¿Qué Pasa, Ohio State? Autumn 2020, Vol. 30, No. 1

Volume 30 • Number 1 • Autumn 2020

quepasa.osu.edu

Making Space for Latinx Scholarship and Community

Esquina de los Editores

Walking through Columbus During a Pandemic As we put together our Fall ’20 issue, we at ¿Qué Pasa, Ohio State? Magazine feel that the following statements must be made.

We hereby endorse the following:

BLACK LIVES MATTER SCIENCE IS REAL NO HUMAN IS ILLEGAL Our magazine, campus, city, and country can still feel the impact of the tumultuous events that have made this year so challenging. The calls for racial justice, followed by attacks towards protestors, crossing the 400,000 mark of deaths from COVID-19, and learning more about the atrocious tactics behind family separation policies at the border, we could not produce our magazine without acknowledging issues happening at the national level hitting so close to home.

Some days, it feels like some of these work against each other. How can you feel like you’re in college when you’ve never met any of your classmates? How do you feel connected to your campus when the state is saying all public gatherings are at high risk of exposure to infection?

When considering how race intersects with this issue, BIPOC students, faculty, and staff have it the hardest as BIPOC communities work in many of the frontline positions while facing healthcare disparities.

We continue to produce and share our magazine by, for, and with the student body at OSU because we believe in the recuperative power of stories. The pieces shared in this issue serve as both testimonies of those who are learning what life is like during these troubling times, and what some of these voices are doing to meet the challenge. Rebecca Cepeda shares her account of a challenging first year of her doctoral program in the midst of a pandemic. Leila Viera raises the issue of extending benefits to student-parents, a topic that is constantly brushed off, only to now bring it the attention it deserves. We also have a section dedicated to student activism at the state and local levels, with students sharing their experiences of protesting for the first time and what it’s like to be a student while advocating for racial justice. We’ve also included narratives by students and faculty who have been waiting for the right space to share their work. We are humbled to share them, continuing our mission goal: to provide a space for Latinx writers and their stories.

It’s 12:49AM, and I’m walking back home after a Nightwalk, something I picked up during quarantine to help feel less stressed. During these walks, my mind is flooded with questions: what’s going to happen a year from now? Will we still be in a pandemic? Is the call for racial justice making change happen, or is this fad destined to fade? Will we still have leaders we look up to, or will we still be on the streets, marching against those in power? It’s hard to tell, and I honestly don’t know. All we can do is continue our mission statement, as we continue to believe in the power of words, while lifting the narratives as an act of solidarity and support for our most vulnerable populations.

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

Rolando Rubalcava, Editor Fall '20

We at ¿Qué Pasa? would like to welcome two new members: Adrienne Ferguson, Assistant Editor, is an undergraduate studying Political Science and Spanish, and Jessica Rivera, Staff Writer, is a doctoral candidate in Educational Studies.

Quiénes Somos TABLE OF CONTENTS 4 El Granjero y la mujer del lago

Rolando Rubalcava, Editor Jessica Rivera, Staff Writer Adrienne Ferguson, Assistant Editor Luiza Corrêa, Art Director Yolanda Zepeda, Managing Director

Contributors

Helen McHenry

5-6 The Importance of Community: The Chronicles of a PhD Student | Rebecca Cepeda 7-8 Teaching during Pandemic: An Interviewwith Ohio State Alum Tae Ruiz | Jessica Rivera 9-10 A Homage to my Mother and my Guatemalan Heritage Adrienne Fergusson

11-12 Harnessing the power of Diversity: Empowering Latina Leadership Mariana Salazar, Veronica Arrascue and Ximena Barreto

13 Promoting Latinx Student Success Through Counseling Jessica Rivera

14-15 Memes! The student's language we are fluent in!

16-17 OSU Latinx Students and the Covid -19 Virus Jessica Rivera

18-19 Jesse Fernandez is Making Strides in the Fight for Justice | Adrienne Fergusson 20 Summer of the People: First Hand Accounts of the George Floyd Protests at Columbus Capitol Building Rolando Rubalcava

21 We did the Math |

Leila Vieira

22 Show your Love for the Sojourner, for you were Soujourner in the Land of Egypt | Natalie Dalea 23 The Time to Act is Now | S.C.O.P.E 24 Homeboy Industries and Why We Belong

Adrienne Ferguson Elena Foulis Helen McHenry Jessica Rivera Leila Vieira Liz Morales Mariana Salazar Natalie Dalea Rebecca Cepeda Rolando Rubalcava S.C.O.P.E Student Association Veronica Arrascue Ximena Barreto 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.

Elena Foulis and Liz Morales

25-26 Artist Profile: We introduce you Isabel Bongue Rolando Rubalcava

27-28 Latinx Buckeyes a Growing Presence Jessica Rivera

29-31 Latinx Graduates: Spring and Summer 2020

On the Cover: Hijo de Hombre by Isabel Bongue Learn more about her in our Artist Bio (pg. 25) www.isabelbongue.com

Instagram @la.mona.isa

El granjero y la mujer del lago

Helen

McHenry Érase una vez, hace miles de años, en un lugar místico llamado Ohio, había un granjero romántico que vivía en los campos interminables de maíz. Este hombre tenía todo lo que alguien podía querer, con la excepción de una cosa: una esposa. Vivía en el bosque una mujer increíblemente hermosa, pero era veleidosa e indiferente. Ella pasaba sus días cantando y mirándose en el lago.

Un día, mientras el granjero trabajaba en sus campos, una de sus vacas vagó hacia el bosque. La siguió, y cuando entró en el bosque oyó la canción más encantadora del mundo. Como si en un sueño, caminara hacia la música. Llegó al lago y vio a la mujer.

Inmediatamente, se enamoró.

A ese momento, partió en dos una ramita, asustando a la mujer. Ella lo vio, y sintió el granjero en su corazón una marejada de amor. Pero la mujer del lago solamente le dio una mirada de desinterés y empezó a peinar el pelo. Decepcionado, el granjero volvió a su campo con su vaca, pensando en un plan para ganar el corazón de la mujer.

Pero no había divulgado todo sobre este granjero. No era un hombre normal. Tenía el poder encima del tiempo. Todos los días antes, había mantenido el sol con unos días de lluvia, para que su maíz creciera y sus vacas florecieran. Decidió que, para la mujer del lago, exploraría su poder.

El día después, creó un iris de todos los colores que llenaba el cielo en total. Su mirada no dejó el espejo del lago. El próximo día trajo un viento fuerte que sacudió los árboles.

Pero ella solamente se escondió en una cueva. El granjero probó nubes, nieve y sol, pero nunca lo miró con interés. No sabía qué hacer, así que se sentó y comenzó a llorar.

Por tres días y tres noches lloró, llenando el cielo con lágrimas también, hasta que el lago de la mujer parecía un mar. Finalmente, la mujer del lago prestó atención al granjero.

Se dio cuenta de que tenía a un hombre que quería adorarle. Así que se sentó con él, cantando a él hasta que sus lágrimas pararon.

Con una pista de travesura en los ojos, le preguntó, “¿Qué más puede hacer Ud.?” Le mostró: hizo tormentas y huracanes para que se lo agarrara en miedo, creó brisas suaves para que bailara entre el maíz. Hacía todo para ella, aunque nunca le hacía nada de regreso.

Los años pasaron, y el granjero continuó satisfaciendo cada capricho de la mujer del lago. Sus deseos cambiaron cada día sin falta - un día quería nieve, el próximo, sol. El granjero olvidó sus campos y sus vacas; su vida pertenecía exclusivamente a ella.

Por eso, incluso hoy en Ohio, el tiempo fluctúa sin cesar. Podemos experimentar todas las estaciones en un solo día, todo por el amor de un hombre por una mujer.

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THE

IMPORTANCE OF COMUNITY The Chronicles of a PhD Student Rebecca Cepeda Graduate, Higher Education and Student Affairs

Last Fall, I moved approximately 2,250 miles away from my family’s casita in Lynwood, CA, a predominantly Latinx community, in order to pursue a PhD in Higher Education and Student Affairs at The Ohio State University. Aside from my first year as an undergraduate student living in a UCLA dorm 22 miles away, this was the first time I had ever lived away from my parents and the first time I lived outside of Los Angeles. Throughout most of my educational career, I lived at home and worked multiple jobs to help support my family in various capacities. Because I decided to accept my admission to a doctoral program across the country, I knew I was going to begin a new journey personally, professionally, and academically without my family and support system physically present. So, I tried to mentally and emotionally prepare myself for the challenges I would face such as starting a doctoral program, experiencing racism as a woman of color, and finding a community of support.

On the first day of school, I sat in one of my classes and almost cried because I did not understand what my professor or peers were talking about. All I could think to myself was, “What is neoliberalism? I did the readings, and I still didn’t understand them.

Why am I even here? I don’t belong in this doctoral program.” The imposter syndrome was real. I shut down and didn’t contribute to the discussion for the duration of the class. After this class, I cried to my best friend over the phone about feeling like I didn’t belong. She validated me and reminded me that I was in this program to learn. That it was okay to not understand, and it was okay to ask questions.

So, I began to challenge myself to ask questions in class if I didn’t understand a concept, reading, or assignment.

In addition, I experienced racism on a daily basis, existing in the classroom, within my program, doing homework in my personal academic workspace, shopping at the grocery store, picking up coffee at the Dunkin Donuts across the street from campus, and even in the Lyft/Uber rides to my apartment. It became constantly exhausting being surrounded by so many white people. It became exhausting because I continued to question and challenge their views. I was drowning in a sea of whiteness, where I was trying to fight the harsh waves, yet I was losing my strength physically, mentally,and emotionally.

Although, I had a community of folks back in Los Angeles who let me know they were readily available

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<< I am so thankful that I found a community of people when I needed them the most. >> Artist: Isabel Bongue

over the phone, FaceTime, and Zoom, it wasn’t the same because they weren’t physically there for me to run and cry to any time of any day. I still knew I had to find community with those around me in this new environment–which took some time for me. It was hard for me to open up, become vulnerable, and ask for help. I didn’t know what kind of help or support I needed or who I could even trust.

However, I am so thankful that I found a community of people when I needed them the most. Without this community in Ohio, I would not have finished the first year of my doctoral program. They reminded me of my abilities, validated my experiences, and helped me find ways to take care of my overall well-being. From the women of color in my program (#SunflowerClique), amazing faculty members (Dr. Marc Johnston-Guerrero and Dr. Stephen Quaye), my OSAS Research and Program Assessment coworkers, and my supportive therapist, I was able to find the strength to continue my journey into the academy. I submitted conference proposals and presented at national conferences, wrote a book chapter, drafted my first CV, and found ways to preserve my energy within this Predominantly White Institution (PWI).

Due to the unfortunate COVID-19 pandemic, I stayed home in Los Angeles during my Spring Break, where I finished the spring semester and completed summer coursework. I was glad to have the opportunity to be home and support my family during this pandemic, while trying to balance my academic and professional life. However, it was challenging to concentrate during

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virtual courses, attending class in a different time zone, and video recording myself on my front lawn because I had no other place to do work. Fortunately, my community of support continued to encourage me—even if it was having random phone sessions for 30 mins, planning virtual weekly happy hours, or having virtual study/writing sessions. After five months of being home with my family in Los Angeles, I am back in Columbus because the institution decided to open this semester.

As a second-year PhD student, I am once again away from my family and attending school and work virtually—especially as the country continues to face racial injustices, climate change, and a pandemic. I am still upset about the oppressive system we live in, the white supremacy that constitutes academia and our society, and the lack of acknowledgement, inclusion, or regard for marginalized folks. It’s frustrating to continue to see institutions remain complicit and complacent towards the harm caused to marginalized communities.

However, thanks to my community of support, I am learning to give myself grace and find ways to motivate myself as I continue doctoral coursework and stand in solidarity with others. This past year has been one of the most challenging years of my life, however, I am appreciative of the community I have connected with and the ways in which we have learned to support one another. I don’t think I would have been able to continue this program without them. They keep me going. Forever grateful for you all.

TEACHING DURING A PANDEMIC: AN INTERVIEW WITH OHIO STATE ALUM TAE RUIZ

By Jessica Rivera

According to the 2018-19 statistics from the Ohio department of Education, Latinx students made up 6.1 percent of all K-12 students in Ohio. However, teaching staff in Ohio schools is significantly less diverse, with less than 1% of teachers (0.68%) in Ohio identifying as Latinx. Recently, I had the opportunity to talk with Tae Ruiz, a recent graduate of OSU who shared her experience as an TESOL (Teaching English to Speakers of Other Languages) teacher in the Columbus area. This summer, Tae worked with her best friend Jillian Deas, who organized a summer program to help students with the summer slide. During our conversation, Tae spoke with me about her journey into teaching as well as how her role as a teacher has changed during the COVID-19 pandemic.

Jessica Rivera: How did you choose teaching as a profession?

Tae Ruiz: I came into OSU exploring. I graduated from high school and no one in my family had gone to college, so I really didn’t know what to expect. During high school, I didn’t even know how to apply to college. I have family members that attended college in Puerto Rico, but no one had attended college here in the states. It was really my college counselor in high school that helped me apply to college. They even provided me with a mentor who worked with me throughout the 4 years I was at OSU. During my first year, I was initially interested in art, since my high school had provided me with a rich art experience. Even though it was a lower-resourced school they always provided us with opportunities to express our creativity. So that seemed like a good fit for a major. However, after talking with my academic advisor at OSU, they encouraged me to consider teaching as a career. Initially I wasn’t convinced, but after taking an introductory education course my first semester of college, I changed my mind.

Jessica Rivera: What made you decide to be a TESOL teacher?

Tae Ruiz: I initially went to a bilingual K-12 school in Cleveland up to the third grade, but then we moved, and I was enrolled in an English only school. Increasingly, I stopped using Spanish at home except when I would talk with my grandparents. When I completely lost my Spanish, my mom decided to move us back to Puerto Rico. There, I entered the school system as a newcomer, having to learn Spanish all over again. People questioned whether I was Puerto Rican because I didn’t speak Spanish. I was often alienated and othered at school. I felt as though in Puerto Rico, I was not Puerto Rican enough and, in the U.S., I was not American enough. Because there wasn’t a large Latinx community at OSU, it made me embrace my identity more. Choosing to be a TESOL teacher connected me with my personal experience living in the U.S and Puerto Rico. I also really love learning languages. I even learned American Sign language during my time at OSU. Being a TESOL teacher is a way for me to build on my Spanish skills and keep my heritage. I’ve also had an opportunity to learn about the diversity of the Spanish language, since many of my students are not Puerto Rican.

Jessica Rivera: What has life been like as a teacher teaching during the COVID-19 pandemic?

Tae Ruiz: Teaching via Zoom is initially very intimidating.

I’m very big on having face-to-face interactions. When you take away the physical space to make connections, you have to be creative in finding ways to build community.

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Once you get past the technical issues such as students opening a Google Docs, it gets easier. When students see you make mistakes and see that you are being vulnerable, it helps with community building. It becomes an environment where teachers are learning alongside their students.

Jessica Rivera: What are some ways in which you engage students in your online classes?

Tae Ruiz: I usually like to include dancing during my lessons. It’s a little awkward at first because parents can see what you are doing, but students really enjoy it. That’s one thing that is very different about teaching online: in the classroom, parents would have no idea what was going on, they would drop their child off and pick them up at the end of the day, but now they can watch your entire lesson. I also incorporate art lessons and we play games, and the counselor also does virtual visits to help students.

Jessica Rivera: Can you tell me more about the program you did over the summer?

Tae Ruiz: My best friend Jillian Deas works on campus in a program that supports student parents. She came up with the idea to do an online program over the summer as a way to help students transition into online learning.

We knew that school in the fall would probably have an online component to it due to the pandemic, so we decided to do a trial run. It was an eight-week program from Monday through Thursday for two hours each day. We also made sure to use multicultural books that reflected various cultures, not just our own as a way to expose the students to diverse cultures.

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Jessica Rivera: How did the program go overall?

Tae Ruiz: Things actually went bet ter than we anticipated. I was initially apprehensive about online teaching. I didn’t know how I could teach via Zoom to a group of three-year-old kids. But it went great and it was a great way for students to socialize. We would dance during class, which I would do out on my porch. I’m sure my neighbors thought it was weird when they saw me dancing alone. We also had fun art lessons and gave copies of all of the books we read to each student. It was a way to help them build up their library at home. At the end of the program we did a graduation for students as well as a show and tell of students’ favorite art projects. Staff from the program drove to the students’ homes to distribute supplies and the kids decorated graduation caps. We ended the program with a dance party for all the students.

Jessica Rivera | She/Her/Hers

Doctoral Student, Higher Education and Student Affairs I am originally from San Antonio, Texas, and I am the daughter of Mexican immigrants. I am a first generation college student, and I am passionate about making a difference in higher education.

An Homage to My Mother and my Guatemalan Heritage Adrienne Ferguson I come from a humble family of seven.

I have three sisters and one brother, and nothing is cherished more among us than our heritage. My Guatemalan roots always manifest a strong influence on my daily life and have sculpted the person that I am today and what I do to make a difference in the world.

My mother is an immigrant from a perilous zone in Guatemala City, Guatemala. She came to the United States when she was very young and knew very little English. And ever since I was a little girl, my mom would speak to me in Spanish. She loves her home country very much, but she has never falsely portrayed the immense poverty there.

She shared numerous stories of the suffering she, her family, and acquaintances experienced and witnessed.

Having lived a humble early life, it was imperative to her that her children are grateful for every opportunity they have and that they have a desire to serve the less fortunate. And despite still living humbly and suffering financial burdens here in the U.S. presently, she would always emphasize the importance of service and giving back to the Latinx community. My mom was my first teacher on the importance of service, and after seeing her go out and serve the less fortunate and Hispanic community, I learned to do the same.

My mom always taught me to use my bilingual abilities to serve others. At ten years old, I started to volunteer at the Grace Clinic, which provides free medical care to underprivileged families. The majority of the patients are from Mexico, Central, and South America, and tend to speak very little English. The doctors would need a way to communicate with

the patients, so I would translate. I didnâ&#x20AC;&#x2122;t want anyone to lack their basic health necessities; thus, I was grateful that I could put my talents to good use. Also, to help the Hispanic community abroad, I have gone on six mission trips to a poor rural town in Villa Nueva, Guatemala called La Esperanza. One of the most prevalent injustices I had witnessed in the community was the lack of social mobility - the poverty in the towns was a perpetual cycle, that the children knew they could not escape. I recall speaking to the little children there about school, and unfortunately, many of them were disenchanted with the idea of education because they all had jobs, and those jobs were helping them literally put food on the table. To them, school behaved as a distraction for them from instantaneously making money, which made sense, many in the La Esperanza community were living day-to-day.

Nonetheless, it was beyond disheartening to know how these children truly felt about the concept of education and that many of these children-not even 10 years old- held jobs and were carrying the burden of being a breadwinner for their family; accordingly, I started a charity called Esperanza Para Guatemala (Hope for Guatemala), and all of the proceeds go towards the basic necessities and school supplies for poor Guatemalan children. I founded this organization because although I cannot fix a country, I can instill hope for at least a few children. By providing funds for food and school supplies, my goal is to provide a light of hope to these children and the stepping stones to a brighter future. This organization thankfully has been able to fulfill its mission for the past six years and ongoing!

Gratitude, humility, generosity, and grit.

She was the embodiment of each and every one of these virtues.

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Admittedly, over the past years, and upon my history in Guatemala, I came to a revelation: if there is one characteristic, I am most grateful to have been born with, it is that I was born with Latina blood. It may sound uncanny, but I will expound upon my admiration of my Guatemalan roots. As previously mentioned, in addition to being raised in a Hispanic household, I have also had the privilege of visiting my mother’s home country various times for work regarding my non-profit. And, undoubtedly, in nearly every experience with individuals in the Guatemalan community and the general Hispanic community I’ve encountered, these people possessed and exerted a very specific genre of virtue that I believe truly distinguishes Latinos from others. From my encounters, I have always had the blessing of engaging with Latinos, and it was beyond palpable the virtues of gratitude, humility, generosity, and grit they all exude.

When my family and I would deliver goods to the poor Guatemalan children and their families, I had never witnessed such appreciation and gratitude in my entire life. Children and parents would cry with gratitude with what was given to them; they would pray for my family and me as an act of recompense, as they disclosed that they had practically nothing to share with us. My family and I never expected or desired anything in return; however, I recall one particular woman, who was especially graceful and carved an indelible memory in my mind. After gifting her children with clothing and materials for school, she did something I will never forget. She took the simply designed earrings out of her ears and placed them in my hands. I remember her coarse hands, that have undeniably labored many nights and days.

And despite wanting to refuse her gift out of guilt, I accepted out of respect and gratitude. She told me to put them on, which I then did. What followed made me the happiest I could have ever been. A smile, larger than I could possibly envisage, emerged on this woman’s face, while tears trickled from her brown eyes.

This woman was such a blessing to me. I thank God that I had the miracle of meeting her. She helped remind me why I started my non-profit, and she motivates me daily to do the very most that I can to help as many people as I can with my organization. When I think about this Guatemalan woman, I cannot help but think of my mother. They are very similar, truthfully. My mother also embodies all of the virtues that the other woman did. If it were not for my mother’s dedication to serving others and her persistence that her children do the same, I would have never initiated my charity, and I certainly would not have met

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this woman in Guatemala. Because of that experience and for one million other blessings my mother has given me, I am eternally indebted to her.

My mother serves as my motivation to excel in school. She has sacrificed an arm and a leg to support all of my siblings and I in our endeavors. She has compromised her talents, time, and treasure to provide for her children. I cannot wait for the day that my educational achievements begin to bear fruit, so that I can repay her for her unconditional love and support but most especially for her sacrifices. She tries to give my siblings and I the world, but she is the one who deserves it.

Gratitude, humility, generosity, and grit an homage to my mother and my Guatemalan heritage.

Harnessing the power of diversity:

Empowering Latina Leadership Mariana Salazar

Important social transformations have called for an increase in the diversity of the workforce. If we find ourselves immersed in an increasingly globalized and competitive economy, it is only logical that organizations demand greater flexibility in their structures. We know with some certainty, and contrary to what was foreseen years ago, that the participation of employees with interpersonal skills and cultural similarity between the service provider and the client is of special importance. Similarly, the arguments in favor of gender diversity in the workplace are strengthened every day and has led to the increasingly widespread recognition of a greater participation of women in the labor market.

Research by the Hispanic Association on Corporate Responsibility show that Latinas represent less than 1% of executives in the United States, yet they control 86% of the decision-making in Latin households which makes up the fastest-growing sector of consumer goods. Latinas are changing their conventional roles as they increasingly become the primary source of household income - thereby changing the face of the dynamic of Hispanic households with traditional male-dominated families - allowing them to take on roles as a taker of main or joint decisions.

Today, the social importance of Latinas in fields of politics, business and academia has demonstrated the relevancy of education, bilingualism and cultural dynamic. Despite the call for Latinas in the workplace, we continue to be underrepresented in positions of power and continue to face challenges in the workplace.

Latinas are often scrutinized under a microscope and are bombarded by micro-aggressions and tormented with stereotyping comments referencing to assumption of criminal status and myth of meritocracy. Many struggle to find their voice having been born with two challenges, being female and Latina.

A profile on Latina Leadership Culturally based leadership: From being raised in extensive communities, Latinas help foster a sense of community rooted in collective growth. Our leadership style reflects the social, family-oriented, and celebratory nature of our community. This offers a lot of potential when it comes to achieving commitments, either with the objectives of the organization or in a particular project.

The power of biculturalism: Bicultural Latinas move easily between the two cultures, driving cross-cultural affinity by sharing their cultural roots with friends, family, and coworkers. They master Spanish and English and utilize these assets to exponentially expand the market, driving diversity while also appealing to consumers close to Hispanic culture, capable of acquiring products outside their traditional comfort zones.

Horizontal leadership: Latina leadership is inclusive and transformational, encouraging participation and teamwork in a safe environment. Increasing the scope of participation tends to create and strengthen group identities. We bring diverse communities together, and in today’s multicultural and global community, this indispensable ability is a special contribution of our culture.

Empathetic Leadership: Our experience with raising a family while acclimating to a new environment helps us take into account the “human” side of people and generate high levels of empathy. Latin culture is welcoming and understanding. For many, we live under the pretense “Give so much, even when you have so little”.

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Greater predisposition to change: Migrating from developing countries means not everything is given to us, and we learn not to take things for granted, as well as the ability to overcome and adapt. This versatility helps us think and act in many directions and subjects at the same time, giving us an advantage when making decisions and facing crises.

‘Sí se puede’ attitude: To be a Latina in an executive position is an explicit act of empowerment, and an implicit act of activism. Every Latina executive is making space for young Latinas to believe that social and economic mobility is possible, while making an effort to diversify board rooms. It is an effort rooted in activism on multiple fronts, addressing multiple disparities, including those based on gender and race. Generations of Latinas have proven they can make the decisions for the household. It is now time they get to make decisions at the executive level.

Mariana Salazar, Material Science Engineering and Business Student

Promoting Diversity and Inclusion The following Index will allow the Buckeye community to estimate their involvement and promotion diversity and inclusion.

Stage 0 Compliance: There are actions only generated from a regulatory framework based on the size of the company. Diversity and culture of inclusion are not part of the objectives company strategic nor are there specific policies that speak of diversity.

Stage 1 Initial awareness: Interests in diversity and inclusion issues begin to emerge- but it continues to come from a regulatory and social pressure. There may exist some isolated programs working toward diversity and inclusion.

Stage 2 Pro-active awareness: There is a clear interest in the value of diversity and inclusion. Communities begin to launch initiatives with a common thread. Inclusion is being valued at the workplace.

Stage 3 Strategic implementation: The diversity strategy begins to be related to business aspects, monitoring indicators are established, role models and company’s cultural involvement are structured.

Stage 4 Consolidated implementation: The organization and its managers are an example for other communities and are considered best in class on issues of diversity and inclusion. Internal barriers within the organization are identified and overcome to advance diversity and inclusion not only within the organization, but around the world.

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Promoting Latinx Student Success Through Counseling Meet Dr. Marcy Ramirez the new Latinx counselor at Counseling and Consultation Services at Ohio State. Marcy shares her path into counseling as well as how her role helps support Latinx students on campus. By Jessica Rivera

QP Jessica: Can you tell me a little about yourself and harder to connect with family. Another concern is feeling

disconnected from their cultures, since celebrating Hispanic/Latinx holidays happened naturally back Marcy: I am a first-generation Mexican home. Now students have to intentionally seek out other American born and raised in California. Latinx students to celebrate those special moments, I come from a big traditional Mexican something that is not always possible. family that is connected to our roots and culture. I had fun growing up with QP Jessica: Prior to the pandemic, what were some five siblings, and always knew they would of the issues Latinx students at OSU were navigating? be my friends for the rest of my life. However, some of Marcy: Some of the concerns that are present now my peers didn’t share my same experience. They didn’t hold true before the pandemic. Navigating college or have someone who listened and gave them advice as graduate school is challenging enough when you are they struggled through tough moments. When deciding a first-generation student or are far from home. One on a career, I picked something that would help out my of the main concerns that students navigate is feeling community. In my role I provide Latinx students with alienated from peers who don’t look like them. The support to make their journey through higher education fear of reaching out and creating a new social support a little easier. group that might look different from the norm can be QP Jessica: How does your identity as a Latina shape scary. Also, the fear of letting the family down by not your role as a counselor? succeeding puts pressure on students. It’s also difficult to explain the demands and school stressors to families Marcy: My identity as a Latina shapes my role as a who don’t have higher education, further making them psychologist in different ways, primarily because it feel alone. allows me to bridge two cultures and languages near and dear to my heart. One way that my identity as a QP Jessica: Can you talk a little bit about how you Latina has shaped my work is on the importance I place have collaborated with the multicultural center as well on the use of language and dichos (sayings). I believe as the HEART group? that there is depth in treatment when one can freely speak their native language without fear of judgment Marcy: I collaborate with the multicultural center by or lack of understanding. There is beauty in expressing participating in La CASA (Latinx Community Advocacy in oneself with dichos passed on by generations that, Solidarity for Awareness) cohort meetings. The purpose when translated, lose their meaning but can also bring of La CASA is to create a community among multi-generations of Latinx students by offering a safe place for people together. them to express concerns about college, among other QP Jessica: What are some of the issues Latinx things. Attending the meetings allows me to connect to college students at OSU have been facing, given the the Latinx students on campus. This also helps bridge COVID-19 pandemic? mental health and the Latinx community to decrease the negative stereotypes that therapy has among our Marcy: Being from a collectivistic culture, family plays community. I also provide Latinx graduate students a a big part in Latinx students’ lives. Since the start of space to connect through group therapy and support COVID-19, the separation from home has increased one another to attain higher education. The group is anxiety about being far away from family if they get sick. done in both languages and is open to Latinx graduate Recently that anxiety has extended to stress related to students from multi-generations. The purpose of both groups family back home in their native country. Given that most is to create unity and make it feasible for others to seek first-generation Latinx students have family members help when needed. with limited knowledge of technology, it has become how you got into counseling?

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Ohio State's COVID memes We at ÂżQuĂŠ Pasa, Ohio State?

Magazine asked the students about their thoughts on distance learning and surviving another semester under a pandemic. They chose to share using a language all OSU students are fluent in: memes!

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OSU Latinx Students and the COVID-19 Virus

by Jessica Rivera

The COVID-19 pandemic has had a major impact on college students nationally. From increases in mental health issues, concerns about finances and academic struggles due to the shift to online learning, college students are facing serious challenges.

The Latinx student community at OSU is not immune to these challenges.

The Qué Pasa team recently conducted a survey to get a broad overview of how Latinx students are feeling about COVID-19.

As a community that values family, one of the most common concerns for students, was the fear of contracting the virus and spreading it to loved one’s back home. This fear of contracting the virus is impacting students’ decisions to return home for the holidays. Many students’ fears come from having family members who are immunocompromised.

Several students expressed a fear of contracting the virus and becoming seriously ill or even dying, coupled with not having

the financial resources to cover medical expenses. For one student, the trepidation over contacting the virus is so intense that they fear leaving their home. Financial well-being was another major concern. One student who shared that her family was already facing financial challenges prior to the pandemic, feared that if one of her parents contracted the virus, this would lead to serious financial issues.

Looking forward to the future, some students worried about being able to finish school on time, as well as concerns over the job market given current unemployment rates. If students did test positive, many shared that they would not know what to do and felt that they would probably have to navigate that process alone. Another major concern of testing positive was unknowingly infecting others with the virus.

Overall the COVID-19 virus had serious implications for the lives of OSU Latinx students.

Qué Pasa surveyed Latinx students through social media and here is what you told us Students who responded who speak Spanish

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What country do you represent?

First-generation college students

Students who are able to vote and are registered

Which political party are you affiliated with?

If all Latinx students on campus were able to vote, this is who you would select as president for the 2020 election. Â Which 2020 presidential candidate would you vote for?

Which issues are most important to you in the 2020 election?

â&#x20AC;&#x153;What are your biggest concerns in relation to the COVID-19 pandemic?â&#x20AC;?

Percent of Latinx students who are worried about contracting the COVID-19 virus

Top responses that you shared - Contracting the Covid-19 virus and spreading it to family members - Unkowningly spreading the Covid-19 virus to vulnerable populations - Getting sick with the Covid-19 virus and it impacting their academic progress - Being unable to financially afford treatment

Has the Covid-19 pandemic impacted you?

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This past Summer can easily be characterized as unprecedented. With the eruption of a global pandemic, the coronavirus altered the lives of all. A deadly disease conjoined with the social unrest prevalent in the U.S., that is present to this very day, assures us that this country will never be the same. The social unrest rising out of the killings of numerous in the Black community prompted dozens of 18

thousands of protestors to take the streets to urge justice for those that never received it.

Millions across the globe witnessed vile acts of injustice on video; many felt the need to take a stand, so they took their desires for justice and equality to the streets.

They marched. Jesse Fernandez is such an individual.

Fernandez is a Latinx student at The Ohio State

JESSE FERNANDEZ IS MAKING STRIDES IN THE FIGHT FOR JUSTICE

Photos by Robert Soto Article by Adrienne Fergusson

University in the College of Education and Human Ecology; he is also the president of Alpha Chapter of Alpha Psi Lambda National Fraternity, Inc. and Vice President of Community Development for the Multicultural Greek Council. Que Pasá Magazine is very grateful to have been able to interview Jesse Fernandez about his experience in the Black Lives Matter protest.

Fernandez provided a unique account on his involvement in the protests. He shared how he became involved in the rally that he attended; he revealed that “When we organized this march and memorial, we used our networks of Greek life since all of us are involved in our own organizations. We reached out to people we knew, and they reached out to people they knew and so on. So, like I said, get involved, build relationships and get to know people. If you want to organize something yourself, ask some faculty or mentors you know what to do to get started. You’d be surprised how many people might be willing to back you up if you organize something!”

It is evident that Fernandez took various measures to serve as a voice at the rally, and he goes on to share what it was like to be present at the rally. He discloses, “Participating in this rally was incredible. We only expected about 150-200 people

to show up at most and we easily had a turnout of at least 400, if not 500 people. All of this during the summer in the middle of a pandemic!

Seeing our community come together like this was something I’ve never really seen in my 4 years at Ohio State.

There were eye opening experiences for me throughout the entire rally. First is the power of students and organizing. My friends took an idea they created one night in a living room on a whiteboard and made it into something real by spreading the word and getting help from others. Second, there were a lot of heavy, emotional moments during the memorial after the march. 8 minutes and 46 seconds sounds like a long time, but when we recreated the kneel for that amount of time, several of us began to break down realizing how long that really felt in the moment.”

In a few words, Fernandez characterized the rally as “powerful, needed, and motivating” and that “My biggest mentors and influences my entire life were Black and Brown people so obviously I’m going to go as hard as possible for them. It’s like I’d be letting them down if I didn’t fight for everything they taught me was right.” Thank you, Jesse Fernandez, for making strides in the fight for justice.

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Summer of the People: First Hand Accounts of the George Floyd Protests at the Columbus Capitol Building Rolando Rubalcava

Where I live in Columbus, I often see and hear police helicopters circling the neighborhood. The number of phone calls, porch conversations, and zoom meetings they have interrupted is uncountable and the anxiety they produce is palpable. This summer during the height of the protests, their sound was almost constant. Several of my friends and colleagues have been seriously wounded by rubber bullets shot at close range and continue to experience unsettling health problems as a result of being sprayed in the face with pepper spray and tear gas.

Between the escalating police violence and the pandemic, it hasn’t felt safe to march. During several small protest events, a friend and I talked about other ways to be involved from a safe(r) feeling distance. Since then, I’ve donated to bail funds and individuals, to national organizations like the ACLU, SPLC, and NAACP, and to local groups in Columbus like BQIC and SURJ, whose work is important and ongoing. I’m enacting antiracist pedagogy in my work and teaching, and I continue to do the work of unlearning and addressing my own biases and trying to help others do the same. But it still doesn’t feel like nearly enough. Individual effort isn’t enough on its own. We need to support our communities and advocate for changes like the creation of a civilian review board, the establishment of community-based resources and services that can do the social welfare work the police are unequipped to do, and dismantling the racism baked into institutions of education, law, housing, employment, health care, and so many others.

I have faith in the work that’s being done, but we have much much more to do to make our neighborhoods truly safe and peaceful places to live.

Anonymous

My experience in the protests were the beginning of a process of reflecting more intentionally upon how I exist within and relate to systems of power, and of racism, especially as someone who is white. What will it mean to keep learning and showing up? How can we keep the painful unlearning of racism at the forefront of social change, and in our individual thoughts and actions?

Laura Neese

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On the first weekend after George Floyd’s murder, the Saturday protests in Columbus turned violent. I followed on news and social media and was disgusted by undue use of force by police against protesters from early in the morning through night.

Representative Joyce Beatty was pepper sprayed, medics pepper sprayed at point blank range, an unarmed protestor punched in the face - it was hard to believe. It reminded me of documentary footage from the 60’s, the kind of protests I thought I’d never see in the US in my lifetime.

On Sunday morning I felt compelled to go downtown, fueled by a desire to show peaceful solidarity.

I’ve never picketed or protested anything before. I was nervous about being in a large group of people and reticent to shout due to Covid-19, but mask on and sanitizer in hand - it felt important to bring my physical self to the space with others.

On the walk down High street through the short north to the Statehouse, I noticed groups and even families holding homemade signs emblazoned with “Black Lives Matter,” “ACAB,”, and “Say their names!” heading in the same direction. I noticed shops boarded up or in the process of boarding up in fear of riots. Some boards had messages of support for protestors scrawled across them, others signaling that the businesses were Black owned, women owned, Latino owned. There was a sense of trepidation coupled with support.

WE DID

THE MATH

Leila Vieira She, Her, Hers Graduate, Spanish and Portuguese

To learn more about the work of the Housing and Family Affairs committee or other work of the Council of Graduate Students, visit https://cgs.osu.edu/.

We did the math. Graduate students who are funded at the minimum, graduate student stipend level and who have one infant enrolled full-time at the Ohio State childcare program, are paying 64% of their monthly stipend in childcare fees. That leaves very little for rent, food and other basic needs- much less for educational expenses. For students supporting their households on one income, (such as international students, who are not allowed to work outside of the university) additional financial assistance is vital for educational progress and their well-being. I am fortunate that both my husband and I receive graduate student stipends, so we were able to send our son, Alex, to daycare part-time since he was 4 months old.

The Housing and Family Affairs Committee recently prepared a report documenting the need for child care assistance at Ohio State. The university currently receives funding from the U.S. Department of Education Child Care Access Means Parents in School (CCAMPIS) Program. Administered by the ACCESS Collaborative Program in the Office of Diversity and Inclusion, CCAMPIS funding is crucial to supporting low-income student parents and encouraging them to continue their education. However, not all students are eligible for this program; it excludes international students, and priority is given to Pell-eligible undergraduate students, leaving graduate students to be considered only if funding is available and the student meets income requirements. When comparing Ohio State to other educational institutions, the university falls short in offering child care assistance to its graduate and professional students.

At other institutions, including most of our Big Ten peer institutions, financial assistance is available to support child care costs. It usually comes from one of these three sources: 1) the Graduate School or a specific department; 2) student activity fees or financial aid; or 3) the graduate student government. Currently, none of these funding sources are utilized to support child care assistance for For the 2020-2021 academic graduate and professional students year, I am the chair of the Housing at Ohio State. and Family Affairs Committee in the Council of Graduate Students at Ohio I have shared the Housing and State. My committee has been work- Family Affairs report with the univering on strategies to implement a child sityâ&#x20AC;&#x2122;s Parenting & Pregnant Students care assistance grant for graduate Support Committee (PPSSC). This students. Ohio State does not cur- committee is charged with developrently collect information on parenting ing a university-wide support system students. However, a student survey for parenting and pregnant students conducted by the Office of Student and their families throughout all stagLife in 2018 asked students about es of their university career. We are their parenting status. The survey hopeful that this group will amplify found that 16.3% of graduate stu- our voice as we advocate for graddents--74 out of 454 graduate stu- uate students, who are struggling to dents who responded--reported being provide for their children while profinancially responsible for dependent gressing academically. children. Assistant Vice Provost Yolanda Zepeda shared this statistic, noting that this projection may be so high, as parenting students tend to have greater needs, hence, responding to the survey at higher rates than their non-parenting peers.

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Show your love for the sojourner, for you were sojourners in the land of Egypt Natalie Dalea “The Department of Homeland Security is investigating allegations that immigrant women detained at a privately run detention center in Georgia underwent gynecological procedures without fully understanding or consenting to them… The nurse, Dawn Wooten, claims in the complaint that several women detained at the facility told her their uteruses had been removed without their consent…”

The New York Times, September 16, 2020

This news is horrific. At the time of writing this, it is September 20th, four days later, and I still get sick to my stomach reading it. Hysterectomies are surgeries that remove women’s wombs. The recovery period is brutal; it can take two months to heal, and there are risks of women bleeding to death. The fact that doctors performed this type of invasive surgery, sterilizing all these women- without their permission? With intimidation? As a Christian Latina, I am shocked to my core. The UN defines 5 major tools of genocide - any can be present to count. They are as followed: • • • • •

Killing members of the group; Causing serious bodily or mental harm to members of the group; Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; Imposing measures intended to prevent births within the group; Forcibly transferring children of the group to another group.

In this case, forced hysterectomies are #2 and particularly #4. The women involved said they did not understand why they had to undergo this surgery. Many said they didn’t have heavy menstrual bleeding or any reason to remove their uteruses. They likened their ICE treatment as being part of an “experimental concentration camp.”

Can you imagine? Being trapped somewhere, not sharing a language with many of those responsible for you, and being forced to go under the surgeon’s knife? Waking up and a major organ gone? Your hopes for a family completely obliterated. It doesn’t take a pro-life/pro-choice debate to understand this treatment is horrific. It doesn’t take a debate on immigration policy to understand this treatment is horrific. It simply requires having a soul. For my Chris22

tian family, I will say this: whatever your stance on national policy is, Jesus called on us to protect immigrant people.

There are over 30 verses on this. One should be enough.

I will list three: • • •

Deuteronomy 10:19 - So show your love for the sojourner, for you were sojourners in the land of Egypt.

Leviticus. 27:19 - Cursed is anyone who withholds justice from the foreigner, the fatherless or the widow.

Then all the people shall say, ‘Amen!’

Mathew 25:35 - I was hungry and you gave me food, I was thirsty, and you gave me drink, I was a stranger and you welcomed me.

I’m not asking you to justify any immigration policy. I am asking you to recognize this injustice, especially if we’re Christians, and come to these women’s aid. These women are defenseless in detention centers. If we, who have everything, refuse to give anything, how can we say we love justice and mercy? At the very least, this requires investigation. At the time of writing this piece, it is September, and I have emailed Ohio’s Senators and my district Representative. Sen. Rob Portman emailed back that the case has been referred to the US Department of Homeland Security Inspector General. He wrote, “I am confident that the Inspector General will investigate the allegations fully and fairly, and I will be watching for the results of that investigation.” I will be watching too. And I will not let my elected officials forget this in the national shuffle. No matter what happens in the 2020 election, I will not forget these women. I ask you, please, will you help them too? ICE is a federal program, so it requires federal action. Please email or call your Representatives and Senators to investigate this, and any other medical malpractice ongoing in detention centers around the country. All women’s detention centers are guarded by male guards. There are many corroborated reports of rampant sexual violence in these centers too.

Please understand this – if you remove a woman’s uterus, you remove any chance that she could become pregnant, thus removing the most confirming proof of sexual assault.

Because many local jails (especially in Ohio) double as detention centers, call your governors and state Congress members too. You can look up Federal, State, and Local Elected Officials at https://www.usa.gov/elected-officials.

The Time to Act is Now

Student Leaders Call for Support for Undocumented Students

By Student Community of Progressive Empowerment (S.C.O.P.E.)

S.C.O.P.E.’s mission is to support and serve undocumented students. We work to advocate for prospective and current students such that an education is accessible to all.

On June 18, 2020, the U.S. Supreme Court blocked the Trump administration’s termination of Deferred Action for Childhood Arrivals (DACA), finding that it was done in an arbitrary and capricious manner. In late July, the Department of Homeland Security announced plans to scale down DACA, and the United States Citizenship and Immigration Services issued guidance on implementing the policy.

Amid these legal challenges to DACA, many college campuses across the nation stepped up to voice their support and solidarity with DACAmented students. For example, the University of Illinois leadership sent a mass email to it students, faculty and staff after the June 18 ruling stating, “DACA reflects our values and our land-grant mission to open our doors wide, provide a high-quality education for every deserving student and create the next-generation workforce that is essential to move America forward. We hope DACA will now be allowed to stand, and end the fears and uncertainty that our undocumented students have felt since the legal battle began. And we will continue to advocate for federal legislation expanding their rights through the Dream Act, which would provide an opportunity to become citizens of what for many is the only country they have ever known.”

The University of Michigan and the University of Wisconsin issued similar statements. Ohio State was silent. Neither the former president nor other university leaders published a renewed profession of allyship, apart from a “retweet” from the former president on Twitter. This simply does not suffice, especially when individual departments/colleges and administrative units across the university are sending out weekly and sometimes multiple email updates on the matters of equality, equity and race at The Ohio State University.

The Student Community of Progressive Empower-

ment (S.C.O.P.E.) at The Ohio State University sent a letter to university leaders in August, calling for concrete action to remove barriers and provide meaningful support for DACAmented and undocumented students. This group is the first student organization on a college campus in the State of Ohio to be dedicated to undocumented college students S.C.O.P.E. was created with the goal to provide the needed guidance for our students on a college campus. As the first and only organization of its kind, across the entire state of Ohio, there have been successes and challenges along the way. From hosting successful fundraisers at the beginning of the academic year to hosting bi-monthly meetings throughout the Spring and Autumn semesters, S.C.O.P.E. has had the opportunity to present at two separate conferences, one locally, at the Latino Education Summit at Kent State University and one in California at the conference of the American Association for Hispanics in Higher Ed (AAHHE).

In our letter to university leadership, we outline a series of instances where the university has failed DACAmented and other undocumented students, and we list specific actions the university should take in order to remedy these failures. We advocate for staff training, emergency financial support, health insurance and inclusion of DACAmented and undocumented students in university nondiscrimination policies.

The university has responded to our letter. Provost Bruce McPheron and Vice President for Student Life Melissa Shivers are commissioning a new Undocumented Student Support Team to explore university policies and provide recommendations to university leadership. We are encouraged by this response, but we know also know that the road to inclusion is a long and complicated one. We invite allyship and encourage anyone who wants to join this effort to start with allyship.

Visit https://guides.osu.edu/DACA for more information.

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Homeboy Industries and Why We Belong

Elena Foulis

Liz Morales

In March of 2020, we traveled to attend, for the first time, the American Association of Hispanics in Higher Education (AAHHE) National Conference. We interacted with nationwide leaders, scholars and experts on the field of higher education, and we were able to present about the work S.C.O.P.E. (Student Community of Progressive Empowerment), a student organization is doing at Ohio State. While this was a unique and invigorating professional and academic opportunity, one of the most profound experiences was to visit Homeboy Industries, founded

by Father Gregory Boyle (AKA Father G) in Los Angeles, California. Even more, our tour guide shared his personal story as he told us about the work Homeboy is doing for people like him, an ex-gang member who had spent 25 years of his life at Pelican Bay State Prison, one of the most infamous maximum security prisons in the U.S. Listening to our tour guide’s story reminded us of how important it is to take the time to let those who have experienced different hardships than ourselves, teach us about their journeys.

It reminds us that the work we do brings dignity and returns humanity to those who are most vulnerable and often marginalized and requires that we listen and are ready to learn from one another. For example, the work we do with S.C.O.P.E., both as an advisor and a student member, is not as powerful as when members allow themselves to speak from vulnerability because they know people will understand why their mission is so important to them or people like them. Our stories matter. Through the work that both Homeboy Industries and we do work together to support minoritized groups at places of higher education, we come to acknowledge that the concern of others need and should be the concern of all. Through this work, if we do it right, we will know that we belong to each other.

There are several things that stood out from Van’s, our tour guide, story. First, he had only been out for one year, yet he was efficiently conducting our tour and sharing a few details about his life before prison, his conditions in prison and now the work he is doing with Homeboy industries. Although, we suspect this experience has left serious emotional and psychological wounds, he seems surprisingly at peace with his life and, most importantly, eager to help others. He, for example, told us about police brutality inside and outside the prison and how prisons, but in particular maximum security prisons like Pelican Bay State Prison, are not designed or interested in inmate’s transformation; they already decided that the crimes they’ve committed made them inhuman. These prisons are part of a system that punishes rather than rehabilitates. Yet, in the same breath, Van revealed he doesn’t blame the police. He says it is the prison system that dehumanizes everyone, prisoners and guards alike. Van also wanted us to know that we should

look beyond stereotypes associated with why a man —a boy really, he was only 16 when he started his life sentence—ended up in gangs, crime and ultimately, prison. He was a straight-A student, who was searching desperately for things that he couldn’t find anywhere else – a sense of security, acceptance, self-worth and purpose. Van’s neighborhood wasn’t safe, and as an immigrant child, he felt like he didn’t fit in anywhere. This is often the plight of too many of our immigrant youth who live in impoverished neighborhoods. Ultimately, this lifestyle provides gang members an unsustainable pseudo-support system. Indeed, as Van tells us and Father G, in his book Tattoos in the Heart suggests to us, having a support system based on love, compassion and mutual understanding that we need one another, is what will help us thrive.

During our tour, Van said something that has stuck with us since we visited the Homeboy Industries. He talked to us about Homeboy’s tattoo removal service. We had learned about this from Tattoos in the Heart, but Van made sure to compare tattoo removal to a metaphor of the process of coming clean, of transforming your life and envisioning a future—a typical gang member does not think about their future, they believe they can be killed any day. He reminded us that it is easier to get into something (crime, gang activity, etc.) then to get out of something. Removing a tattoo is a painful and long process depending on the size, complexity and location of the tattoo.

Despite the intricacies and hardship of life post incarceration, the headquarters of Homeboy Industries embodied the spirit of healing. The people we met were some of the friendliest and most polite we have encountered, which is a stark difference from the usual campus grind. It was like everyone there was home with their families, and this made us feel at home too.

Even the Homegirl Cafe, a part of Homeboy Industries and that employs many homeboys and homegirls, was calm, collected and welcoming. This came as a surprise to some in the group with firsthand experience on how cutthroat and difficult the service industry can be. The experience showed us that everyone deserves a second chance and that we rely on one another for our well-being as a community and as individuals. None of the people Homeboy Industries has helped, including Van and Benito Martinez, now a Hollywood actor, would have succeeded without the compassion of the staff, partners, and Father G. We belong to each other because we are the only ones that can push each other forward. In a world where there is already so much hate, judgement, and discrimination, Father G and Homeboy Industries embody kinship, compassion and community, a model that has proven success to their organization and everybody they touch.

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Artist Profile: We introduce you Isabel Bongue Rolando Rubalcava

“I love playing with the human figure, dark humor, and fantasy in a search for dreamy, delusional abstract meaning”

Our cover art was done by Isabel Bongue. Her print is an homage to René Margritte’s Son of Man, and the moment we saw it, we knew we wanted it on our cover. We are working on this magazine from our desks at home, typing, and stringing together sentences, but it took a Surrealist to make us stop and ask how we are feeling.

Our souls are splashes of paint, with just as many dark and foreboding colors as there are bright and hopeful.

We see this image with eyes that are tired, and glasses fogged by wearing masks all day. A part of us wants to return normalcy, yet when looking at this image, we are reminded of normal’s absurdity. Returning to normal is not the dream; the dream is looking back and thinking what was normal was acceptable. Why should we want to continue to perpetuate racial injustice or return to increasing our CO2 levels? Instead, we want to laugh, to feel, to hug someone again. That is what it feels like to see Bongue’s work during a pandemic.

Isabel Bongue is an Ohio Staet student working on her Masters in Fine Arts, after working as a muralist in Cali, Columbia. Some of her entries on her online portfolio include printmaking, murals, and some art gallery installments.

The Street Art section includes her murals, with images of neighborhood kids aiding in the painting process. Some of them show rows of children, happy and smiling, as they paint images of inspiring bodies and scenes of nature. Under Illustrations, you’ll see drawings that reflect her style of the fantastical and corporeal, ranging from portraits to anthropomorphized creatures. One of my favorites is a colored illustration of a tree that has been cut down, showcasing the skeleton of a past life inside, reminding us of the life narratives in all living things.

The story of the cover image is one that starts back in Cali. The print was made in an imprenta (print shop) called

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La Linterna on the verge of closing down. Soon, the business was saved by local artists who moved its emphasis to providing an art space for local artists. After several art residencies and promoting the imprenta as a space where art is happening, it is now one of the most successful art shops in all of Columbia. Like this imprenta, their success is a reminder that no matter how distant we are or the state of the economy, there will always be a demand for art. Bongue’s image includes Margritte’s famous question, “¿Qué está oculto por lo que vemos?”, asking what is hiding from what we see? Maybe what is hidden, when we seek art during a time of crisis, is just that: artwork waiting to be discovered. We graciously share her artwork in hopes that our readers can all see what is hidden from us.

To see more of Isabel Bongue’s work, visit her website (https://isabelbongue.com/work) or keep up with her latest works by following her Instagram (@la.mona.isa). To learn more about La Linterna, check out an article from the blog The Cali Adventurer here: https://caliadventurer. com/la-linterna.

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Latinx Buckeyes a Jessica Rivera

Growing Presence

In autumn 2020, Ohio State enrolled its most diverse student body ever. Latinx students were a key factor at all levels. With 5% of the student body, we still lack critical mass, but it is notable that Latinx participation moved beyond the 3% mark only 10 years ago. By contrast, there are just 4% of tenure-track faculty and 3% of staff who identify as Latinx, rates that have changed little over the past decade. With an expanding presence in each new cohort, it will become ever easier to find Latinx peers and student organizations. To find faculty and staff who can relate to us in culturally-informed ways as teachers, mentors, and advisors, we expect it will take a little longer.

Students: Ohio State Univerity Columbus Campus

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2019 OSU Faculty to Student Ratios

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1:21

Tenured Latinx Faculty to Latinx Undergraduate Student Ratio

1:27

Tenured White Faculty to All Undergraduate Student Ratio

1:44

Tenured Latinx Faculty to All Undergraduate Student Ratio

Latinx Graduates â&#x20AC;˘ Spring 2020 Associates Degrees

Beyer-Hermsen, Noel - Social Work Bishop, Veronica - Criminology & Criminal Justice Aviles, Callee - Agricultural Bolanos, Kevin - Computer Science & Communication Engineering Burrell, David - Associate of Arts Bonfante, John - Sport Industry Cardoso, Ashten - Associate of Arts Borjas, Robert - Engineering Physics Cartagena, Jake - Associate of Arts Botelho Klein, Ani - Anthropology Chiques, Isabel - Associate of Arts Bragg, William - Data Analytics Compton, Olivia - Animal Sciences Bran, Rebecca - Architecture Donis Madison, Edward - Associate Brown, Alyssa - English of Arts Bruton, Micaella - Linguistics Elder, Robert - Associate of Arts Bruton, Micaella - Spanish Estep, Ariel - Associate of Arts Bumbaca, Lauren - Psychology Ford, Joesph - Animal Sciences Burhop, Katherine - Pharmaceutical Garza, Resa - Associate of Arts Sciences Lee, Luisa - Associate of Arts Burns, Adam - Marketing McGahan, Morgan - Associate of Arts Cabello Izquierdo, Yolanda - Biology McMullen, Nicole - Agriscience Cabrera, Joyenia - Anthropology Education Cabrera Espinal, Rosa - Accounting Mermer, Jessica - Greenhouse and Cantu, Kevin - Political Science Nursery Mgt Cantu, Mercedes - Psychology Munoz, Mackenzie - Associate of Arts Caraballo, Alexa - Health Sciences Reyes, Samuel - Associate of Arts Cardenas Barrera, Camila - Marketing Rice, John - Associate of Arts Cardenas Barrera, Andres - Economics Rodriguez, Maya - Associate of Arts - Business Rodriguez-Diaz, Paulina - Associate Cardona Ortiz, Luis - Finance of Arts Carper, Andy - Electrical and Computer Rosario, Breanna - Associate of Arts Eng Salinas, Zachary - Associate of Arts Carvajal Bedolla, Nhilze - Marketing Sallustro, Anthony - Associate of Arts Casas, Maricela - Psychology Shuman, Jacob - Community Leadership Cassidy, Alexandra - Dance Ugarte, Jonathan - Associate of Arts Castaneda Yupanqui, Lucia - Human Uriarte, Landon - Associate of Arts Development & Family Science Wood, Audrey - Associate of Arts Castillo Sepulveda, Helen - Finance Castillo-Beroes, Andrea - Health Sciences Bachelors Degrees Castro, Francesca - Marketing Acero, Anessa - Public Health Cedillo, Nicholas - Respiratory Therapy Acosta, Yahoska - Social Work Agudelo-Mustafa, Jazmyn - Psychology Chantilas, James - Finance Aguinaga, Jose - International Studies Christopher, Samantha - Political Science Alcantara, Byron - Food Business Cisneros, Noah - Performance Management Claggett, Jonathan - Social Work Alvarez-Garcia, Marina Environmental Policy & Decison Clark, Micheyla - Psychology Making Clotet Alsina, Esther - Operations Management Amis, Brenna - Biology Cohen, Sophia - Health Sciences Andonegui, Anthony - Mathematics Colicchio, Lucia - Personalized Study Angell, Colin - Biomedical Science - BA Aranda, Pablo - Nursing Colin, Luke - Biology Arellano, Raven - Biology Colon, Jose - City and Regional Planning Arnold, Tyler - Finance Condo, Anthony - Electrical and Arreguin, Gabriel - Operations Computer Eng Management Cooner, Emily - Psychology Asusta, Alana - Economics Cortes, Monica - Biology Avila, Gabriela - Industrial Design Cortes, Monica - Psychology Avila-Soto, Frances - Biomedical Dalea, Arielle - Health Sciences Science Davis, Jesus - Sport Industry Bae, Marah - Social Work De Leon, Manuel - Community Barreras, Maria - Biology Leadership Bartolon, Francisco - Fashion and De Leon, David - Political Science Retail Studies Deal, Kristen - Nursing Bernal, Iric - Mechanical Engineering DeCubellis, Matthew - Air Bernstein, Kayla - Public Health Angus, Sarah - Associate of Arts

Transportation Delapaz, Jessica - Operations Management Dewhirst, Madeleine - Public Mangmnt, Leadership, & Policy Diago, Gonzalo - Computer Science & Engineering Diago, Vincent - Computer Science & Engineering Diaz, Abbey - History of Art Diaz, Courtney - Nursing Diaz, Nashalie - Social Work Disbennett, Walla - Microbiology Dominguez, Michael - Economics Edler, Luz - English Elias, Antoine - Microbiology Elizondo, Alexa - Materials Sci and Engineering Erebia, Raul - Natural Resource Management Escott, James - Operations Management Fadool, John - World Politics Fagan, Summer - Anthropology Fagan, Summer - History Faherty, Henry - Finance Farinas, Marissa - Neuroscience Farr, Jacob - Biomedical Science Felicetty, Jacob - Aero and Astronautical Eng Feliziani, Christian - Sport Industry Fernandez, Grace - Marketing Fernandez, Ryan - Economics Ferrera, Giselle - International Studies Fidler, Miguel - Communication Figueroa, Alexander - Music Education Finley, Austin - Biology Flanigan, Chloe - Biology Flores, Jussett - Child and Youth Studies Flynn, Melissa - Social Work Fortson, Hailey - International Studies Gaglione, Emily - Animal Sciences Gallegos, Armando - Dental Hygiene Garza, Resa - English Gastesi, Alec - Accounting Gatti, Thaina - Biology Gazmarian, Courtney - Sport Industry Geno, Alexandra - Human Dvlpmt & Family Science Glaze, Sarai - History Goldsmith, Brandon - Real Estate and Urban Analysis Gomes Pereira Painhas, Henrique Computer & Information Science Gomes-Ortega, Luis - Mathematics Gomez, Jose - Geographic Informatn Sciences Gonzalez, Nicholas - Marketing Gonzalez, Danielle - Biomedical Engineering Gonzalez, Roberto - Linguistics Gonzalez, Taylor - Biology Gonzalez Hernandez, Jacqueline Psychology

Gordillo, Alan - Neuroscience Gramajo, Kevin - Finance Gray, Paul - Science&Mathematics Education Grotewold, Nikolas - Biochemistry Grothause, Domonique - Biology Guerra, Kevin - Biomedical Engineering Guerra, Haila - Communication Guerrero, Cynthia - Sociology Gullatt, Kailyn - Economics - Business Gulley, Jordan - Criminology & Criminal Justice Gutierrez, Eric - Communication Gutmann Fuentes, Amy - Spanish Gutterman, Matthew - Biology Hampton, Donovan - Sociology Hart, Vanessa - Communication Hawkins, Raquel - Food, Agri & Biological Eng Hefelfinger, Leah - Medical Laboratory Science Heller, Samantha - International Business Hernandez, Alicia - Health Sciences Hernandez, Elizabeth - Human Resources Hernandez, Sabrina - Marketing Hernandez, Carolina - Hospitality Management Herrera, Sofia - Public Health Herrera, Alexandra - International Studies Herrera, Ezequiel - Psychology Hess, Derek - Industrial and Systems Eng Hill, Russell - Health Sciences Hill, Austin - Chemical Engineering Hinojosa, Kevin - Finance Hinojosa, Kevin - Spanish Hlinka, Tomas - Data Analytics Hornsby, Lane - Medical Laboratory Science How, Angelina - Operations Management Huertas, Tatiana - Music Education Huffaker, Sierra - International Business Hyre, Alexandra - Industrial and Systems Eng Jaramillo, Jorge - Communication Javier, Ambar - Journalism Jimenez Nunez, Fernanda - Marketing Johnson, Kendall - Biology Jones, Monica - Communication Karow, Sarah - Medical Laboratory Science Kayuha, Douglas - Materials Sci and Engineering Kegg, Justyce - Communication Kelly, Mackenzie - Finance Kilgallen, Emily - Logistics Management Kilgallon, Tatum - Public Mangmnt, Ldrshp, & Plcy Kingsborough, Kathryn - Welding Engineering Kreinbrink, Spencer - Marketing Kupec, Edison - Geographic Informatn Sciences Kusner, Natalie - Neuroscience Kyle, Ana - Nursing Lamba, Gabriel - Mechanical Engineering Lamenza, Felipe - Biology

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Latinx Graduates â&#x20AC;˘ Spring 2020 Lanker, Cain - Visual Communication Design

Pagan, Kyle - Psychology

Laurer, Logan - Communication

Palacio, Zachary - Social Work

Lee, Luisa - History

Palma, Philip - English

Lind, Nicklas - Operations Management

Pangalangan, Tabitha - Psychology

Lindstrom, Kenneth - Marketing

Passarinho Perera, Sophia - Biology

Locci, Ricardo - Personlzd Study-BS

Paterra, Mark - Psychology

Lopez, Cassandra - Accounting

Patrick, Erin - Public Policy Analysis

Lopez, Kirstin - Social Work

Pedrozo, Monica - Communication

Lozada, Jose - Mechanical Engineering

Perdue, Glenn - Biology

Madrid, Ricardo - Political Science

Perez, Katiria - Animal Sciences

Madrid, Ricardo - Economics

Perez-Killian, Ciara - Biology

Maldonado, Mark - Finance

Pettay, Alina - Human Dvlpmt & Family Science

Marrero, Matthew - Evolution and Ecology

Peurie, Brittany - Public Health

Sengsourichanh, Katrina - Dent Hyg Degree Completion

Martinez, Morgan - Operations Management

Pigg, Ella - Comparative Studies

Serna, Janie - Early Childhood Educ

Martinez, Benjamin - Chemical Engineering

Pike, Edward - Economics

Shaban, Saif - Economics

Alba, Maekenzie - Education:Teaching & Learning

Martinez, Ellise - Nursing

Pirela-Mariani, Jenitza - Social Work

Shalash, Bayan - Neuroscience

Alfaro Inocente, Edna Ariel - Entomology

Martinez, Tevon - Aero and Astronautical Eng

Pitts, Daniel - Finance

Shalash, Ismael - Aero and Astronautical Eng

Altamirano, Gregory - Mechanical Engineering

Martinez Tapia, Alberto - Economics

Pizano, Ileta - Health Sciences

Shick, Peter - Industrial and Systems Eng

Alvarez, Alejandro - Welding Engineering

McGrady, Arthur - Health Sciences

Pla, Andrew - Information Systems

Shidaker, Colton - Medical Laboratory Science

Anaya, Amber - Translational Pharmacology

McNamara, Henry - Geography

Pliego, Cristina - Social Work

Simms, Aja - Pharmaceutical Sciences

Anderson, Jaqualynn - Communication

Mejia, Angelica - Public Health

Polentz, Alexandra - Communication

Singleterry Wells, Iselle - Molecular Genetics

Melton, Simon - Marketing

Portillo, Austin - Human Dvlpmt & Family Science

Singleton, Lauren - English

Ang, Pia Georgette - Translational Pharmacology

Menendez, Alexis - Human Dvlpmt & Family Science

Prieto, Gabriela - Political Science

Mercado, Zachary - Air Transportation

Quijada, Bryan - Civil Engineering

Mercado, Adriana - Psychology

Raby-Salinas, Elizabeth - Communication

Meza, Esteban - Communication

Rasul, Amir - Food, Agri & Biological Eng

Middleton, Kurt - Mechanical Engineering

Reade, Olivia - Nursing

Mirabal, Justin - Personlzd Study-BS

Reategui, Christopher - Civil Engineering

Moawad, Jacob - Chemical Engineering

Reece, Royce - Finance

Montanez, Antonio - Aero and Astronautical Eng

Rey, Antonio - Biology

Morales, Yarith - Health Sciences Morales, Francis - Biomedical Engineering Morales, Jorden - Economics Moreira, Austin - Economics - Business Moreland, Alison - Neuroscience Moriarity, Devin - Sport Industry Munoz, Ignacio - Marketing Muriel, Julisa - Social Work Murillo, Adriana - Economics Nava, Krystal - Accounting Navor, Lillian - Nursing Nazar, Nicole - Chemical Engineering Negron, Sarah - Anthropology Niedermann, Adrian - Romance Studies Nieto, Adrian - Geography Nigh, Jacob - Communication Nunez, Judith - Civil Engineering Nurko, Itamar - Sport Industry O'Donohue, Matthew - Biomedical Engineering Ogden, Cameron - Environmental Science Ogorek, James - Operations Management Olivo, Gabriella - Nursing Ordonez, Robert - Logistics Management Ordonez, Joseph - Civil Engineering Ordonez Gonzales, Karla - Biology Ortega, Clara - Zoology Ortega, Andres - Exercise Science Education Paczko Bozko Cecchini, Gabriela - Economics Paczko Bozko Cecchini, Gabriela - Political Science

30

Salinas Comuzzi, Vanesa - Industrial and Systems Eng Sanchez, Sarah - Public Mangmnt, Ldrshp, & Plcy Sandoval, Victoria - Computer Science & Engineering

Waldorff, Larissa - Social Work Wallace, Nicholas - Materials Sci and Engineering Waltz, Gabrielle - Animal Sciences Wilson, Selena - Health Sciences

Sandri, Leopoldo - Finance

Wilson, Kit - Geography

Sandusky, Chandler - Criminology & Criminal Justice

Young, Mercedes - Earth Sciences

Sanfardino, Nicholas - Accounting Santos, Steven - Finance

Zavala Barrios, Alexander - Pharmaceutical Sciences

Scales, Justin - Physics

Zibert, Ashlee - Landscape Architecture

Seballos, Ryder - Marketing

Smithies, Elena - Forestry Fisheries & Wildlife Smudski, Lisa - Accounting Sodi, Melissa - Marketing Solorio Medina, Karen - Communication Sosa, Monica - Hlth Prmtn, Ntrtn & Exrcs Sci Speck, Stefan - International Studies

Zanola, Sarah - Political Science

Master Degrees Aguiar, Lucia - Landscape Architecture

Arambula, Jennifer - Health Care Innov Astudillo, Billy - Social Work Ayres, Kaylie - Specialized Master Bus-Fin Bailey, Lauren - Social Work Baldemira, Julian - Spanish & Portuguese Bermello Isusi, Mikel - Spanish & Portuguese

Spector, Rachel - Electrical and Computer Eng

Blanco, Pascual - Executive Master of Bus Admin

Suarez, William - Mathematics

Boise, Sara - Social Work

Suchanick, Kayla - Fashion and Retail Studies

Bosques Martinez, Marlia - Plant Pathology

Sullivan, Gabriela - Nursing

Cacho, Amanda - Sports Coaching

Sweargin, Emilio - Philosophy

Calero, Adolfo - Earth Sciences

Sword, Rocky - History

Campos, Cole - Social Work

Rodas, Pedro - Electrical and Computer Eng

Tahmassebi, Thomas - Aero and Astronautical Eng

Castellanos Eismont, Socorro - Social Work

Rodrigues, Tatum - Psychology

Tarin, Rochelle - Nursing

Rodrigues Franklin, Ana Beatriz - Marketing

Tellez, Callia - Environmental Polcy&Decsn Mkng

Reyes, Nicolas - Civil Engineering Reza, Owen - Studio Art Robalino, Camila - Personalized Study - BA Robertson, Jocelyn - Marketing

Rodriguez, Richard - Logistics Management Rodriguez, Evanelly - International Business Rodriguez, Emily - Chemistry Rodriguez, Deja - Psychology Rodriguez, Adrian - Psychology

Castro, Thomas - Architecture Collins, Madison - Occupational Therapy Cruz Pulido, Diana - Comparativ&Vet Med

Thomas, Brooke - Sociology

da Cruz, Luis - Public Policy and Management

Thomas, Jazmine - Social Work

Damaren Azambuja A F Carvalho, Joao Pedro Master of Business Admin

Thompson, Gabriella - Spanish Tippett, Jasmine - Social Work

de Oliveira, Ebenezer - Mathematical Sc Del Rosario, Timothy - Executive Master of Bus Admin

Rodriguez, Rapheal - Biology

Tomfohr, Elizabeth - Criminology & Criminal Justice

RodriguezTorres, Jorge - Social Work

Torres, Joceline - Psychology

Rohrbach, Sofia - Communication

Torrini, Gabriela - Astronomy and Astrophysics Diaz, Kayla - Clinical Research Tramontin, Juan - Logistics Management Dominguez Godoy, Ignacio - Specialized Master Bus-Fin Trevino, Lauren - Nursing

Rojas Gutierrez, Jessica - Biology Roman, Javier - Nursing Romero, Jacob - Neuroscience Rosario, Erika - Social Work Rubel, Emily - Mathematics Ruiz, Diego - Finance Ruiz Aguirre, Jazmin - Information Systems Rullo, Nikolas - Biology Ruot, Hope - Marketing Rush, Deja - Biomedical Engineering Ruz, Stephanie - Health Sciences Saavedra Pic, Francisco - Psychology Saavedra Pic, Catherine - Comparative Studies Salazar, Ryan - Microbiology Saldana, Ty - Health Sciences

Del Toro, Peyton - Women's, Gender&Sexuality Sts

Tripp, Victoria - Human Dvlpmt & Family Science

Edmeier, Daniela - History

Trujillo, Esteban - Biomedical Science

Enriquez Duque, Paola - Spanish & Portuguese

Tuttle, Alyssa - Nursing Urteaga, Michaela - Architecture

Enriquez, Olivia - Public Health (PEP) Erana Salmeron, Maite - Human Resource Management

Valcarcel, George - Industrial and Systems Eng Feliciano-Ruiz, Ninoshkaly - Comparativ&Vet Med Vasquez, Eriberto - Linguistics Fernandes, Andre - Pharmaceutical Sciences Vazquez Villasenor, Ana - Psychology Ferreyra Palomino, Carmen Elena - Master of Vega, Gabriela - Communication Business Admin Vela, Alex - Marketing

Figueroa, Macario - Educational Studies

Velez-Ortiz, Jailene - Radiologic Sciences & Therapy

Flores, Yeliani - Social Work

Venegas, Cruz - Finance Villagran, Leslie - Biology

Funk, Melissa - Educational Studies Galbraith, Marylynn - Health Care Innovation

Latinx Graduates â&#x20AC;˘ Spring and Summer 2020 Garabis, Krystina - Public Policy and Management Gardner, Amanda - Health Services Mgmt & Policy Garza, Ruben - Public Policy and Management Gomez, Kaylee - Social Work Gomez-Leos, Enrique - Mathematical Sc Gordon, Kaiya - English Grabacki, Phillip - MBA for Working Professionals Gramajo, Melissa - Nursing

Specht, Teressa - Electrical and Computer Eng

May, Daniel - JD, Law

Lopez, Kevin - Master of Accounting

Stonehouse, Maria-Isabel - Landscape Architecture

McHill, Tara - JD, Law

Maldonado, Genessis - Clinical Research

McKay, Mary - PhD, Sociology

Marcelo, Laura - Clinical Research

Melendez, Jordan - PhD, Physics

Matos, Carmen - Electrical and Computer Eng

Miller, Rose - MD, Medicine

Narhi-Martinez, William - Psychology

Miller, Brandon - JD, Law

Pino, Megan - Neuroscience Graduate Prog

Ochoa, Niccolett - DVM, Vet Med

Ramirez, Enrique - Dentistry

Ortiz, Francheska - DVM, Vet Med

Richardson, Adam - Dentistry

Stuart, Salina - Social Work Suarez, Austin - Music Sullivan-Cortez, Viktoria - Social Work Toledo Moreira de Almeida, Helen - Law Valdez, Jennifer - Educational Studies Vargas Bernal, Esteban - Mathematics Vasquez, Lysa - Public Health

Gross, Robert - Computer Science & Engineering Vega, Kelsey - Social Work Velazquez-Stiak, Monica - Kinesiology Guillermo Monedero, Daniel - Aero and Astronautical Eng Vilaverde Dias, Vitor - Portuguese Guzman Camacho, Gabriel - Spanish & Portuguese

Hart, Taylor - Health Services Mgmt & Policy Hernandez, Daniel - Welding Engineering Howard, Jasmine - Social Work Hurtado, Maryann - Accounting John-Baptiste, Peter - Electrical and Computer Eng Johnston, Alexis - Social Work Laney, Samantha - Social Work Larenas, Derek - Social Work Lebron Rivera, Karla - Social Work Lee, Jenee - Social Work Lepior, Haley - Health and Rehabilitation Scis Maginnity, Joseph - Public Health Martinez, Roman - Executive Master of Bus Admin Martinez, Sandra - Social Work May, Sara - Public Policy and Management McMurtry, William - Computer Science & Engineering

Minkowitz, Emily - Architecture Nivar, Gabrielle - Vision Science

Padgett, Brian - PhD, Anthropology

Sanchez, Barbara - Kinesiology

Pangalangan, Talia - DPT, Physical Therapy

Sullivan-Cortez, Viktoria - Public Policy and Management

Perez Cardenas, Gabriella - DVM, Vet Med

Villarreal, Michael - MBA

Quintanilla, Jesus - JD, Law

Weber, Zachary - Public Health

Rangel, Jessica - DVM, Vet Med

Wecker, Monyk - Master of Business Admin

Restrepo, Maria - JD, Law

Wells, Daysha - Public Health (MPH)

Rodriguez, Eileen - DVM, Vet Med

Winton, David - Sports Coaching

Ronquillo, David - PhD, Physics

Yagui Takahashi, Henrique - Spanish & Portuguese

Santana Mignucci, Jorge - DVM, Vet Med

Zaghloul, Samantha - Kinesiology

Doctors Degrees Algarin, Richard - DVM, Vet Med Arras, Brenda - DVM, Vet Med Avendano, Alex - PhD, Biomedical Engineering Blanco Carcache, Peter - PhD, Pharm Sc Bose, Jeffrey - DNP, Nursing Practice Burgos-Hernandez, Tania - PhD, Environment&Natural Resources Camino, Miguel - DDS, Dentistry Cardenas, Jamie - JD, Law

Castaneda Vergara, David - PhD, Aero and Miller, Brandon - Public Policy and Management Astronautical Eng Miller, Rose - Public Health (MPH) Castro, Maritza - DVM, Vet Med Miller, Karina - Vision Science

Otero Bravo, Alejandro - PhD, Evolution Ecology Rodriguez, Francisco - Materials Sci and & Org Bio Engineering

Shalash, Ruwaydah - DDS, Dentistry Stalevicz, April - DDS, Dentistry Tadros, Samantha - DVM, Vet Med Thanos, Theresa - PhD, Teaching and Learning

Vega, Ana - DVM, Vet Med Villalobos, Alejandra - DVM, Vet Med Zaragoza-Rivera, Yadetsie - PhD, Biomedical Engineering

Summer 2020 Associates Degrees

Chavez, Victoria - PhD, Psychology

Cuellar, Andrew - Associate of Arts

Bachelors Degrees

Ellis, Raquel - DVM, Vet Med

Artiga, Esthela - Anatomy

Etheridge, Morgan - DVM, Vet Med

Barrios, Jorge - Specialized Master Bus-Bus Ana

Ferguson, Lindsey - DVM, Vet Med

Bozada, Isabel - Educational Studies

Fernandez, Mariana - DVM, Vet Med

Busto, Robert - Dentistry

Galiano, Kevin - PhD, Physics

Calcagnotto, Leandro - Communication

Garabis, Krystina - JD, Law

Colon Alvarez, Natalia - English

Garza, Ruben - JD, Law

Colon Amill, Daniel - Communication

Gicherman, Salomon - JD, Law

Galo, Chelsie - Education:Teaching & Learning

Headley, Colwyn - PhD, Biomed Sc

Gomes, Elenice - Social Work

Hood, Robert - PhD, Public Health

Gonzalez, Elias - Master of Accounting

Huezo Sanchez, Luis - PhD, Food, Agri & Biological Eng

Grande Pardo, Carmen - Industrial and Systems Eng

Kopec, Brianna - DVM, Vet Med

Guzman, Angel - City and Regional Planning

Laubli, Mitzy - DVM, Vet Med

Heilman, Amanda - MBA for Working Professionals

Resende Neves, Paula - Law Rizzuto Do Nascimento Gouveia, Giovanna Maria - Law Roca Suarez, Alfonso - Spanish & Portuguese Rodriguez, Laura - Dance Ruiz-Cortes, Yanira - MBA for Working Professionals Saez, Aaron - Social Work Sage, Dean - Welding Engineering Santiago, Jacob - Social Work Schorkhuber, Ashley - Social Work Sobrinho, Curcio - Global Engineering Leadership

Lordi, Nicholas - DVM, Vet Med Marquez, Madison - DPT, Physical Therapy Martinez, Christian - PhD, Kinesiology

Solano, Melissa - Health and Rehabilitation Scis Mate, Paul - JD, Law Sousa, Christina - Statistics

Matheo, Danielle - JD, Law

Duarte Sanmiguel, Silvia - PhD, Nutrition Program Fachini Zanirato, Clara Carolyne - PhD, Portuguese Fernandez, Laura - PhD, Spanish & Portuguese Fountain-Zaragoza, Stephanie - PhD, Psychology Fraga, Alexandria - PhD, Sociology Garza Casado, Miguel - PhD, Political Science Iglesias Pascual, Hector - PhD, Spanish & Portuguese

Espinoza De Montreuil, Nicole - Associate of Arts John-Baptiste, Peter - PhD, Electrical and Computer Eng Gonzales, Noe - Associate Applied Science Lybbert, Andrew - PhD, Evolution Ecology & Org Bio Moncayo, Jack - Associate of Arts

Duckert, Julie - DVM, Vet Med

Peterson, Taylor - Translational Pharmacology

Becerra, Marisol - PhD, Environ & Natural Res

dos Santos Marques, Ana Carolina - PhD, Portuguese

Valdez, Yadira - DPT, Physical Therapy

Arrueta Antequera, Lourdes - Environmental Science

Perez, Priscilla - Social Work

Bachelors Degrees

Diaz, Melisa - PhD, Earth Sciences

Paredes, Anghela - Public Health (MPH)

Pena, Isabel - Education:Teaching & Learning

Webel, Alexandra - Specialized Master Bus-Bus Ana

Trusock, Paige - DVM, Vet Med

Delgado de la Flor, Yvan - PhD, Entomology

Pedroza-Erickson, Marissa - Social Work

Webel, Alexandra - MBA for Working Professionals

Trujillo, Laura - DVM, Vet Med

Pacci Evaristo, Felipe Fabricio - Materials Sci and Engineering Pasillas, Monica - Consumer Sciences

Vidal Souza, Pablo - Molecular Cellular and Dev Bio

Bernal, Eduardo - PhD, Horticulture and Crop Science

Breese, Lillian - Associate of Arts

Dreeze, Jonathon - PhD, History

Vazquez, Ana - Plant Pathology

Thorn, Ingrid - JD, Law

Chabali, Maria - JD, Law

Colberg, Valeria - DVM, Vet Med Noriega, Heather - Translational Pharmacology Cordero Aponte, Camille - DVM, Vet Med Nunez Ornelas, Martha - Physics Del Valle Morales, Daniel - PhD, Molecular Cellular and Dev Bio Ortiz, Molly - English

Torres, Lynnette - Art Education

Merchand Reyes, Giovanna - PhD, Molecular Cellular and Dev Bio Muxika-Loitzate, Oihane - PhD, Spanish & Portuguese Padin, Avelina - PhD, Psychology Paleo, Brian - PhD, Biomedical Sciences Paredes Orozco, Guillermo - PhD, Sociology Pereira da Cruz Benetti, Lucia - PhD, Music Soto Ramirez, Pamela - PhD, Educational Studies Specht, Teressa - PhD, Electrical and Computer Eng Vieira Foz, Romeu de Jesus - PhD, Portuguese Wilson, Jessica - PhD, City and Regional Planning

Howard, Brandon - Food Science and Technology Intriago Williams, Maria - Clinical Research Kaufman Ortiz, Michael - Master of Accounting Lerma, Marie - Women's, Gender&Sexuality Sts

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