¿Qué Pasa, Ohio State? Spring 2020, Vol 29, No. 2

Volume 29 • Number 2 • Spring 2020

quepasa.osu.edu

Making Space for Latinx Scholarship and Community

We at QuePasa wish to publish a magazine that is still very much invested in its mission statement, while also providing the care for the student body and the Latinx community serving the Columbus area needed.

Like our previous issues, we wish to highlight the efforts of our contributors and the voices of the Latinx community on campus. The articles in this issue range from narratives about finding a sense of belonging, to essays about the contributions of various student organizations. Some of the organizations include LLEGA (Latina/o/x Engineering Graduate Student Association), GAMHAA (Graduate Association of Mental Health Action and Advocacy), and LASER (Latinx Space for Enrichment and Research). We also include pieces from faculty, including a discussion of Glenn Martinez’ work with heritage Spanish speakers

Love in the Time 6 feet away

of Coronavirus

keep distance

Rolando Rubalcava, Editor

He found a glimmer of hope in the ruins of disaster ― from Gabriel Garcia Marquez's Love in the Time of Cholera

use masks

social distancing

virtual hugs allowed

and medical interpreters, and showcasing the writings of Ashely Perez, Assistant professor of Comparative Studies and published novelist. Our Spring issue wishes to project a feel of community and support. No pandemic will prevent us from doing so.

We wish all who are reading this, and even those who aren’t, that you are safe, practice all safety tips to help stop the spread of this disease, and are doing all you can to stay calm under these trying times. We are with those affected, those on the front lines, and those who would benefit from reading something special. We could all use a little special right now.

With Hope, Love, and a Penchant for Good Stories, Rolando Rubalcava

social distancing

Esquina de los Editores

I’m writing this at the desk of my home, as the sun slowly sets on another day in quarantine. QuePasa magazine is still in production, still sticking to its goals: to share the stories of our community, providing a safe haven for the voices that need to be heard. At the beginning of the semester, we planned for the Spring issue, collected essays, and worked on a new marketing campaign to help spread the word of QuePasa on campus. Then…things changed. We cannot publish this Spring without acknowledging our new reality: we are living in a pandemic, encompassing lockdowns on public spaces, working from home, practicing social distancing, adopting new practices when it comes to staying safe. As I write this, I’m staving off a small cough, and I can no longer afford to dismiss it as “just a cough”.

Our everyday has been upended by an invisible presence in the air. As we try hold on to a sense of normalcy, QuePasa magazine will continue to publish a magazine with its goals unchanged, publishing the works we wished to publish back when things were still normal. As a hub for Latinx voices, we are also cognizant of the struggles of our community. Our cover highlights the numerous roles Latinx workers are taking to help continue providing essential services. The migrant farm worker, continuing to labor while trying to stay safe; the medical practitioner, including some who are DACA recipients; the grocery store employee, a role most Americans are just now realizing is and always has been essential; and the postal carrier, working through sleet, rain, snow, and now a pandemic. As a community not unfamiliar with the peril of xenophobia and anti-immigrant sentiments, we also stand together with the Asian-American community facing attacks fueled by fear and panic. There’s no excuse for racism, especially during a time of crisis. We must protect the most vulnerable, as we have been, and make sure Ohio State is a safe space for all marginalized communities.

Quiénes Somos Rolando Rubalcava, Editor Adrienne Ferguson, Assistant Editor Luiza Corrêa, Art Director Yolanda Zepeda, Managing Director

Contributors

In this issue

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STEP A Place in STEM Pathway to Sucess Making a Home Making a Impact Reflections on Dominican Republic Visiting Scholar - Uma estrangeira dentro de mim Proyeto Mariposa Aldamafest - Quilt of Praise Aldamafest - The Future Looks Bright 25 years - Create The Content You Want To See 25 years - I Believe In Its Mission Hey, Who Took My Spoons?

Catwalk of a Lesbiana

25-26 27 28-29 30 31

Violence On The Border Most Imperfect Book Review Quinceanera Style Announcements Spring Graduates

4 5 6 7 8-9 10-11 12-14 15 16-17 18-19 20 21 22-23

Berrios, Carlos Boss, Charlie Bretas Lage, Nara Dávila Martín, Liane Del Toro, Peyton Cristina González, Christopher Guadrón, Melissa Javier, Ambar Kelly González, Carlos Gabriel Kemper, Rebecca Perez, Ashley Rojas, Theresa Rubalcava, Rolando Soto, Lucy Valladares, Andrea The Office of Diversity and Inclusion publishes ¿Qué Pasa, Ohio State? each autumn and spring semester. ¿Qué Pasa, Ohio State? is proud to celebrate the achievements of Latinx in a variety of disciplines: art, politics, science, technology, literature, and more. Although not every discipline will be featured in each issue, each thematically organized issue will highlight the diversity of fields in which Latinx excel.

The Ohio State University is not responsible for the content and views of this publication. The publication does not necessarily reflect the views and opinions of the staff.

Note: We use the term “Latinx” to represent all Latino identities. Photos for each piece are provided by the author or interviewee unless otherwise noted.

On the Cover: Selections assembled from Qetza by Jorge Garza.

Follow his work on his social media pages Facebook: Qetza | Instagram: qetzaart

Sharing Tamales and Secrets to Success through the STEP Program Alexa Reynoso

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tepping into college, I entered into the unknown as I faced millions of uncertainties ahead of me. As a first generation in the United States and college, attending a prestigious university, such as Ohio State University, was quite intimidating. Entering my second year as a college student, I still faced uncertainties, regardless of having a taste of the game already. The STEP program provided me the opportunity to continue to have a manner of guidance through my college experience. At times, first-generation students are not presented with the same opportunities as others, and so, I suggest that everyone use that as an incentive to enroll in the program. Ohio State’s Second-year Transformational Experience Program (STEP) was developed as a continuation of the university’s effort to redefine the student experience STEP is designed to focus on student success and development and will allow students the opportunity to engage in activities that cater to their individual interests and needs. Through interaction with faculty, students will be able to develop tools for life and build essential network connections. My STEP instructor Amy Ferketich has contributed to a smooth transition into my second year as her guidance within the program provided a hand into bigger opportunities.

During weekly Monday meetings, the STEP cohort would meet to go step-by-step of the process of the program. Each meeting would start off with sharing something good within the past week for all of the students. Engaging with students provided a sense of community for the students of different backgrounds.

The shared value of education formed bonds and friendships within the cohort; it led to spending time outside of the class. Amy invited the entire cohort over for a pre-thanksgiving dinner and welcomed us into her home with open arms. Moreover, we planned for a tamale-making dinner to build communication skills as well as get to try new things. During a conversation regarding winter break at the end of the semester, Amy and I planned to embed Latinx culture into the program. It was a creative idea to have my cohort have a tamale making dinner to have a chance to learn about Mexican culture and to make a family recipe for the group. Interacting outside the campus setting brought upon a welcoming environment that STEP brought to me. I can say for the most part that without the STEP program, I wouldn't have thought

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I’d find myself being in a cohort with a group of people I thought I had more in common with. The one-on-one meetings and the lunch meetings helped me stay in contact with our instructor, as well as with each other. In addition to being in a specific firstgeneration cohort, we discussed common concerns and events regarding our college experiences, and we talked among related issues we all faced with the struggles and achievements of college so far.

Currently in the program, I work with my instructor to construct a proposal to receive a fellowship of up to $2,000 to use towards a student directed STEP Project. Fulfilling the STEP requirements includes the central focus of exploring six categories: Creative and Artistic Endeavors, Internships, Leadership, Service-Learning and Community Service, Education Abroad, and Undergraduate Research.

Now that spring semester is upon us, the students work closely with the instructor to create a written proposal for each STEP Signature Project. To be eligible for the grant fellowship, one must complete a financial wellness program through the Student Wellness Center, attend a STEP meeting, and submit reflections on professional development cocurricular (PDC) programs. The financial wellness program informed me of a variety of topics, including financial concerns about paying back student loans, how to open and use a credit card, and also work with developing budget plans, as well as many other things. The STEP Expo showcased hundreds of students STEP Signature Project that involved study abroad trips, internships, research opportunities, as well as other forms of creative learning. Walking from poster to poster, I learned from other students' experiences after finishing their projects and inspired me to come to a decision on my own signature project. On my behalf as a student, I can say that Ohio State University’s STEP Program laid my pathways to working towards educational opportunities and also helped me develop my own academic success through engaging in new activities presented to me. Second year is not over yet, but it sure has been a smooth one so far!

Alexa Reynoso is a sophomore student at Ohio State University. She is a Latinx first-generation college student majoring in City and Regional Planning and her studies center around equitable planning and policy making.

Pronouns: She, Her, Hers

A Place in STEM LLEGA Helps OSU Graduate Students Pursue their Dreams Rebecca F .Kemper

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he fields of science, technology, engineering, mathematics, and medicine, commonly referred to as STEM, are poised to redefine economic activity within the 21st century. Yet, the current lack of diversity within STEM professionals is perpetuating racial inequities into the future. In the U.S., Latinx make up about 16% of the U.S. workforce, yet they only account for 7% of STEM professionals, so while diversity within STEM degree enrollments has never been higher, these enrollments are not translating into meaningful STEM careers. Many STEM jobs require terminal degrees within the field, necessitating graduate education and often a PhD. But these graduate programs can be difficult to navigate; the national completion rate for all PhD students is about 50% after ten years of starting their program, and the numbers look worse for women and minorities pursuing the doctorate.

Ohio State University’s campus is one with many opportunities, having state-of-the-art research facilities, world-renowned faculty, and one of the largest student bodies in the nation.

Yet its sheer size can make it difficult to traverse, amplifying feelings of isolation and posing additional barriers onto underrepresented graduate students trying to start their career in STEM. One initiative to help make our campus feel more accessible was led by Assistant Dean Dr. Stiner-Jones, in which she met with OSU graduate students of historically under-represented identities to learn more about what we

needed to succeed. I had the opportunity to be in these initial meetings that resulted in the formation of LLEGA, or the Latina/o/x Engineering Graduate Student Association.

It was within the formation of LLEGA that I started to feel part of the larger graduate student community. I am a PhD candidate within the college, and at the time I was struggling to find social support through community, mentorship, and peer-support needed to obtain my doctorate. Under the guidance of Dr. David Delaine as our faculty advisor, LLEGA became a safe place where I could access career advice from my peers and faculty.

LLEGA offered me the social connections needed to pursue a research position at the Center of Science and Industry (COSI) here in Columbus. COSI’s Center for Research and Evaluation team works on federally funded research and evaluation projects pertaining to STEM learning within informal learning environments.

Our work on COSI’s CRE team addresses social access concerns to STEM learning environments and it has been wonderful to further research to close the gaps in STEM workforce diversity in the United States. More work is needed to address the social barriers to STEM careers, and I feel fortunate to have OSU’s LLEGA student group assist me in pursuing a career dedicated to this mission.

References 1. Cassuto, L. (2013). Ph.d. attrition: How much is too much? Chronicle of Higher Education, 59(41) 2. Funk, C & Parker, Kim (2018). Diversity in STEM workforce varies widely across jobs. Pew Research Center. Pp. 1-20. Retrieved from: https://www.pewsocialtrends. org/2018/01/09/diversity-in-the-stem-workforce-varies-widely-across-jobs/ 3. Medicine (2018). Graduate stem education for the 21st century (A consensus study report of the natonal academies of sciences, engineering, medicine) (A. Leshner & L. Scherer, Eds.). Washington, D.C.: National Academies Press. (2018).

Retrieved January 29, 2020.

Kemper is a researcher at the Center of Science and Industry in Columbus, Ohio. Her research is focused upon the intersections of the knowledge based economy, creative place making and social justice concerns.

Pronouns: She, Her, Hers

4. Obermeyer, Z., Powers, B., Vogeli, C., & Mullainathan, S. (2019). Dissecting racial bias in an algorithm used to manage the health of populations. Science (new York, N.y.), 366(6464), 447-453. doi:10.1126/science.aax2342 5. O'Neil, C. (2016). Weapons of Math Destruction: How big data increases inequality and threatens democracy (First ed.). New York: Crown.

6. Ong, M., Smith, J., & Ko, L. (2018). Counterspaces for women of color in stem higher education: Marginal and central spaces for persistence and success. Journal of Research in Science Teaching, 55(2), 206-245. doi:10.1002/tea.21417

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Liane Dávila-Martín

Forging My Own Path to Success

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ever in a million years would I have imagined that the career path that I have chosen would have my name on it, and I am proud of every second of it. I have always wanted to be a veterinarian, and I thought that with hard work, it would be a straight shot from undergrad to veterinary school.

Needless to say, I was very wrong. During my undergraduate career, I lacked the Latinx role models within veterinary medicine to look up to and to ask questions. Veterinary school is competitive as it is comprised largely of individuals who have received that guidance, so imagine minority students that do not have the resources, nor the connections to find opportunities to make one a better applicant. I decided that I was done watiting, and I started to look for my own opportunities to gain experience in different fields within veterinary medicine- from small domestic animals, exotic, and zoo animals to conducting research.

My exciting journey led me to one of the best summers of my life after finding my own summer internship in 2014 with the Zoo of Puerto Rico solely by emailing government employees. This internship allowed me to work with an array of animals- from species of sea turtle to African elephants, including a special one named Mundi. My internship in Puerto Rico solidified my passion for veterinary medicine and allowed me to realize the wide array of opportunities present.

The following summer (2015) I was accepted into the Saint Louis Zoo’s internship program. There, I had the opportunity to work in their Primate House. I was grateful to learn a lot about conservation medicine and animal behavior research. This opportunity steered me to seek research experience, which I found in the Department of Neuroscience. There I was involved in various projects regarding the behavioral effects of chemotherapy and breast cancer.

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I acquired a vast amount of laboratory and research skills, but it also made me realize that I’d rather be focusing on the behavioral effect; I would like to challenge myself and learn how diseases are conceived, how pathogens acquire virulent abilities, whether these are induced in a natural or artificial way, and what kind of preventive methods can decrease their ramifications. Thus, in 2016 I pursued my MPH in epidemiology focusing on zoonotic diseases. To further pursue my interest in zoonotic diseases, I proactively sought an opportunity with a professor at Complutense University of Madrid to collaborate in a Leishmaniasis research project. I created a path and an opportunity to develop my MPH, while also growing my passion and knowledge in the field. Graduate school was incredible, but I felt there was so much more I needed to learn and do, so I decided to finally go to veterinary school with the hope to contribute in the public health field. Potentially, I could practice preventive medicine to investigate and control zoonoses and non-zoonotic communicable diseases to enhance the quality of life for the world’s habitants.

Throughout my 8 years in higher education, there were many obstacles that I faced, but not once did I give up on my end goal. People will doubt you; people will determine that you are not good enough, but it is truly up to you if you want to be defined by those people. I learned that I make my own path regardless of the impediments that came my way. I am proud to say that all my accomplishments in life have been products of hard work and made possible by the support of my family and those mentors that believes in me. I hope to use these attributes and past experience as a future veterinarian to be a leader for the profession and a role model for other Latinx students to look up to, hoping to show them that they can do it too.

Liane Dávila-Martín was born and raised in Puerto Rico. She completed her BS in Bio (‘15) and MPH with an Epidemiology specialization (‘18) at OSU and currently is a 2nd year veterinary student.

Herprevious research experience led her to veterinary medicine which is veterinary public health in hopes to enhance the quality of life of the world’s inhabitants - both animals and humans.

Pronouns: She, Her, Hers

In an essay competition sponsored by University-wide Council of Latinx Organizations (UCLO), Andrea Valladares wrote the winning submission, answering the question: “What is the biggest adversity you have faced as a Latinx student at OSU and what did you learn from this experience?

Please elaborate as to how you have applied these lessons since.” Here is her submission.

C

ulture can be understood as a product of food, language, values, principles, and family. When I moved to another state for college, I knew that I needed to preserve all of these aspects of my life, even if it would be a little bit differently.

I was born in San Pedro Sula, Honduras, but I moved to Dallas, Texas when I was three years old. After the move, I visited my grandmother in Honduras every single summer, but eventually, it became too dangerous in my country for me to return.

From Selena, a Texan-Mexican singer to Camilo Sesto, a classic Spanish singer. As I walk to class, I listen to these songs from my childhood just to feel the rhythm and heat in my veins. Every time I hear them, I know these are my roots. Sometimes I even surprise myself when I know every single lyric to a song by Luis Miguel Bosé, a Panamanian singer, that I haven’t heard since I was six years old. It makes me feel something in my heart and I will cherish these songs for the rest of my life.

Living with my mother in Texas meant that she would cook meals for me every day. Traditional Honduran dishes are some of the things that I love the most my culture. “Sopa de frijoles,” a bean stew, "What I was most afraid of was about “sopa de caracol,” a conch soup with a Caribbean losing my Spanish." twist, and “baleadas,” beans, cream, and cheese wrapped in a tortilla are some notable dishes. Every What I was most afraid of was losing my single time I visit home, I ask my mother to make me Spanish. I know that when I’m at home in Texas, a different dish. This is why, in Ohio, I’m thankful to I speak it with my family all the time. Not only with have all the ingredients to make myself a “baleada”. my parents but with my cousins, uncles, aunts, Otherwise, I know I’d feel very homesick. Whenever and grandparents as well. Growing up in Texas, my grandmother comes to visit me from Honduras speaking Spanish was a part of the culture. Every or my father goes to see family over there, I am most week, I would accompany my mother when she excited about asking them to bring me back “Natura would buy fresh fruit, vegetables, and meat at Frijoles,” a bag of beans that you can’t find in the El Rancho or Fiesta Mart, Latin American grocery States. I currently have a half-opened bag, along stores. The best part of these trips would be the with some cheese and tortillas to make myself a “elote” at the end, corn mixed with cream and quick snack whenever I miss home. They’ll never be as good as my mother’s “baleadas” of course! cheese in a cup.

Here in Ohio, I don’t speak Spanish with people often. This is why I call my mother and father every other day to make sure that I’m practicing, but also because I miss them. Family in Latin American culture is one of the most important things in life, and I know how upset they would be if I wasn’t telling them or my grandmother about my adventures and successes in a big American University.

Music is a huge part of the culture too. I grew up listening to a variety of types of music in Spanish.

As a Latinx student in a Predominantly White Institution, I don’t want to lose myself. As I see myself in a statistic, 4.4% of Ohio State University’s students, I want to make sure that I am significant and am doing my job in honoring my culture and country.

It is difficult to be away from home, especially when you feel like you are not in your element. As I am not surrounded by it constantly anymore, I make the effort and do little things to keep that part of my personality and heritage intact, and make sure that I make this university my home away from home.

Something in my Heart Andrea Valladares

Andrea is from Texas and speaks three languages.

She played tennis her whole life! Pronouns: She, Her, Hers

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Making an IMPACT

Partnership creates unique program serving heritage learners of Spanish in Central Ohio Charlie Boss, Center for Languages, Literatures and Cultures

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ducators at the South-Western City School District had an idea to better serve students whose first language is not English.District leaders were interested in developing a career-technical education program that would train students to become certified interpreters in their native language. Employers from various industries supported the idea and the district was in search of a higher education partner for the work.Glenn Martinez, the previous chair of Ohio State’s Department of Spanish and Portuguese, answered the call. After two years of planning, Martinez and educators at South-Western developed a program that would expand college and career opportunities for high school students and help them apply their language skills in a medical setting.

for South-Western’s English Language Learners.

Through the IMPACT program (Interpreters for the Medical Profession through Advanced Curriculum and Teaching), students can earn 12 hours of college credit from Ohio State University, earn internship hours through OhioHealth Doctors Hospital, connect with Latinx health care professionals, and take a two-day intensive interpreter training course that prepares them for a nationallyrecognized interpreter certificate.By training Spanish-speaking bilingual high school students to become medical interpreters, the program provides students with an opportunity yet to be offered elsewhere in central Ohio.

Martinez noted the immediate need for medical interpreters and the development of a nationally-recognized credential in medical interpreting. While he wanted to help students gain the skills needed to be successful in interpreting, he was also interested in creating a college pipeline for high school students.While developing the program, Kennedy said it aligned with the efforts at Westland High School, one of the district’s four high schools. Westland Spanish teacher Michael Schwarten was developing Spanish classes for heritage speakers to better serve Spanish-speaking heritage students who were completing all of the Spanish classes available to them by their sophomore year.

“It has opened a whole world of opportunities for our students,” said Ed Kennedy, who coordinates services

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Kennedy said the idea for the program started after school administrators discovered that not many English Language Learners were signing up for career-technical education programs.

And those that enrolled and graduated from those programs were not landing jobs in their fields of study, he said. About 20 percent of South-Western’s nearly 22,000-student population are English Language Learners.After reading news reports about the need for interpreters in the courts, district officials reached out to employers in various industries from construction to insurance to gauge their interest in certified interpreters.

The interest was there, particularly for Spanish interpreters, Kennedy said.

The heritage classes would leverage

the skills students gained from growing up in a Spanish-speaking environment and help them develop higher levels of proficiency. It also became the seed from where the district would recruit students for the IMPACT program.The district launched the program in 2016, which serves juniors and seniors at Westland.

They take their Ohio State courses after school at Westland, obtaining college credit in Spanish, Communication, and Latin American Studies.

Ten students have completed the program since it started and 14 are currently enrolled. Many of the graduates are in college – five are Morrill scholars at Ohio State. One is working as an interpreter at Nationwide Children’s Hospital while attending classes at Otterbein. Martinez, who teaches the Ohio State classes at Westland, said the experience has shown him much about the talent and drive of the students he’s worked with.

“It says something about the possibilities and the potential of growing the Latino population in Central Ohio and how if institutions are willing to take those steps and work collaboratively to make opportunities for these students, they and their parents are going to take full advantage of it,” said Martinez, who is now the director at the university’s Center for Languages, Literatures and Cultures. “And we won’t be disappointed.”

The program is in the last year of a four-year grant from the Office of Outreach and Engagement. Martinez said he’s exploring other funding resources to

help expand the program beyond Westland. The opportunity for similar programs is ripe in Central Ohio, he said.Meanwhile, SouthWestern plans to expand the IMPACT program to another high school. Kennedy said creating the program has helped the district develop a similar partnership with Central New Mexico Community College, where seniors can earn 15 college credits and receive training in bilingual customer service.

interpreter for her mom and other family members. But after going through the IMPACT program, she learned how important the role of an interpreter is in a medical setting.

“I can never thank (Martinez) enough for putting our district in this position and continuing to find ways to develop relationships with the community that are in service of our students,” Kennedy said.

Westland senior Areli Trinidad Navarro had considered a career in interpreting before the program.

Navarro was often asked to translate school documents or serve as an

“This is the path that I want to continue in Spanish because seeing when people come in (the hospital) and seeing the way they smile because they know I can understand them, it brings a lot of joy to me knowing that they have someone to talk to when they are seeking the help that they need,” she said.

“There’s so many misunderstandings that can happen if one simple thing goes wrong,” she said.Now, she is certain about her plans after high school: Study Spanish linguistics in college and become an interpreter.

Charlie Boss is the communications specialist for the Center for Languages, Literatures and Cultures. Prior to Ohio State, she was part of the marketing and communications team at Columbus State and she was an education reporter for 15 years.

Pronouns: She, Her, Hers

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Reflections on the Dominican Republic

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n the Winter of 2019, the Office of Diversity and Inclusion (ODI) sent several students to the Dominican Republic as part of their Higher Education Abroad initiative. The program is aimed at getting students to think about higher education in several different countries. As stated

by Dr. James Moore III, Vice Provost of ODI, “The Dominican Republic has an access gap throughout all levels of the education system, and academic achievement is persistently lower for Afro-Dominicans, especially for those from economically disadvantaged communities. Through classroom lectures and field trips to educational institutions, students will examine the Dominican Republic education system with special attention to the access and equity challenges experienced

by Afro-Dominicans”. After the trip, participating students were

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encouraged to share their thoughts on their experiences. Here, we wish to share three accounts of students who attended the program, returning with a new perspective on student life, as well as on higher education, class disparities, and the intersections between race, class, and gender.

Ambar Javier The trip humbled me more than anything else. It forced me to compare how different my life would have been if I were to have stayed in the country where I was born in, the Dominican Republic. How different my health, standard of living, and especially my education would have been were some thoughts that constantly ran through my mind while

we rode on our little blue bus to our next destination. Although growing up I craved that cultural connection that I might've had while growing up in the Dominican Republic, I am very grateful for the life and opportunities I was given in the United States…A significant aspect of the trip that stuck with me is how deeply institutional racism in the Dominican Republic really is. Learning about the laws that prevent Haitians, who have only known the Dominican Republic as home, from becoming citizens was astonishing. It made me wonder who is letting this happen. Who is signing off on this? And who is staying quiet about it? It seems as if those who see wrong in this have no faith in the ability for it to change. Leaving with this note was very disheartening and forced me to think about Las Hermanas Mirabal once again.

Victoria Branch

sphere in the U.S. In the Dominican Republic, I was forced to recognize my own power and privilege as an American, something I often overlook as a minority in the United States. I got to see and experience power structures involving race and ethnicity in education and social settings alike.

One of the most impactful moments for me was learning about Accion Callejera and their pedagogy surrounding helping children get off the streets and having access to education. Their playbased learning focuses on teaching the child to regulate emotions and how to build connections with one another while using formative assessment throughout the day to adjust teaching styles‌As someone studying early childhood education, this heavily resonated with me because I work with children every day, most of whom have language barriers. Being placed in a country where I was the visitor and even my own Mexican Spanish dialect was difficult for the children to understand, they were patient, warm, and accommodating to me despite the hardships they face every day in the streets, and that speaks volumes about privilege and power structures.

Previously regarded as a vacation destination, I learned that much like the African Diaspora that exists in the United States that there is arguably an even more complex history of that which inhabits the Dominican Republic.

I chose this program with the hope of learning more about how Blackness has manifested itself throughout the Americas. I learned very quickly that the U.S.'s understanding of race is not universal, despite a shared history of chattel slavery. This allowed me the opportunity to place my own Blackness into perspective as I learned that discrimination in DR has less to do with being Black and everything to do with one's closeness to African roots and the neighboring country Haiti‌I feel that as a Black American it is essential to see the different ways you present throughout the world that may not be a limited as those offered within the U.S. There is nothing more powerful than understanding that you are not limited to the perspective and views of one operating society.

In taking the opportunity to travel and understand yourself through various perspectives you learn that there is no higher value of self than your own, Robby Soto because no matter where you go your placement in any given society will be My experience in the different and so it is essential to have Dominican Republic the confidence to place yourself where was refreshing and a you feel you deserve to be. blessing. I had the privilege of seeing my culture and history firsthand.

Growing up, the idea of identity was Janie Serna forced on to me. I grew up in a Puerto Rican/Dominican family but did not When I applied for the resemble the typical characteristics of study abroad trip to the any type of Hispanic, even Dominican.

Dominican Republic to learn I did not speak Spanish nor did I know about higher education, I did how to dance or listen to any of the not think it would challenge me in the music. I always knew I was Dominican ways it did. My intention for choosing but had no connection to the culture this program was to see education from outside of my grandmother and father. a lens outside of the United States and Because of my disconnection, I never immerse myself in a culture where I felt close to an identity growing up. This would be forced to stretch my thinking trip allowed me to witness firsthand about who I am outside of my social what it means to be Dominican, and

because of that I now feel closer to my Spanish heritage more than ever before‌If there is one thing I will take away from my trip in the Dominican Republic, it will be their irrevocable, genuine kindness and ability to live happy, fulfilling lives with significantly less amenities.

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Visiting Scholar:

Uma estrangeira dentro de mim desdequechegueinesse paíssintoquenãopertenço. (blurry

loneliness) She feels lonely even in a crowd Maybe she wouldn’t be so alone if there wasn’t all this emptiness inside of her She feels overwhelmed when surrounded by people Maybe because s he has a lot to say But only hear empty words coming out of herself Nara Bretas

Uma estrangeira invadindo território alheio. Como tal, infelizmente, acabei me perdendo dentro das inseguranças e identidades que, em alguns momentos, tentaram definir para mim. Fora das fronteiras da Universidade, criticaram meu inglês e constantemente tentaram me deixar envergonhada pelo meu sotaque.

Negaram-me minha identidade, pois eu sou branca demais para ser brasileira, mas também disseram que não sou branca o suficiente “você é brasileira, então não é branca”, mesmo eu tendo vivido todos os 30 anos de minha existência com o privilégio branco dentro do modelo social em que fui criada.

Não que eu esteja reclamando para mim a branquitude. Inclusive não a carrego com orgulho. Mas ela existe dentro da América Latina e, devido aos nossos diferentes processos de colonização, a questão da raça é entendida por nós de forma diferente da dos EUA. E acreditem quando eu digo, o fato de eu estar aqui neste momento, e não no Brasil, não apaga toda a história de privilégio que eu vivi em meu país por conta da cor da minha pele. Muito menos me impede de viver este privilégio branco nos Estados Unidos.

Isso porque, em minha aparência e cor da pele, não carrego o estereótipo de brasileira ou latina que este país espera. E enquanto não digo que sou do Brasil, muitos me veem como uma estrangeira, mas nunca brasileira ou latina. Não falo disso com orgulho, estou apenas apresentando os fatos que muitos aqui ignoram ao tentar me definir. E isso contribuiu com minha sensação de não pertencimento. Por isso me perdi, e por muito tempo não conseguia me reencontrar!

Não me entendam mal, conheci pessoas

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muito receptivas, e a Ohio State University e o meu Departamento tem me dado o suporte que preciso para exercer minhas funções e tudo o que envolve meu papel na OSU no âmbito acadêmico. A questão é que, como Visiting Scholar, não tenho uma “turma” dentro da universidade. Não preciso cursar disciplinas completas nem fazer trabalhos em grupo. O que é determinante para o avanço da minha pesquisa, mas dificulta a minha socialização dentro da Universidade.

E a socialização e o calor humano são partes fundamentais de minha identidade brasileira.

Como se isso não bastasse, cheguei no meio do semestre em um momento em que todos já estavam muito ocupados e completamente dedicados as suas próprias pesquisas e trabalhos.

Ainda assim, busquei no BR ASA, associação de estudantes brasileiros da OSU, um apoio emocional que acredito que todo estudante internacional precisa quando em um intercâmbio. Lá encontrei o acalento e abraço que eu precisava, e senti um pouco do calor do Brasil com meus conterrâneos. Um pedaço de casa dentro de terras estrangeiras. Mas não posso dizer que foi suficiente, não por falha de meus amigos brasileiros, mas porque uma das melhores partes da experiência fora de seu país é conhecer culturas e fazer conexões com pessoas de outros países.

Dentro do BRASA comecei a ouvir sobre a possibilidade de visitar disciplinas no Departamento de Espanhol e Português.

E foi assim que acabei em uma disciplina sobre Histórias em Quadrinhos e Memória na América Latina. Foi ali, logo na primeira aula, que finalmente me reencontrei. Nessa disciplina, tanto o professor como os alunos são originários dos mais diversos países da América Latina e de países hispânicos.

Por isso mesmo, as aulas eram ministradas

em espanhol. Ainda que meu conhecimento da língua não seja muito avançado, entendo bem o idioma e me permitiram responder em inglês ou Português, e foi então que a mágica aconteceu.

Com conversas em que alternávamos espanhol, inglês e português, muitas vezes em uma única sentença, conseguimos nos entender e debater temáticas muito importantes para os Latino Americanos. Certamente as línguas em questão não eram aplicadas em sua forma pura, mas era esta a beleza de tudo o que acontecia ali. Portunhol, Espanglês e Portuglês eram usados sem nenhum motivo para vergonha, o que interessava ali era que todos se entendessem e debatessem as temáticas de extrema importância para nós. Uma experiência que me lembrou dos usos do português no brasil e dos regionalismos empregados na linguagem.

Isso sem falar na recepção de todos em sala, que mesmo tímida, me trouxe o acalento de meus irmãos da América Latina. Foi então que percebi que mesmo muito diferentes, somos similares onde mais importa: no acolhimento.

Veja bem, vinda de uma região em que todos os meus vizinhos de fronteira falam uma outra língua que não a minha, e vendo a “definição” e representação Latinx fora do contexto latino americano muitas vezes “esquecer” e apagar a identidade brasileira, estamos acostumados a viver em um não lugar. Por isso, muitas vezes, brasileiros negam a identidade latina. Não porque nossos irmãos da América Latina não sejam nossos iguais em muitos sentidos. Mas porque aqueles de fora deste grupo tentam nos enfiar goela abaixo uma “identidade” que não só não nos reconhece, como nos silencia.

Ainda assim, essa convivência em sala com companheiros latino americanos me trouxe para mais perto de mim. E todas as nossas conversas nesse maravilhoso misto de idiomas, que talvez alguém de fora não entenderia, acabou me ajudando a me reconectar comigo mesma. E talvez até mesmo me redefinir. Sou brasileira, venho da América Latina, e meus irmãos de fronteira são sim muito semelhantes a mim, mas não da maneira que você, gringo, imagina.

English Version Since I stepped into this country, I feel like I did not belong, as if I was a foreigner invading someone else's territory. Unfortunately, I find myself lost in insecurities and identities that, sometimes, people try to define for me.

Outside the University's borders, I am criticized because of my English and am constantly accent-shamed. They deny me my own identity because I am "too white to be

a Brazilian", but apparently, for being a Brazilian am also not "white enough" to be a “regular white person”. “You are Brazilian, so you are not white”, they say, even though, for 30 years, I had white privilege within the social model in which I was raised.

To be clear, I am not claiming whiteness to myself.

That's not something I can do, neither am I proud of carrying. But it is a reality in Latin America too and, due to our different colonization processes, the race issue is understood by Brazilians (and probably other peoples too) in a different way than it is perceived in the US. Believe me when I say: being here, right now, does not erase the whole history of privilege that I lived in my country because of the color of my skin. Much less does it prevent me from living the white privilege in the United States, especially compared to Brazilians of color. In my appearance and skin, I do not carry the stereotype of Brazilian or Latinx that this country expects. And as long as I don't say I am from Brazil, many see me as a foreigner, but never Brazilian or Latinx. I do not speak of it with pride, but solely presenting the facts that many here ignore when trying to define me.

And that contributed to my feeling of not belonging.

That's why I got lost, and for a long time couldn't find myself again.

Don't get me wrong, I met very receptive and nice people here. And the Ohio State University and my Department have given me the support I need to perform my duties and everything that involves my role at OSU as a visiting scholar. The point is that, as a Visiting Scholar, I do not take regular classes within the university, nor need to take complete subjects or do group work. That is decisive for the advancement of my research but hinders my socialization within the University, and socialization and human warmth are fundamental parts of my Brazilian identity. As if that were not enough, I arrived in the middle of the semester at a time when everyone was already very busy and completely dedicated to their own research and work.

Yet, I reached out to BRASA, the Brazilian student association of OSU, for the emotional support I believe every international student needs when on exchange. There I found the amiability and embrace I needed, and I felt a little of the warmth of Brazil with my fellow citizens. A piece of home within foreign lands. Nevertheless, I cannot say that it was enough.

It was not my Brazilian friends' fault. It was simply because one of the best parts of an exchange experience is getting to know cultures and making connections with people from other countries.

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Among BRASA members I heard about the possibility of visiting classes in the Department of Spanish and Portuguese. Thereby I ended up taking some lessons in a course on Comics and Memory in Latin America.

And it was there, right in the first class, that I finally found myself. There, both the teacher and the students were from different countries in Latin America and Hispanic regions. For this reason, classes were taught in Spanish. Although my knowledge of the language is not very advanced, I understood enough and was permitted to respond in English or Portuguese, and that was when the “magic” happened.

In conversations in which we alternated Spanish, English and Portuguese, often in a single sentence, we were able to understand each other and discuss topics that were very important for Latin Americans.

The languages in question were certainly not applied in their pure form, but this was the beauty of everything that happened there. “Portuñol”, “Espanglish” and “Portunglish” were used with no shame, what mattered there was that everyone understood each other and debated about matters of extreme importance to us. An experience that reminded me of the uses of Portuguese in Brazil and the regionalisms used in language. Not to mention the hospitality of everyone in the room, which, even though shy, brought me the warmth of my Latin American fellows. It was then that I realized that although very different, we are similar in what matters the most: welcoming.

Coming from a region where all my border neighbors speak a language other than mine and seeing the Latinx “definition” and representation outside the Latin American context often “forget” and erase the Brazilian identity, we are used to living in a borderland. For this reason, Brazilians often deny the Latinx identity. Not because our fellows in Latin America are not our equals in many ways, but because those outside this group try to shove down our throats an “identity” that not only fails to recognize us but also silences us.

Even so, being in that room with Latin American companions brought me closer to myself. All our conversations in this wonderful mix of languages, which maybe outsiders would not understand, ended up helping me to reconnect with and maybe even redefine myself. I am Brazilian, I come from Latin America, and my border fellows are very similar to me, but not in the way gringos imagine. .

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I'm a Visiting Scholar at the Department of Women's Gender and Sexuality Studies (OSU), a Ph.D. student in Linguistics in Brazil (CEFET-MG) and a Journalist and Master in Communication. My research field is in Discourse Analysis, more specifically on Brazilian Female Comics artists and Women's representation. Fun Fact: I do poetry for years but that's the first time I publish one.

Proyecto Mariposas

Encouraging Mothers and Daughters to Spread their Wings and Fly Lucy Soto We are all in need of guidance in nearly every aspect of our lives. As Latinos, there are other struggles that exist within our community that are results of our cultural beliefs. At times, we struggle to create dialogue around certain issues out of fear of challenging these social norms, especially those in our day-to-day lives.

Over time, some have learned to simply accept those struggles as a part of life.

These struggles plague many young girls and mothers residing in Columbus, Ohio. It was discovered, when the founders of Proyecto Mariposas issued surveys regarding the lack of resources for Latina women and girls, that many of them fall victim to the well-known issue of machismo within the Latinx community. These women reported being depressed, being unsatisfied with themselves and their lives, and having suffered forms of verbal and domestic abuse. These women were suffering in silence, yet had never spoken up.

They had yet to discover themselves and needed a little push to help spread their wings.

In 2011, Proyecto Mariposas started as an initiative to provide Latina mothers and daughters with resources to build stronger relationships. The intent was to build a community of Latina women and girls, enabling them to also use each other as a resource and for support.

Proyecto Mariposas’ vision is to empower Latina women and girls, leading lives that are brave and strong. Their mission is to mentor and support Latina women and girls with tools, knowledge, and leadership skills to cultivate new lives. Their belief is that every woman can live a life that is healthy when she has the support, tools, resources, and mentors to empower and encourage her. Through the organization’s research, programming and support, including weekly events, summer camps, conferences, and cultural offerings, they have continued to form ongoing partnerships with the community they serve.

The impact Proyecto Mariposas has had on the community of Columbus, Ohio is very telling when hearing the stories of the women and girls involved with the program. Shaina and Ebony Hernandez are two sisters who have been a part of Proyecto Mariposas since 2012, and they are currently Ohio State students who continue to be involved with the organization. The girls mention the unconditional support they receive from Proyecto Mariposas, especially from founder Yahaira Rose. Also, Regina Loayza has also been involved in Proyecto Mariposas since 2012, and she is currently a senior at Cristo Rey High School. Regina, a natural-born leader, has been able to truly lead and influence other young girls within Proyecto Mariposas.

She was the winner of the Brave and Strong Awards 2019 for her courage and her involvement with the Latin community. Twelve-year-old Liliana Flores has been a part of Proyecto Mariposas since 2018, and she has since shown leadership within the program and the community. She is active in sports, community service, and dedicated to her academics.

Concurrently, several of the mothers have become leaders in planning and executing programming within the organization-working together to make the most of Proyecto Mariposas. Many mothers share their love in the ability to create and share their efforts with their daughters. As Proyecto Mariposas continues to thrive, more mothers and daughters will be empowered to spread their wings and fly. They are more than excited for their new upcoming program-“Valiente | Fuerte | Latina”launching in February, 2020. It is an 11-week program dedicated to helping young women build relationships within in their communities.

Proyecto Mariposas is proud of all the work it has accomplished and is very hopeful for the future. You can get involved today by contacting Yahaira Rose at info@proyectomariposas.org. Be sure to check out and follow all these beautiful women and girls on their social media via Instagram and Facebook!

I am a 1st generation college student and have enjoyed every moment of my time at OSU. My favorite part is the unity demonstrated within the Latinx community on campus and the opportunities OSU allows its students to contribute back to the community. Pronouns: She, Her, Hers

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I am in constant awe of (and grateful for) all that Frederick does for us, so much of which is often invisible because it takes place in the realm of community-building, constant mentorship, and so much else that can’t be translated into a line on a spreadsheet. I am of course also in awe of and gratitude for all he does that is so wonderfully visible for comics studies, film studies, and Latinx studies. Whenever I see Frederick, I tell him to slow down, but part of me is always grateful that he never listens to me. (Seriously, though, man: slow down!)

Jared Gardner

Caitlin McGurk

Aldama rules! We are so lucky to have an ally and advocate for comics like Frederick here at The Billy Ireland Cartoon Library & Museum. He has introduced so many new audiences to the power of comics, and curated the exhibit Tales from La Vida for our museum in 2018, which brought new and previously unheralded voices into our galleries. We are so grateful to have him as a colleague.

Peyton Del Toro Profe's passion for learning is contagious.

I first met Profe at the Tales from La Vida reception during OSU's Día de los Muertos event in 2018. The following semester, with his support, I created my first comic. I was terrified to share it with anyone; I thought, "I'm just a young lesbian Latina from metro-Detroit! Who cares what I have to say?" But Profe made me feel like the work I created mattered.

Like I matter. Muchísimas gracias, Profe.

Frederick is one of the most generous people I’ve ever met. Generous with his knowledge, wisdom, time, energy, connections. He genuinely cares about people, whether you are a young person in the community, one of his grad students, or a colleague. He wants you to succeed—and he will help you do it.

We don’t have enough people like him in our universities. But he has inspired us to go out and fill that void ourselves.

Jorge Espinoza

Danielle Orozco

Dr. Frederick Luis Aldama continuously inspires me through his dynamic creativity, passion, and can-do vigor. He inserts energy into any space that he occupies, and demonstrates empathy to all of the students he meets and teaches. His work is invaluable beyond the university because his work speaks, at its core, to the communities he is a part of. His leadership has allowed me to become a more intuitive scholar and as his mentee, I always look forward to learning more from him.

Who else does what Frederick Luis Aldama does? Nobody—or, rather, no one before him! While Dr. Aldama works in and furthers a number of scholarly traditions, the precise intersection that his work inhabits is distinctly his. Drawing from cognitive science, Latinx literary and cultural studies, critical race theory, comics studies, and other fields, he has staked out a unique and generative scholarly program, one that is inspiring a wealth of work by up-and-coming scholars. Frederick Aldama is an intellectual and social engine! As a comics studies scholar, I see the future of my field in his work Charles Hatfield

As a racialized woman, no matter how hard you work, no matter how much smarter you might think you are than your classmates, accessing and obtaining a postgraduate degree, requires the advocacy and mentorship of someone who has made it. Without the advocacy of Dr. Frederick Aldama to the graduate committee of my department, I would not have been accepted to graduate school. Without Dr. Aldama’s frequent and regular mentorship, I would not have learned to navigate the oligarchy of academia, and our predominantly white institution. Because of Dr. Aldama, I the first woman in my family to graduate from high school, am going to be a doctor.

Dr Aldama has shown devotion to knocking down boundaries and bringing along with him a team of women of color to lead. He has empowered me and other women at this PWI, to deliver new acumen to an institution in deep need of our voices. I cannot think of anyone more deserving of recognition for their dedication and mentorship to historically marginalized voices.

It is an honor to walk in Dr. Aldama’s path he has created for so many of us.

Frederick Aldama is a true visionary who works tirelessly to make the academy into a more inclusive, nurturing and decolonial space for Latinx and other people of color.

OSU is a better place because of him.

Quilt of Praise 16

Dr. Aldama is an amazing human being. He is always ready to help his students however he can. The answer with him is never "no." If he knows he is not the person with the answer he reaches out to someone in his army who can. And those in his army are also so willing to help because he has already done so much and/or been there for them.

Christina Rivera

Guisela Latorre

Elena Costello

"Professor Aldama’s kind and soft-spoken manner belies the force that he is. Whether nurturing the college dreams of adolescents, lighting fires in the bellies of his students, or pushing boundaries in so many areas of scholarship, Frederick Aldama is always expanding intellectual and creative spaces and inviting new hearts and voices to play in those spaces." Yolanda Zepeda

In the spring of 2020, Professor Frederick Aldama joined the ranks of Distinguished University Professor, a permanent, honorific title awarded to full professors who have truly exceptional records in teaching, in research, scholarly or creative work, and in service. This section is dedicated to words of praise for his work at Ohio State and in his scholarship. Explore the scope of Professor Aldama’s work at professorlatinx.osu.edu

The Aldama Fest 17

When did you first visit a college campus? As a child?

An adolescent? Maybe not until you were accepted? If you’re like me, you’d check the last option. But why is this the case for so many Latinxs and folks of color?

Access. In a push-out, lock-out system designed to make education difficult to achieve for communities of color, changes must be made at every level. Often, it starts with one person who envisions new spaces and programs like the Latinx Space for Enrichment and Research (LASER) like Dr. Frederick Luis Aldama, the founder and Director of LASER. LASER and working alongside Dr. Aldama were the biggest reasons for pursuing doctoral studies at The Ohio State University. Being from San Diego, I had never before understood or experienced being in a predominantly white institution (PWI). LASER helped me navigate this new environment I was in to find and build community. For two years, Dr. Aldama provided me opportunities to professionalize and to learn how to lead an organization. I helped expand our high school mentoring outreach from five to eleven schools and sought to get more Latinxs involved as mentors. This 2019-2020 academic year, the brilliant Katlin Marisol Sweeney joined me, making us Co-Executive Directors of LASER. She revolutionized our Fall signature event Sol Cōn, adding depth, more inclusivity, and a newfound level of organization to LASER. Two San Diego State University Alums at the helm. Not a bad team, I’d say.

The other half of our signature programming, Latinx Role Models Day (LRMD) brings at least 400 high school students from marginalized communities in Columbus to OSU for a day of mentoring. We bring role models from the community, including those who work in Fortune 500 companies, professors, lawyers, doctors, high achieving graduate and undergraduate OSU students and artists, all to speak about their pathways in 18-minute speed-mentoring rounds. Every year, role models address a theme. This year, we’re asking how role models take pride in their Latinidad and/or culture? We want students to see that being yourself is beautiful and that we should all take pride in where we come from. LRMD strives to reveal pathways to our youth, as many as we possibly can.

LRMD, a snapshot of the future, sheds light on the possibilities that become available once you can actualize seeing yourself walking around one of the

most prestigious institutions in the country, both as a high school student and as a First-Gen PhD student.

LRMD helps students feel like they belong, that college is not only for them, but that they can also thrive and create communities while changing the world. This is the impact LRMD brings with role models and Keynotes.

Keynoting LRMD and organizing the event for three years now has been one of the more rewarding experiences of my life and career. As I look toward a faculty position in the future, organizing LRMD and being in LASER will assist me in establishing similar type of programs wherever I end up. My brilliant colleagues who participate and have participated in LRMD organizing committees learn the structure and ganas it takes to put on an event like this, adding new depth to how our organization professionalizes its members. The future looks bright for young Latinx academics leaving OSU as part of LASER. Beyond experience, LRMD provides a platform for First-Gen students like me to tell our story. Keynoting my first LRMD was incredibly special; nothing can prepare you to see the Performance Hall in the Ohio Union full of young Latinxs—absolutely beautiful. One of my biggest concerns for my speech was to motivate students to dream big. Towering over the Performance Hall, the first slide students saw: “I’m Stupid.” I told students I once believed it, believed in the voices telling me at school, so-called friends, teachers thinking I wasn’t smart enough etc. I carried that for a long time. We tend to always carry those negative voices/moments with us—we shouldn’t forget them—but I sure as hell stopped listening to them because I could succeed.

For me, the best part of that day was when together (with over 400 students) we chanted a mantra so many of us Mexicans know dearly: Si se puede!

We can do it, and events like LRMD show us how.

Students, OSU or high school alike, gain a deeper and more tangible understanding of the word community.

LRMD brings us all together for a day where we can all envision a better future full of Latinxs thriving.

I am the first in my family to graduate from an American university and to pursue a doctorate in the USA. I study video games and Latinx Studies at Ohio State. I am working on fusing the two fields and interrogating the connections between the two. Pronouns: He, His, Him

The Future Looks Bright with Latinx Role Models Day Carlos Kelly 18

The Aldama Fest 19

Theresa Rojas

Former Editors Reflect

What motivated you to work with ¿Qué Pasa, Ohio State?

I started as a staff writer as a favor to my good friend and then editor of ¿Que Pasa?, Christopher Gonzalez, who asked me to do an interview with visual artist Alex Paul Loza. I learned a great deal from that conversation with Loza and enjoyed the experience so much that I continued on staff. When Chris graduated, I took over as editor.

I edited ¿Que Pasa? for two years, during which one of my major goals, as both an artist and a scholar of visual culture, was to carry color across the entire magazine. We had full color covers and color on the fold, but the rest was in black and white. I wanted it to look more like a magazine, so we lightened the weight of the cover stock, making room in the budget for a full color periodical. It seems like a small change, but going full color allowed much more design freedom and creativity. I see this as a significant part of my legacy as an editor.

How has working with the magazine affected you?

I loved editing ¿Que Pasa?; it gave me a chance to work with contributors and staff from disciplines across the University and, I was taught how to negotiate personalities. I learned about work I would not otherwise have had access to. It was also a space for the productive exchange of ideas and visions for the publication. I loved hearing pitches and seeing what folks sent in.

My favorite part by far, aside from completing an issue, was interviewing. The most thrilling interview of my tenure was with the musician, Rodriguez. He came to Ohio State for a concert right around the release of the documentary, Waiting for Sugar Man, which later won an Academy Award. Yolanda Zepeda brought him to my attention. I could not have imagined when I saw the film and interviewed him that he would be two degrees from an Oscar. I attended the concert and then hung around to chat after folks got their autographs.

Rodriguez, whose birth name is Sixto Rodriguez, was incredibly generous. It was a moment for me-a brush with history.

Where are you now?

Today, I’m a full-time, tenure-track professor at Modesto Junior College in Modesto, California. I was fortunate to have landed a phenomenal position in my home state 20

within a couple of hours of most of my family. I teach English and Comparative Media in the Literature and Language Arts Division. In March, I brought the Latino Comics Expo to campus and co-directed what became the largest Latinx event in the history of the College. I’m incredibly proud of that. Now I’m the Founding Director of the Latinx Comix Festival.

Our student population is 56% Latinx, which is remarkable and exciting for me as a role model and mentor.

I’m also an artist, writer, and poet. My chapbook of poems and illustrations, Don’t Ask Me, debuted earlier this year. My new publishing imprint, DocTeeRoh Studios, is launching the single issue ,The Sunkissed Lunatic, and a new zine series, CALACAS: Letting the Skeletons Out of the Closet. CALACAS focuses primarily on unpublished narratives by underrepresented creatives.

There’s no way to quantify the value of my time as both a staff writer and the Editor of ¿Que Pasa? I said yes to an opportunity and that lead to incredibly rewarding work that still resonates.

Do you have any advice for students looking to become editors of this and/ or other publications?

As for advice, say “yes” as much as possible. While you absolutely must protect your time, graduate school (and undergrad for that matter) is uniquely open to that fluid shift of time. Try something new and challenging. If you have a story you think should be told, tell it. Don’t wait for someone to ask. Boldly create the content you want to see. Interview someone of interest and write it up. Take photos and create art. I deeply hope that ¿Que Pasa? continues to grow in all directions as a representation of how the Latinx community at OSU and beyond are scholars, creatives, and deep thinkers. For future editors: Have a vision and see it through. Surround yourself with productive people who want to see the magazine succeed as much as you do. Take advice well.

Do everything you can to remain gracious and generous. Remember to exercise and practice self-care. Graduate school is often a trial by fire; ¿Que Pasa? is easily one of those experiences you will treasure.

Dr. Theresa Rojas is an English professor and Academic Senator at Modesto Junior College. An artist in her own right, Dr. Rojas is also the Director of the Latinx Comix Festival in Modesto, California. theresarojas.com

25th Anniversary Celebration What motivated you to work with ¿Qué Pasa, Ohio State?

I thought it was such a great opportunity to get the word out about Latinxs to the community at large. As an academic and scholar who often theorizes issues surrounding Latinx storytelling and representation, there is always the concern that more people aren’t reading what I think to be important explorations of these realities. On the other hand, the lack of control of Latinx storytelling by Latinxs themselves is troublesome. Not often do Latinxs have an opportunity to take the helm on what stories get published about their community. ¿Qué Pasa, Ohio State? was a revelation to me for all of these reasons. And to be a part of such a chance to participate in this kind of necessary representation was something I just could not resist.

What types of articles did you wish to publish?

In keeping with the idea of representation, I just wanted to provide an array of profiles and pieces that put on display the multiplicity of latinidades expressed within the community. Even at a place like The Ohio State University, the Latinx community can be taken for granted or rendered invisible due to the sheer impact of numbers.

Often Latinx students may be the only person of their ethnicity in their classes, and many nonLatinx Buckeyes may only know about the Latinx community by what they see on television and in movie theaters or on the news.

So, I wanted to include pieces about what Latinxs professors, students, and administrators were doing in all sorts of fields not typically associated with the Latinx community. But I was only

a editor for a very short time (my time as a PhD student what just under three years), I wasn’t able to do as much as I would have liked. Still, I felt that it was my job to carry the torch, to not let the flame gutter and go out. The editors who bookended my time, Michael J. Alarid and Theresa Rojas, really made my job easy.

How has working with the magazine affected you?

I cherish my time working with ¿Qué Pasa, Ohio State? As I mentioned earlier, it was a chance to tell stories about Latinxs at such a premiere land-grant university, and I felt the importance of it at every step. It truly shaped how I think about the representation of historically-marginalized communities at an institution of higher learning. It affected me so profoundly that I am looking for the right time to launch a kind of magazine at my current institution that is modeled on ¿Qué Pasa, Ohio State? The magazine does such an important job, that I feel compelled to attempt to replicate it elsewhere. I believe in its mission, and it shaped me as a person, scholar, and activist in profound ways.

Where are you now?

I am currently at Utah State University, where I serve as an Associate Professor of English and am the founding Director of the Latinx Cultural Center. In many ways, USU reminds me of OSU. They are both land-grant universities serving states where the Latinx demographic is small but noticeably surging. I have brought with me many of my experiences from Ohio State, and I believe they are helping me

Christopher González

make a positive and impactful difference in Utah.

Do you have any advice for students looking to become editors of this and/or other publications?

The most important thing to remember in this position is to find those stories that other local and national publications are ignoring. Those stories are out there, and they are waiting for someone like you to include them in ¿Qué Pasa, Ohio State?

You should also have a passion for the written word and develop the keen eye of a visual artist.

Finally, you must have patience.

As with me, you are only a steward of the magazine—a temporary leader of the magazine’s mission.

Rely on the advice of those with more experience and also the wisdom of Yolanda Zepeda, who is such a vital part of this magazine’s success. ¿Qué Pasa, Ohio State? is a beautiful thing that exists only through the efforts of many people. Like all successful magazines, it is a kind of living archive, one that highlights the successes and concerns of the Latinx community at Ohio State.

I am privileged to be able to say that I worked on this magazine. It gave me much more than I could ever have given to it.

Christopher González, Ph.D., is Associate Professor of English and Director of the Latinx Cultural Center at Utah State University.

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Hey!

Who took my spoons?

Melissa Guadrón with illustrations by Addison Koneval

One day, Christine Miserandino and her friend were at a diner when her friend asked what it was like to live with lupus--not just what it was to take medicine and to go to the doctor, but what it felt like to be sick. Miserandino struggled for an answer, then grabbed several spoons, placing them in her friend’s hands like a bouquet. Let’s role-play, she said. Her friend would be a person with lupus, and Miserandino would be lupus. Her friend would go through a regular day, naming everything she did, and Miserandino would take away a spoon each time her friend did something that required a significant amount of energy.

Miserandino and her friend considered not only each action, but every choice and possibility. At the end, Miserandino’s friend was crying as she began to understand Miserandino’s experience. Having to always keep count of her “spoons,” she told her friend, had become a blessing in disguise. Healthy people throw away their spoons without appreciating the thought that goes into every action. People who are ill know the value of a spoon and the people they choose to use their spoons on.

Miserandino published this story on her website, butyoudontlooksick.com and Spoon theory was born.

Since its coining, Miserandino’s metaphor has been used by people with invisible disabilities and even healthy, able-bodied people.

For the past four years, I’ve dealt with chronic, often invisible pain. It ranges in severity on a scale of 0-10, moving throughout the lower half of my body. One day it’s in my left hip, registering as a 2. A week later, from my right hip to just below my knee, a 6. A few days later I feel good, a 0. And then I wake up and it’s across my hips, flaring downward, registering at a 9. I cancel plans, tell students and professors I can’t make it to classes. No spoons to spare.

But it’s not only because of the pain that I count my spoons.

I grew up in a small town in Upstate New York. It, like OSU, is predominantly white and able-bodied. My mother is from Long Island and my father is from El Salvador.

My skin is much lighter than my father’s and much darker than my mother’s; a consistent cool, light tan, sun-kissed.

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Beyond the awkward incidents of teachers first trying to pronounce my last name (“GWAH-drun?” “GOO-uh-dron?

“QUAH-drin?”) or when referring to my backpack as a mochila, I passed as white.

I didn’t realize, until I came to OSU, how unmarked I had been. I’d never been ashamed of my biracial identity, but knew that I’d never really done anything about being Salvadoreña. At OSU, I’ve made moves to identify as Latinx. I introduced myself to Latinx professors, took classes in the Spanish and Portuguese department, joined LASER, began to explore race within my research, and corrected people when they made slips indicating they assumed I was only white. For most of my life, I had thought by simply existing people would be able to read my identity as I wanted them to. At OSU, I realized I had to push this part of my identity forward if I wanted to honor it.

I didn’t realize how unexhausted I had been. In two years at OSU, I’ve been taken advantage of in ways I never had before. I’ve suffered through microaggressions I’d never experienced before, and I’ve felt anger and sadness for reasons I’d never identified before. I listen to the news and am reminded Trump is still president. He calls El Salvador a shit hole and a small, orange hand takes a spoon from me.

A white disability studies colleague shames me for ‘pushing her into normative spaces’ as I do not only my job, but hers. She doesn’t thank me when she takes my spoon. Another disability studies scholar and I tell the third member of a proposed conference panel that we haven’t yet been accepted to that we want to pull our project and do it next year. The third member, a recent graduate in a new tenure-track position, shames us for not considering his ‘needs’ now that he’s on ‘the tenure clock.’ As he takes our spoons, his are illuminated.

After discovering a white male colleague and I both research mental health/illness, I suggest we work together. He steals my ideas and gaslights me, pretending he’s not taking away one of my spoons. While waiting to be seated at a restaurant, a Spanish song plays over the speakers. My cousin’s white husband sings along, making up gibberish words. I imagine him not only taking a spoon from me, but her as well.

I’ve often thought, why is it now, when I’ve taken more control over my identity, that my spoons have been taken from me in such violent ways? Now that I’ve put my sign

up in the air, marking myself as Latinx, have I also marked myself as the type of person others have become accustomed to taking advantage of?

Last year, I became the Co-President of the Graduate Association of Mental Health Action and Advocacy (GAMHAA). Our purpose is to advocate for the needs of OSU’s graduate students; to help them manage their “spoons.” Recently, we began working to install a Quiet Room in Denney Hall. Our goal is to create a safe space on campus, away

from environments and people who harm, stress, and exhaust us.

I’ve been told that advocacy should not exhaust us; it should enliven us.

But the truth as I see it is advocacy work is hard. At any moment, for a cornucopia of reasons, because we are simply being, our spoons may be taken from us. This is what I think of as I learn to share responsibilities, to say no and to ask for help, and work to create a space where quiet is cherished, and our spoons (as much as they can be) are protected.

Melissa Guadrón is a PhD student studying rhetoric and disability studies. Her current work focuses on disclosure and attitudes toward mental health/illness. Pronouns: She, Her, Hers 23

Catwalk of a Lesbiana Peyton Del Toro

“Pathways.” Hmm. What comes to my mind when prompted with the word “pathways?” For whatever reason, I can’t seem to stop the voice in my head that’s shouting “pathway to gay!” at me. Personally, I think it would be a funny interpretation of the gay agenda, but surely most people wouldn’t be amused. I’m quite positive that most readers, upon finding out que soy una lesbiana, would expect me to tell my tragic coming-out story and inform them how painful it is to be lesbian and Mexican-American. But right now, cuddled up on the couch with my girlfriend as we eat the picadillo I just made while watching a makeup competition show on Netflix, my life doesn’t feel so painful.

There is an increasing amount of narratives about lesbians of color in popular culture; however, almost all of them are rooted in trauma.

Some may say that this newfound representation of lesbians is progress.

I can’t quite see it as that. If institutions and corporations that privilege whiteness and heterosexuality are profiting off of stories of queer people of color’s suffering, what exactly can be considered new? Really, just the form of exploitation.

When conversations about representation would come up, I used to be so concerned with proving my Chicana-ness and femininity. I’ve got light skin, I’m from Michigan, and my Spanish kinda sucks. I’m hardly the person one would anticipate the last name “Del Toro” represents. I also used to date a man and would always dress in skirts and full makeup as a way of performing the gender-abiding heterosexuality I thought would make my life easier. Too many contradictions ran through my veins, and cloudy thoughts began to follow. Luckily, clouds pass.

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When I sat down to write this piece, the pathway that was most visible and anticipatingly legible seemed to be telling a story about an ethnic- and sexuality-specific trauma that I’ve overcome. It’s what the neoliberal university would want on the front page of their diversity campaign, isn’t it? But that’s not how trauma works, and that’s not what I think my time is worth. I exist in more moments than just the ones that enrage and invalidate me. By looking a little further, (and then getting past the cheeky “pathway to gay” phrase stuck in my head) I found a new path to show you.

So, what’s the path of a Chicana lesbian in Ohio? Well, I have a tradition of singing Selena Quintanilla’s “Bidi Bidi Bom Bom” every time I do karaoke at Ledo’s or Pierogi Mountain here in Columbus. I like to put my kittens, Chorizo and Tuna, in matching sweaters and take them on walks.

Then, I chuckle to myself as I call it a lesbian catwalk. One time, I was invited to do a guest lesson on comics for 7th graders at a school nearby, and a group of young Latinas asked if I was gay because some of them were too. They giggled excitedly when I told them I had a girlfriend. At any given moment, it’s likely that I have three packs of tortillas sitting in my freezer because my family likes to send me back with some so I don’t have to eat the infamous Ohioan ones.

I sometimes notice the irony of eating Taco Bell while Gloria Anzaldúa’s Borderlands/La Frontera sits next to me on my dining room table, but I try to avoid the guilt.

When a place isn’t set up for people like you, it can be hard to feel like you belong. Lesbianas are definitely not the poster children of Ohio, but it doesn’t mean that we don’t exist. Catch me out here, strutting my Chicana lesbian self down the pathway to gay.

Peyton’s research focuses on lesbian Latinx representation in pop culture. She is a comic creator and poet, and her own creative work focuses on Latinidad, sexuality, gender, and family. Find her on Facebook or Instagram (@peytondeltoro) to connect or see her work. Pronouns: She, Her, Hers.

Ashley Perez, is an Associate Professor of Comparative Studies, as well as a published novelist. Her previous academic works include articles on Latinx Children’s literature, and addresses issues such as racial injustice and decentering whiteness. Her fiction writing owns the same sentiments, but delivers them in a different medium. Below is an excerpt of a short story published in the Texas Observer.

3:17 New London, Texas (March 18, 1937) 9:29 p.m.

From far off, it looks like hundreds of beetles ringed around a single dome of light. Then the shiny black backs resolve into pickups and cars and ambulances. The bright globe divides into many separate lights. Work lamps. Spotlights. Strings of Christmas bulbs. Stadium floodlights borrowed from the football field nearby. Thousands of spectators crane their necks. There are men and tents. And dust.

But it is not a circus, not a rodeo.

Within the circle of light, men crawl over the crumpled form of a collapsed school. They cart away rubble and search for survivors.

For their children. Mostly, though, they find bodies. Bits of bodies.

They gather pieces in peach baskets that they pass from hand to hand, not minding their torn gloves, torn skin. They say nothing of the stench.

A man squats and pulls away crumbled bricks. Under a chunk of plaster he finds a small hand missing three fingers. He places it in a basket and heaves the sifted rubble into a wheelbarrow. Farther down in the tangle of rebar and concrete and schoolbooks, he uncovers a bruised toe. Later he finds a child’s leg, still sheathed in denim. Bent at the knee, it fits in the basket. Red Cross volunteers with white armbands stand at the edge of the worksite handing out cigarettes and sandwiches to the workers. They pour scorched coffee into paper cups. As if nicotine, pimento cheese, and caffeine were any match for this horror.

Just after midnight it starts to rain, but no one runs for the tents.

Some men take off their hats. Water runs down their faces, the perfect cover for tears. East Texas clay mixes with plaster dust from the school; red sludge sucks at the soles of work boots. But the floodlights and lanterns and lamps shine on, their collective light so bright that later people will say they saw it from 10 miles away, a beacon hooting up through the storm clouds. Across the school grounds and in the woods and in backyards and in every corner of the county, pumpjacks continue their slow rhythm, humping at the earth. Steady, steady, they draw up the oil that made this school rich. Near dawn, every square foot of the collapsed building has been scoured for survivors and remains. The rescue workers wander, stare, peel off their shredded gloves. They smoke and drink coffee, and then they climb into trucks and drive home. But the work continues as armies of undertakers and volunteers tend bodies in makeshift morgues. With no time for embalming, they brush the dead with formaldehyde from buckets. Eyes burn and swell shut from the fumes. Mothers and fathers walk among sheeted bodies, stop, move on. Faces are a mercy; most identifications come after scrutiny of birthmarks, scraps of clothing, scars.

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There are not enough small-sized caskets to go around. A call goes out for carpenters, and planks flow from the lumberyard in the pickups of anyone who can handle a hammer. Rough coffins come together. A new round of digging begins; graves open up in rows. For the next three days, alone or in numbers, families mourn their children, their neighbors’ children. There are so many funerals that church pews have no time to cool. Voices grow thin and hoarse from singing. Throats tighten. Consolation falters.

Silencesettles, and in silence they bear coffins, and they bear this fact: A quarter of the county’s schoolchildren are now dead 3:14 p.m.

Washington Fuller drives his shovel into the flowerbed, turns the soil, mixes in peat by the handful. Fast but not too fast: steady, but also being sure to earn out the hour. He’s not supposed to be here—there’s a school board policy against hiring blacks.

But Mr. Crane pays him from his own pocket, and Wash likes working afternoons at the superintendent’s house because it means being in sight of his girlfriend’s school. And anyway Wash needs whatever quarters and dimes he can get. He’s saving toward two third- class train tickets to the Mexican border, the price of a new life for him and his girl in a place where their mismatched shades of brown won’t matter so much. He pulls up a clump of loose clover, then brushes off his hands. He’ll ask the superintendent for more work tomorrow, talk up the petunias and little pink impatiens that Mr. Crane’s wife favors, color to tide her over until her azaleas and rose bushes bloom. But today the weather is too fine to waste, the sky rolled out bright as a bolt of blue fabric, the warm breeze combing back yesterday’s chill. It’s weather for being in love, and Wash is in love. He thinks about his girl, about their tree, about working a smile out of her with the day’s first touch. Untie her braid, kiss her cheek, slide a hand around her waist. Ask her, ¿aquí? ¿aquí? Practice the Spanish she’s teaching him. He’s thinking this out when thunder fills his ears. The ground bucks, throws him. The trees lash above him.

Wash scrambles up and stumbles forward. When he rounds the corner of the house, he sees the far side of the school cave in. Impossible, but that does not stop it from being real, does not undo the fact that a piece of his own heart is somewhere in that wrecked building. He runs hard into drifting clouds of thick black and gray and white dust, and because of the dust and because he has to get to his girl, there are things he cannot let himself see. A boy facedown in the grass with a brick buried in the back of his head. A little girl tangled in the phone wires, her chest blown open. A child in overalls, legs shorn off at the knees, face missing. Dozens of twisted bodies scattered like rag dolls across the grounds, some moving, most not. Inside the school, his arms turn white with dust. Grit cakes his tongue. He can hear shouts from outside, but the only sound within is the building creaking around him.

The walls along the main hall are blasted out, and what’s left of the ceiling slopes at a dangerous angle. One brass light fixture dangles, its bulbs shattered. He inches forward, boots crunching on broken tile. few yards ahead is a dark cavern where the floor was. Above the hole, the ceiling and the second floor are completely gone. A patch of blue sky shows and then disappears behind a cloud of dust.

He’s near the blown-out wall of a classroom when he sees it.

A worn black shoe with a small gray button. A shoe he knows.

See the full story at the website of the Texas Observer newspaper.

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A Most Imperfect Book Review:

Reading A Most Imperfect Union by Ilan Stavans and Lalo Alacraz Rolando Rubalcava I’m known at times as The Comics Guy. My studies focus on comics and graphic narratives, and in the last few years, I’ve been reading a lot of graphic medical narratives and memoirs. When I read these books, it feels like I’m diving into a history reserved for a privileged few. They’re intimate, warm, and kind, and you feel like you want to reach out to the authors after they’ve shared their story with you.

This book is not that.

A Most Imperfect Union: A Contrarian History of The United States, written

by Ilan Stevens and Lalo Alacraz, is an anti-historical telling of US history. The “anti-” does not signify “not historical”, but more like “what you have been told in history classes has been sanitized to make sure you do not rebel against authority figures”. Stavans, author of works like Latino USA and the recently published Sor Juana, frames his telling of US history through the perspective of two directors trying to create a film that delivers insight into the American identity.

The only problem is that, as Stavans’ caricature states, “the past is elastic”. As the book questions how to construct the narrative of US history or whether it’s even

possible, its thesis is told in the preface, where Stavans states, “To recount the whole history of the United States, one would need just as many days, and as many people, as the nation has had”. It is here when the reader sees Stavans’ vision: to tell the history of America must include the stories of immigrants, indigenous peoples, and the marginalized, all while examining the philosophical underpinnings of the US Constitution.

His efforts are reminiscent of Howard Zinn’s A People’s History of the United States, where Zinn tells history from the perspective of indigenous peoples during pre-colonial America. The academic part of me wishes to pull quotes from Zinn and make connections to foster a potential research paper for an upcoming call for papers. As I write this, I can see Stavans himself with his face in one of his palms, muttering to himself, “That wasn’t the point of this.” After finishing the book…I feel that he’d be right to say so. When you read something, there’s an implicit desire to feel like you accomplished something upon its conclusion; you spent hours, or days, or longer even, reading, and the payoff comes when you get to reflect on its message. This book ends with more questions, and you feel like you want to question the author himself.

It would be logical to do so because at the end, Stavans himself states what he didn’t cover in his retelling of American history. Now, I see Stavans with his eyes widening, nodding like he’s saying, “Okay, someone gets this.” To be a contrarian is to challenge, to question, and to purposely avoid neat answers. A Most Imperfect Union tells the reader, literally, “The history of the United States is one of constant cutting and pasting…We cut out the best parts of other nations and eras and paste them into our amazing patchwork landscape. Ours in indeed a most imperfect union, but it’s one that’s always striving for perfection.”

Where Stavans deserves the most credit is a pursuit for unflinching honesty. Ironically, the kind of truth he writes about is a truth most people don’t want to hear as they praise American values, honesty being one of them. Colonialism, the voices that criticized the shaping of the constitution, slavery, patriarchal forces limiting the

voices of women, minstrelsy and cultural appropriation, and state corporatism are all covered. But to say that this book is the product of a left-wing desire to trash US history would elicit another Stavans facepalm. Stavans highlights each event influencing how we understand US history as malleable, fluid, and constructed by everyone’s own interpretations of the history he covers. The artwork, done by the immensely gifted Lalo Alacraz, helps further what Stavans covers through a style that is minimalistic yet rich in persona, reminiscent of Art Spiegelman’s Maus. By describing the appeal of A Most Perfect Union to a theater full of people, I can see the back rows leaving the theater early.

I’d be the first yell at the crowd and say, But it’s about you! A lot of confused faces may turn back, and a fraction of those may actually pick up the book after. I just want them to read it. I think that’s one thing a contrarian and I can agree on.

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Quinceañera Style:

An Interview with Rachel V. González-Martin Carlos Edill Berríos Polanca

My interview with Dr. Rachel Gonzáles-Martin was off to a rocky start when I learned that our busy schedules prevented a face-to-face meeting or a phone interview between us. When she was in Austin, I would be in Columbus and when she was in Columbus, I would be in Denver. Nevertheless, through the work of a wonderful folklorist named Emma Cobb, we were able to set up an email back and forth where I asked my most pressing questions about her career as a folklorist and her research.

Carlos Polanca is a senior, studying English Literature with minors in French and Economic.

Today, Dr. Gonzáles-Martin is a professor in the Department of Mexican American and Latina/o Studies at the University of Texas. But her academic journey did not follow a straight path. She originally enrolled at the University of California as a biological science major. By the tail end of her second year, she found herself underwhelmed with the classes she had taken thus far. As a young woman, her final goal was to reach medical school and become a doctor. Dismayed by the possibility of not reaching her goal, she went back to the classes that had excited her, the ones where she was happy to attend every day. Her backtracking led her to University of California’s Department of Anthropology, where she found her niche and the classes that would describe her path for the future.

She found Folklore. The classes she took answered some of the questions she had been carrying with her since she was a child. She was able to answer questions about life as a Latinx woman in the United States and her family’s gender expectations, which she felt she never truly lived up to.

Now, years after her initial discovery of Folklore, she has become an established Folklorist. Her research focuses on the ways in which people communicate

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their identities, particularly gender identities within Latinx communicates. Her book Quinceañera Style: Social Belonging and Latinx Consumer Identities focuses on the different elements and aspects of planning a Quinceañera. “Ironic,” I think to myself as I read her email. My sister’s own Quinceañera will be happening 32 hours from the time I am writing this exact piece. My parents and I have talked a bit about the great production that it will end up being, no doubt a frenzy of balloons, dancing, and spectacle. Her book expands on how Latinx families negotiate purchases for said Quinceañeras and how these negotiations are reflections of how families negotiate American values by balancing “American” cultural values and beliefs with those of their Latinx heritage. As a half-Puerto Rican, half-Dominican family with heavy Taino, Spanish, and African ancestry raised on a steady diet of Theosophist values, American media, and a veritable revolving door of tios and tias from a myriad of different cultures, my interest was piqued. My interest was especially piqued because it was so close to my sister’s Quince, where all of these influences would come together to form one dazzling and hopefully unforgettable party. Every family member I have has congregated on the

island, ready for a celebration not to be forgotten.

Dr. Gonzalés-Martin interviewed several mothers about their daughters’ Quinces, often finding that they subscribed to neoliberal ideologies within their personal lives. The mother often thought that their daughters deserved happy and unique memories from their childhoods, which would set up their daughters for success later in life.

In a field mostly dominated by white men, Dr. Gonzáles-Martin understands herself as a woman of color with a voice that must be used. She often finds herself saying “yes” when she should say “no” to requests because she feels a responsibility to use her knowledge, position, and experience to help the next generation of scholars. Students of Folklore at any level should realize how they can use their own knowledge, backgrounds, privilege, and experience to help others.

Dr. Gonzáles-Martin is currently working on a new multi-authored project tentatively titled, The Academic Uncanny: Specters of Belief and Epistemologies of Refusal.

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Congratulations Class of 2020!

Congratulations to

Sofia Yazmin Herrera

2020 Ohio State Outstanding Senior Award

Each spring, The Ohio State University recognizes seniors who have made significant contributions to the University and community. To receive this recognition, students must have demonstrated exemplary scholarship, leadership and service over the course of their college careers. This award is given to less than 1% of Ohio State’s graduating seniors.

A Public Health major from Milwaukee Wisconsin, Outstanding Senior Sofia found a home in the Latino Student Association.

Sofia served on the organization's executive board as the Vice President of Membership and President supporting a welcoming community where Latinx students felt celebrated and valued. Specifically, Sophia worked toward educating her peers on the experiences of Afro-Latinx students on the Ohio State campus and bringing awareness to the cultural nuances within the Latinx diaspora. With plans of pursuing a dual MD/MPH degree, Sofia cannot wait to work toward finding solutions to health disparities in marginalized communities to improve their health and longevity.

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College graduation marks the culmination of a long journey toward your future. The team at ¿Qué Pasa, Ohio State? congratulates you and your family for the years of hard work and the sacrifices you have made to reach this goal.

You are entering a world in flux. Your generation is poised to shape our path forward.

Although we could not come together for a traditional ceremony, we join you in celebrating your successes and wishing you the very best for a successful and prosperous future!

Latinx Graduates SUMMER 2020 Associates Degrees

Acero, Anessa, Associate of Arts Acosta, Gabriel, Associate of Arts Alvarez, Timothy, Associate of Arts Bonfante, John, Associate of Arts Castro, Diego, Associate of Arts Charnigo, Nichole, Associate of Arts Condo, Anthony, Associate of Arts Cortes-Fontcuberta, Francisco, Associate of Arts Deppen, Arianna, Associate of Arts Flores, Jussett, Associate of Arts Fowler, Lucy, Associate of Arts Garcia, Joel, Associate of Arts Gonzalez Calero, Arnaldo, Associate of Arts Gonzalez, Aaron, Associate of Arts LLanos, Carolina, Associate of Arts Rajkoummale, Francia, Associate of Arts Toribio, Ana, Associate of Arts Torres, Lourdes, Associate of Arts Tracy, Madison, Associate of Arts Villaloboz, Antonio, Associate of Arts

Bachelors Degrees

Albernas, Daniel, Marketing Amador, Amaury, Studio Art Angeli, Suyapa, History Antivero, Vanessa, Marketing Arribas, Adriana, Health Sciences Arvelo-Feliciano, Jeovany, Civil Engineering Barrios, Arturo, Computer & Information Science Bautista Estrada, Thalya, Education Bliss, Matina, World Politics Boazzo, Michael, Aeronautical and Astronautical Engineering Brolley, Lucas, Economics Bugay, Justin, Middle Childhood Education Burgett, Alexis, Communication Burkey, Natalie, Forestry Fisheries and Wildlife Butler, Alex, Environmental Science Cachafeiro, Christian, Finance Callirgos, Nicole, Psychology Cardona, Ashley, Communication Cardoso Silva Zayago, Karim, Biology Colombini, Laurel, Health Sciences Corks, Kristina, Health Sciences Cortez, Jorge, Welding Engineering Criado, Gabriella, Animal Sciences Cruz Castillo, Maria Fe, Zoology Cruz, Paola, Accounting De Anna, Carli, Social Work Dearing, Brianna, Biology Delgado, Jorge, Accounting Dias, Evan, Consumer and Family Financial Services Diaz, Kimberly, Biology Estevez, Brian, Sociology Farran, Stephanie, Human Development and Family Science Figueroa, Yessenia, Human Development and Family Science Fisher, William, Political Science Flores, Nigel, Psychology Forsythe, Ryan, Air Transportation Fowler, Lucy, Associate of Arts

Freytag, Sabrina, Human Development & Family Science Gallegos, Aaron, Psychology Garcia Serrano, Silvana Andrea, Computer & Information Science Garcia, Nicole, Art Garcia, Thomas, Operations Management Gonzalez Reinoso, Claudia, Biology Guzman, Carlos, Computer Science and Engineering Hicks, Janene, Psychology Holbrook, Caleb, Political Science Hutter, Rachel, Biomedical Engineering Jackson, Corlise, Zoology Jager, Wyatt, Studio Art Jarrell, Alana, Political Science Kaplan, Berkay, Computer Science and Engineering Kerver, Luke, Sport Industry Law, Christopher, Economics Luna, Leslie, Health Sciences Lux, Tomer, Psychology Martin, Armando, Finance Martinez Guerra, Jessi, Construction Systems Management Martinez, Linda, Criminology and Criminal Justice Martinez, Michael, Food, Agricultural and Biological Engineering McKinney, Miranda, Philosophy Means, Tempre, Mathematics Medina, Yulyus, Economics Metzgar, Maxwell, Communication Molina Badillo, Gilberto, Computer Science and Engineering Morales-Garcia, Jorge, Marketing Mueller, Griffin, Communication Musterait, Kevin, Studio Art Nicholas, Sofia, Biology Orosco, Alexander, Operations Management Orozco Ibarra, Areli, Psychology Ortega, Alison, International Studies Pagan, Brandon, Computer Science and Engineering Pantaleon Camacho, Jessica, Social Work Pasillas, Donovan, Human Nutrition Passino, Juliana, Communication Pereira, Brenden, Finance Potter, Dylan, Film Studies Quezada, Diana, Logistics Management Reese, Leah, Communication Reese, Leah, Spanish Reidling, Natalie, English Renne, Christopher, Communication Rivera, Larissa, Human Development and Family Science Rowland, Deanna, Criminology and Criminal Justice Salas, Joel, Chemistry Salas, Joshua, Biology Salazar, Michael, Marketing Santefort, Haden, Electrical and Computer Engineering Saud, Denvir, Chemical Engineering Scheele, Stefan, Mechanical Engineering Schwarz, Michael, Communication

Smith, Daniel, Economics Sperl, Kit, Japanese Spurney, John, Computer Science and Engineering Thomas, Delaine, Public Health Thomas, Tyler, Environment,Economy,Development &Stability Torres, Leslie, Speech and Hearing Science Torres-Lugo, Julio, Marketing Trabucco, Jessica, Biomedical Engineering VanWalsen, Carmen, Fashion and Retail Studies Venicio, Bruna, Marketing Verde, Diana, English Viera, Michael, Finance Waissbluth, George, Electrical and Computer Engineering Walker, Dalton, City and Regional Planning Wallace, Anila, Materials Science and Engineering Williger, Paul, Chemical Engineering Wilson, Alexandra, Communication

Master Degrees

Abad, Catalina, Biomedical Engineering Alba Martinez, Regina, Law Anorve Lopez, Fernando Josafath, Statistics Avila, Teresa, Earth Sciences Bascaran, Julen, Chemistry Bernard, Christopher, Chemistry Blanco Carcache, Peter, Pharmaceutical Sciences Buehler, Christine, Operational Excellence De Melo Justo, Vinicius, Political Science Delgado, Ramon, Kinesiology Diaz Espinosa, Daniel, Economics Diaz-Allen, Cassandra, Pharmaceutical Sciences Hernandez, Antonio, Linguistics Joyce, Nina, Clinical and Preclinical Research Lopez, Mike, Physics Mairal-Cruz, Lucas, Business Logistics Engineering Maldonado, Stephen, Civil Engineering Martinez Figueroa, Francisco, Mathematics Mavarez Martinez, Ana, Translational Pharmacology Mejia Cordero, Julian, Mathematics Melendrez, Michael, Operational Excellence Miller, Dane, Electrical and Computer Engineering Nieberding, Megan, Physics Reeder, Jason, Operational Excellence Rullan Oliver, Paola, Public Health Uribe, Alberto, Translational Pharmacology Villamil, Kelvin, Operational Excellence Villasante Del Corral, Luis, Law

Doctors Degrees

Abreu Faria, Guilherme, Welding Engineering Assaf, Elias, Political Science Esquivel Palma, Carlos, Entomology Navarro-Acevedo, Krystel, Plant Pathology Ribeiro Leite Silva, Joao Vinicius, Chemical Engineering Roa Henriquez, Alfredo, Public Policy and Management Romo Arango, Sebastian, Welding Engineering Supiot, Christian, Spanish and Portuguese

Sciulli, Carson, Electrical and Computer Engineering

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