudó a menudo en busca de trabajo. Su madre era un ama de casa con seis niños; Arredondo es el mayor de los seis hermanos. Siendo el mayor, él ayudaba a su madre a cuidar a sus hermanos pequeños. A los diez años, él y su familia inmigraron a los Estados Unidos; su padre ya se había mudado a los Estados Unidos antes que ellos. Se mudaron para tener la oportunidad de una vida mejor para la familia. La familia Arredondo fue una de las primeras familias de inmigrantes de México de llegar a Canby, Oregón. Después de graduarse de la escuela secundaria, asistió a una pequeña escuela privada en Goshen, Indiana, y se graduó con un bachillerato en contabilidad. Trabajó como contador personal para una empresa local a partir de 1993 y luego se trasladó a una firma de tres oficinas de tamaño medio en 1995. En 2000, él y uno de los socios con los que trabajaba, establecieron una empresa de contabilidad, Wilcox-Arredondo. Él trabaja en Wilcox-Arredondo en el presente (2016).

Biography: Sabino Arredondo was born in Culiacán, in the state of Sinaloa in Mexico on December 30, 1970. His family lived in a small farming village outside the major city of Culiacán called Tecolotes. His father was born in Tecolotes on May 14, 1948, and his mother was born in the state of Durango, Mexico on March 6, 1948. Arredondo’s father worked as a farm laborer, worked odd jobs, in later years, worked as a construction worker. Growing up, the family often moved in search of jobs. His mother was a stay at home mom, taking care of six kids; Arredondo is the oldest of the six children. Being the oldest he was tasked with helping his mother take care of his younger siblings. At the age of ten, he moved to the United States with his family and was reunited with his father who had moved to the United States before them. They decided to move in order to provide a better life for their family. His family was one of the first Mexican migrant families to come to Canby, Oregon. After graduating from high school, he attended a small private school in Goshen, Indiana, and graduated with a bachelor’s degree in accounting. He worked as a staff accountant for a local firm starting in 1993 and later moved to a medium sized three office firm in 1995. In 2000, he and one of the partners he worked with started an accounting firm Wilcox-Arredondo where he works as of 2016.

Fecha/Date: el 12 de mayo del 2016 / May 12, 2016
Entrevistado/Interviewee: Sabino Arredondo
Entrevistadora/Interviewer: Natalia Fernández
Duración/Length: 01:20:31
Idioma/Language:  inglés / English

La entrevista de / the interview (video) of Sabino Arredondo

Description: Sabino Arredondo begins the interview by introducing himself and his parents, and he talks about the village where he was raised. Arredondo explains that he grew up in a small farming village lacking any utility services, and as a result he grew accustomed to living without electricity. His childhood was spent moving from village to village every time his father sought work. He says that he and his friends would often come up with games to play. Arredondo then talks about when his father left for the United States and how his family came to live in Oregon. He explains that his uncle on his mom’s side of the family had come to the United States in 1948, disappeared and then reappeared in Salem, Oregon, and more uncles came in the 1970s and his father came in 1979. Arredondo shares that the absence of his father when he left to the United States was a big sacrifice for the whole family. He goes on to explain how he and his family immigrated to the United States; he explains how they jumped over a fence and ran towards a Safeway only to be caught and sent back to try again. Arredondo comments that he has no idea how his mother was able to make it over. He explains that crossing the border was a scary experience and that getting accustomed to life in the United States took time, especially since he did not have any friends at school and did not know how to speak English. However, he had family members who were American citizens who helped his family adjust to life in Oregon. He especially recalls being reunited with his father and how happy everyone was to see him again. Arredondo continues on by sharing his experience of his first day at school and becoming accustomed to school in the United States. He says that his family was the only Mexican family in Canby so that made him and his siblings the only Spanish speaking students in the entire school. He mentions that the programs that exist to help Spanish speakers in the present day did not exist during his childhood so it was very difficult at first. However, once he understood what he had to do, he felt better. Arredondo goes on to share that he had to interpret for his parents both during teacher conferences and when his parents went to the clinic. He goes on to talk about how the first years in the United States were difficult in terms of cultural adjustment, but he believes that thanks to the closeness of his family, they were able to overcome their challenges. He says that they faced many hardships and that he had doubts whether he could accomplish something with his life, but he and his family knew that education was the means to more employment opportunities. Arredondo continues on by discussing how he went about going to college and explains how he was required to do everything on his own because his parents did not speak English. He talks about attending college in Indiana, getting married, and returning to Canby where he worked as an accountant until he opened his own firm. Arredondo also talks about the community in Canby and how it has evolved over the years from being mostly white to having a growing Latino population. He mentions being part of community organizations and being the only Latino member. Arredondo expresses his thoughts about the Spanish language and how it has changed over the generations, going from only speaking Spanish to now having family members who are bilingual as well as how the younger generations are starting to lose their Spanish.  He then discusses his love of music and sports. He says he likes ‘banda’ music and talks a bit about some traditions his family and he have. He loves to watch soccer during the World Cup but grew up watching baseball. He has been a Dodgers fan from a very young age; he loved watching Fernando Valenzuela play. Arredondo also talks about folk tales and legends like “La Llorona” and “El Cucuy” and various sayings. He continues on to talk about his values. He says that caring for his family is a big part of who he is; he wants his kids to think about family – family comes first and it is important to always have time for one’s family. He also believes in honesty and the value of work and doing whatever you want to do, and to accomplish what you want to accomplish, not limiting yourself. He concludes the interview by talking about why he thinks education is so important and about his plans for the future. In looking ahead, Arredondo shares that he wants to leave a legacy and help Latinos in the community of Canby to reach their goals, go to college, and to accomplish great things. He ends the interview with some words of encouragement, “Sí se puede.”

Descripción: Sabino Arredondo comienza la entrevista hablando de sí mismo y de sus padres; también habla del pueblo en donde se crió. Arredondo explica que se crió en un pequeño pueblo agrícola sin cualquier servicio de utilidad, y como resultado se acostumbró a vivir sin electricidad. Durante su niñez su familia se mudó de pueblo en pueblo cada vez que su padre buscaba trabajo. Él dice que él y sus amigos a menudo se inventaban juegos para jugar. Arredondo entonces habla de cuando su padre se fue a los Estados Unidos y cómo su familia entonces llegó a vivir en Oregón. Explica que su tío por parte de madre había llegado a los Estados Unidos en 1948, desapareció, y luego reapareció en Salem, Oregón. Luego más tíos se mudaron a Oregón en los años 1970s entonces su padre vino en el 1979. Arredondo comparte que la ausencia de su padre cuando se fue a los Estados Unidos fue un gran sacrificio para toda la familia. Él explica cómo él y su familia inmigraron a los Estados Unidos. Explica la forma en que saltaron por encima de una valla y corrieron hacia un ‘Safeway’ sólo para ser capturados y enviados de vuelta, pero después volvieron a intentar cruzar la frontera. Arredondo comenta que no tiene idea de cómo su madre fue capaz de hacerlo de nuevo. Explica que cruzar la frontera fue una experiencia aterradora y que acostumbrarse a la vida en los Estados Unidos le tomó tiempo, sobre todo porque él no tenía amigos en la escuela y no sabía cómo hablar inglés. Sin embargo, tenía familia que eran ciudadanos americanos que ayudaron a su familia a adaptarse a la vida en Oregón. Recuerda la reunión con su padre y lo feliz que toda su familia estaba a volver a verlo. Arredondo continúa compartiendo la experiencia de su primer día en la escuela y como comenzó acostumbrarse a la escuela en los Estados Unidos. Comenta que su familia era la única familia mexicana en Canby y que él y sus hermanos eran los únicos estudiantes que hablaban español en toda la escuela. Menciona que no existían los programas que existen ahora para ayudar a los hispanos parlantes, así que fue muy difícil al principio. Sin embargo, una vez que él entendió lo que tenía que hacer, se sintió mejor. Arredondo entonces comparte que tenía que interpretar para sus padres, tanto durante las conferencias con sus maestros y cuando sus padres iban a la clínica. Él habla de cómo los primeros años en los Estados Unidos fueron difíciles en términos de adaptación cultural, pero él cree que, gracias a la cercanía de su familia, fueron capaces de superar sus dificultades. Dice que, aunque enfrentaron muchas dificultades, no tenía dudas de que podía lograr algo con su vida, porque él y su familia sabían que la educación era el medio a más oportunidades de empleo. Arredondo sigue la entrevista discutiendo sobre cómo llegó a ir a la universidad y explica la forma en que estaba obligado a hacer todo por su cuenta debido a que sus padres no hablan inglés. Habla de asistir a la universidad en Indiana, de casarse, y de volver a Canby dónde trabajó como contador público hasta que abrió su propia firma. Arredondo también habla de la comunidad en Canby y cómo ha cambiado a través de los años. Antes, la comunidad era mayormente anglo, pero la población latina ha crecido mucho. Menciona que él es parte de varias organizaciones comunitarias y de ser el único miembro latino. Arredondo expresa sus pensamientos sobre el español como idioma y cómo ha cambiado a lo largo de las generaciones. Nota que antes miembros de la familia sólo hablaban español y ahora tienen miembros de la familia que son bilingües, pero que especialmente las generaciones más jóvenes están empezando a perder el español. A continuación, habla de su amor por la música y los deportes. Dice que le gusta la música de banda y habla un poco acerca de algunas de las tradiciones que su familia y él tienen. Le encanta ver partidos de fútbol durante la Copa del Mundo, pero creció viendo béisbol. Ha sido un fanático de los ‘Dodgers’ desde pequeño; le gustaba ver a Fernando Valenzuela jugar. Arredondo también habla de cuentos populares y leyendas como “La Llorona” y “El Cucuy” y varios dichos. Él continúa compartiendo sus valores. Dice que el cuidado de su familia es una gran parte de lo que él es; él quiere que sus niños siempre piensen sobre de la familia y que la familia sea una prioridad para ellos. Para él, es importante siempre tener tiempo para la familia de uno. También cree en la honestidad y el valor del trabajo y hacer lo que uno quiere hacer. Y para lograr lo que quiere lograr, no limitándose a sí mismo. Concluye la entrevista hablando de por qué cree que la educación es tan importante y sobre sus planes para el futuro. Al mirar hacia adelante, Arredondo comparte que quiere dejar un legado y de ayudar a los latinos en la comunidad de Canby para alcanzar sus objetivos, ir a la universidad, y lograr grandes cosas en la vida. Concluye la entrevista con unas palabras de aliento, “Sí se puede.”

Fecha/Date: el 12 de mayo del 2016 / May 12, 2016
Entrevistado/Interviewee: Sabino Arredondo
Entrevistadora/Interviewer: Natalia Fernández  
Duración/Length: 01:09:20
Idioma/Language: español / Spanish  

La entrevista de / the interview (video) of Sabino Arredondo

Descripción: Sabino Arredondo comienza la entrevista hablando de sí mismo y de sus padres; también habla del pueblo en donde se crió. Durante su niñez su familia se mudó de pueblo en pueblo cada vez que su padre buscaba trabajo, pero que siempre tenían familia extendida en todos los pueblos. Durante su niñez jugaba mucho, aunque no tienen juguetes ni electricidad. También habla de su experiencia en la escuela en México. Arredondo entonces habla de las experiencias de su padre cuando venía a los Estados Unidos, porque venía, y como eso afectaba a su madre y la familia. Él explica que su familia escogió mudarse a Oregón porque un tío por parte de madre ya vivía en el estado; y ellos vinieron en el año 1980. Él explica cómo su familia y él  inmigraron a los Estados Unidos y aunque los encontró la migra, volvieron a intentar cruzar la frontera y lo lograron. Un familiar los manejó por carretera desde la frontera hasta Oregón. Explica que cruzar la frontera a los diez años fue una experiencia de miedo, pero también de alegría por la oportunidad de ver a su padre. Él explica cómo le fue la adaptación a la vida en los Estados Unidos y que él empezó a trabajar en el campo casi inmediatamente. Arredondo continúa la entrevista compartiendo la experiencia de su primer día en la escuela con sus hermanos menores y como comenzó acostumbrarse a la escuela en los Estados Unidos. Dice que su familia era la única familia mexicana en Canby y que sus hermanos y él eran los únicos estudiantes que hablaban español en toda la escuela. Menciona que no existían los programas que existen ahora para ayudar a los hispanos parlantes, así que fue muy difícil al principio. Él habla de cómo los primeros años en los Estados Unidos fueron difíciles en términos de adaptación cultural, pero él cree que, gracias a la cercanía de su familia, que fueron capaces de superar sus dificultades. Dice que, aunque enfrentaron muchas dificultades, no tenía dudas de que podía lograr algo con su vida, porque su familia y él sabían que la educación era el medio a más oportunidades. Arredondo sigue la entrevista discutiendo sobre cómo llevó a ir a la universidad y explica la forma en que estaba obligado a hacer todo por su cuenta debido a que sus padres no hablaban inglés. Habla de asistir a la universidad en Indiana, de casarse, y de volver a Canby dónde trabajó como contador público con varias firmas hasta que abrió su propia firma, Wilcox-Arrendondo. Arredondo también habla de la comunidad en Canby y cómo ha cambiado a través de los años desde el 1981. Antes, la comunidad era mayormente anglo, pero la población latina ha crecido mucho. Recuerda que él tenía que interpretar para sus padres, tanto durante las conferencias con sus maestros y cuando sus padres iban a la clínica; pero que ahora hay traductores y más servicios para la comunidad latina. Arredondo entonces comparte sus opiniones sobres las relaciones entre la comunidad latina y la comunidad anglo, y de los comentarios racistas que ha escuchado. Él entonces habla de sus viajes regresando a México para estar con su familia extendida y que comparte esa experiencia con sus hijos. Arredondo expresa sus pensamientos sobre la importancia del español como idioma y cómo ha cambiado a lo largo de las generaciones. Nota que antes miembros de la familia sólo hablaban español y ahora tienen miembros de la familia que son bilingües, pero que especialmente las generaciones más jóvenes están empezando a perder el español. A continuación, habla sobre las oportunidades de trabajo para la comunidad latina en Canby y como han cambiado. También habla sobre la política local y como apoya o no apoya a la comunidad latina. Entonces habla de remedios caseros y dichos de su familia, y luego de celebraciones culturales que recuerda, especialmente el día de las madres. También habla de su gusto por los deportes. Le encanta ver partidos de fútbol durante la Copa del Mundo con su familia y le gusta mucho el béisbol, especialmente el equipo de los ‘Dodgers.’ Luego habla de la región católica y de sus experiencias religiosas. Arredondo también habla de cuentos populares y leyendas como “La Llorona” y “El Cucuy.” Entonces habla de que aspectos de su vida él comparte con sus hijos. Él continúa con compartir sus valores como el trabajo, la familia, y la honestidad. Arredondo comparte sus opiniones entre las vidas de las generaciones en su familia y de cómo sus vidas han cambiado. Concluye la entrevista hablando sobre sus planes para el futuro. Al mirar hacia adelante, Arredondo dice que se quiere quedar viviendo en Canby. Él quiere usar su sabiduría y experiencia para inspirar a sus hijos y la comunidad latina en general; él dice, “Sí se puede.” Arredondo entonces explica porque el decidió completar las entrevistas de este proyecto oral en español y en inglés.

Description: Sabino Arredondo begins the interview talking about himself and his parents and the town where he grew up. Throughout his childhood his family moved from town to town every time his father looked for work, but they always had extended family in every village. During his childhood he played games, and reflects on not have many toys or electricity. He also talks about his school experiences in Mexico. Arredondo then shares the experiences of his father when he came to the United States and how his absence affected his mother and family. He explains that his family chose to move to Oregon because an uncle on his mother’s side had lived in the state and they as a family came in 1980. He explains how he and his family immigrated to the United States and although they were initially sent back to Mexico, they tried again to cross the border and succeeded. He recalls that crossing the border at ten years of age was a scary experience, but also full joy due to the opportunity to see his father. He explains how he began adapting to life in the United States and that he almost immediately began working in the fields with his family. Arredondo continues the interview by sharing the experience of his first day at school with his younger siblings and how they began getting accustomed to school in the United States. He says his family was the only Mexican family in Canby and that he and his siblings were the only students who spoke Spanish in the school. He mentioned that there were no programs as there are now available to help Spanish speakers, so it was very difficult at first. He talks about how during the early years of his family’s time in the United States, they were difficult in terms of cultural adaptation, but he believes that, thanks to the closeness of his family, were able to overcome their difficulties. He says that although they faced many difficulties, had no doubt he could achieve more with his life because he and his family knew that obtaining an education was the means to more opportunities. Arredondo then shares how in order to go to college he had to do everything on their own because his parents did not speak English. He talks about attending college in Indiana, marrying, and returning to Canby to work as an accountant with several firms before opening his own firm, Wilcox-Arredondo. Arredondo also speaks of the community in Canby and how it has changed over the years since 1981. Before the community was mostly Anglos, but the Latino population has grown a lot. He remembers needing to translate for his parents, both during conferences with teachers and when they went to the clinic, but there are now translators and more services available for the Latino community. Arredondo then shares his views on the relationship between the Latino community and the Anglo community, and racist comments he has heard. He then speaks of his trips back to Mexico to be with his extended family and how he shares those experiences with his children. Arredondo expresses his thoughts about the importance of Spanish as a language and how it has changed over the generations. He notes that before, family members spoke only Spanish and now he has family members who are bilingual, but that the younger generations are beginning to lose their Spanish. He then talks about job opportunities for the Latino community in Canby and how they have changed. He also talks about local politics and how they support or do not support the Latino community. Then he talks about his family’s home remedies and cultural celebrations, especially Mother’s Day. He also talks about his love of sports. He loves to watch soccer during the World Cup with his family and loves baseball, especially the Dodgers. He then shares his experiences with the Catholic faith and his other religious experiences. Arredondo also speaks of folktales and legends such as “La Llorona” and “El Cucuy.” He then talks about the aspects of his life he shares with his children. He continues on by sharing his values such as work, family, and honesty. Arredondo also shares his views on the differences between the lives of the many generations in his family and how their lives have changed. He concludes the interview by talking about his plans for the future. Arredondo says he wants to continue living in Canby, it is his new home. He says he wants to use his wisdom and experience to inspire his children and the Latino community in general; he says, “Sí se puede.” Arredondo then explains why he decided to complete two oral interviews for this project, one in Spanish and one in English.

Charlie Gingerich

Fecha/Date: el 25 de mayo del 2016 / May 25, 2016
Entrevistado/Interviewee: Charlie Gingerich
Entrevistadora/Interviewer: Natalia Fernández  
Duración/Length: 01:02:19
Idioma/Language:  inglés / English

Biography: Charlie Gingerich was born on August 24, 1953, in Oregon City, Oregon. His parents were born in the 1920s in Portland and Hubbard, Oregon. His mother was a homemaker and later worked at a school cafeteria; his father was a truck driver. Gingerich grew up southwest of Canby in the country where his family lived on a small farm; he was one of nine children. He attended a private Mennonite school in Kansas, Indiana, to study music education and taught music in Canby, Oregon, upon his return. However, after only one year of teaching, he began his own construction business which his has managed since that time. He met his wife in Indiana and they moved to Oregon after he graduated from college. Gingerich works with the community organization Bridging Cultures Canby, which was established circa 2010, but has its roots in a volunteer lunch program that began in 2000.

Biografía: Charlie Gingerich nació el 24 de agosto del 1953 en la cuidad de Oregon City, Oregón. Sus padres nacieron en la década del 1920 en Portland y Hubbard, Oregón. Su madre era ama de casa y luego trabajó en una cafetería de una escuela; su padre era un conductor de camión. Gingerich creció al suroeste de Canby en el campo donde vivía su familia en una pequeña granja; él fue uno de nueve hijos. Asistió a una universidad privada menonita en Kansas, Indiana. Estudió educación musical y enseñó música en Canby, Oregón, cuando regresó. Sin embargo, después de sólo un año de enseñanza, comenzó su propio negocio de construcción, que ha tenido por casi cuarenta años. Se reunió con su esposa en Indiana y se mudaron a Oregón después de graduarse de la universidad. Gingerich trabaja con la organización en la comunidad local ‘Bridging Cultures Canby’ que se estableció alrededor del año 2010, pero tiene sus raíces en un programa de almuerzo voluntario que comenzó en el año 2000.

La entrevista de / the interview (audio) of Charlie Gingerich

Description: Gingerich begins the interview by describing his childhood growing up in rural Oregon on a family farm. He describes farm life, the school he attended, and the smallness of his town. He specifically notes how homogenous the community was and that he could recall non-Anglo families within his community with specificity. Gingerich explains that his family and the community in general made sure that newcomers felt included and welcome. He continues on to describe his extended family who live in the Canby area as well as his educational experiences. Almost all of his siblings attended college, a private Mennonite school in Kansas, Indiana. He studied music education and taught music in Canby, Oregon, upon his return. He describes the professions of many of his siblings and stresses the importance of education within his family. To pay for his education, Gingerich explains that he was a brick layer. He only taught music for one year and then began his own construction business which his has managed since that time, almost forty years. He shares that although he does not professionally continue to use his musical talents, he participates in the musical program at the Mennonite church to which he belongs. Gingerich then begins to share his observations of how the Canby community has changed over time, especially the growth of the Latino population. He notes the change in the labor force, specifically in agricultural professions. He expresses the reservations of some members of the community regarding the changes occurring and notes the prejudice he has observed. He goes on to share his work with the organization now called Bridging Cultures Canby. Since the year 2000, through Bridging Cultures, Gingerich works with the Latino community and is better able to understand their perspective and assist them as needed. He shares how the organization began as a volunteer program “Pack a Sack” to make sandwiches once a week for community members in need such as the homeless and later, the Latino community. He notes that the program was not so much about the food, but the need to connect with the Latino community to ensure that it felt welcomed. The program also assisted the community by organizing immigration assistance and education programs. Gingerich recalls that in 2006, he began to organize weekly picnics during the summer to encourage the community to come together. The picnics began with just a few dozen people but grew to a few hundred, a mix of both the Latino and Anglo community. And, now, the program’s board also has representatives from both communities. Notably, the majority of the funding for the program comes from Mennonite community and people who volunteer their time to the program. Gingerich explains that the program grew through door-to-door relationship building. He also shares some of the other services and events the program provides such as: trips to the beach, an annual Thanksgiving meal, and various classes requested by community members. He notes the importance of food to help in fostering community bonding. Gingerich then describes a typical day of a community picnic from his perspective as an organizer as well as how the picnic has begun to incorporate traditional Latino foods. He then shares an experience he holds dear when one year the community organized a surprise birthday party for him on one of the picnic days. He expresses how generous the Canby Latino community is. Gingerich then shares his challenges and lessons learned regarding community relationships building, especially when he first began the “Pack a Sack” program. He discusses the need for the program to be committed and consistent, notes that his lack of being able to speak Spanish was not a barrier, and explains the program’s successful collaboration with local schools. Gingerich discusses local politics, issues with police department, as well as many plans for the future of Bridging Cultures to expand its programs and services. He concludes the interview with a story of an Anglo family whose members were prejudice toward the Latino community, but changed their opinions through a shared experience that Gingerich facilitated. He says he has many examples like the one he shared. Gingerich then shares his hopes and dreams for the future of the Canby community, describes the significance of Latino community members taking on leadership roles within Bridging Cultures, and need for the Canby community to work together and truly connect.

Descripción: Gingerich comienza la entrevista con la descripción de su infancia en Oregón en la granja de su familia. Él describe su vida en granja, la escuela que asistió, y la pequeñez de su pueblo. Él nota específicamente que casi toda la comunidad era anglo y que podía acordarse específicamente de las familias que no eran anglo. Gingerich explica que su familia, y la comunidad en general, se aseguraban de que los recién llegados se sintieran incluidos y bienvenidos. Él continúa con la descripción de su familia extendida que vive en el área de Canby, así como sus experiencias educativas. Casi todos sus hermanos asistieron a la universidad, una escuela privada menonita en Kansas, Indiana. Él estudió educación musical y enseñó música en Canby, Oregón, cuando regresó al estado. También describe las profesiones de muchos de sus hermanos y nota la importancia de la educación para su familia. Para pagar por su educación, Gingerich explica que era un albañil. Sólo enseñó música por un año y luego comenzó su propio negocio de construcción, que ha logrado a administrar desde entonces, casi cuarenta años. Él comparte que, aunque él no continúa profesionalmente utilizando su talento musical, él participa en el programa musical en la iglesia menonita a la que pertenece. Gingerich entonces comienza a compartir sus observaciones de cómo la comunidad en Canby ha cambiado a través de los años, especialmente el crecimiento de la población latina. Observa el cambio en la población laboral especialmente en las profesiones agrícolas. Él expresa las reservas de algunos miembros de la comunidad con respecto a los cambios que se producen y señala el prejuicio que ha observado. Él entonces comparte información su trabajo con la organización que ahora se llama ‘Bridging Cultures Canby.’ Desde el año 2000, a través de ‘Bridging Cultures,’ Gingerich trabaja con la comunidad latina. Nota que ahora es más capaz de entender el punto de vista de la comunidad latina y de ayudar cuando sea necesario. Él comparte la forma en que la organización comenzó. Empezó como un programa de voluntarios ‘Pack a Sack’ para hacer sándwiches, una vez a la semana para los miembros de la comunidad que lo necesitaban; como las personas sin hogar y luego, la comunidad latina. Observa que el programa tenía éxito no tanto por la comida, sino por la necesidad de tener una relación con la comunidad latina para asegurar que se sintieran aceptados. El programa también ayudó a la comunidad con la organización de programas de asistencia a la inmigración y a la educación. Gingerich recuerda que, en el 2006, comenzó a organizar días de pasadías semanales durante el verano para alentar a la comunidad a unirse. Los días de pasadías comenzaron con sólo unas pocas docenas de personas, pero creció hasta doscientas y trecientas personas, una mezcla de ambos, la comunidad latina y la anglo. Y, ahora, la junta del programa también tiene representantes de ambas comunidades. Notablemente, la mayoría de los fondos para el programa y las personas que ofrecen su tiempo voluntario al programa son de la comunidad menonita. Gingerich explica que el programa creció a través de los esfuerzos de ellos de crear relaciones con la comunidad de puerta a puerta. También comparte algunos de los otros servicios y eventos que ofrece el programa, tales como: viajes a la playa, la comida del día de acción de gracias, y varias clases solicitadas por los miembros de la comunidad. Él nota la importancia de la comida para ayudar en la promoción para una mejor relación entre las comunidades. Gingerich entonces describe un día típico de un pasadía desde su perspectiva como un organizador, y también relata que los pasadías comenzaron a incorporar comidas latinas tradicionales. A continuación, comparte una experiencia que está muy cerca de su corazón. Recuerda el día en que la comunidad le organizó una fiesta de cumpleaños de sorpresa en uno de los pasadías. Él expresa la generosidad de la comunidad latina en Canby. Gingerich luego comparte sus desafíos y lecciones aprendidas al respecto comenzado una relación con la comunidad, sobre todo cuando empezó el programa ‘Pack a Sack.’ Él entonces nota la necesidad de que el programa se ha comprometido y la consistencia. Toma nota de su falta de no poder hablar español no fue una barrera, y explica la colaboración exitosa del programa con las escuelas locales. Gingerich también habla sobre la política local, problemas con el departamento de policía, así como muchos planes para el futuro de ‘Bridging Cultures’ para expandir sus programas y servicios. Concluye la entrevista con un cuento de una familia anglo, cuyos miembros eran prejuiciados hacia la comunidad latina, pero que cambiaron sus opiniones a través de una experiencia compartida que facilitó Gingerich. Dice que tiene muchos ejemplos los cuales compartió. Gingerich luego comparte sus esperanzas y sueños para el futuro de la comunidad de Canby, describe la importancia de los miembros de la comunidad latina que tienen responsabilidades de liderazgo en ‘Bridging Cultures,’ y la necesidad de la comunidad de Canby para trabajar juntos y verdaderamente conectarse unos a los otros.

Margarita Cruz

Biografía: Margarita Cruz nació el 18 de enero del 1980 en el estado de Oaxaca, México, en el pueblo San Sebastián Tecomaxtlahuaca. Su padre también nació en San Sebastián Tecomaxtlahuaca y él trabaja en la compañía Conasupo. Su madre nació en una ranchería que se llama Yosoyu en Oaxaca, México, y era costurera. Cruz tiene tres hermanas y tres hermanos. Ella inmigró a los Estados Unidos a los diecinueve años a Madera, California, para trabajar en el campo, y vivió allí unos dos años. Por un tiempo vivieron en México, pero ella y su esposo se mudaron para Canby, Oregón, en el 2008, y tienen tres hijos. Cruz es ama de casa y en los veranos ella trabaja en el campo.

Biography: Margarita Cruz was born on January 18, 1980, in the state of Oaxaca, Mexico, in the town San Sebastian Tecomaxtlahuaca. Her father was also born in San Sebastián Tecomaxtlahuaca and worked for a company called Conasupo. Her mother was born in a village called Yosoyu in Oaxaca, Mexico, and was a seamstress. Cruz has three sisters and three brothers. She immigrated to the United States at nineteen years of age to Madera, California, to work in the fields; she lived there about two years. For a while she and her husband lived in Mexico, but they moved to Canby, Oregon, in 2008, and have three children. Cruz is a housewife, and during the summer she works as an agricultural worker.

Fecha/Date: el 25 de mayo del 2016 / May 25, 2016
Entrevistada/Interviewee: Margarita Cruz
Entrevistadora/interviewer: Natalia Fernández  
Duración/Length: 01:45:31
Idioma/Language: español / Spanish  

La entrevista de / the interview (audio) of Margarita Cruz

Descripción: Margarita Cruz empieza la entrevista hablando de sí misma y de sus padres. Ella entonces comparte los detalles de su niñez, la cual describe como muy bonita, y la compara con la niñez de sus hijos quienes viven en los Estados Unidos. También habla sobre las expectativas diferentes entre los niños y las niñas en su familia. Cruz comparte los juegos y como jugaba de niña, las celebraciones de su pueblo, su comunidad, su familia extendida, sus seis hermanos y hermanas, su experiencia en la escuela, y sus sueños cuando era joven para su futuro de ser secretaria o maestra. Ella recuerda el apoyo que siempre le dio su madre para continuar con su educación para completar la secundaria. Cruz comparte que está tomando clases de inglés. Ella entonces describe en detalle la historia de su inmigración a los Estados Unidos a los diecinueve años, a Madera, California, para trabajar en el campo. Relata que allí conoció a su esposo y habla sobre sus experiencias trabajando en el campo y sus dificultades, especialmente su experiencia como mujer. Explica su situación financiera y que le mandaba dinero a su mamá a México por los dos años que vivió en California. Ella y su esposo se mudaron a Portland, Oregón, pero luego regresaron a México porque su esposo estaba enfermo. Cruz entonces explica que en el 2008 se mudaron de nuevo a los Estados Unidos, específicamente a Canby, Oregón. Su hermana vive en Canby; su mama vive en Oceanside, Oregón. Cruz habla sobre las vidas de varios miembros de su familia, sus historias de su inmigración, y en dónde viven. También habla de sus tres hijos quienes nacieron en el 2002, 2005, y 2008; dos niñas y un niño. Cruz continúa la entrevista compartiendo lo que le gusta de la vida en Canby, Oregón, especialmente el clima y la naturaleza. También habla de lo que ha sufrido en Canby por no saber hablar el inglés, y comparte sus experiencias religiosas católicas en su parroquia de San Patricio. Luego comparte sus experiencias en la biblioteca pública y lo que ha aprendido por leer muchos libros. Ella nota que en Canby no hay pandillas y habla sobre la importancia de la policía local. También comenta sobre sus observaciones de la relación entre la comunidad latina y la comunidad anglo en Canby y como ha cambiado a través de los años. Ella habla sobre los servicios, los recursos, y las organizaciones locales que apoyan la comunidad latina. Como, por ejemplo: los programas bilingües en las escuelas, un centro que ayuda a los latinos, la biblioteca, y varias tiendas con productos latinos. Cruz nota que la comunidad latina tiene mucho que compartir y ofrecerle a la comunidad anglo. Ella entonces relata dos experiencias en cuando sufrió prejuicio en contra de ella y sus hijos. Una fue de parte de una vecina mayor de edad y la otra en la escuela con un miembro de la comunidad. Ella comparte que quisiera poder hablar el inglés mejor para defenderse, pero que, en la experiencia en la escuela, por lo menos se sintió apoyada por los administradores de la escuela. Cruz continúa la entrevista hablando de México. Dice que, aunque no ha regresado a su pueblo en muchos años, quisiera visitarlo para poder compartirlo con sus hijos. La entrevista entonces continúa con Cruz expresando su opinión sobre varios temas y tradiciones. Ella habla sobre: la importancia del español, de aprender el inglés para sus hijos, de las clases que está tomando, de sus actividades en la iglesia, de la vida de su esposo, de la política local y nacional, del sistema de educación en los Estados Unidos, de sus deseos educativos para sus hijos, de remedidos caseros de su familia, de celebraciones en su pueblo en México en comparación con las de Canby, de la música que le gusta, de las comidas que cocina, de celebraciones tradicionales como las quinceañeras, de los deportes que les gustan, de pasatiempos en la naturaleza, de la importancia de la religión en su vida, de los valores de su familia, de su filosofía como mamá criando sus hijos, de las diferencias entre las generaciones, de su identidad personal, y de sus prioridades y como han cambiado a través de los años. Para concluir la entrevista, Cruz comparte sus planes y sueños para el futuro, cuyos incluyen: poder hablar mejor el inglés, tener la oportunidad de trabajar para el gobierno para ayudar a su comunidad, y de también tener la oportunidad ayudar a la comunidad latina tener éxito en el sistema educativo. Comenta que ella desea la felicidad para sus tres hijos. En conclusión, relata lo que le gustaría para los niños latinos: que tengan una infancia bonita y alegre.

Description: Margarita Cruz begins the interview talking about herself and her parents. She then shares the details of her childhood, which she describes as lovely, and compares it with the childhood of her children who live in the United States. She also talks about the different expectations between the boys and girls within her family. Cruz shares what games she played, the local celebrations, what her community was like, her extended family, her six brothers and sisters, her experience in school, and her dreams when she was young which included becoming a secretary or a teacher. She remembers the support that her mother gave her to continue their education to complete her high school education. Cruz then shares that she is taking English classes. She then describes in detail her immigration story and how she came to the United States at age nineteen to Madera, California to work in the fields. She recalls that she met her husband in Madera and talks about her experiences working in the field and the difficulties she endured, especially as a woman. She explains her financial situation and how she sent money to her mother in Mexico for the two years when she lived in California. She says that she and her husband moved to Portland, Oregon, but then returned to Mexico because her husband was ill. Cruz then explains that in 2008 they moved back to the United States, specifically Canby, Oregon. Her sister lives in Canby; her mother lives in Oceanside, Oregon. Cruz talks about the lives of several members of her family, the stories of their immigration, and where they live. She also talks about her three children who were born in 2002, 2005 and 2008; two girls and a boy. Cruz continues the interview by sharing what she likes about living in Canby, Oregon, especially the climate and the natural beauty of the area.  She also discusses how she has suffered in Canby for not knowing how to speak English, and she shares her religious experiences in her Catholic parish, Saint Patrick. She then shares her experiences using the public library and what she has learned by reading many books. She notes that in Canby there are no gangs and talks about the importance of the local police. She also comments on her observations of the relationship between the Latino community and the Anglo community in Canby and how it has changed over the years. She talks about the services, resources, and local organizations that support the Latino community; examples given include: bilingual programs in schools, a center that helps the Latino community, the public library, and various stores with Latino products. Cruz notes that the Latino community has a lot to share and offer the Anglo community. She then recounts two experiences when she suffered prejudice against her and her children. One was by an elderly neighbor and the other at her children’s school with a member of the community. She shares that if she were to speak English better, she could have defended herself. However, she notes that in the school experience, she felt supported by school administrators. Cruz continues the interview by talking about Mexico. She says that although she has not returned to her hometown in many years, she would like to visit to share it with her children. The interview then continues with Cruz expressing her opinions on various topics and traditions. She talks about: the importance of the Spanish language and for her children to be bilingual, classes she is  taking, her activities with her church, her husband’s life, issues within local and national politics, problems within the education system in the United States, her educational desires for her children, her family’s home remedies, her hometown’s celebrations compared to those in Canby, the music she likes, the meals she cooks, traditional celebrations such as ‘quinceañeras,’ sports she enjoys, her love of practicing various outdoor hobbies, the importance of religion in her life, her family’s values, her philosophy as a mom raising her children, the differences between the generations, her sense of personal identity, and her priorities and how they have changed over the years. To conclude the interview, Cruz shares her plans and dreams for the future, which include: being able to speak English better, having the opportunity to work for the government to help the Latino community succeed in the education system, and she says she wants happiness for her three children. In conclusion, she says what she would like for all Latino children: that they experience a lovely and happy childhood.

Gudelia Villán Ramos

Biografía: Gudelia Villán Ramos nació en Amatlán de los Reyes, Veracruz, México, el 29 de septiembre del 1942. Sus padres nacieron en Puebla, México. Ellos trabajaban en el campo, su mamá en la cocina dedicando su tiempo a la familia. Villán Ramos tiene dos hermanos mayores y una hermana y hermano menor. Cuando ella tenía seis años de edad, su padre falleció. Ella se casó a los dieciséis años; tiene seis hijos, tres hijos quienes residen en México y tres hijas en los Estados Unidos. Alrededor de los años 1990, Villán Ramos decidió inmigrar a los Estados Unidos en búsqueda de una mejor vida. Ella cruzó la frontera con una de sus hijas y un nieto, llegó a Portland, y se reunió con otra de sus hijas cuya ya tenía tiempo viviendo en Oregón. Actualmente (2016), vive en Canby, Oregón con su familia.

Biography: Gudelia Villán Ramos was born in Amatlán de los Reyes, Veracruz, Mexico, on September 29, 1942. Her parents were born in Puebla, Mexico. They worked in the fields; her mother in the kitchen devoting her time to the family. Villán Ramos has two older brothers as well as a sister and younger brother. At six years old, her father died. She married at sixteen, has six children, three sons who reside in Mexico and three daughters in the United States. During the 1990s, Villán Ramos decided to immigrate to the United States in search of a better life. She crossed the border with one of her daughters and a grandson, came to Portland, and met with another daughter who had been living in Oregon for some time. As of 2016, she currently lives in Canby, Oregon, with her family.

Fecha: el 26 de mayo del 2016
Entrevistada: Gudelia Villán Ramos
Entrevistadora: Natalia Fernández  
Duración: 00:53:30 (audio)
Idioma/Language: español / Spanish  

La entrevista de / the interview (audio) of Gudelia Villán Ramos

Descripción: Villán Ramos comienza la entrevista hablando sobre su niñez y el sufrimiento que vivió desde que su papá falleció cuando ella era pequeña. Dice que su mamá no trabajaba porque se encargaba de cuidarla a ella y sus hermanos. Relata que no tenían suficiente dinero para comprar comida y tenían que comer cosas como hierbas y hongos. Ella explica que se casó a los dieciséis años; su esposo trabajaba en el campo. Dice que continuó sufriendo porque a veces no había comida. Ella trabajaba con su esposo cuando podía, pero fue ama de casa por mucha parte de su vida. Villán Ramos habla sobre su decisión de emigrar a los Estados Unidos. Dice que se cansó del sufrimiento y quería buscar oportunidades de trabajo y una mejor vida. Ella relata como cruzó la frontera y de lo peligroso que fue. También habla un poco de uno de su nieto y como él fue a la ‘high school’ pero no pudo seguir estudiando porque no tenía papeles de residencia, entonces se regresó a México. Cuando ella llegó a los Estados Unidos, vino hasta Oregón porque tenía una hija que vivía en el estado. Dice que hizo amistades en la iglesia católica y explica que la comunidad latina en ese tiempo era muy pequeña, pero que ha crecido desde entonces. Continúa la entrevista hablando sobre la vida en Oregón en comparación con la vida en México. Ella cree que la vida es mejor aquí que allá. Villán Ramos también habla sobre un día normal en su vida. Dice que sale los sábados o los domingos, va de tiendas, comparte con sus nietos, o a veces va a actividades en la iglesia o en la biblioteca. Villán Ramos es parte del programa Nuestros Abuelos en la biblioteca pública de Canby y tuvo la oportunidad de ver documentales sobre la historia de Latinoamérica. Ella cambia de tema para hablar sobre lo difícil que es el no poder hablar inglés en los Estados Unidos. Habla de los trabajos que su familia hace: sus hijas trabajan en una fábrica de plásticos, y sus hijos y esposo, en el campo. Villán Ramos también habla sobre lo que le gusta hacer en su tiempo libre; dice que ve novelas y que casi no sale de Canby. Habla de nuevo de la vida en Canby; ella dice que es mejor aquí, y que le gusta ir a los parques. Comparte un poco sobre el día de las madres y algunas de las actividades que ocurren en su iglesia. Villán Ramos dice que le gusta divertirse en el baile, y que ama la música. Cuando hay bodas o bautizos, ella y su familia van a estas celebraciones. En conclusión, Villán Ramos habla sobre el vivir tranquilo y dar mucho amor a la familia. Dice que en el futuro quiere aprender inglés y que quiere un mejor futuro para sus nietos y para la comunidad latina. Ella quiere ver que toda la comunidad latina salga adelante. Al final, relata sus opiniones sobre algunas de las diferencias entre abuelos, padres, e hijos, es que ahora hay menos sufrimiento que había antes. Ella cree que es porque en los Estados Unidos han tenido más oportunidades y eso es algo que ha ayudado a toda la familia, especialmente las generaciones jóvenes.

Description: Villán Ramos begins the interview talking about her childhood and the suffering she endured due to her father’s death at a young age. She explains that mother did not work because she was in charge of caring for her and her siblings. She shares that her family did not have enough money for food and had to eat things like herbs and mushrooms. She married at sixteen years of age; her husband worked in the fields. She explains that she continued to suffer because they were poor and had little food. She worked with her husband when she could, but was housewife for much of her life. Villán Ramos talks about her decision to immigrate to the United States. She says she was tired of suffering and wanted to seek job opportunities and a better life. She shares her journey crossing the border and how dangerous it was. She also speaks of one of her grandchildren who attended high school but could not continue his education because he had no residency papers so he returned to Mexico. When Villán Ramos came to the United States, she came to Oregon because she had a daughter who lived in the state. She says she made friends through the Catholic church and explains that the Latino community at that time was very small, but has grown since. Continuing the interview, she talks about life in Oregon compared with life in Mexico. She believes that life is better in the United States than in Mexico. Villán Ramos also talks about a typical day in her life. She shares that on Saturdays or Sundays she usually goes out; she goes shopping, spends time with her grandchildren or sometimes participates in activities at her church or library. Villán Ramos is part of the program ‘Nuestros Abuelos’ at the Canby Public Library. There, she had the opportunity to view documentaries on Latin American history. She changes the subject to talk about how difficult it is not to speak English in the United States. She talks about the work that her family does: her daughters work in a plastics factory, and her sons and husband in the fields. Villán Ramos also talks about what she likes to do in her spare time; she says she watches soap operas and almost never leaves Canby. She speaks again of life in Canby; she says it is better here, and that she likes to go to the local parks. She shares a little about what she does on Mother’s Day and some of the activities that occur in her church. Villán Ramos likes to attend dances and loves music. When there are weddings or christenings, she and her family attend the festivities. To conclude, Villán Ramos talks about the living her life in peace and spending time with her family. She says that in the future, she wants to learn English and hopes for a better future for her grandchildren and the Latino community in general. She wants to see the entire Latino community succeed. Finally, she shares her views on some of the differences between grandparents, parents, children, and that there is now less suffering now than as she experienced before. She believes it is because they have had more opportunities in the United States and that is something that has helped the entire family, especially the younger generations.

Jorge Paz

Biografía: Jorge Paz nació en Guatemala el 2 de noviembre de 1948. Sus padres también nacieron en Guatemala alrededor del año 1927. Su padre trabajaba de agricultor con maquinaria pesada y también trabajó en la construcción de carreteras nuevas por un tiempo. Su madre era ama de casa. Paz tuvo una niñez corta porque era el mayor de seis hijos y la necesidad lo llevó a trabajar al lado de su papá desde joven. Asistió la primaria hasta el tercer grado y dejó la escuela para trabajar. A los dieciséis años inmigró a México y vivió con su tío por doce años ayudándole a criar chivos para la venta y el consumo. Regresó a Guatemala y vivió con la madre de sus hijos por un tiempo hasta que decidió inmigrar a los Estados Unidos. En el 1987, inmigró a los Estados Unidos en busca de una mejor vida para él y para su familia. Primero llegó a Los Ángeles, California, donde trabajó como trabajador de construcción. Después trabajó en la agricultura, recogiendo la cosecha de: fresa, melón, y de otras frutas y vegetales. La agricultura lo trajo a Oregón en dónde recibió su visa y residencia en los Estados Unidos. En el presente (2016) está retirado y reside en Canby, Oregón.

Biography: Jorge Paz was born in Guatemala on November 2, 1948. His parents were also born in Guatemala around 1927. His father worked as a farmer with heavy machinery and also worked on road construction. His mother was a housewife. Paz had a short childhood because as the oldest of six children, the family needed him to work alongside his father at a young age. He attended primary school until the third grade and left school to work. At sixteen years of age, he immigrated to Mexico and lived with his uncle for twelve years helping him to raise goats for sale and consumption. He returned to Guatemala and lived with the mother of his children for a while until he decided to come to the United States. In 1987, he immigrated to the United States in search of a better life for himself and his family. He first came to Los Angeles, California, where he worked as a construction worker. He then worked in agriculture, picking strawberry, melon, and other fruits and vegetables. Agricultural work brought him to Oregon where he received his visa and residency in the United States. Currently, at the time of the interview in 2016, he is retired and lives in Canby, Oregon.

Fecha/Date: el 26 de mayo del 2016
Entrevistado/Interviewee: Jorge Paz
Entrevistadora/Interviewer: Natalia Fernández  
Duración/Length: 01:32:27 (audio)
Idioma/Language: español / Spanish  

La entrevista de / the interview of Jorge Paz

Descripción: Jorge Paz empieza la entrevista hablando sobre dónde él y sus padres nacieron. Paz nació en Guatemala en un pueblo pequeño. El relata cómo tuvo que empezar a trabajar desde muy pequeño, pero explica que no sufrió, sino que él estaba contento porque tenía a sus padres y ellos lo apoyaban. Continúa con compartiendo sobre dónde trabajó y que fue lo que lo causó a inmigrar a los Estados Unidos. Habla un poco sobre sus primeras experiencias en los Estados Unidos, específicamente en la ciudad de Los Ángeles, California. Dice que al principio fue difícil y describe una ocasión en donde tuvo que quedarse sin hogar y vivió en la calle. En unos días pudo encontrar una familia mexicana que le dio un cuarto en dónde quedarse. Se quedó con esta familia por un tiempo y empezó a adaptarse a la vida en los Estados Unidos. Paz continúa hablando sobre los lugares donde trabajó los primeros años que vivió en los Estados Unidos. Dice que se quedaba en los Estados Unidos por un tiempo y regresaba a Guatemala para visitar a sus hijos. Después de regresar a California, explica que trabajó en agricultura alrededor del estado hasta mudarse a Oregón. En Oregón, Paz explica que trabajaba en el área alrededor de Forest Grove y Cornelius. Continuó trabajando en la agricultura, cual lo ayudó a recibir una visa para el trabajo. Esto le facilitó la ida y venida a Guatemala, y su residencia permanente en los Estados Unidos. Paz habla sobre la vida en Canby, Oregón, y la comunidad latina. Él dice que la comunidad es muy tranquila, no hay problemas en la comunidad latina o entre otras comunidades. Paz piensa que la comunidad anglo está consciente de la comunidad latina y que ha tratado de traer cambios positivos que ayuden a las dos comunidades. También habla sobre la comida y como a través de los años ha habido más y más tiendas mexicanas que venden productos similares a los que comía en Guatemala o México. Paz regresa al tema del trabajo hablando sobre cómo los jefes tratan a los trabajadores inmigrantes. Él dice que hay unos que son malos y muy exigentes con uno, entonces hacen el trabajo muy difícil y pesado. En el caso de Paz, explica que el patrón con quien él trabajaba era muy amable y hasta lo ayudó a sacar su visa de trabajo y residencia. Menciona que uno viene a los Estados Unidos a trabajar y que, si hay algo que lo impide a uno de hacer su trabajo, uno se va de ese trabajo. Paz entonces comparte algunas de las cosas que hace para divertirse. Recuerda que siempre le gustaba nadar de joven, por eso siempre que tenía tiempo libre, iba a Tillamook, Oregón, con sus amigos a nadar en el mar. Hablando de su tiempo libre, Paz dice que siempre trabajaba doce horas al día y que a veces el trabajo nomás le dejaba el domingo en la tarde libre. Explica que es mucho reír y sufrir cuando uno viene a trabajar a los Estados Unidos. Y, porque el trabajo es duro, uno se tiene que ver en la cara y preguntarse si está listo para hacer este tipo de trabajo y por cuánto tiempo. Paz cambia de tema para hablar sobre lo que le gusta aprender. Comparte algunos de los libros que le gusta leer, muchas revistas de ‘National Geographic.’ Paz entonces hablar sobre la religión y la idea de evolución. Habla sobre diferentes interpretaciones de la biblia y lo que creen unos y otros y de varios temas de la religión cristiana. Continuando la entrevista, Paz le da gracias a Dios. Dice que todos los años que ha pasado trabajando en los Estados Unidos lo han ayudado a ayudar a su familia en Guatemala quienes tienen una mejor vida en parte por sus esfuerzos. También explica que no ha visitado a su familia en muchos años pero que se mantiene en comunicación con ellos por teléfono e internet. Hablando sobre la familia, Paz relata lo que sus padres le enseñaron e inculcaron en él ser una persona buena, trabajadora, y capaz de sobrevivir en esta vida. También menciona otros valores como respetar a los demás y lo importante que es el respeto. Cuando le preguntan que son sus planes para el futuro, él dice que va a continuar viviendo en Oregón y no tiene planes de regresar a su tierra natal. Explica que sus hijos ya no lo necesitan, pero que está contento que pudo ayudarlos como sus padres lo ayudaron a él. En conclusión, Paz habla sobre porque piensa que este es un proyecto bueno que va ayudar a otros latinos a ver que si hay cosas bonitas en los Estados Unidos y que, aunque uno sufra, uno puede lograr sus metas y disfrutar su vida. Termina dándole que le da gracias Dios por todo lo que ha logrado.

Description: Jorge Paz begins the interview talking about where he and his parents were born. Paz was born in Guatemala in a small town. He explains that he had to begin working at a very young age, but did not suffer and instead was happy because he had his parents and they supported him. He then shares where he worked and what caused him to immigrate to the United States. He talks a little about his first experiences in the United States, specifically in the city of Los Angeles, California. He says that at first it was difficult and describes an occasion where he was homeless for a few days until he found a Mexican family that gave one room in which to stay. He lived with this family for a while and began to adapt to life in the United States. Paz continues to talk about where he worked during the first few years he lived in the United States. He says that he stayed in the United States for a while and returned to Guatemala to visit his children. After returning to California, he explains that worked in agriculture throughout the state before moving to Oregon. In Oregon, Paz explains that worked in the areas around Forest Grove and Cornelius. He continued to work in agriculture, which helped him get a visa for work. This provided him with the ability to come and go to Guatemala, and then reside permanently in the United States. Paz talks about life in Canby, Oregon, and the area’s Latino community. He says the community is very quiet, and there are no issues within the Latino community or among other communities. Paz thinks the Anglo community is aware of the Latino community and has tried to bring positive changes to help the two communities come together. He also talks about food and how through the years there have been more and more Mexican stores selling similar products that he ate in Guatemala and Mexico. Paz returns to the theme of work talking about how bosses treat migrant workers. He says that there are some who are bad and very demanding and make the work very difficult. In his case, however, Paz explains that the employer with whom he worked was very friendly and even helped him get his work visa and residency. He mentions that when one comes to the United States to work, if something prevents one from doing their job, they need to leave that job. Paz then shares some of the things he does for fun. He recalls that he enjoyed swimming as a child, so whenever he had free time as an adult, he would go to Tillamook, Oregon, with his friends to swim in the sea. Speaking of his free time, Paz says that he would often work twelve hours a day and sometimes work left him only Sunday afternoons free. He explains that it is much laughter and suffering when you come to work in the United States. And, because the work is hard, you have to ask yourself if you are ready to do this kind of work and for how long. Paz then changes the subject to talk about what he likes to learn. He shares some of the books he likes to read as well as magazines such as National Geographic. Paz then discusses religion and the idea of evolution. He talks about different interpretations of the Bible and several issues of the Christian religion. Continuing on with the interview, Paz gives thanks to God. He says that all the years spent working in the United States have helped his family in Guatemala who have a better life, in part due to his efforts. He also explains that he has not visited his family in years but remains in communication with them by phone and the internet. In speaking about his family, Paz recalls what his parents taught him and that they instilled in him to be a good person, hardworking, and able to survive in this life. He also mentions other values such as respecting others and how important respect is. When asked what his plans are for the future, he says he will continue to live in Oregon and has no plans to return to his homeland. He explains that his children no longer need him, but he is glad he could help them as his parents helped him. In concluding the interview, Paz talks about the interview project itself and that he thinks it is a good project that will help other Latinos to learn about life in the United States. Also, that even if one suffers, one can achieve their goals and enjoy your life. He concludes with giving thanks to God for everything he has achieved.


Las siete entrevistas / the seven interviews

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OSQA and History Course Collaboration: An OSQA Oral History Project

HST 368 Oral History Project Interviewees

HST 368 Oral History Project Interviewees

This spring term, the OSU Queer Archives (OSQA) collaborated with the history class HST 368 Lesbian and Gay Movements in Modern America with Professor Mina Carson. Carson, along with OSQA co-founders Natalia Fernández, Curator and Archivist of the Oregon Multicultural Archives, and Professor Bradley Boovy, Women, Gender, and Sexuality Studies, developed an oral history project for the students. Using Carson’s network of Corvallis area activists, in total, the students conducted 9 oral history interviews and added them to the OSQA oral history collection!

The Interviews

Judy Ball Oral History Interview

Judy Ball

Judy Ball

Date: May 4, 2016
Location: Oregon State University, Corvallis, OR
Length: 00:42:46
Interviewee: Judy Ball
Interviewer: Kristiane Width

Interview Video & Transcript (forthcoming)

Julie Williams Oral History Interview

Julie Williams

Julie Williams

Date: May 5, 2016
Location: Oregon State University, Corvallis, OR
Length: 00:46:37
Interviewee: Julie Williams
Interviewers: Alyssa Kauth and Kaitlyn Stephen

Interview Video & Transcript (forthcoming)

Jo Ann Casselberry Oral History Interview

Jo Ann Casselberry

Jo Ann Casselberry

Date: May 11, 2016
Location: Oregon State University, Corvallis, OR
Length: 01:19:39
Interviewee: Jo Ann Casselberry
Interviewer: Stefani Evers

Interview Video & Transcript (forthcoming)

Karuna Neustadt Oral History Interview

Karuna Neustadt

Karuna Neustadt

Date: May 12, 2016
Location: Oregon State University, Corvallis, OR
Length: 01:29:00
Interviewee: Karuna Neustadt
Interviewer: Esther Matthews

Interview Video & Transcript (forthcoming)

Lorena Reynolds Oral History Interview

Lorena Reynolds

Lorena Reynolds

Date: May 13, 2016
Location: Oregon State University, Corvallis, OR
Length: 00:21:59
Interviewee: Lorena Reynolds
Interviewers: Francesca Lee and Trinh Duonier

Interview Video & Transcript (forthcoming)

Sara Gelser Oral History Interview

Sara Gelser

Sara Gelser

Date: May 16, 2016
Location: Oregon State University, Corvallis, OR
Length: 00:43:39
Interviewee: Sara Gelser
Interviewers: Brett Bishop and Brittney Nicole Aman

Interview Video & Transcript (forthcoming)

Mary Renneke Oral History Interview

Mary Renneke

Mary Renneke

Date: May 21, 2016
Location: Oregon State University, Corvallis, OR
Length: 00:25:31
Interviewee: Mary Renneke
Interviewers: Suheng Chen and Hangyi Zhang

Interview Video & Transcript (forthcoming)

Martha Cone Oral History Interview

Martha Cone

Martha Cone

Date: May 24, 2016
Location: Oregon State University, Corvallis, OR
Length: 00:56:01
Interviewee: Martha Cone
Interviewers: Eugenia Rott and Jared Ziegler

Interview Video & Transcript (forthcoming)

Robin Frojen Oral History Interview

Robin Frojen

Robin Frojen

Date: May 25, 2016
Location: Oregon State University, Corvallis, OR
Length: 00:36:21
Interviewee: Robin Frojen
Interviewers: Madeleine Selfors and Kevin More

Interview Video & Transcript (forthcoming)


On May 3rd OSQA hosted a 2016 Pride Week event for the HST 368 and the general public in which we conducted an oral history interview with OSU Alum John Helding – be sure to check it out as well!

An OSQA Oral History: John Helding

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Celebrating FIRST! Students Sharing their Stories


On May 17, 2016 six OSU students shared their stories of being FIRST. At OSU, this past fall term, 27% of students self-identified as being “first”, which most commonly means a first generation college attendee. While being “first” can have a variety of meanings, students who are “first” share many things in common as revealed through the student panel. The panel consisted of a variety of topics including a discussion of backgrounds such as small high school and community college experiences; whether or not they had parental, high school counselor, and/or teacher support; the process of navigating the college application process; the challenges and barriers of identifying campus resources and services, including access to financial aid; what their “first” identities mean to them; and the importance of “firsts” finding community at OSU. After the 45 minute student panel, the audience, which included about 30 attendees, had the opportunity to ask questions.

How It All Began and Plans for the Future:

In the fall of 2015, two OSU faculty, Allison Hurst and Rebecca Olson, who were first in their families to attend and graduate from college, approached Susana Rivera-Mills, Vice Provost and Dean for Undergraduate Studies, to begin having conversations about how the university could better reach out to and serve “firsts.” During winter term 2016, a panel of faculty who were the first in their families to attend college, guided by two moderators who were also first-generation college students, spoke about their experiences in higher education. After this, Rivera-Mills formed a committee to begin the planning process for another panel, a student panel with a similar format and purpose: to share stories to raise awareness of the issues and challenges facing “firsts” and to build a sense of community among “firsts” to ensure that they have the resources, services, and support they need to succeed. The committee has plans for a Celebrating FIRST event once per term.

Student Panel Information:

Date: May 17, 2016
Location: OSU’s Native American Longhouse Eena Haws
Length: 01:13:01 (45 minute student panel and 28 minute audience Q & A)
Panelists: Racheal Croucher, Danielle Warner, Philip Rakowski, Kayla Davis, Christopher bertalotto, and Jesseanne Pope
Moderator: Racheal Croucher

Student Bios:

  • Racheal Croucher grew up in Montana and Oregon; at 12 years old she moved to the Siletz Indian Reservation. She completed her undergraduate degree at Western Oregon University where she majored in psychology. As of the 2015-2016 academic year she is a 4th year graduate student at OSU in the Human Development and Family Studies program.
  • Kayla Davis grew up in Sutherlin, Oregon. Davis is a student at OSU in the Human Development and Family Studies program.
  • Philip Rakowski was born and raised in Torrance, California (the Los Angeles area), and later moved to Woodburn, Oregon. As of the 2015-2016 academic year, he is an undergraduate at OSU as was accepted into the College Student Services Administration (CSSA) graduate program.
  • Danielle Warner grew up in Spokane, Washington. She attended Washington State University in Pullman for her undergraduate degree in psychology. As of the 2015-2016 academic year, she is a 3rd year graduate student in OSU’s Human Development and Family Studies program. She is specifically interested in first-generation college students and how they find the resources they need.
  • Christopher Bertalotto is from Cypress, Texas (Eastern Houston). He began his college studies in Texas but transferred to OSU where he plans to study actuarial sciences, a program in the department of mathematics, as an undergraduate.
  • Jesseanne Pope grew up in Grants Pass, Oregon. Pope was very actively involved in a number of high school clubs and activities and continues to be very involved at OSU as an undergraduate studying sociology, after first spending a year at a community college.

Click Here for the Video Recording of Celebrating FIRST!

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Oregon Black Pioneers “Back Roads to Black History” Bus Tour

Oregon Black Pioneers (OBP) Bus Tour

Oregon Black Pioneers (OBP) Bus Tour

On May 14, 2016, the Oregon Black Pioneers hosted its second annual bus tour and the OMA was incredibly excited to attend! The OBP is an all volunteer nonprofit organization based in Salem, Oregon. It has an almost 25 year history of conducting research and educating Oregonians about African-Americans’ contributions to Oregon’s history. The purpose of the bus tour was to showcase the early settlement era and turn of the century places associated with Oregon’s African American history.


8:30am     Unthank Park, Portland
9:45am      Salem Pioneer Cemetery, Salem
11:45am     Mt Union Cemetery, Philomath
1:15pm       Eliza and Hannah Gorman House, Corvallis
5pm            Helvetia Community Church, Hillsboro
6pm            Abbey Creek Winery, North Plains
8pm            Unthank Park, Portland

OBPs Tour Map

OBPs Tour Map


Bus Tour Coordinators: Kim Moreland and Natalia Fernández, OBPs Board Members

Narrators and Guest Speakers

  • Gwen Carr, OBPs Board Member
  • Chetter Calloway, Professional Storyteller
  • Elisabeth Potter, Salem Pioneer Cemetery volunteer
  • Bob Zybach, historian and author
  • Pat and Tony Benner, owners of the Eliza and Hannah Gorman House, Corvallis
  • Ginny Mapes, Helvetia Community Church, Hillsboro
  • Bertony Faustin, Abbey Creek Winery, North Plains


The history tour began at Unthank City Park in Portland; the park is named after the late civic leader, Dr. Denorval Unthank. At the next stop at the Historic Pioneer Cemetery, located in Salem, OR, we viewed of a commemorative heritage marker honoring 43 African American pioneers buried in the cemetery. The site’s special guest was professional storyteller Chetter Galloway who brought to life black pioneers featured on the tour. Our next stop was at the Historic Mount Union Cemetery located in Philomath. It is the resting place of several Black pioneers including Reuben Shipley. On May 11, 1861 Reuben and Mary Jane Holmes Shipley, former Black slaves, deeded the original plot for this cemetery. We then traveled back north to the early settlement home of Hannah and Eliza Gorman, a mother and daughter that came to Oregon via the Oregon Trail in 1844 and purchased a home in Corvallis, OR in 1857. On the way towards our next stop at Hillsboro, Bob Zybach, historian and author, shared the story of David (Irish-born) and Leticia Carson (African American), an interracial couple that settled in Soap Creek Valley located north of Corvallis. Once in the Hillsboro area, we traveled specifically to Helvetia, Oregon to the home of the Floyd and Annie Cash who settled there in 1890. We visited the Helevetia Church to the grave sites of Annie and Maragereth Cash. Ginny Mapes, Helvetia native shared her knowledge and research of a Black family that lived among the German Swedish immigrants. We ended the tour at the Abbey Creek Vineyard located in the historic downtown of North Plains, Oregon. Owner Bertony Faustan is the first African American winemaker in Oregon and is currently producing the a short film, entitled Red, White and Black, a documentary about minority winemakers in Oregon.


Check out some highlights from the tour!

Salem Pioneer Cemetery, Salem













Eliza and Hannah Gorman House, Corvallis



Kim Moreland, OBPs, with Pat and Tony Benner, owners of the Eliza and Hannah Gorman House, Corvallis

Helvetia Community Church, Hillsboro


Ginny Mapes, Helvetia Community Church, Hillsboro

Ginny Mapes, Helvetia Community Church, Hillsboro

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An OSQA Oral History: John Helding


To celebrate Pride Week 2016, OSQA hosted an event to share information on conducting oral history interviews. The event included an in-person interview with John Helding, an OSU alum who participated in a 1981 ASOSU vote to fund the Gay People’s Alliance. Helding shared his personal story, his experiences at OSU, and how 1981 ASOSU vote impacted and shaped this future, both personally and professionally.

Date: May 3, 2016
Location: Native American Longhouse, Oregon State University, Corvallis, OR
Length: 01:48:45
Interviewee: John Helding
Interviewer: Natalia Fernández

John Helding

John Helding

Interview Video and Transcript (forthcoming)

Bio: John Helding was born February 11, 1958 in Portland, OR, and his family moved to Spokane, WA soon after and lived there for about eight years. Helding grew up in Gresham, OR on the east side of Portland with his family, including his parents and two older sisters. Both of his parents were born and raised in Montana. His father worked in the timber industry; his mother was a stay at home mom during Helding’s early years but then received her elementary teaching degree and taught elementary school in the Gresham school district for 15 years. Helding lived in Gresham until he graduated from high school in 1976. He attended Oregon State University from 1976-1981 and graduated with a degree in industrial engineering. During his time at OSU he sang with the OSU choir all five years, was a resident assistant his junior year, and was an ASOSU senator during his fifth year. After graduating, he moved to Beaverton, OR to work for the company Tektronix for three years as an industrial engineer (1981-1984) – during this time he decided he no longer wished to be an engineer. He then attended Stanford Business School from 1984-1986. After graduating from Stanford, Helding began working for the firm Booz Allen Hamilton and worked for them until the year 2000. He worked as an Associate/Sr. Associate (1986-1990); Western Region Administrative Director (1990-1993); Group Director of Operations, Marketing Intensive Practice (1994-1996); and Senior Director of Global Recruitment (1997-2000). Helding’s other positions have included Chair/Member, Client Security Fund Commission, State Bar of California (1998-2002); Member, Founding Board, San Francisco Friends School (2001-2005); Senior Advisor, Great Place to Work Institute (2003-2006); Member, Board, American Friends Service Committee (2005-2012); Chairperson/Clerk, Board Audit Committee, American Friends Service Committee (2005-2012). As of 2016, Helding’s positions include Chairperson/Clerk, Board, Quaker Voluntary Service (since November 2011); Chairperson, Lopez Island School Board, Lopez Island School District (since 2009); Facilitator, Interpersonal Dynamics Program, Stanford Graduate School of Business (since January 2001); Member, Board of Directors, Marts & Lundy, Inc. (since 2013); Advisor, Helding and Associates (since 2008). After living in San Fransisco for a time, in 2005 he reconnected with an OSU choir alum, a widow with two teenagers, and he moved to live with his new family on Lopez Island, WA; they have been living there since 2006.

Summary: Helding begins the interview by sharing information about his family history and early childhood in Spokane, WA and later Gresham, OR – Helding describes Gresham at the time as a small middle class community. In high school Helding’s activities included participating on the debate team, singing in the choir, playing sports, acting in plays and musicals, and being co-editor of the student newspaper his senior year. He shares some of his memories regarding the lack of open discussion about LGBTQ+ issues and lack of support for LGBTQ+ peoples within the community; a community Helding describes as a complex mix of progressive and conservative attitudes. He notes that at the time, the only instances of discussion of LGBTQ+ peoples was when he and classmates made fun of the community – he describes the ways in which this occurred and his perspectives on why they did this and how it impacted the students who at the time were not openly LGBTQ. Helding recalls the memory of a classmate who committed suicide; he shares that in hindsight, he and other classmates have wondered if their classmate may have been gay and unsupported in that environment. He reflects that although his family was relatively progressive on civil rights and union rights, he notes the lack of discussion regarding LGBTQ+ issues, peoples, and rights. Helding was politically active and focused on issues such as Vietnam and political integrity, but not gay rights – he recalls the lack of language and even being unaware of the concept within his community, let alone being able to discuss it.

Helding then shares his recollections of his time at OSU; he lived in Poling Hall, was an RA in Cauthorn Hall his junior year, and sang with the OSU choir for five years. Helding describes the campus climate in terms of LGBTQ+ issues – he notes that although the issues were not discussed in classes or among his peers, the same jokes and crude attitudes from high school were not expressed. He recalls that instead, there were student activists on campus, including the Gay People’s Alliance, who were leading the conversations for visibility, recognition, and funding within a predominately white and conservative campus and town; one of the key OSU LGBTQ+ activists was Eddie Hickey. Helding also refers to articles and letters to the editor in the OSU student newspaper, The Barometer, about LGBTQ+ issues. And, he remembers being influenced by a subscription to the Atlantic Monthly which covered LGBTQ+ issues on the national level. During his time on campus, he recalls the “morale majority” movement and Evangelical Christian organizations that promoted anti-LGBTQ+ rhetoric and practice emerging at OSU. Helding then begins the story of the 1981 ASOSU vote to fund the Gay People’s Alliance. He explains that he was always very politically active during his high school years and that he was interested in representing independent students, especially the engineering program, rather than the students most represented by ASOSU, the Greek life affiliated students. Helding recalls that one of the main issues for the senate that year was whether or not student organizations could charge for attendance to film screenings as a way to fund-raise (the local private movie theaters were lobbying against the competition); Helding and other senators drafted a policy to address the issue. He notes that funding was largely the most common issue addressed via ASOSU. He explains that many student groups requested resources but that in his opinion, some received more than their fair share of funding. Helding recalls that he wanted to examine the inequity involved in funding legacy organizations rather than new groups – and he wanted to change that.

The next portion of the interview focuses on the April 28, 1981 meeting in which the ASOSU vote to fund the Gay People’s Alliance was discussed. Helding notes that he recently began to think about the issue due to the university’s diversity initiatives in these past few years – he began to think back on his time at OSU and began researching OSU’s LGBTQ+ history. He found Thomas Kraemer’s Corvallis, Oregon State University gay activism 1969-2004 online, however, it did not include the 1981 vote that Helding recalled. In January of 2016 he came to the OSU Special Collections and Archives Researcher Center to look through the ASOSU meeting minutes for 1980-1981 in which he found the documentation he sought. He shows the meeting agenda and minutes with the information about the vote – he especially notes that while the documents are typed, there are some handwritten notes, most likely written by the faculty advisor, specific to the Gay People’s Alliance (GPA) vote. In the section regarding the student fees allocations, the notes say “GPA $150 18-13” and Helding recognized that as the Gay People’s Alliance vote. As this was the second to last meeting of the year, this was the meeting that student groups lobbied for their organizations to be funded. Eddie Hickey represented the Gay People’s Alliance since the student fees committee had denied them funds and they wanted the senate to overturn that ruling. Helding says that he did not know who they were as individuals or as an organization and that the group of individuals were the first openly gay people with whom he interacted. He says that he was interested in the GPA request because it was a new request and thought it should be more seriously considered. He also recalled that his beliefs had evolved over the course of his college experience and that by that time, he saw LGBTQ+ issues as a civil rights issue and that it was the right thing to do to fund the GPA the amount requested. Helding then describes the process of the debate on whether or not to fund the GPA – he goes into great detail explaining the discussion, which lasted over an hour, and the pros and cons to funding the GPA. The case against funding was that the LGBTQ+ community was immoral and that the university should not fund “a belief.” Helding, a seasoned debater, recalls that he was fighting for the concept, the principle of providing funding. He said that as a public, non-religiously affiliated university, the conservative Christian morality argument was not applicable. He also said that at the time there was research that said that 5-10% of the population was gay and that as a community, and especially at a university, students needed to learn about and discuss LGBTQ+ issues. And, one of the closing arguments he used was that the University of Oregon was already funding their GPA, and therefore, OSU needed to as well. At first there was a verbal vote and it appeared to have passed, but a hand vote was requested by the GPA’s opponents; the final vote was 18-13 in favor. He then reflects on the experience and says that he had no idea that such a debate would ensue and that the GPA request was unexpectedly approved. From his perspective it was a very civil and rational debate as by that time of the year, the group of senators were able to work well together. He also recognized that it was not a monetary issue, it was a symbolic one. Notably, Helding takes time to reflect on his interactions with the GPA members immediately following the meeting. The GPA came to him to thank him for his support, but he did not want to be associated with them as to potentially be thought of as gay himself. He recalls although he was more than willing to support the GPA, he remembers not having the courage or maturity to rise above what others may have thought of him. Helding then describes the aftermath of the vote. At that time, when the senate disagreed with the student fees committee, another committee was formed, an arbitration committee composed of the senior executive senators, the student body officers, a member of the administration, and the faculty advisor – and that they had the final say on the budget. The committee then presented the budget to the President, who at that time was President Robert MacVicar. The arbitration committee approved the entire proposed budget except for the funds for the GPA. And, there was just one short sentence in an article in The Barometer that simply stated that the GPA received no funding. At the next ASOSU meeting, and the last one for the academic year, Helding remembers protesting the decision. He notes that he can only imagine that the administration was against the vote. As Helding was graduating in June, he said he felt very defeated with the lack of the democratic process and that there was nothing he could do. He notes that the Queer Resource Center, now the Pride Center, was not funded until 20 years later, in the 2000-2001 academic year. Helding concludes this portion of the interview by reflecting upon lessons learned at OSU and how he evolved as a human being through his college experiences. He recalls the many diverse students and professors he met, classes he took, and his time on the ASOSU senate – and how his experiences and people he met all helped open and broaden his perspectives. He concludes by expressing that he wishes he had been less fearful to being associated with the GPA. He also surmises that if perhaps he had joined the senate sooner, he may have been in a more powerful position to take part in the arbitration committee and influence the final decision. He further concludes by acknowledging his progress in his personal evolution of knowledge and understanding of human diversity during his time at OSU.

Helding continues the interview with his post-OSU life story. He reflects on the importance of the ASOSU GPA vote and its impact on his career. He recalls that during his time working for the company Tektronix in Beaverton, OR, one of his co-workers was a transvestite – he notes his continued evolution in understanding and appreciating the diversity in the human experience. He also recalls writing about the ASOSU GPA vote as part of his business school applications; he ultimately chose to attend Stanford University. It was at Stanford that he met an even broader group of people from all over the world. In his second year he was in a class called “Interpersonal Dynamics” to develop communication and trust building skills. In the class, two of his classmates and friends were gay, one of which was Mike Smith, a co-founder of the Names Project which created the AIDS Memorial Quilt in 1987. He expressed that at Stanford he became friends with openly gay classmates and that he was part of a student group that organized a campus wide event to fund AIDS/HIV research – an act at the time that was controversial. The event was called “Standford Cares: A Community Response” and the administration became involved and was supportive. Helding connects his OSU experiences to his Stanford activities and credits his continued personal growth later in life to his undergraduate years.

Helding then shares his professional experiences. He describes his work for the firm Booz Allen Hamilton; a firm he worked for from 1986-2000. He was a consultant and later a manager on a variety of issues, including recruitment. At the time the firm included 15,000 people and had a presence in over 25 countries. To give a specific example of his work as an LGBTQ+ community ally, Helding describes an event at Harvard called “Out of the Closet and Into the Board Room” for gay and lesbian business school students. As the Senior Director of Global Recruitment, Helding took the lead to ensure that the firm was represented at the event, and he personally called the chairman of the firm to attend. He recalls the powerful impact of this act for the firm and for the students. He also shares the story of a group of Booz Allen Hamilton firm employees who created an affinity group called GLOBAL for LGBTQ+ employees. There was a backlash from other employees who expressed their objections, and Helding defended the group and advised the senior management should do the same – the chairman of the firm soon sent a company wide memo in full support of the group. Helding shares a story of the firm being in support of an employee who’s sex change operation caused a client to not wish to be served by them and the firm stood by its employee. 

Helding notes that the oral history interview process has enabled him to reflect upon “touch points in time” throughout his life and how each of his experiences built on each other and helped him be more open and more supportive of the LGBTQ+ community. He then reflects that over the years there has been much change within the OSU community and society as a whole. Helding says that it was the courage of LGBTQ+ individuals “coming out” and activities like The Names Project that helped to humanize the issues so that more and more people could feel a more personal connection to LGBTQ+ issues. He says that the fundamental change he has seen is that the issues faced by the LGBTQ+ community are no longer conceptual, they are personal. And, he says that from a business perspective, its smart and good business to hire the best and be diverse in hiring practices. He connects this to present day issues faced by the transgender community.

In the last part of the interview, Helding reflects on his professional life post Booz Allen Hamilton; he shares some of his many positions, mostly independent in the last 15 years. He also talks about his personal life and his involvement in the Quaker faith community which began during his time in San Fransisco in the early 1990s – his group acknowledged gay marriage in 1970. He shares the story of meeting his partner and moving to Lopez Island, WA, to live with her and her two children; they have been living there since 2006. Helding concludes the interview by reflecting upon major moments in his life in the last 40 years, and he especially reflects on his feelings towards OSU and Oregon in general. He says that as a native Oregonian, he has a special connection to the university and the state. He notes how proud he is of OSU for the strides taken to ensure that the campus is inclusive and how it strives toward equity for all. His last thoughts are about his positive experience of sharing his story as an oral history interview and expresses the power of people sharing their stories.

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