Parker Woodring Tres Leches reflection

My immediate reflection after finishing this project is satisfied not because I am done but because I enjoyed the process and what I have learned along the way. Working with Johntu and creating a video project about making a Tres Leches Cake turned out to be a worthwhile journey of cultural exploration and a culinary adventure. The project aimed not only to understand the history and significance of this traditional dessert but also to delve into the personal connection it holds within Johntu’s family. Throughout the process, I learned about the cultural significance of the cake and each ingredient and step of the recipe. Johntu’s family became the perfect gateway to this cultural exploration. Learning from family members about the significance of the Tres Leches cake in their gatherings added a layer of authenticity to the project. It was not just a recipe; it was a tradition passed down through generations, a symbol of togetherness and celebration.

The baking process itself became a cultural immersion. From mixing the three kinds of milk (evaporated milk, condensed milk, and heavy cream) to layering the sponge cake and patiently allowing it to absorb the milky goodness, each step resonated with history and familial connection. As the cake was baked, the sweet aroma filled the kitchen. Johntu and I tried to figure out how to edit the videos on the TikTok app. What made this project truly special was the opportunity to share it with my football teammates. As a team, we often bonded over shared interests, and introducing them to the cultural significance of the Tres Leches cake felt like inviting them into a world of flavors and traditions. They all loved the cake and filling them in about the background and significance of it in Johntu’s family. Furthermore how the cake wounds itself in Hispanic culture. The project’s impact extended beyond the kitchen and the football field. It became a bridge connecting different cultural perspectives, fostering understanding, and celebrating diversity. The Tres Leches cake, in this context, became a metaphor for the sweetness that arises when we embrace and learn from each other’s cultural stories. After giving my teammates the cake discussion arose of some of their own cultural dishes that hold a great deal of importance in their own identity. Hearing about their dishes and the passion in their voice as they talked about it really made the whole project for me. I feel even more connected to my teammates after having done this project and I am grateful that I did it.

In conclusion, the video project on making a Tres Leches cake evolved into a journey of cultural discovery, family traditions, and shared experiences. It allowed me to explore the roots of a beloved dessert, understand its significance in my friend’s Johntu family, and share the richness of this cultural narrative with my football teammates. As I reflect on this process of making and baking the Tres Leches cake, it symbolized more than just a delicious treat; it encapsulated the essence of cultural exchange and the joy of coming together.

Kendra Solano – Final Reflection

Students in the class were given a very significant question at the beginning of the semester—a topic that most Cornell professors are reluctant to pose. What brought you to this class? What do you want to take away from the course? For me, it mattered that Professor Carol and Castillo showed genuine curiosity and enthusiasm in the responses from students. Afro Latinx history, identity, immigration, labor, and the struggles minorities confront in America are just a few of the topics that many students, including me, brought up in class. 

As an Afro Latina (Garifuna) woman, I was inspired to do my final project and conduct more research on afro latinidad, different Afrodecentant groups across Latin America and the Caribbean Diaspora. Through my research, I was able to learn more about Afro descendants across Latin America. The Caribbean can be defined through culture, history, and demography, however, many people only focus on Geography.  In the 16th century, many enslaved Africans were forced to the Caribbean Islands. Many were taken to Jamaica, Dominican Republic, St. Vincent, and all the other Caribbean Islands. From the Caribbean, many of them were shipped off to different countries for free labor. Some were sent to Panama, Brazil, Colombia, etc. The enslavement of these African people is what forced many of them to create their Maroon communities. 

Maroons are descendants of Africans who established settlements in the Americas to avoid slavery. They frequently intermarried with indigenous peoples, eventually separating into distinct creole cultures. Quilombos, Palenqueros, and Garifuna, are examples of how the Caribbean can be defined through culture in addition to being different Afrodecendant groups in Latin America. Quilombos are maroons of Brazil who escaped slavery. The quilombo diet is organic, gluten-free, and lactose-free. Columbian Palenqueros is another group of maroons who created their own community in Columbia. Their food contains plantains, beans, corn, and many other essentials used in the Caribbean to create essential meals. They speak a Spanish-based “Creola language called ‘Palenquero’ influenced by the Kikongo language of Congo and Angola and Portuguese” (Romeo 2007). Garifunas are Africans who were brought to St. Vincent in 163. Either ship-wrecked or escaped from the Caribbean islands of Barbados, St. Lucia, and Grenada and intermarried with local populations of Arawaks and Caribs), immigrants from South America, to become known as Garifunas or Black Caribs. They lived peacefully alongside French settlers who reached St. Vincent Exiled by British troops in 1796 and eventually shipped off to Roatan, one of the Honduras Bay Islands. Garifuna culture combines Caribbean fishing and farming traditions with a mixture of South American and African music, dance, and spirituality. Garifuna food and drink combine native Central American crops and African staples, including fish, chicken, cassava, bananas, and plantains. Many countries in the Caribbean also make their traditional dishes with these crops. This further explains how the Caribbean can be defined in multiple ways; geographically, culturally, and historically. In addition, it shows that no matter where we go, we will always take our culture, heritage and embrace it. All in all, I had an enjoyable experience learning more about the various Afro-descendant groups that exist throughout Latin America and their historical journeys. Teaching my classmates and group members about my Garifuna culture was also very important to me.

Heily’s Final Reflection

In embarking on a profound exploration of Afro-Latina hair, my journey began as a Dominican woman navigating the intricate interplay of beauty standards, cultural expectations, and a personal longing to reconnect with my heritage. The roots of this exploration can be traced back to my upbringing in a society where straight hair was often exalted as the epitome of beauty. Faced with the internal conflict of reconciling my natural curls with societal ideals, I was motivated to delve into the historical and cultural factors that shaped these expectations, particularly within the context of Dominican culture. 

This pursuit of understanding took a more poignant turn as I recognized the power of reclaiming cultural heritage through the exploration of Afro-Latina hair. Immersing myself in the rich history of curl care traditions, from ancient Egypt to the present day, revealed a legacy of resilience and self-expression that resonated deeply with my identity as a Dominican woman. Beyond personal motivation, a desire emerged to spotlight the beauty and diversity of Afro-Latina hair textures, challenging stereotypes and broadening the conventional definition of beauty within the Dominican community. 

Furthermore, my engagement with Afro-Latina hair became a means of advocacy within the larger context of the hair care industry. Recognizing the need for greater representation and inclusivity, I sought to use my voice to amplify the stories of Afro-Latina entrepreneurs and influencers, contributing to a more equitable and diverse space for curl-focused products. This advocacy reflected a commitment to dismantling systemic barriers and promoting a more inclusive narrative. 

On a more personal level, this exploration of Afro-Latina hair evolved into a journey of self-discovery. Embracing my natural curls and delving into the historical significance they carry fostered a profound appreciation for my heritage and cultural identity. While the journey posed challenges in confronting internalized biases and societal pressures, the positive impact on my self-image and the joy of embracing my natural hair outweighed the initial difficulties. 

Ultimately, the exploration of Afro-Latina hair became a catalyst for personal growth and cultural awareness. It empowered me to celebrate my heritage, advocate for inclusivity, and challenge long-standing beauty standards that excluded a significant portion of our community. As I continue this journey, I carry with me the knowledge and inspiration gained, forever grateful for the opportunity to celebrate the unique beauty and strength of Afro-Latina hair. 

Primeros Jugadores

One of the first concepts we discussed in this class was the notion of identity, introducing the importance and relevance of understanding identity through the scope of the LatinX perspective. We were also encouraged to think about our own identities, to establish some perspective and connection to the themes and social frameworks that would appear throughout the class. Our class is about average sized I would say, but significantly more diverse than most classes at Cornell. As one might expect, there are a lot of Hispanic and Latino students in our class – many with very relevant backgrounds and experiences to the class concepts/materials. When we first began talking about our own identities in the beginning of the semester, it reminded me of being in middle school almost a decade ago.

While the overlap between Tompkins Square Middle School and Cornell is small, being in this class, hearing my classmates backgrounds and family histories, made me think of some of my experiences in middle school, which had a large Latino population. I went to middle school in the Lower East Side of New York City, which has historically been a influential area for Latino culture. I grew up however in Brooklyn, so going to middle school in the L.E.S. was somewhat of a change of pace for me. While to a much different magnitude, I then also had to think about my identity as it related to Latino culture.

I always loved sports growing up, and so did just about every other boy in my grade. I always bonded with my peers and classmates through sports, and without me realizing sports became a way for me to learn more about Latino culture, especially as it existed in the L.E.S. . I remember thinking that it was crazy that there weren’t many Latino NBA players because all the best players I had ever seen were either Puerto Rican or Dominican. Sports became a part of my identity, a way for me to express myself while also learning and experiencing the stories of others.

All this to say, I wanted to display the importance of Latino identity in sports for my final project in this class. I highlighted some of the first Latino athletes to appear in major sporting leagues and competitions in the United States, like the NBA, NFL, U.S. Open, etc. I wanted to exhibit this through a large sized baseball card format, with images of the athlete on the front and more information about them on the back. Engaging in this research and creative design was a cool way for me to wrap up this class, and share ways that I was most connected to Latino culture.

Isaiah Gray

Cristina Rojo reflection

The project that I did with my group was a newspaper article that we called the Ancestral Times.

We decided to do this because we thought it would be a great opportunity to share some of our family stories. The three of us come from very different cultural backgrounds– Allie is Japanese, Mexican, and Spanish, Petros is Greek, and I am Spanish andGuatemalan. What we had in common is that we all had stories that related to things we discussed in class. Allie’s story was related to Mexican labor in the mid-20th century, specifically the Braceros program, about which we watched videos and we also discussed them in class. Her grandfather was part of one of those programs and she wrote about his experience and life. Petros’ story was related to labor rights, which we delved into during our simulation about the boy who broke his arm working on a dairy farm. Petros discussed how his father worked painting bridges and he was injured at work. I talked about my mother’s education. She did her undergraduate studies in Guatemala and came to the U.S. to do an MBA. I wrote about how she struggled to adjust to the vastlydifferent life she found here. It reminded me of the conversation we had just before Thanksgiving after reading an article about someone who felt culturally isolated in higher education

These stories are all related to topics we covered in class in different ways. I thought it was an excellent way to take different things we talked about and tie them together. We found a sense of community in these different stories even thoughthey don’t have much in common at face value. Another great part of this project was the way we got the information to write our stories. We all had conversations, essentially interviews, with our parents so we could learn about what we should write. In this process, I learned a lot about my mom’s college experience that I’d never heard about before. I had assumed that she would have felt out of place, since she went from Guatemala to Minnesota of all places, but listening to her share her story wasdefinitely enlightening. It made me wish that I had asked her about it before. I think it would have given me a different perspective before I started at Cornell. Even though her experience was much more difficult than mine, given that she struggled with things I don’t such as language, there are similarities. To a certain degree, I also feel the kind of “otherness” that she did. I can feel how my ethnic/cultural background has shaped me differently than a lot of the people I have met here. However, it makes it even better when I find people who have that in common with me. I know that’s how my mom felt too. After all, seeking out a group of spanish-speaking friends she could spend time with was how she met my dad.

Overall, this project helped us all learn a little bit more about our own backgrounds, which supplemented things wediscussed in class, and helped us tie different topics from the course together. I had a lot of fun doing this project and thought it was an educational and substantive experience.

Where Credit is Due

By: Marcos Hernandez

In the very heart of culinary innovation, “Where Credit is Due” emerges as a creative project that pays homage to the unsung heroes of Latino cuisine. The project’s menu seamlessly blends iconic latin culinary with creative, luxurious dishes. Simultaneously, the vision board is inspired by Latin murals, and is brought to life with its colors and designs. The vision board not only serves as a visual feast for viewers, but also acts as an educational tool, fostering an appreciation for the cultural and historical significance of each and every dish. 

At the core, “Where Credit is Due” highlights an incredible array of food that has become Americanized but is actually native to various corners of Latin America. From Mexico to South American countries, the menu captures the essence of these foods that are often overshadowed by more popular Latino cuisines. The creators of “Where Credit is Due” wanted to not only display these meals, but encourage the sharing of stories and memories related to food.

The decision to create “Where Credit is Due” stems from the profound belief that food is a universal language that transcends borders, connecting people on a deeper level. Sharing a meal with someone is one of the simplest ways to invite someone in and open dialogue. The creators worked to create an imaginary restaurant environment in which ideas could be shared and stories could be exchanged.

In LSP 2100, we focused a lot on storytelling through “Platica”. We learned that this can have many different meanings depending on someone’s upbringing and culture. For example to some individuals it means to gossip, but to others it could mean informally “chit-chat”. However, to us, “platica” is getting to know someone beyond the surface-level through storytelling. By doing various exercises in a 40+ person class we were able to make connections and truly learn about the students we go to class with everyday. Someone whom we might have just ignored and walked by, may have a lot more in common with us than we would have thought. 

During our “platica”, a common thread was food. As mentioned, this project was created on the belief that in a world rich in culture and traditions, food remains constant. We wanted to bring light to foods that people in Latino cultures have been eating for centuries, but may not have the credit that it deserves. Naturally, the phrase “giving credit where credit is due” inspired the name of the project. By blending the cultural importance of food and platforming people’s voices, “Where Credit is Due” was born.  

“Where Credit is Due” is not just a culinary project, it’s a celebration of diversity, a reclaiming of cultural heritage, and a platform for all the voices who may have been silenced. The hope for this project is to spark new conversations about food and tradition. As viewers embark on this cultural journey, they will not only feel hungry, but they will be put into a safe space where they can share traditions and recipes that will finally be given the credit that they deserve.

Enrique Cruz-Amigon Reflection

When I started my final project I originally wanted to tell the story of my parents journey to what many call “the land of opportunities”. I had recorded a conversation with them in a very comfortable setting. At the dining table, after dinner, we drank a few beers. This in itself felt like a ‘Platica’. Although I am gone for most of the time from home because I need to be here in Ithaca, I have found that when I return (most of the time) we stay up late and have a platica. This was no different. Starting off with my questions we ended up talking about their lives in great detail with many stories that feel too personal to share.

One of the first questions that I had was about their education. This really intrigued me because education is one of the first things that dictate the pathway for one’s life. They talked me through their journey where I was able to understand how their goal, to send money back to their parents, gave them the strength to face the many challenges in the United States. Their own identity and background had prepared them for these challenges as nothing ever came easy but with work and determination. As you can hear in the audio my father’s early education wasn’t the best but he was able to continue school and worked as well to be able to afford school. My mother in the other hand had very little education and as soon as she was out of school, she quickly started helping her family by working. They both had determined that coming to the US was the best option as they would be able to earn more money than in Mexico. This was true but it didn’t come easy.

Another thing that I wasn’t able to add into my final project was pictures of my parents during their first years here in the United States. I didn’t have time to digitize these pictures to create a slideshow but I noticed that my parents had a very fashionable look. Like the Zoot Suits which were a style at the time, there was a fashion style in the 80s during the prime time when my parents had lived between New York, New Jersey and Chicago. The blown out hair, v shaped attire, and many new fashionable trends. It was a way that my mother used to assimilate to the United States culture.

Overall looking back at my project I learned so much and many of the topics and the conversation itself connected to many of the concepts that we talked about in the class. Although there were so many things I wish I could have improved in my final project to make it better, I really appreciate the ability to learn about my family’s past and their connection to their identity and goals. At the end of the day, I live with the same mindset that my parents have “No Te Preocupes”.

L-A-T-I-N-I-D-A-D

Saleen De La Cruz

For my final, I worked on a collaborative multi-medium (photography, film, visual art piece) project with my classmate Aaron. During our break, we returned to our hometowns, The Bronx in NYC and East Los Angeles, seeking to capture the essence of our communities. Our focus was on the vibrant Latin culture that defines these neighborhoods, including the striking murals, local businesses, and the sense of Latinidad that binds us together.

In our project, we aimed to convey the importance of cultural preservation, a theme we discussed extensively in LSP 2100. From my perspective, it became evident how vital our communities are in preserving our heritage and identity. These communities serve as protectors of our culture, keeping it alive through art, traditions, and shared experiences. This project allowed me to witness firsthand the role of culture as a unifying force, strengthening our bonds as a community. Simultaneously, we confronted the pressing issue of gentrification. Through my lens, I documented the new wave of chain businesses, the rise of modern buildings, and the influx of new residents unfamiliar with our community’s rich culture. It was a surreal experience to witness the transformation of familiar streets, once bustling with the sounds of local businesses and cultural celebrations, into unfamiliar, sanitized spaces catering to a different demographic. From my perspective, gentrification is not just about physical changes but also the displacement of long-time residents and the erasure of their stories. It raises questions about who gets to define the identity of a neighborhood and how this change impacts the sense of belonging for those who have called it home for generations.

In crafting our final art piece, which spelled out the word “Latinidad” using the vibrant images we captured, I aimed to create a visual representation of the powerful connection between our cultural heritage and the changing landscape of our neighborhoods. This project was, for me, a way to shed light on the complex interplay between identity, culture, and the forces of change in our community.I believe that art has the power to provoke thought and spark conversations. Through this project, I wanted to encourage dialogue about the challenges our community faces and the importance of preserving our cultural identity amidst the pressures of gentrification. This project allowed me to express my personal connection to Latinidad and to contribute to a larger conversation about the preservation of culture in the face of urban development.

In summary, my final project was a deeply personal journey that allowed me to explore the themes of cultural preservation and gentrification from my perspective. It reinforced my belief in the significance of our communities as stewards of culture and highlighted the need for continued conversations about the impact of gentrification on our neighborhoods. As I continue my academic journey, I hope to further explore these themes and contribute to the ongoing discourse about the importance of preserving our cultural heritage in a rapidly changing world.

Final Reflection – Noëlle Romero

My final project this semester was a dish to share with my peers. I made pernil, which is a Puerto Rican dish often eaten during the holiday seasons. In my family, this pork shoulder dish is made on Thanksgiving. Every year, I would wake up only to see that my mother had already begun seasoning the meat. She spent her time carefully cutting and crafting the pork shoulder, and I would watch in awe at how it became the dish that would bring my family together later on in the night. 

This year, I knew that I would not be spending time at home for Thanksgiving, but it made me sad to think that I would be missing out on the food. As I mentioned in my project summary, food was the main way that I identified with my Latina roots for so long. When the final project was proposed to us, it crossed my mind that maybe I could make it on my own. After all, I was my mother’s daughter. It was in my blood, and that could not be disputed – even though I had doubted myself for years. In Randall’s autobiographical essay, he speaks about his experience of not feeling or being perceived as “Latinx enough.” When reading Randall’s piece, I was able to relate to this concept and the pressure of others on my own identity. I’m not fluent in Spanish, and I don’t present how society perceives Latinas – which is a whole other conversation. It was really hard for me to proudly say I was a Latina when, similar to Randall, I had friends and peers questioning my Puerto-Ricanness. So, when I saw that food was an option, I jumped on it. I wanted to explore this Puerto-Ricanness, something that I had been hiding from. While making it, I was so nervous, but as soon as I began to serve it in LSP, I gained a lot of confidence. I was incredibly proud of myself for making the pernil on my own and for trying something new. 

Throughout the entire exhibit, I also couldn’t help but think of Grise’s work. In class, we had the opportunity of meeting Virginia Grise, in which we spoke about her work with communities in Texas. What she does with those communities is so meaningful. She takes empty lots and turns them into a place for the Latino community to come together and share their identities. Similarly, with the final projects, our class was able to turn a hallway into an exhibit! We brought together not only our classmates but also photographers, journalists, and other students in the larger Cornell community. Specifically with the dishes to share, I found myself thinking of Grise’s communal dinner. With that project, Grise created a meal for the entire community, bringing people and foods together that may not have crossed paths before. At the table in LSP with Kelly and Sherla, I saw that we were creating a similar environment. I would never have imagined serving pernil next to cuysito and alfajores. I was so excited to be learning about other Latino traditions, while also repping my own. 

This final project really highlighted the importance of identity and community for me, and I am beyond grateful that I was able to be a part of Cultura y Poder.

Carlos Apreza’s Final Reflection

As I wrap up this journey through my project on the topics of narcocorridos, I find myself compelled to reflect on the course of this project and the broader themes that have shaped my understanding of the cultural landscape, particularly in the context of the United States and Mexico. This exploration has not only provided me with a deeper appreciation for the intricacies of narcocorridos but has also offered a lens through which I can examine the broader tapestry of concepts that we delved into within Latino studies.

One of the key aspects that emerged during this project was the intricate relationship between narcocorridos and the socio-political landscape of both countries. It became evident that these musical narratives, rooted in the Mexican tradition, have found a unique resonance within the Latino communities in the United States. The migration issues that have long defined the Latino experience, whether in search of economic opportunities or refuge from adversity, play a crucial role in shaping the themes and sentiments of narcocorridos on both sides of the border. In delving into the migration aspect, I couldn’t help but notice the dual role of narcocorridos in reflecting the struggles faced by migrants and simultaneously serving as a form of cultural expression that binds communities together. The lyrical tales of perseverance and hardship become not only a mirror of the migrant experience but also a source of empowerment and solidarity within the Latino diaspora. The adaptation and evolution of this musical genre in the U.S. showcased a dynamic interplay between cultural preservation and innovation. It was intriguing to witness how artists in the United States brought their unique perspectives and experiences into the traditional framework of narcocorridos, contributing to a rich tapestry of stories that resonated with diverse audiences.

As I reflect on the Latino studies aspect of this project, I am reminded of the richness and diversity within the community. The interconnectedness of migration, cultural expression, and the evolving nature of artistic forms encapsulates the essence of the Latino experience. Exploring narcocorridos within the framework of Latino studies has been a thought-provoking experience. It has expanded my horizons for the resilience of Latino communities and the dynamic ways in which art serves as both a reflection and a catalyst for social change.

Elisa Y Nitza Reflection

Elisa Kelly

Throughout this deep dive of Nitza Villapol, I gained a profound appreciation for her influence on Cuban culture and how her remarkable journey shaped my own connection to her. Despite being born in the US, her Cuban roots and subsequent return to the island played a pivotal role in establishing her as a cultural icon. She has made vast contribution to Cuban culture, identity within the socio-economic issues through her culinary arts. She was what Cuba needed, especially during the times of the Cuban revolution Including food shortages and disappearances of certain items altogether. She was first and foremost a teacher for the culinary arts and an inspiration of resourcefulness.

Her expertise stands the test of time. Even to this day her work, including books shows, and overall notoriety amongst the public is a testament to her everlasting impact. I knew of her through my mom. She would constantly rave about how good a cook her grandmother was. Her grandmother, my great grandmother, was like Nitza known for her culinary creativity. She at one point made croquetas out of fish and my mom’s cousins still rave about it at almost every family event. who was inspired by Nitza Villapol. I remember my mom’s excitement the day she got her hands on a printed copy of the cookbook. She even annotated her adjustments to our infamous flan recipe so she can pass that exact copy down to me.

How did she get this popular to last generations? In large part, it was due to her show “Cocino al minuto”. It was a televised show in Cuba than ran for over 4 decades. She offered recipes that were easy to make and fast to make. Fun Fact about Nitza, her mom considered herself a feminist and believed a woman should not in the kitchen longer than what she needs to. We can see how that has impacted the woman we see today. It is because of her notoriety that I chose to delve into learning more about her and creating this project.

Nitza was a culinary exert but she also considered herself a teacher, above all else. She taught the Cuban masses about nutrition, weaning them off the carb and meet diet. She embedded non-Cuban cuisine into Cuban cuisine televising it on her show. Her cookbook, named after the show, featured sections on appetizers, protein, starches, veggies, bread, butter, dessert, and coffee, embodying a holistic and occasionally Western approach to cooking.

However, after the Cuban revolution things changed. Nitza slowly started to see less of the foods they were used to, some gradually and others all at once. It was then she decided she needed to adapt to the socio-economic environment. From there she had her assistant go and grab foods that she saw at the grocery store and cooked with what was available that day and used the most out of what she had with as little scraps as possible. She encouraged the population to cook with a wider variety of native products as farmers were growing more native and long -neglected food such as yuca, or as they say in English, cassava. Her show lasted for over 4 decades.

Nitza’s role as a teacher remained paramount, guiding individuals in the realms of nutrition, food, and ingenuity. She even reshaped perceptions around staple foods, encouraging a shift towards increased consumption of carbs and vegetables over meat and fat. Nitza’s influence transformed congri, once viewed as poor people’s food, into a common culinary staple. Her body of work pays homage to the inventive spirit of Cubans, particularly in the face of food scarcity.

As I delved into Nitza’s upbringing and the evolving climates she navigated while transcending her era, her natural talent became evident, extending far beyond the confines of the kitchen. Nitza Villapol, a timeless teacher and culinary trailblazer, remains a beacon of inspiration, showcasing the enduring impact one individual can have on culture and cuisine.

Jen Final Reflection

I honestly can’t say if I would have felt comfortable embracing my identity as a Latina enough to enroll in a Latine studies course even just a year ago. Though it’s only my second year of college, Cornell has exposed me to a much larger community of Latine individuals than I’ve ever experienced, and I’ve been fortunate enough to surround myself with them. Still, I find myself in an awkward space at times, unsure about where I fit within this community.

Over fall break, my partner and I stayed in Ithaca together. While I was excited to spend my downtime with him, a part of me was mourning the time I’d typically be spending with my family – away from the lackluster dining hall options that vaguely pass as “Latine representation” with their Spanish rice and taco stations: where I would be enjoying dishes that actually meant something to the people preparing them (in this case, my grandmother). This break marked not only the first time I dabbled in making a Colombian treat of great significance to me with my partner, but also my first-ever attempt at a home dish without the meticulous (yet greatly appreciated!) corrections of my grandmother. To me, it wasn’t just about making buñuelos; I chose to document this specific moment for my project because I had finally reached a point in my life where I felt comfortable enough with my identity as a Latine woman – where I could share the experience with someone I love and who had no exposure to Latine culture before meeting me. More than this, the project captured a silent celebration of the newfound solace I’ve established through finding someone who wholeheartedly embraces these aspects of my identity: ones I’ve subconsciously rejected for most of my adolescence.

My entire life, I’ve grappled with the sense of whether or not I was overstepping in trying to find my place within a community I now recognize I have every right to take part in. My Spanish isn’t perfect, and despite my various attempts over the years, I still cannot roll my Rs. I look stupid when I dance at gatherings, I don’t have a palate for spicy cuisine, and I doubt I’ll ever be as skilled a cook as the women in my family. There will never be a point in time, within the parameters I had previously set for myself, where I believe I could have been “Latine” enough to exist in these spaces. In this course, we’ve explored instances over the past few decades where various Latine individuals have found refuge in a character, a leader, a movement, a concept, a food item – whatever it may be. Very few of these people look like me, speak like me, dress like me, act like me, and yet we form a part of the same collective and cohort who can find solace in the minute similarities of these aspects to our own narratives. I may subconsciously harbor preconceived ideas regarding what Latinidad should look like – still, our in-class discussions showcasing the versatility, range, and intersectionality of Latinidad (for instance, the one we had about video games and their attention to detail in their portrayals of Latine households, the concept of belonging as it pertains to the undocumented, or the notion of pláticas as a whole) have, in a way, deconstructed these rigid preconceptions. This project, therefore, represents a micro-culmination of my 19-year (and counting) journey through revelations in being “Latine enough”: one I otherwise wouldn’t have been able to showcase outside of this course.

Project and Course Reflections

Rohan Singh

I felt that the project we did on culture and identity really tied together a lot of the things that we had been talking about this course. One of the things throughout the semester that stuck out to me the most was the binary of being an immigrant and also American. Although I am not Latino this discussion resonated with me because I am a first generation American, my parents being from Germany and India. A lot of times I have felt that I am not totally sure where I belong – do I feel more German, more Indian, or just completely American? These topics came up a lot during the platica we did as our final project, where some of my Latino friends talked about how they were mixed race or didn’t speak Spanish, and thus didn’t always feel that they completely fit in with the Latino community. I think this course also opened my eyes to the different pressures faced by certain immigrants. For example, my parents’ cultures both value education, so I had pressure to do well in school. However if I didn’t do as well I would not be ostracized. I do think that many Latino people face a more intense type of pressure – if they are not a model citizen, many people throw racist remarks at them and say they are making America worse. Even those who are trying to help can be part of the problem – the advertisement we watched promoting DACA really emphasized that it seems like Latino people need to be PhDs in medicine and science in order to fit in, when in reality the vast majority of many-generational Americans do not have a fraction of these credentials. Overall, I think my main takeaways are that I think I have more in common with many Latino immigrants than I had originally thought in terms of questioning one’s identity and pressures that may come as being first generation. However I definitely feel there are much more severe pressures being faced by the Latino community. Perhaps my biggest takeaway from this class is how hard it can be to climb the ladder of American society, especially regarding wealth. I used to wonder why  if my dad and mom could learn English, why did many Latino immigrants have more difficulty learning English? The discussion we had in class and readings about language isolation in the workplace was really eye-opening to me as it was something I had not considered before. More generally I think I was making judgments before considering the full story. Furthermore, my parents and many immigrant families I knew from my hometown were not fleeing violence and already had high levels of education from their native countries, so it was unfair of me to compare levels of English between two people coming from very different situations. I think the platica we had really helped me see that this issue of language-learning was very commonplace and even occurred among my peers. It was a great way to end the course because it was an in-person primary source that backed up the readings and conversations we had been having throughout the semester! 

Anthony Pizana Reflection

Behind our project “Coast to Coast and Cultural Crossroads,” the main motivation was to allow ourselves to delve into the nuances of our cultural identities, each rooted in the diverse landscapes of Texas, California, and New York. Our collaborative effort aimed to bring our distinct perspectives together to weave a narrative that explored the multifaceted roots of Latinidad. In our project, we touched on our personal experiences in the domain of food, education, and our neighborhood/community; not only did this allow us to share our personal experiences being Latino, but also highlight the differences in the way we were raised: What food did our family commonly make? How were the demographics of our high school different from one another? With Ximena and I being Mexican, it was interesting to still see the differences in our daily lives… She introduced many dishes that I had never heard of before, and Elizabeth shared some of the food that her parents make! This project, being so broad, allowed our group to share something that felt important to us, and allowed us to be vulnerable with each other as we reminisced about our unique cultural experiences growing up. Among all of the readings and lectures leading up to the final project, I feel like the talk and concert with Virginia Grise deeply resonated with me, and gave me inspiration for what I was going to talk about in the project. With Grise also being from Texas, it was nice to hear her talk about towns/cities that were familiar to me, and share her perspectives and experiences in those towns; it emphasized how Latinidad has no singular definition, but rather a collection of identities and experiences, unique to each individual. This allowed me to think about how Latinidad varies from state-to-state, and thus, come up with the idea for the final project. 

The final exhibit was a powerful event that allowed us to collaborate with our peers, while also learning from one another whether it was from a family recipe, a video presentation, or a podcast viewing. I learned about Argentinian culture by tasting alfajores, learned Ecuadorian culture by tasting Cuy, and learned more about my culture through eating tres leches cake and listening to podcasts. Not only did it inform me of different cultures, the exhibition allowed me to relate to my peers. In particular, “First-Gen Chisme” podcast made me feel not alone in my first-gen journey at Cornell. Coming to a PWI, it is hard to find your community while simultaneously trying to break generational cycles, whether they are in the domain of academics or mental health. Also, the exhibit served as a safe place for individuals of all backgrounds to share their unique thoughts and what is important to them. It was interesting learning about poetry, how Latinx culture relates to the U.S. education curriculum, and the widespread popularity of Latinx music. The Latinx community here at Cornell is small, but it is good to know that we are well connected and support each other. 

Kelly Lannon’s Final Reflection

Throughout this course, we have extensively explored the diverse facets of Latinx experiences, including Urban, Rural, and Cornell Latinx settings. Our focus delved into historical, cultural, and artistic developments within the Latinx community, emphasizing the significance of community building practices. This was paralleled by references to crucial historical and political moments that shaped Latinx cultural life.

For my final project, I chose to prepare alfajores, a traditional Argentine dessert, from scratch. Since baking dishes from my culture already allows me to articulate a deeper connection to my roots, presenting this dish at the class exhibit was a really great moment for me as I was able to share my culture and expertise on the dish with others. The process of making the alfajores was also a symbolic moment for me as the aroma of dulce de leche and baked cornstarch cookies served as a reminder of family gatherings and traditions. I also had the opportunity to bake them with my mother, who used to bake them with her mother which made me feel as though my abuela would be proud of me.

This project resonated with some of the themes we discussed throughout the course, particularly the resilience and adaptability inherent in Latinx communities. References to some of the readings we’ve completed, such as the play “Zoot Suit” by Luis Valdez, shed light on the historical struggles and identity formation within the Latinx community. The struggles depicted in “Zoot Suit” mirrored the resilience and defiance against social injustices, echoing the perseverance of Latinx communities in preserving their cultural identity. “Zoot Suit” also echoed the importance of little things such as outfits, music, and food as ways cultures connect which resonated with my project, showcasing one of the ways I connect with my own culture, especially growing up in the United States.

Additionally, in the book “Exploring Everyday Dirty Work,” I drew parallels between the meticulous effort involved in baking alfajores and the dignity found in oft-overlooked labor. Just as the book emphasizes the importance of everyday tasks, baking these treats highlighted the significance of seemingly mundane activities in preserving cultural traditions.

The project underscored the essential role of cultural representation in fostering unity within the Latinx community. Sharing the narrative behind the alfajores initiated engaging conversations among classmates, allowing for a deeper exploration of diverse cultural experiences within our Latinx community.

Reflecting on the course material, I recognized the potency of food as a means of cultural preservation and expression. The culinary practice of making alfajores echoed the sentiments discussed in class and discussions surrounding everyday tasks. It highlighted how culinary traditions significantly contribute to shaping and preserving Latinx identity and community dynamics.

In conclusion, the experience of baking alfajores encapsulated the essence of community, resilience, and cultural pride we studied in this course. Drawing from the insights of the readings, this project reaffirmed the profound impact of cultural practices, particularly culinary traditions, in shaping Latinx identity and fostering a sense of belonging within our community.

Lizbeth Ortiz Reflection

My project for the exhibit was a monologue, surrounding the hardships of farmworkers. In our Introduction to Latinx Studies course, Professor Castillo discussed the topic of cheap labor. One of the forms of cheap labor involved contract workers working in agriculture, where exploitation runs rampant. For instance, migrant farm workers are forced to endure horrible conditions, without fair wages or treatment. During one of our classes, we were tasked to create a mock debate surrounding the injury of a minor farm worker. Within this exercise, we were assigned as one of the stakeholders in the agriculture industry. I was a neighboring farm worker, and we settled the debate by agreeing to compensate the family and pay for the young boy’s hospital bills. However, the exercise allowed me to reflect on the extremities that farm workers are exposed to and the atrocities that continue to harm migrant contract workers.

In learning about this topic, I remembered how I heard similar stories from family members and family friends, which influenced my decision to pursue the topic,  through a performing arts lens. Having previously performed a monologue on “dirty work” but through the perspective of a cleaning lady, I decided to create another monologue through a farmworker’s perspective. I utilized previous experiences from family members and friends of family to formulate my monologue, hoping to shed light on the impact of immigrants on cheap labor. In reading about people’s experiences as a migrant farm workers, I learned about how many suffered injuries that continue to affect them in their daily lives. Throughout the process, I found similarities in the cleaning lady monologue and the farm worker monologue, where immigrants are given  “dirty jobs” due to low skill, pay, and being a “last resort” job one would ever want to have. The inability to receive assistance exemplifies the current treatment of immigrant farm workers, who live in fear of deportation or facing discrimination.

Along with this, we discussed the effects of labor unions and how Cesar Chavez led the monumental United Farmworkers labor union. During this discussion, Professor Castillo focused on the unfair conditions faced by the workers and the importance of creating solidarity. Within my monologue, I hoped to achieve this in my monologue by building the feeling of community, while acknowledging the challenges that immigrant workers face. Similarly, this discovery made me question the ongoing disparities that are evident in the agricultural workforce and the reasoning behind Americans not wanting to attain a “dirty job”.

Throughout the process of creating my monologue, I found myself uncertain about how to create a story that implements the experiences of the family friends, and family members. During Thanksgiving break, I asked past migrant farm workers and learned of the atrocities that currently impact their lifestyle, demonstrating the government’s disregard for their well-being. In demonstrating the negative effects of agricultural work, I formulated a 3-minute monologue on a form of “dirty work”, from the perspective of a female farmworker and her fellow migrant co-workers facing similar treatment but with different backstories.

Reflection: The Rise of Latin Pop Music

Bella DiPalermo

My final project allowed me to reflect on the enduring impact and growth of the Latinx community in the US and worldwide. In this class, we often discussed the arts and how they have influenced change and served as a symbol of belonging for many adolescents and adults alike. Specifically, seeing one’s community represented and celebrated globally creates a sense of hope and space for people to dream. We see this when watching Spiderman into the Spiderverse, reading Latinx comics, viewing theatrical performances with Latinx representations, and ultimately listening to Latin music. 

Within our class, we often reflected on generational change. My project showcased this well. As a member of Generation Z, I witnessed a massive increase in minority representation despite there still being a long way to go, especially when considering stereotypes portrayed in the media. The artists showcased in my video share how much they value their Latin culture and yearn to share it with the world. They express how it brings joy and especially attaches to emotions. 

Moreover, they speak of the importance of staying loyal to their cultural sounds despite creating English-translated versions of their music. This conversation shows the dynamic of being mixed race and/or having dual citizenship. We have discussed feelings of grief on both ends of the spectrum and feeling loyalty to multiple cultures and races we are a part of. These artists had to finesse their style in a way that would pay homage to numerous places and cultures at once. A critical example of this is Selena Quintanilla-Perez, an artist featured in my video, known as the” Queen of Tejano Music.” She successfully created Tejano music, which combines stylistic elements from Texas, the United States, and Mexico.

My video also features a segment from Jennifer Lopez and Shakira headlining the Super Bowl and an earlier interview. This interview brought me back to our discussion based on the Nueva York audios Tony Schwartz recorded in mid-20th century New York. This is because Lopez’s family is Puerto Rican. In her interview, she talks about how proud her family would be to see her on the stage at the Super Bowl, referencing them all watching as a family when she was younger. Watching a Puerto Rican woman raised in the Bronx proudly hold and dance with the Puerto Rican flag at one of the most significant, most popular events in the United States was heartwarming. The actions in this video are a stark contrast to the poor treatment Puerto Ricans receive in the recordings by Schwartz. By way of the tapes, one learns how Puerto Ricans were silenced by fear of the white gaze and made to feel shame for their loudness, which people had labeled to be an inferior trait. Lopez takes back this narrative in an unforgiving, bold way. 

Overall, my work served as an excellent closure to this class. I have learned so much about the struggles and triumphs of the Latinx community. This project allowed me to look back and appreciate Latinx culture’s many beautiful contributions to this world, music being one of them.

Project Reflection — Hugo Amador

My final project was largely inspired by our class discussions on DACA. I found it quite fascinating how contested the policy’s legality was, and, perhaps, how it reminded me of the practice and controversies of deconstructive theory. Typically, deconstruction is applied within literary theory: a philosophical method of interpreting texts. The theory, originally proposed by Joseph Jacques Derrida in the 1960s, argued that the meaning behind the text and the text itself are dichotomous (often going against a humanist interpretation of texts). But I argue that deconstruction is also evoked in the context of DACA and various other legal policies — both in the interpretation of the language of its arguments and its legal implications.

I argue that this technique is especially significant in the modern day when considering doctrines; when considering DACA, deconstruction allows us to parse through the hidden antinomies of language and expose arguments that undermine themselves. Most of the media we interpreted throughout the semester could be approached through a deconstructive lens — especially regarding how we form and develop our ideologies, consciously or unconsciously, in legal and socio-political discourse. The rhetoric behind DACA, explored in my study of many speeches from politicians and media correspondents, often relies on a present “privilege.” As if to say: Because A came before B then it is inferred that A is superior to B; thus one may argue because DACA’s implementation came before its rescission, then its implementation inherits a privilege over its removal. But Derrida considered the possibility that this may not always be true, and that human beings within a legal and sociological framework naturally jump to these conclusions: many have gone on to argue that policies preceded DACA’s implementation and therefore DACA is inferior in the hierarchy of what is “legal” or “justified.” I further subtly explore the concept of hierarchy of this language/logic with additional valuations: good over evil; beneficial over exploitative; young over old; American over un-American; legal over illegal, to demonstrate that each oppositional hierarchy does not truly exists, but rather that they represent a necessary co-existence with one another. Perhaps the difficulty behind finding a solution to DACA falls within the hierarchy that our language imposes on its legislation. By considering the opposition, and deconstructing it, we are presented to a different vision of legal and moral obligation.

Jossanny’s Final Blog Reflection

My project was about my experience as a first generation Latina in the United States. My group mates and I delved into how it felt growing up in an immigrant household and how it affected our transition into college. We also had a guest speaker that isn’t part of the class and asked about his experience growing up in similar circumstances. This was able to help us see things from a guy’s perspective.
This related to how we talked about citizenship and identity in one part of the class. I had written a discussion post before on how I have a dual citizenship since I was born in the Dominican Republic but acquired a US citizenship. The fact that I have a dual citizenship makes me see things from a different perspective than other people. It also means that I grew up with immigrant parents who didn’t know how the US college system works or how important mental health is to one’s being.
I was the first one among my siblings to go away for college away from my parents, and this fact alone made me pretty scared. There was no one who was going to help me and guide me anymore, I had to figure out things by myself. This is something that usually happens when you are a first generation college student. You don’t have your parents helping you how to go through the college process, since they themselves don’t know how it works. I was lucky enough to have my older sister and college counselor help me through the application process, but once I went to college, I was by myself.
This new-found independence was not only scary, but necessary for me to grow as an individual. I had to finally learn to be by myself. This made me relate to Randall’s autobiographical essay, which we talked about in class. In one of my discussions, I talked about Randall questioning the difference of wanting to quit or wanting to go home. Randall felt like an outcast because there was no one who related to him, and overall had a low mental health. I felt like this once I entered college, and growing up in a Hispanic household meant that I didn’t really know how to deal with my mental health.
Once I was alone in college, I was able to learn the importance of mental health, and it made me realize how growing up in an immigrant household meant mental health was really disregarded by people. In the podcast, I talk about how I hate crying due to how I was ridiculed growing up for it. Overall mental health is not talked about enough within the Latino community, and we made sure to emphasize this in our podcast.
This podcast was a great experience because I was able to see differences and similarities in other Hispanics through their stories. I was able to talk about my difficulties and give advice to incoming students. I would love doing another project like this in the future in which we were able to talk about things that not only relate to the course but relate to our identity.

Reflection on Make Way for Latinx in Media – Maribel Alley

My final project, “Make Way for Latinx in Media: We’re Here to Stay!”, is about the representation we find in media surrounding the Latinx community. Growing up I never got the chance to see myself in media. Recently, I noticed that there were more Latinx actors and characters in the media I watched. That’s when the idea of doing a project showcasing how far media has come regarding representation came to mind. I began talking about it with my friend Daniela and we decided to work together. Our video is not meant to tell you what you should or should not watch. It is just to point out the small details of representation we have seen in these shows and movies. 

My final project relates to what we talked about in class because it explores the idea of identity. Our project is based on the identity of these characters and ourselves and how they compare. Often we see what white directors envision a person of color’s experience is without ever consulting an actual Hispanic. As a result, the media became oversaturated with harmful stereotypes of Hispanics being gangsters, hypersexual, and aggressive. In these pieces of media, we see a common theme of family. I remember always being told that my family comes first. Many of these characters like Wednesday Addams, Miles Morales, and Jaime Reyes put family first. Our video explores how the cultural identity of these characters and their actors is expressed. The representation in these shows was not thrown in my face or made the characters only personalities. It came in the shape of Wednesday listening to “La Llorona”, from Miles being told his future comes from the sacrifices of his ancestors, and from Jaime having a shrine for La Rosa De Guadalupe. I also saw how Iñaki Godoy shows his pride in being Mexican. He doesn’t shy away from his culture and even celebrates Cinco De Mayo with his fellow castmates and brings them along to try Mexican food. 

Another way my final project relates to this class is that we had an entire lesson on Miles Morales being the first Afro-Latino Spider-Man. We watched a video where a YouTuber went around the map of Mile Morales’s home in Marvel’s Spider-Man: Miles Morales video game. The mention of Rio Morales making tamales and speaking Spanish on the phone felt like my everyday life. It was something that I could relate to. We also talked about the difference between Miguel O’Hara in the comics versus in the movie. Miguel is an Irish-Mexican however, his ethnicity is never mentioned in the comics at all. Miguel being part Mexican wasn’t important at all. Yet in the movie, we can see a clear difference. Miguel has a much darker skin tone and is more open about his ethnicity. He mumbles Spanish curses under his breath and everyone knows his favorite food is empanadas. I hope that the media continues to work on properly representing Hispanics and incorporating them into their cast. 

Final Reflection

Ellen Foreman

My soundscape, Soundscapes on Mi Vida, is an audio project that centers around the way that people from different Latin American cultures perceive their own culture through sound. While we were discussing the concept of the sonic color line, I came up with this idea for a project because I realized that when we think about a person, we sometimes don’t just think about the way they look, but the way their voice sounds. I thought it would be interesting to apply this idea more broadly, to cultures in general. For this project, I performed and arranged three popular folk songs for the piano and added a background layer of ambient sound and a foreground layer of poetry recitations.

The first selection is based on the Puerto Rican folk song Si me dan pasteles. While we were watching the video with the gamer showing us around Miles Morales’ house, I was fascinated by how the developers managed to incorporate so many visual aspects of his culture, from food to decorations. This selection makes use of many natural sounds, including the song of the coquí. The next selection is about Panama, which we didn’t discuss much in class, but I found that the folk song El Tambor de la Alegría was very charming. I decided that it would be interesting to actually use voices from Panama for the background layer audio, after thinking back on how much meaning the simple conversations that we listened to featuring Puerto Ricans and landlords held. Finally, for the last selection, I focused on Gracias la a Vida, a song by Chilean folk singer and activist Violeta Parra. Since we held a few discussions on social justice throughout this semester, I thought it would be appropriate to include her work on this piece as well.

For the poetry portion of this project, I was heavily inspired by the Afterlife of Illegality by Alan Pelaez Lopez. In a way, my project is structured the same as this work – it moves abruptly from section to section, and, just as the Afterlife of Illegality has poetry written in different shapes, sometimes upside down, sometimes in different languages, my poetry features several cadences so that the poetry can work more smoothly with the folk songs being performed. After considering what we had discussed in our conversations about platicás, I realized that it was important for my poetry to be as simple as possible in order to convey emotions but still let the music make the statement. Sometimes, I incorporated the words of the folk song into the poetry, but I was also inspired by the work of poets from the respective countries.

Overall, this project is meant to showcase the optimistic outlook of Latin American artists – we look forward, dream gloriously, and aim to break generational cycles of hardship and grief that have affected our brothers and sisters throughout the world.

Final Blog/Reflection

Guillermo Reynoso

The many themes and topics covered in Introduction to Latinx Studies prompted a curiosity that led to my final project being a family biography focused on my parent’s migration story and the complex, interconnected issues that influenced and shaped their migration story and ultimate outcome. Very early on, focusing on general Latinx history and culture initiated a recurring process of putting myself in these themes as a way of self-analyzing myself and my own history. The topic that interested me the most was and what ultimately led to my final project was the discussion of immigration and the idea of understanding where one’s roots came from in a couple of class lectures. Through participation in partner discussions, I better understood the complex and breadth of Latinx roots and journeys those Latinx members have either historically or personally experienced. Through these community building practices, learning about my fellow classmates’ stories and those of their parent’s regarding migration, I found that I lacked understanding of my own history and the migration story of my parent’s. The topic of immigration was introduced through relying on political and historical points that affected our Latinx community. For example, my interest actually began with the Treaty of Guadalupe discussion held in lecture. Within this lecture, the idea of citizenship and who is bestowed that label is not only a personal one but one that transcends borders. The theme of citizenship is one that sparked debate not only in our class but also within my own ideals. Citizenship is usually constricted to one’s birthplace rather than where one grew up, spent most time, or simply identifies closer to. More importantly, citizenship is what drove my parent’s decision to migrate. My parents did not migrate to live the ‘American Dream’ and raise a family in the U.S. but rather they migrated to ensure their children were U.S. citizens and could reap the benefits of being a U.S. citizen. The opportunities they ensured for me, thanks to their decision to migrate, came from a wish for their child to have more options than what Mexican citizens have to better their life. Therefore, I wanted my own project to rely on specific important events and policies that had a definite and direct impact on my parents’ decision to migrate. Another theme that played a factor was the transnational aspect of the story. As I mentioned previously, policies are extremely important in understanding my parent’s decision making to migrate because policies may have direct and indirect implications that shape the decision making of individuals like my parents. Therefore, I learned that it is vital to focus not only on the state of Mexico but also the U.S. policies and agreements with Mexico that may have influenced and shaped my parents’ migration story. While investigating my parent’s migration story, I found a counter narrative that contradicts the typical ‘American dream.’ As I mentioned before, my parent’s did not wish to follow the path of completely emigrating and living in the U.S. but rather use migration as an economic tool while ensuring U.S. citizenship to their child in order to increase their future opportunities. This counter narrative completely shattered my identity, which is another theme in the class. I assumed I was a product of the movement of migrants wishing to live the ‘American Dream’ and assumed my role as a typical first generation, son of immigrants. However, after understanding my parent’s true intentions, I find myself liberated from the constrictions of the ‘American Dream.’ I do not have to label myself in any way regardless of my history or my parent’s decision making in the past. I am who I decide to be.

Melissa’s Final Reflection

Throughout the semester we discussed various topics and themes but the main thing that stayed consistent throughout the semester was the open discussions we had during class. Professor Castillo consistently invited students in the class to share their opinions and express themselves. From early in the semester, a platform where students could share their opinions was established. Hearing my peers express themselves throughout the semester I realized many of us share similar experiences and identities. Many students in the class identified as first-generation, Latino, and bilingual. As a result, many of us share similar experiences and feelings regarding our identity and position here at Cornell. Oftentimes I found myself relating to my peers as they shared their experiences. 

Upon deciding what project I wanted to complete I knew I wanted it to be something that reflected my identity. I also wanted to create something that my peers could relate to and connect with. Now that the project has been completed and presented I can’t imagine any other way I could have accomplished this goal. Not only does the completed project maintain the platform that Professor Castillo extended to us but it amplifies the platform. In our podcast, my peers and I were able to express ourselves openly in a way that reaches our peers and is now open to a much greater audience. Most importantly, the podcast is an embodiment of our Latino identity and the trials and tribulations that arise from being first-generation Latinas. 

We designed the podcast knowing that women like ourselves, who share our identity would be listening. Thus, our goal was to create something our peers could relate to, understand, and connect with. Our approach to accomplish this was to be open and honest with our audience about the experiences we’ve had as first-generation Latina women. In the podcast we talk about mental health in Latino culture, transitioning to Cornell as first-generation Latina women, and leave our listeners with pieces of advice. Being first-generation, it’s oftentimes difficult to find people who understand these new experiences, thus it was important to us to allow our fellow peers many of whom share the same or similar experiences to connect with us. As we recorded the episodes, we found ourselves being vulnerable with our audience in sharing our stories.

Completing this project allowed myself and my peers to express ourselves in a way we never had before. If the class and professors had not extended a platform to the students I wouldn’t have been inspired to use this platform to share an important part of my identity, especially at Cornell.  I’d also like to add that completing this project allowed me to connect further with my peers. I am thankful for the opportunity to have created this project and hope my peers can connect with us through the podcast as I did listening to my peers speak in class throughout the semester. I leave the class knowing there is a community of Latinos I can turn to at Cornell. 

Final Blog Reflection- Ximena Toxqui

The objective behind my groups and I final project was to show off the cultural differences between our origins and where we grew up in our Latino communities. We each defined Latinidad differently but after our group project, we realized how it came together and showcased what it means to be different yet the same.

For our group project, we compared and contrasted our Latino backgrounds by sharing similarities and differences being from different regions within the states. We wanted to focus more on specific aspects such as the neighborhoods we grew up in, the foods our family made, and the different education systems we experienced for our main topics of discussion. Since we are from three large states we want to narrow it down to where we can truly see the differences and similarities without being very broad. I am from a city called El Monte in Los Angeles, CA, Anthony is from Pasadena in Houston, Texas, and Elizabeth is from Brooklyn, New York. This leads to the title of our project, “From Coast to Coast and Cultural Crossroads”.

Throughout our project, we were able to see the similarities and comparities between our demographics. For instance, for education, I went to a predominantly Mexican and Minority Enrollment high school with a percentage of 99%. Anthony also went to a mostly Hispanic and Minority Enrollment high school but he didn’t have as high a percentage as me and the next percent of race for his school was white. On the other hand, Elizabeth had 41% of Black students in her school while also having a high Minority Enrollment and 52% Hispanic population. As we compared our demographics I would say that their schools had more diversity than mine. They had half Hispanic and half White or half Hispanic and half Black. I found this very interesting because I always grew up going to school with everyone looking like me. My city is predominantly Mexican and most of southern California is made up of Chicanos/Mexicans so I rarely met otherwise.

Our project along with the course, delves into the Latino demographics and the Cornell Latinx experience. Coming to Cornell opened my eyes to the knowledge of everyone’s background. As mentioned before, I grew up going to school with the majority of Mexicans so when I got here it was very interesting getting to know others’ backgrounds and culture. The discussions in the class and readings put into perspective the way I got to understand people’s backgrounds, including my own. I was able to then incorporate some of the past topics in this course such as the Treaty of Guadalupe Hidalgo (1848), East LA walkouts 1968 and 1970 Chicano moratorium; “Plan de Santa Barbara” and “Plan spiritual de Aztlá, and NYC immigrants today: “Why so many immigrants are coming to New York”. Relating these topics just made sense for our projects because it allowed us to have a deeper understanding of each other’s cultures as well as create a story sharing our diverse perspectives.

Reflection on Make Way for Latinx in Media

Daniela Arredondo-Sanchez 

The motivation behind selecting this theme for my project stemmed from a deep consideration of the concept of representation. Even now, articulating a definitive vision of what representation should embody proves challenging, as it requires avoiding the perpetuation of existing stereotypes or the introduction of new ones. My partner and I embarked on an exploration of the diaspora within contemporary shows and films that have begun to feature Latino representation or have offered glimpses of it.

 Our initial focus involved delving into and scrutinizing instances of representation that we categorized as “negative” due to their reinforcement and propagation of stereotypes related to Latinos. However, as our research unfolded, we observed how these stereotypes not only negatively portrayed a singular “Latino” identity but also generalized across diverse ethnicities within the community. We came across the depiction of Latinas as “toxica,” characterized by labels implying both “eccentric” and “flirtatious,” involving traits such as controlling tendencies, and, the use of violence for control, partner manipulation, and the normalization of jealousy. While acknowledging the importance of showcasing familial bonds, we noted the restrictive nature of these portrayals when they became the sole lens through which Latino characters were depicted. The prevalent association of Latino characters with criminality, gangster personas, or issues like drug abuse and alcoholism became evident—representations that had permeated my upbringing and shaped my early perceptions of Latino identity.

Subsequently, we sought positive representations, identifying recurring themes such as the exploration of mixed identity exemplified in the Spider-Verse movies, the nuanced portrayal of characters in Wednesday that avoids reducing one’s ethnicity to their entire personality, the presence of a DC Mexican superhero in Blue Beetle, and the significance of having a Latino creator ensuring an authentic depiction of a Mexican family. Witnessing these instances was particularly poignant for me, as I finally saw aspects of my own identity reflected on the big screen. Furthermore, the actor’s acknowledgment of the profound meaning behind his role and the impact he aspires to have on his community added an extra layer of significance to the experience.

Nevertheless, this project has underscored the realization that, despite some progress, there remains a considerable amount of work to be done. It has become apparent that shining a spotlight on other ethnicities is equally crucial, especially given the tendency to generalize all Latinos as Mexican, with Mexican culture often dominating perceptions. As a Mexican myself, I recognize that this not only marginalizes other Latino ethnicities but also contributes to the formation of a limiting and inaccurate overarching idea.Furthermore, our investigation highlighted another critical aspect of representation within the Latino community – the striking absence of queer Latinos in mainstream media, often compounded by stereotypical portrayals that relegate them to comedic roles. This form of representation is exceptionally vital, considering that discussions about queerness are often less prominent within Latino spaces. Initiating conversations on this front can serve as a crucial step toward providing much-needed visibility and support, particularly for young individuals. Overall, this journey into the complexities of Latino representation in media has been profoundly enlightening for me. It has unveiled both the progress we’ve made and the glaring gaps that demand our attention.

Conversations on Community

Ivan Preciado

Creating a podcast episode provided an incredible opportunity to delve into the lived experiences and perspectives of individuals within the Latino community. Through conversations with my friends, the podcast became a platform to explore the multifaceted nature of identity, community, and the intricate ties that bind individuals to their cultural roots. I wanted to have a semi-moderated plática where everyone involved would be willing to be vulnerable and look within for what made their community different from other latino cultures. 

My friends and I have had many conversations throughout the years we have spent at Cornell, but this was the first time we began with a topic in mind. I wanted to create a platica because, similar to Fierros and Bernal,¹ I grew up platicando with my family and they are some of the most memorable experiences I have. One of the pivotal aspects that surfaced during these discussions was the richness and diversity within the Latino community itself. Each friend brought forth a unique narrative, reflecting the mosaic of traditions and customs that define Latino culture. This diversity underscored the overarching theme of unity in diversity within Latino communities, a concept I had encountered in my studies but now experienced firsthand through personal accounts. Despite not sharing many practices, my friends and I all feel connected with our shared Latinidad. I wonder if this shared sense of community is most prevalent in the United States because when we each visit our respective countries we feel more connected with other people from the same country. It is an interesting concept to consider and one of the reasons why I chose to take this course. 

Moreover, the podcast shed light on the significance of community ties in preserving cultural heritage. My friends expressed a profound sense of connection to their roots, emphasizing the importance of familial traditions, language, and cultural celebrations in shaping their identities. This echoed the discussions we had in class regarding the resilience of cultural practices across generations and the role they play in fostering a sense of belonging

Conversely, the conversations also illuminated the challenges faced by individuals navigating the intersection of multiple cultures. My friends shared stories of straddling different cultural norms and the ongoing negotiation of identity in the United States. I realized that for me, speaking Spanish is a very important factor when it comes to preserving my heritage and connection to my culture. I learned that this is not the case for everyone and for those who are not connected through language use other means to stay connected. 

Overall, creating this podcast episode not only allowed me to witness the breadth of experiences within the Latino community but also reinforced the key concepts and themes learned throughout the Latino Studies course. It brought to life the theories and discussions, grounding them in personal narratives that exemplify the richness of Latino culture. This project was a testament to the power of pláticas in understanding and appreciating the complexities of cultural identity and community.

In conclusion, this podcast project served as a bridge between academic knowledge and lived experiences, offering a deeper understanding of the multifaceted nature of Latino identity and culture. It emphasized the importance of preserving and celebrating cultural heritage while acknowledging the evolving and adaptive nature of cultural identities in contemporary society.

1. Cindy O. Fierros and Dolores Delgado Bernal, “Vamos a Platicar: The Contours of Pláticas as Chicana/Latina Feminist Methodology.” The Journal of Mujeres Activas en Letras y Cambio Social 15, no. 2 (2016): 98.

Kendra’s final reflection

Students in the class were given a very significant question at the beginning of the semester—a topic that most Cornell professors are reluctant to pose. What brought you to this class? What do you want to take away from the course? For me, it mattered that Professor Carol and Castillo showed genuine curiosity and enthusiasm in the responses from students. Afro Latinx history, identity, immigration, labor, and the struggles minorities confront in America are just a few of the topics that many students, including me, brought up in class.

As an Afro Latina (Garifuna) woman, I was inspired to do my final project and conduct more research on afro latinidad, different Afrodecentant groups across Latin America and the Caribbean Diaspora. The Caribbean can be defined through culture, history, and demography, however, many people only focus on Geography. In the 16th century, many enslaved Africans were forced to the Caribbean Islands. Many were taken to Jamaica, Dominican Republic, St. Vincent, and all the other Caribbean Islands. From the Caribbean, many of them were shipped off to different countries for free labor. Some were sent to Panama, Brazil, Colombia, etc. The enslavement of these African people is what forced many of them to create their Maroon communities.

Maroons are descendants of Africans who established settlements in the Americas to avoid slavery. They frequently intermarried with indigenous peoples, eventually separating into distinct creole cultures. Quilombos, Palenqueros, and Garifuna, are examples of how the Caribbean can be defined through culture in addition to being different Afrodecendant groups in Latin America. Quilombos are maroons of Brazil who escaped slavery. The quilombo diet is

organic, gluten-free, and lactose-free. Columbian Palenqueros is another group of maroons who created their own community in Columbia. Their food contains plantains, beans, corn, and many other essentials used in the Caribbean to create essential meals. They speak a Spanish-based “Creola language called ‘Palenquero’ influenced by the Kikongo language of Congo and Angola and Portuguese” (Romeo 2007). Garifunas are Africans who were brought to St. Vincent in 163. Either ship-wrecked or escaped from the Caribbean islands of Barbados, St. Lucia, and Grenada and intermarried with local populations of Arawaks and Caribs), immigrants from South America, to become known as Garifunas or Black Caribs. They lived peacefully alongside French settlers who reached St. Vincent Exiled by British troops in 1796 and eventually shipped off to Roatan, one of the Honduras Bay Islands. Garifuna culture combines Caribbean fishing and farming traditions with a mixture of South American and African music, dance, and spirituality. Garifuna food and drink combine native Central American crops and African staples, including fish, chicken, cassava, bananas, and plantains. Many countries in the Caribbean also make their traditional dishes with these crops. This further explains how the Caribbean can be defined in multiple ways; geographically, culturally, and historically. In addition, it shows that no matter where we go, we will always take our culture, heritage and embrace it. All in all, I had an enjoyable experience learning more about the various Afro-descendant groups that exist throughout Latin America and their historical journeys. Teaching my classmates and group members about my Garifuna culture was also very important to me.

Citations:

1. Romero, S. (2007, October 18). A language, not quite Spanish, with African echoes. The New York Times. Retrieved December 1, 2022, from https://www.nytimes.com/2007/10/18/world/americas/18colombia.html

Final Reflection

Michelle Sanchez Patino 

Throughout the entirety of LSP 2100 we have been discussing many different aspects of Latino existence in the United States. Through different historical and cultural perspectives we’ve seen how Latino history can be missed or warped depending on where you are. I think that one of the main themes of this course is exploring the differences within our community, and celebrating them while also celebrating the things that connect us. With my essay on multilingualism specifically focusing on my personal experience I’m exploring this theme. Language is such a big part of our culture and can be something that divides our community. There are some people that believe that knowing Spanish, perfectly at that, is very important in latinidad and there are others who think the opposite. With the research that I’ve done on bilingualism it doesn’t really matter which ‘side’ of the ‘argument’ you’re on because truly there is no such thing as a ‘perfect’ bilingual. As I stay in my essay, I grew up speaking both English and Spanish. The importance of knowing Spanish has always been ingrained in me. This idea of language is something that I hope to carry on to future generations but it’s not necessarily necessary for all Latinos in the United States. This difference is something that should be celebrated in our community; Language is a part of our culture but it isn’t our culture entirely. I think that another thing that we talked about in class and can be seen in my essay is the idea of Pláticas. In class we saw that everyone had a slightly different interpretation of pláticas but at the end of the day it all came down to being a space where we felt comfortable to converse. Pláticas play different roles in my life depending on the seriousness of the plática. Whenever someone, my mom mostly, says vamos a platicar usually it is about something serious, but there are also times when it is something very light- hearted. In my essay I talk about something that me and my family frequently do, which is sit around our table and talk eventually leading to games. The games we play are always about testing my Spanish knowledge and even sometimes testing my parents’ English knowledge. The conversation to game transition is a perfect example of how pláticas are meant to evolve. I think back to our classrooms’ platica on our names. At first it was a little hard to get people to participate but eventually when the conversation evolved from a conversation with the 5ish people at the front of the room to a full out classroom conversation it became fun. Overall I really enjoyed this class. I was able to revisit history that I knew and learn about history that I didn’t. I was able to combine my fascination /knowledge of social linguistics with ideas that affect Latinos in the US. As a Latina in the US I’ve always taken pride in my culture and it was enriching to see that like mindedness in others. 

Brandon’s Final Reflection

Introduction to Latinx Studies was a beautiful class to be a part of. Looking back I really appreciated the different kinds of writing we covered throughout the class from the Miles Morales essay to talking about immigration. I also enjoyed the many things we did in class outside of the readings we did, like when we did the acting activity where we tried to be different kinds of groups about a kid being hurt in a farming accident or when we all talked in a platicar about how our names came to be. I also enjoyed the conversation we had with special guests like Virginia grise where we were able to learn more about her perspective on theater and what motivates her to continue her work. Overall I am very pleased with the community that we built in the class it felt like even though we all came from different spaces around the world as people of Latinx we were able to connect on a deeper level as a community not just through weekly discussions but also by talking about problems around the world that affect us as people of Latinx. I’ve always been someone who’s been in touch with my emotions and one of the ways that I was able to express myself was through writing and poetry. My inspiration behind my poem for the project was based on a day in high school. In high school, I’ve definitely experienced moments where I was not having the best day and all I really needed was empathy from those closest to me. Similarly when thinking about this poem I had that in mind. What can start off as a regular mundane day where you already feel horrible can easily become even more heartbreaking when all you need is to feel heard and understood. As I expressed in the poem the girl was having a regular day but her mental state is already at an all-time low. And sometimes when we feel like this we turn towards our best friend. In the poem, the girl tries to reach out to her best friend and be in her presence but it all turns for the worse when she annoys him unintentionally. This causes him to distance himself from her even after she tries to make amends. In the end, the girl feels crushed because all she really needs is his support to make everything feel more stable in her mind. I really liked how my classmates contributed to the project. Like the food more specifically the empanadas, Morir Soñando, and the cake from Wegmans. I also really liked the different kinds of writing pieces my classmates created from zines to a book about food and culture. Additionally I  liked how creative some of my classmates were within their collaboration, in particular, this one group based their project on how the three of them were raised differently but since they’re all latinx when they come together they can compare how their environment shaped their upbringings.

Nithya’s Reflection

My final project for this class was a children’s book that explored different Latine cultures through the lens of food. The three foods that are explored are from Mexican, Puerto Rican, and Chilean culture; although I could not represent more cultural dishes, the goal was to make readers (regardless of their age despite the medium being a children’s style book) see themselves and their favorite food in the book. I tried to research what some of the most important ingredients were for each of the dishes so that people who may not know the dish could imagine what it is better. This project was a lot of fun for me to make because I got to be creative with how I formatted and presented all of the information. I made a children’s book because they usually consist of many illustrations, and my favorite way to convey information is through illustration. I enjoyed making all of the art for the book and think the story is easy to follow and hopefully enjoyable for all age groups.

I enjoyed this class very much and love the community that was fostered throughout the semester. My favorite class was the one where we watched the SpiderMan gameplay video and read someone’s essay on SpiderMan: Into the Spiderverse. Not only is the Spiderverse franchise one of my favorites, but I was also invested in the conversations about representation in media that came up. Representation has always been a very important issue to be and I’m a firm believer that everyone should be able to see people similar to them be successful. I would have loved if I was able to see myself more in the shows I watched as a child. Thankfully, positive representation in media has been at an all time high and I hope to see it grow. I tried implementing this into my book as well; I made Camila, the protagonist, a dark skinned girl because, unfortunately, people of lighter complexions tend to dominate main roles in media. The first neighbor that Camila meets is light skinned, because Latine people come in many shades.

Overall, this has been a very enjoyable and enriching course, and I’ll carry these lessons with me for the rest of my journey.

Elizabeth Lara-Rivera Reflection

The motivation behind our group project was rooted in the desire to highlight the diversity within the Latino experience, emphasizing that there is no singular definition of Latinidad. To manifest this idea, my close friends, Anthony and Ximena, and I collaborated, each hailing from distinct major cities—Pasadena, Los Angeles, and New York. Our objective was to unveil the contrasts in foods, education, and neighborhoods, offering our classmates an authentic glimpse into our lives and unveiling the intricacies of being from a Hispanic and Latino background. Our collaboration was a journey into vulnerability, allowing us to share stories about our favorite foods and reminisce about unique cultural experiences. One memorable moment was centered on the cautionary tale of waiting for the sopa de fideo to cool down to avoid a tongue discomfort that would linger throughout the day. These shared memories, often laced with laughter, were revelations that might never have been unearthed without the medium of our project.

This project with our course, which delved into Latino demographics and Puerto Rican voices, struck a personal chord with me due to my Puerto Rican heritage. The exploration of Puerto Rican migration to New York was particularly enlightening, unveiling historical aspects such as available job opportunities and the push and pull factors influencing migration patterns. A highlight of our course was the insightful session with guest speaker Virginia Grise, who shared her community project—a narrative to our Cultural Crossroads presentation. Engaging in dialogue with her allowed us to acquire different perspectives and deepen our understanding of community storytelling. The culmination of our learning experience was the final project, which echoed the course’s overarching goal of encouraging collaborative storytelling and sharing diverse perspectives. This project mirrored our exploration of Latinx identity and history in the United States, providing a platform to collectively articulate our narratives.

Group presentations, as observed in my classmates’ projects, had a comprehensive learning experience. The final project, aligns with the class’s cumulative learning objective, encouraging students to collaboratively share diverse narratives and perspectives, mirroring the course’s exploration of Latinx identity and history in the United States. I thoroughly enjoyed my classmates’ projects on personal topics that resonated with their individual experiences because they brought a rich tapestry of diverse perspectives into the learning environment. Exploring personal narratives allowed for a deeper connection to the subject matter, fostering a more profound understanding of the material. Through these presentations, I gained insights into the unique cultural backgrounds, challenges, and triumphs of my peers, broadening my appreciation for the complexity of their stories. Witnessing their passion and commitment to their chosen topics sparked meaningful discussions, and I found that personal narratives enhanced my comprehension of broader concepts covered in the course. Group presentations offer a holistic learning experience by promoting collaboration, communication, and critical thinking. Through this collaborative process, participants develop research and organizational skills, honing their ability to synthesize information. Moreover, the diversity of perspectives within a group stimulates dynamic discussions, encouraging individuals to challenge assumptions and broaden their worldviews. 

HOW DOES MACHISMO RELATE TO FEMINISM AND LATINX CULTURE TODAY?

Ixtati Cabrera Reflection

For the final project, I created a podcast with two interviews and discussed how music portrays certain aspects of Latino culture. In the podcast, the discussion focused on machismo culture and feminism within the Latino community. The interviewees discussed what machismo means to them and how they experienced it. Throughout the podcast, the interviewees also analyzed how Machismo values in Reggaetón style music are portrayed. The podcast also explored how the ideas presented in Reggaetón style music may influence generations to come and Latino culture.

The lyrics especially showed extreme sexism and overtly sexualized females. Not all Reggaeton music is as overtly machismo as the one I played earlier. Rosio mentions how there are women artists in this genre that are combatting machismo. Reggaeton predominantly sexualizes and validates machismo. However, women artists and popular artists are shifting ideas portrayed in the genre. Popular artist Bad Bunny has used his role/status to combat machismo norms in Reggaeton music. Reggaeton music is changing what ideas are portrayed. 

I was interested in creating an open environment similar to Virginia Grise’s platicas, where we could discuss the interviewees’ experiences. The aspect of citizenship was also very prominent in the podcast. The people who were immigrants brought a culture that was a lot more traditional such as machismo. The family of immigrants brought machismo values and heavily instilled it onto their children. Through the interview, I was able to see how some of the traditional values changed through the generations. For example, I did not experience my father being machismo although my mother experienced it. Another aspect of the class that I wanted to integrate was analyzing art. During class, we analyzed images and paintings as well as fashion with the Zoot Suits. In this instance, I used a musical lens to dissect music, a significant cultural element within the Latino community. The podcast explored how the sounds, lyrics, music videos, and dance styles within Latino music collectively contribute to the vibrant tapestry of Latino culture.

Reflecting on the project I was able to dive deeper into my Latino culture and how it has influenced my values. Overall I enjoyed the class. It was different from my other Latino course as this one was more discussion-based rather than lectures. This interactive format allowed for a more personalized engagement with the material, enabling the integration of personal experiences into the academic discourse. Throughout the discussions, I greatly reflected on my experiences and was able to bring them into perspective with the readings. I also appreciate the freedom that was given for the final project. I was able to be creative and incorporate my skills and passion for editing for the project as opposed to just writing an essay(which is not my strong suit). The freedom of the final project also allowed me to discuss a topic that was important to me, feminism. Although we did not specifically talk about feminism, the topic connects back to the idea of culture and how one’s upbringing influences moral principles. 

LantinX reflection

Johntu Reed

As the semester ends, my final project for Latinx class has taken on a deeper meaning than just a culinary endeavor. It has become a delicious exploration of Latinidad, incorporating various issues, materials, and topics that we have discussed throughout the course. For my project, I decided to embark on the sweet journey of creating a Tres Leches Cake, which is not only a special cake in my family but also a dessert that represents the complex layers of Latinx identity.  This dessert represents the fusion of diverse cultural influences within Latinidad, just like our class discussions on heritage, language, and belonging. Perfecting the texture and flavor of a cake can be a challenging task that requires patience and adaptability, much like overcoming obstacles. As I worked on this project, I couldn’t help but notice the resilience ingrained in Latinx communities. This experience has deepened my understanding of the strength and determination that are a part of Latinx culture, a theme that was frequently discussed in our class. Like the time in class when I had to listen to recordings of a guy’s life moving from Puerto Rico to NYC. In the recording, I listened to he was talking about how back in his homeland he was a very innocent guy, he never drank or smoked, and he was a very nice person. But as soon as he moved to NYC he had to adapt to the culture and the harsh conditions in NYC and turned into the person he never meant to be. When I shared the tres leches cake with others, it had a greater impact on my project. It sparked joy and conversations that highlighted the power of food as a cultural bridge. This experience made me realize the importance of fostering connections and raising awareness about Latinx culture, even through seemingly simple acts like sharing a slice of cake. I am excited to continue exploring and celebrating Latinx culture after completing my tres leches cake project. Our class has ignited my curiosity to delve deeper into various aspects of this diverse culture and gain a more comprehensive understanding of the Latinx experience. This final reflection not only encapsulates my culinary journey of making tres leches cake but also reflects my broader exploration of Latinx culture. I draw similarities between the complex layers of challenges faced by Latinx migrants and the intricate layers of the tres leches cake. The three milks soaking into the sponge represent the interplay of historical, political, and economic factors that influence migration patterns. Similarly, Latinx individuals absorb the impacts of policies, politics, and societal attitudes that shape their migration experiences, much like the cake absorbs the milk. Chotiner’s article acted as a catalyst for exploring the motivations behind migration and unraveling the politics, policies, and messaging surrounding the current crisis. I am grateful for the chance to combine my love for cooking with the knowledge gained from our Latinx course. This reflection has been a valuable exercise in connecting theory with practical application, which has helped me gain a deeper understanding of Latinx issues. Thank you for your guidance and support throughout the semester.

Johntu Reed

Rafael Montán Final Reflection – Movimientos Zine

My zine, “Movimentos: Anti-Colonial Struggles in Latine History” was created with the intention of synthesizing some of the readings and topics that we discussed in class. Specifically, I examined the Puerto Rican independence movement and the Chicanx student movements from an anti-colonial perspective. I would say that my work most closely relates to our studies on the Young Lords, the Chicanx student movements, and the “afterlife of illegality” reading from Alan Pelaez Lopez.

Though we did not discuss the broad Puerto Rican independence movement in class, we did go over the Young Lords, a group that I also wrote about in my zine. The activism of the Young Lords was particularly inspiring for me, and watching Millie and the Lords opened my eyes to the work of this organization. Coming into this class, I would’ve liked to say that I knew a lot about Puerto Rican history, but I could not believe that there was a Puerto Rican equivalent of the Black Panthers. Being able to further research the work of the Young Lords and their ties to the broader Puerto Rican independence movement was a great opportunity.

I would say that our studies of the Chicanx student movements were what was most drawn upon in my zine. I discussed the Plan of Aztlán, the Plan of Santa Barbara, Chicanx culture, the Treaty of Guadalupe Hidalgo, and other ideas from that mini-unit. The combination of these concepts and stories added to the pro-liberation, anti-colonial narrative I was attempting to create with my zine. The idea of self-determination for a people is something that I found to be threaded along each of these smaller subsects of the larger mini-unit, and I tried to emphasize this throughout my project. Though not precisely anti-colonial, I would argue that it falls into that same category, and I particularly wanted to cover it because of the role of students. The East LA walkouts and the Plan of Santa Barbara manifesto are particularly inspiring to me, and I can see how actions/movements like these have influenced other movements. I give a little aside at the end of the zine about the activism here at Cornell, something that I have personally studied for my organization, and I would contend that the Chicanx student movements inspired the movements that Ithaca has seen over the years, namely the 1993 Day Hall Takeover.

The other major course material that relates to my final project was the Pelaez Lopez poem: “the afterlife of illegality.” Before settling on this topic for my project, I was considering doing something about my family and migration patterns. However, our discussion of Pelaez Lopez’s poem and getting to write my poem in that same style pushed me to choose anti-colonialism as a topic for the project. I was so inspired that I wanted to include a poem of my own to close the zine, which is on the back cover. Colonialism has drastic effects on the person, and Pelaez Lopez’s poem beautifully encapsulates that feeling of not belonging while also trying to remain hopeful. With my poem, I tried to do the same, especially that latter part.

A zine on anti-colonialism also is very salient today. Struggles continue to this day, and I hoped that my examination of two major struggles could further that important conversation. Researching for this project has proved to me that standing against oppression and fighting for yourself has been a long part of our Latine history. This semester, we discussed in many ways how Latines have done this, and their struggles are what ultimately inspired me to create this zine. They’ve taught me that the fight is not yet over, and I hope that I can carry the torch forward. However, it is imperative that I and no one else lose hope: that we continue to “dream gloriously.”

Reflection

Aaron Flores

For our final project, I teamed up with Saleen De La Cruz to create an art piece and a video about resistance against recent gentrification through prideful Latinidad in The Bronx and East Los Angeles. To create our art piece, we explored our respective neighborhoods (The Bronx for me and East LA for Saleen) and took numerous pictures. We captured images of the ongoing gentrification while also documenting instances of Latinidad, including murals, art installations, businesses, and more. We then printed the images related to Latinidad, cut them out, and pasted them onto large block letters in a collage style to spell out ‘L-A-T-I-N-I-D-A-D.’ We complemented our art piece with a collaborative video that showcases our experiences in our communities and outlines the process involved in creating our project. The video also features additional images of Latinidad that were not included in the art pieces, along with visuals depicting gentrification in our neighborhoods and its effects.

Our project aligns with the concept of perseverance in new environments discussed in class. Inspired by the stories of Cuban endurance in Miami and Puerto Rican endurance in New York City, I sought to explore how these narratives could resonate with the present-day challenges in my South Bronx neighborhood. With an uptick in gentrification in the last 5 years, regions of the South Bronx are beginning to look like downtown Manhattan. Nevertheless, amidst these changes and the influx of new faces, Latino pride has never been stronger in The Bronx. Residents are steadfastly maintaining their lifestyles in the face of newcomers, with an increasing number of Hispanic restaurants and businesses emerging in the heart of our community to continue showcasing our pride. This also connects to various readings assigned in class, particularly those centered on Latino culture and cultural preservation.

Nina Chehab’s Final Reflection

My final project was a slideshow in which I explored music within Puerto Rico culture. Music is a defining aspect of Puerto Rican culture, and I had always wanted to delve deeper into its origins and its importance. To begin my presentation, I included some facts about Puerto Rican history that I learned in class, along with some musical history facts, in order to contextualize my project. I followed up by making a personal connection by interviewing my mother, a Puerto Rican native, and gathered her opinion on why music is so central to Puerto Rican culture. To finish off my project, I decided to include the analysis of the lyrics of one of my favorite songs by a very prominent Puerto Rican rapper and singer, Bad Bunny.  

My project is very important to me because I am extremely passionate about Puerto Rico and the island’s culture, as it is part of who I am as a person. Growing up, I never had access to any classes that taught me about Puerto Rican history, even though Puerto Rico is essentially part of the United States as a territory. Classes always focused on the “mainland”, and never discussed the origins of the island, let alone its culture. In Introduction to Latinx Studies, I was finally able to get a glimpse into Puerto Rican history for the first time. 

In this class, we discussed Puerto Rico under Spanish rule, a fact I touched on in the beginning of my project. We also discussed Puerto Rico as a United States territory, and how it came to be a territory once the Treaty of Paris was signed after the Spanish American War. I used this knowledge to explore how Puerto Rican music originated and what defines it today, specifically through specific notes and instruments. Without our discussion on Puerto Rican culture, I would have never had a full understanding of how music connected the people of the island, especially through the generations. I would have never been able to fully grasp why music is so central to Puerto Rican culture. Lastly, I would have never fully understood the ties Puerto Rican music has to the original people of the island. 

A goal I have for this project is to bring even more awareness to Puerto Rican culture. Even if its impact is small, I hope that my project will bring attention to this vibrant island and its beautiful, warm culture. It brings a genuine smile to my face to see Puerto Rico under a big spotlight in popular culture today, as I explored in my project through my analysis of Bad Bunny’s, one of today’s biggest artists, song. It reminded me of when we discussed Miles Morales, Marvel’s first Afro-Latino Spider-Man, in class. I specifically remember analyzing the Spider-Man video game, in which Miles’s house was decorated for Christmas in classic Puerto Rican fashion. His house was filled with pastelitos, the Puerto Rican flag, coquis, etcetera. As a half Puerto Rican woman who has grown up adoring these tokens of my culture, it was extremely heartwarming to see this in such a popular video game. It was even more heartwarming to explore this topic in an academic setting. The topics we explored in this class will live on in me as I continue my journey at Cornell, and I hope my project was able to reflect that. (WC: 563)

Afro-Latin Athletes in Media

Edward Tillman

2100 Latinx

Professor Castillo

December 8, 2023

The underrepresentation of Afro-Latin athletes in media is a pervasive issue that deserves attention. Despite their remarkable contributions to sports, these athletes often find themselves overshadowed, their stories left untold in mainstream narratives. One exemplary figure who exemplifies this underrepresentation is the legendary Roberto Clemente, a Puerto Rican baseball icon whose legacy extends far beyond the diamond.

Roberto Clemente, born in 1934 in Carolina, Puerto Rico, emerged as one of the greatest outfielders in Major League Baseball (MLB) history. His impact transcended sports, as he became a symbol of pride for the Afro-Latinx community. Clemente’s exceptional skills on the field and his humanitarian efforts off it set him apart, yet his story has not received the widespread recognition it deserves. One reason for this oversight lies in the systemic biases within media coverage. The sports media landscape tends to focus on narratives that align with mainstream perceptions, often sidelining the stories of Afro-Latin athletes. These athletes face unique challenges and triumphs, which, if explored, could enrich the sports discourse and provide diverse role models for the younger generation. Media outlets must recognize the importance of portraying a comprehensive picture of the sports world that includes the experiences of Afro-Latinx athletes.Roberto Clemente’s story is a testament to the resilience and talent of Afro-Latinx athletes. Throughout his career with the Pittsburgh Pirates, Clemente amassed numerous accolades, including 12 Gold Glove Awards and four National League batting titles. His standout performance during the 1971 World Series, where he led the Pirates to victory, showcased not only his athletic prowess but also his ability to thrive under pressure.

Off the field, Clemente was a trailblazer in advocating for social justice and humanitarian causes. He used his platform to address racial inequality and worked tirelessly to support communities in need. His tragic death in a plane crash while delivering aid to earthquake victims in Nicaragua highlighted the selflessness that defined his legacy. Despite these remarkable achievements and contributions, media coverage of Clemente often falls short of capturing the full breadth of his impact.To address this disparity, media outlets must actively seek out and amplify the stories of Afro-Latin athletes. By providing a platform for these athletes to share their experiences, challenges, and triumphs, the media can contribute to a more inclusive and representative sports narrative. This not only empowers Afro-Latin athletes but also fosters a greater understanding and appreciation of the diversity within the sports world.

Educational institutions also play a crucial role in rectifying this imbalance. Including the stories of Afro-Latin athletes in curricula and research projects helps raise awareness about their contributions. Projects like my final project on Roberto Clemente can serve as a catalyst for change by shedding light on overlooked narratives. This approach, coupled with media efforts, contributes to a more comprehensive and accurate portrayal of sports history.

In conclusion, the underrepresentation of Afro-Latin athletes in the media is a significant issue that demands attention and action. The story of Roberto Clemente serves as a poignant example of the rich, multifaceted narratives that often go untold. By addressing systemic biases in media coverage and actively seeking to amplify the voices of Afro-Latin athletes, we can contribute to a more inclusive and representative sports culture. My final project on Roberto Clemente is a step in the right direction, highlighting the importance of recognizing and celebrating the diverse stories that make up the tapestry of sports history.

Amy Veras Reflection

First-Gen Chisme is a podcast led by a group of first-generation Latina students from Cornell University. Through this project, my friends and I openly shared our diverse experiences of growing up and navigating the challenges of being the first in our families to attend college. We talked about our individual stories about personal achievements, family narratives, and how mental health is procreated in a Hispanic household. One example of this would be in our second podcast, we had a guest speaker talk about how coming to Cornell was a way for him to break free since he had to hide his sexuality from his family. 

Family is a crucial theme, as the group highlights the shared journey of overcoming challenges within our mental health and our families. By breaking generational cycles, we aim to create new paths for our family members by demonstrating a strong commitment to supporting ourselves and the generations following us. We emphasize the importance of family identity and family bonds, both academically and personally. We each shared a unique path in life and how that started to become different once we went to Cornell. Our individual stories showcased how different, but in the same way, how similar we are by going into depth about our personal identities and creating a rich tapestry of shared experiences. 

Our podcast also demonstrates our understanding of demographics, which is something to be learned in the early weeks of the class. Being able to understand demographics helped us highlight how our born place and where our families came from has a significant contribution to who we are today. Also, these differences contribute to how demographics can influence our upbringing and the unique challenges we faced while growing up. The podcast also openly discussed our struggle with mental health issues and how it is not easy to be open about since mental health isn’t something that is really talked about within Hispanic culture. As we talked about the intersection of family identity and mental health, we found that family plays a significant role in shaping our well-being. A strong sense of family identity serves as a supportive foundation, contributing to more positive mental health outcomes. The open and healthy communication patterns within our families is important when it comes to being able to feel heard and understood. Poor communication may lead to misunderstandings and potential mental health challenges, emphasizing the crucial role of family dynamics. 

In conclusion, by sharing our life experiences and talking about mental health, the project shows how we are expected to explore the world and experience new things. It would help if we did not let family stop us from being who we truly are. Being able to realize that brings us closer together, as well as helps us understand each other. Through our stories, we showed that family is a big part of who we are and plays a significant role in how we feel. By discussing mental health openly and addressing common challenges, I realized there should be a space where students like us can freely discuss this. This podcast offers advice and inspiration to fellow first-generation students to overcome their challenges, break generational cycles, and normalize mental health by creating a supportive space for the next generation of First-Gen Latinas.

Final Reflection – Sherla Zhagnay

Since the beginning of the course we were told to start thinking about our final projects and to be creative with it as the semester progressed. There were many topics that were discussed within the course, but some that specifically stood out to me were the topics of immigration and documentation status, the way people leave their home countries to start a new life, the American Dream. I believe that the reason this topic stood out to me the most was because of my parents, and how they immigrated to the United States, and how they started a new life but also struggling to preserve their culture. When sharing with peers about their experiences with immigration, and talking about their families experiences I realized that they were not all so different, that a lot of us have shared experiences that we were able to learn from each other through vulnerability. This brings me to what I personally submitted for this final. The dish I brought was cuy, but in my family we call it cuysito, a more endearing way to address this dish. Culture and Power was our theme for this final, and I think that cuy is a very dominant part of my culture specifically and I think that’s what makes this dish so powerful. I asked my parents about their thoughts on this dish for my final around the start of the semester, and they said no, that people wouldn’t understand its significance. 

I think the word significance stood out to me from this conversation with my parents but also from all the conversations I had with my peers throughout this semester. For example the Immigration debate we had, more specifically what type of policy should be followed for this sort of issue? Should it be more open? More rules based? Or rules based with exceptions? This sparked a heated debate, but why is this significant? Yes it showed our personal opinions on border control, but in terms of significance we all understood how unfair and how flawed the system really is. This brings us back to the theme of our exhibit: Cultura Y Poder. Everyone’s culture is different but it’s significant because it creates a sense of power. Back to my example of cuy, although my parents said no, I still did it. Why? It was mainly to make a power move on my part, because I wanted people to understand my culture. Yes cuy is roasted guinea pig, and yes it’s commonly eaten, but why? According to my parents it’s because cuy is fully domesticated in Ecuador, and in very impoverished areas it’s more commonly eaten because of how cheap it is to raise a large abundance of cuy and how easy it is to cook. It’s meant to be eaten with family, and that’s why I eat it with mine, and why I brought it to cornell. Through all the shared experiences we shared as peers, and the vulnerability, we became an indirect family through culture and that makes everyone of us powerful. 

Jorge Mariño – Course Reflection

Throughout this semester, this class has taught me that Latinos have shaped the history of the United States in many ways that have been severely underappreciated or not widely talked about. From literature to the arts and more, Latinos have made an undeniable impact on the United States as a whole. This course has enabled me to share not just the unique aspects of being a Colombian-born American, but also learn more about the broader implications of Latino identity as a whole. Furthermore, I appreciate this class delving into the political nuances of immigration, citizenship, and revolution. Now more than ever the Latino community needs to be conscious of our turbulent history. Even if we’re not directly related to those who were involved in the Zoot Suit Riots or the Young Lords, their stories can still serve as inspiration for future Latinos who continue to organize themselves and lead others to build diverse political coalitions that convey to America that we can all, no matter what country we come from, can embrace an all-inclusive, cultural multiracial identity. 

One of the most memorable things I will take away from this class was our one of very first discussions: what it means to be a citizen in the United States. From what I remember, we heavily discussed not just the moral implications of what it means to be a citizen, but the complicated history of Latino immigration to this country. From the “Wet/Foot/Dry Foot” rule (where Cubans who landed on U.S. soil got to stay) to the U.S. Naturalization Act hundred seventy-nine, where a two-year residency makes “white” persons, “of good moral character” eligible, this class has strengthened my passion to continue to fight for fair immigration policies that gives everyone an equal chance in the United States. Coming from an immigrant background, I firmly believe that people can make a difference no matter where they come from and that we should not discriminate against people who have something to offer to this country.  In my eyes, what it means to belong to this country is to believe that you can create change too, no matter where you’re from. 

In addition to our discussion, the debate that we had surrounding an “open-door” policy vs a “closed border” policy was something that I found to be one of the most engaging debates I’ve ever had in a non-debate setting. I think that Professor Castillo’s greatest lesson throughout this course was providing students an outlet to re-examine our beliefs on the policies coming out of our government. For instance, presenting our case to the room and the Cross-Examination between students was not only modeling how real-life debates go but also deeply challenging what students believe about immigration. Originally I was not surprised by the fact that a good majority of us wanted an “open-door” policy and an open approach with some restrictions, but I became surprised when some people moved to the closed border side as the debate went along. I think that demonstrates how our beliefs can change over time, and I want to showcase that in my future line of work as well.

Throughout this semester, I’ve delved into the captivating history of Latinos’ profound impact on the United States, the most memorable being the history of Zoot Suit Riots and the enduring legacy of the Young Lords in NYC. In addition to our lessons on what it means to be a citizen and immigrant to this country, learning about the Zoot Suit Riots revealed the struggles and resilience of a community against discrimination, echoing in the broader narrative of civil rights. Similarly, learning about the Young Lords in NYC provided a lens into the power of grassroots activism and its enduring influence on shaping American socio-political landscapes. The class not only allowed me to appreciate the cultural significance of these moments but also reinforced the importance of recognizing and celebrating what it means to be Latino in this country and the impact that we have had in this country and the impacts that will be spawned in the future. 

Bianny De La Cruz Final Reflection

My final project was a zine that was based on my family history. I focused on the last four generations of women in my family because I felt that their experiences would connect most with the things we have learned in class. My project comprised four journal entries, one entry per each generation. The entry reflected the thoughts, fears, and feelings of the women of each generation. All of the entries are set in the younger years, where we are all between the ages of 18-23. The entries were written in a period of their lives where a pivotal moment was happening and they were expressing their thoughts. For my great-grandmother, it was at the time she was deciding what she wanted to do with her life and ended up going against her family. For my grandmother, it was a tricky time in her life when she was pregnant and didn’t want to be a housewife and instead pursue a nursing career. For my mother, it was when she immigrated to the United States and was struggling to get by and figure out what her next steps were. For me, it was the time when I had just gotten accepted into Cornell and was moving away. Thus, all of the entries were set in periods where we were vulnerable and uncertainty was high for the reader to really understand the circumstances of the time. 

My project relates to the concepts we covered in class when it comes to thinking about immigration from generation to generation and assimilation. In a lot of the content we went over in class, we explored the experience of immigrants when they first got to the United States and the struggles they faced when assimilating to the culture. Whether it be language barriers or socioeconomic status, immigrants and foreigners were not openly accepted and welcomed into society. My mother’s experience was a perfect example of that, which is why I chose to highlight that in her piece. She had to come to the US and assimilate to a place that she didn’t know all on her own without being able to communicate. She didn’t have any guidance, resources, or mentorship and she found a way to make a life for herself and her children. It was interesting in her interview to see how far she has come and evolved as an individual since living in the United States. It was also an emotional process to reflect on the struggles and the mental fortitude it took her to arrive and survive in the US, let alone in the South Bronx. 

Then looking at me, the product of her immigration, and comparing it to how I’ve had to assimilate into the world even though I’m a native New Yorker is interesting as well. The world expands and gets bigger through each generation, and the troubles one generation endures pushes the next one to be better and reach new heights which is also a topic we’ve touched on in class. Taking all of these experiences and talking points from my interviews and breaking them down into different entries was my favorite part about working on this. I got to learn about my family history and see them as people outside of their relation to me. There is so much that I have taken away from their teachings. The characters of these women were beyond their time, and I credit them for the strength that I have as an individual. 

Petros Georgiou: Project Explained

In the final project done with Allie and Cristina, we explored connections between how our families immigrated to the United States. In our vastly different stories, our goals were to show the overall importance of our families sacrficing so much to be part of the United States. Their journey’s were not easy, and sometimes the US made it more difficult than it needed to be; but through thick and thin, we stand where we our today because of the generations before us.

In my specific story, I was heavily inspired by the in class activity discussing workers rights for the undocumented. More specifically, I was interested in the concerns of the security of immigrants who are working in the United States, whether that be concerning physical safety to the threat of replacibility. In the situation we examined, we discussed both the injury and death itself, those possibly responsible, and its overarching impact.

In our project, we did a newspaper where each of our articles went back in time to discuss how each of our families experienced the effects of their immigration to the United States. In particular, I discussed why my father came to the United States and his working conditions as a bridge painter. My dad has not only had to worry about being disrespected by his employers, especially as an immigrant compared to many other American workers, but also about the careless conditions he works in. I discuss an injury he experienced while on the job and the lack of prevention, as well as help after the fact, he received. My dad has also had the threat of being layed off or fired throughout his career numerous times. It’s a threat that still reigns present now.

One major breakthrough this class has taught me is the fact that my dad’s situation is parallelized to many other immigrants’ situations across America. It isn’t an issue my father should have to face alone. Many other immigrants in the United States also struggle with discrimination in the work environment. The course has changed my perspective greatly when it comes to understanding issues on a national scale. Through understanding my identity through a different cultures, it better placed my views on my father into a general perspective. Moreover, it allowed me to learn how to view similar problems from another point of view. By interacting with both teachers and students, my knowledge on immigration has been vastly increased, and I now understand my father’s problems on a historical perspective.

Our group project was more than just a newspaper. It was meant to take those who viewed it back in time to what our families’ lives were like; the fear, yet the hope, the felt when leaving their homes for a better life in the United States. In creating this project, we hoped to better demonstrate our appreciation for both the course material, lessons, and activities and what are families’ did to get us where we are today, standing here, on US soil.

Food for Thought

Marlee Pincus 

Throughout this class we have delved into understanding various perspectives and cultures that may be different from our own. In doing so we come to understand the importance of individuality but also of sharing ideas with one another.  One theme that tied these juxtaposing ideas together is “intersectionality.” Whether it be through Randall’s autobiographical essay about being afro latinx or through Behar’s stories of a “Juban America, ” we have come to appreciate how cultures are often interwoven. Through extensive discussions on immigration policies and mistreatment of farmworkers, we have illuminated how individuals of the latinx community are looked down upon in modern America. Through our project we hope to build upon this idea of intersectionality and highlight how American society is infused with latinx roots. Food is something that we encounter daily and can serve as a constant reminder of the latino influences in our everyday life. We believe it is important to give credit “Where Credit is Due” and foster a greater appreciation for the rich tapestry of Latino dishes that often go unnoticed. 

The decision to create “Where Credit is Due” stems from the profound belief that food is a universal language that transcends borders, connecting people on a deeper level. Sharing a meal with someone is one of the simplest ways to invite someone in and open dialogue. We hope that our restaurants create an environment in which ideas can be shared and stories exchanged. In order to embrace this concept in our endeavor we reasoned with cultural expression, accessibility and inclusivity, symbol of hospitality, and platica starter. 

Our group was inspired to discuss the themes in our class through the lens of food after listening to the “Puerto Rican Voices” podcast. In the audio, a man discusses how food is the embodiment of culture as he speaks about his favorite dishes home country. He describes classic dishes that have been adapted to the American palette, such as chicken and rice, black beans, roast pork, but also alludes to more exotic foods like pigs feet and “sancocho.” What stood out most in this audio clip was when the man states in the beginning “we Puerto Ricans like to eat…” Rather than stating “I like to eat.” In doing so,  the speaker generalizes these food preferences for an entire group of people. This reveals how individuals retain their own culture and palettes even within a new environment. Our group hopes to use this sentiment to  inspire people to think before they eat and understand the latino influences that pervade our everyday life. Through the lens of food we are able to step outside of our comfort zone, expand our palette, and spark discussion. These themes are the foundation upon which our class was built. 

Narratives of Immigration Through the Mother-Daughter Lens- Bianca Estrada

This whole semester one thing we really focused on was identity. No matter what we were learning about, it always found its way back to identity. So when deciding what I wanted to do for my final project, I knew I wanted to do something that not only talked about my family but also discussed who we are and where we come from.

Last year I took a class called Introduction to Latinos in U.S. History and for this class, I had to write an essay about someone’s immigration story. For this essay, I chose my mom and got to learn a lot more about her and her story. This inspired me for my final project but for this essay, I decided to write about my mom and grandmother’s stories. There was a major age difference between them when they came to the United States from Ecuador and I wanted to highlight this. My mom was 8 and my grandma was 29 when they immigrated. For me, I have not heard a lot of immigration stories from a daughter and mother who immigrated together and I wanted to tell the story of those in my family. It was really interesting to interview them and learn all the little details that I had never heard before.

I think when a lot of people hear or think about immigration stories, they think of someone who went through a lot physically trying to cross the border or someone escaping their country because of conditions there but with my essay, I wanted to show that that is not always the case for every person. There are millions of immigrants in the United States and none of their stories are the same. Yes, some stories can be similar but every immigrant has their personal story that only relates to them. My mom and grandma came to the U.S. because my grandpa sent them over here for better opportunities for his kids but my grandma took this opportunity differently. She was in a toxic relationship with my grandpa and this new chapter allowed for her to leave with her children to someplace new. Although getting their visas and coming to the United States was fairly easy, some sacrifices had to be made when they finally lived here. My mom had to give up her childhood to take care of her younger brothers and my grandma sacrificed watching her kids growing up because she needed to work all day to provide for her family.

I believe I have an interesting viewpoint on their stories because they both raised me. My mother had me very young at 17, so my grandma and her had decided that my grandparents were going to raise me. I actually did not know my mother was my mother until I was around 8 or 9 because I had been told that she was my older sister. Being able to have that double life and see both of their lives really lets me see who they are now as people and how their immigration stories have impacted them with long-term effects.

Away from Home: La vida mexicana – Reflection

By: Areli Esparza

When I consider what I have learned from this class, one thing that comes to mind is how different Latinos are from each other; no two stories are the same. It is difficult to compile a collection of each person’s story to formulate one big story that describes the lives of a group of people. With that being said, I attempted to do so anyway.

Using my own personal background, my project focused on the stories of Mexicans. After spending a day exploring clips of Tony Schwartz’s audio documentary Nueva York, I was motivated by the idea of taking short clips of insightful ideas from different people to create one concise narrative. It was for this reason that I chose to create a sound compilation of one-minute audios. Contrary to what some might think, a minute can hold so much weight and life. From interviewing my family members, I was able to learn a lot about the communal and individual experience of each person. The compilation starts off with audios expressing the beginnings of life in the U.S. for Mexican immigrants. Included are aspirations to create a new life in the U.S. as well as the challenges to assimilate into life here, especially in regards to language. Using our conversations in class surrounding immigration, I wanted to create a sense of duality between hope and anxiety when describing the experience after arriving in the U.S. 

The next portion of audio clips compares life in Mexico and in the U.S. This portion gives context that adds layers to the Mexican experience in the United States: the financial instability that people face in Mexico is a big motivation that drives many Mexicans to immigrate to the U.S., especially since many are encouraged to find new opportunities across the border. At the same time, there is so much life and vivacity in the people and atmosphere in Mexico, a certain cultural connection that is not as present in the U.S. and fosters nostalgia for many Mexicans when reflecting on their past. In delving into our roots, each person added to the overall conversation regarding ambivalent thoughts towards one’s native country. 

The next section shifts into the perspectives of Mexicans Americans born in the U.S. and explores the struggle of blending the two cultures together. Being a part of each world simultaneously is much more difficult than it may seem, and overcoming negative stereotypes while embracing one’s roots is a challenge to integrate into one’s being. Considering our in-class discussions about feeling Latino enough versus being too Latino in non-Latino spaces, I wanted to open the door to more introspection around what it personally means to be Mexican (and Latino in general).

The project ends with a sentiment of pride and movement, finishing with a simple thanks. Although the compilation of audios amounts to fifteen minutes, I spent hours in my conversations with each person. So much was shared that I was unable to include in the final version. Even so, each minute had intrinsic value and I hope that I was able to convey the strength that Mexicans embody and the love we have for our community. 

Afro Latinx zine

Jennifer Matute’s reflection

For our group project, we made a zine that reflected upon Afro-Latino culture with topics surrounding food, hair, athletics, and various Afro-Latino communities across both Central and South America. For my specific portion of the zine, I focused on making the pastelitos along with Arlene. Through this project I was able to embrace the culinary art of a common dish amongst Latinx countries; pastelitos. In the Dominican Republic, this dish is referred to as “Pastelitos,” while in Ecuador and Colombia, where I come from, it is commonly called “Empanadas.” This dish, through different names, forms a vital part of our shared history and traditions. Hence, this project made me reflect on how although we all come from different backgrounds, we still find ourselves having some similarities embedded within traditions and experiences. My reflections were echoed in the variety of subjects we explored in class, including when we listened to audio recordings about Puerto Rican migration to New York City.

To begin with, the lecture on Puerto Rican immigration to NYC also demonstrated how although we come from different backgrounds, we share commonalities in our experiences of assimilation. Common feelings such as regrets leaving their country due to differences in weather and language barriers are shared all throughout a diverse amount of backgrounds that migrate to the United States. When I listened to the audio, the struggle of adjustment to a new location was clearly noted as there was a big weather difference in NYC to what immigrants are accustomed to in their home countries. Additionally, overcoming language barriers presents another significant struggle. Thisbarrier impacts people’s ability to communicate effectively and fully integrate smoothly into their new society.

The audio recordings I listened to conveyed the disorientation and difficulty that immigrants face as they try to adjust to a new location, struggling with a sense of loss for their familiar surroundings. This concept of readjustmentand adaptation is not just an abstract concept to me; it’s a reality I’ve observed closely in my personal life. I have witnessed friends and family members who regularly come to the U.S. experience similar challenges. They often share stories about the initial (and continued) hardships they faced, such as navigating a new culture, understanding local traditions, and the feeling of being an outsider trying to find a sense of belonging due to other issues such as racism and discrimination. Oftentimes, these stories are shared starting at a very young age but failing to enjoy those youthful years because of long working hours, children, and other responsibilities. These experiences, while unique in their specifics, echo a common theme of resilience to pursue a better life, despite the emotional and physical difficulties involved in this transition.

Overall, I really enjoyed the content of the class and diving into the similar experiences immigrants face when coming to the country. This highlighted that despite our varied backgrounds, we often share similar stories. Similarly,the zine revealed that despite our distinct customs and traditions, our cuisines often emerge as one of the most commonly shared aspects.

Afro-Latinx zine

Arlene Rodríguez’s final reflection

When crafting this zine, I wanted to shift my team’s focus to impact. Oftentimes when discussing Latinxidentity, we overlook many countries, but also many different cultures within the identity itself as well. This is not only a sentiment that I myself faced growing up, but something I soon realized was shared within my group as well. Growing up in Teaneck, New Jersey, while a diverse town, I often noticed that Afro-Latinx identity had been consistently ignored within the education system. Because of this, I wanted to ensure that my culture had been represented in a captivating and informative way, thus the creation of our zine.

There are many issues within the Afro-Latinx identity that also go unnoticed, and this can be found addressed in our class reading of Randall’s “Wild Tongues can’t Be Tamed”. In this reading, the author compares himself to the story of Miles Morales, also recognized as the only colored version of Spider Man. The author identifies as Afro-Latino, and acknowledges that he only ended up at this thought when he had first arrived at college. Much like my team and I described in our zine, the author describes the lack of acknowledgement of Afro Latinx culture. This is not only a societal issue, but one that has presented itself as a personal one as well. The lack of acknowledgement adds tothemes of imposter syndrome and fissure with finding oneself, especially in a setting like college.

In our zine, we all described prominent topics that we found lacked acknowledgment, but were also prominent in our life. For me, I chose to discuss the topic of food. Food is something

not only prominent to my culture as a Dominican, but a huge part of Latinx culture overall. Food stands as a love language for me, one in which I am able to express myself not just through different flavors, but through different forms of creativity. For this zine specifically, I chose to make two Dominican staples: cheese pastelitos and morir sonando. Cheese pastelitos are a common snack presented in “colmados” also known as bodegas, or also commonly served as appetizers in family gatherings and parties. Morir sonando similarly is also sold in colmados, however, most drinked on hot summer days. These two items are something I hold near to my heart because it reminds me of summertime in DominicanRepublic.Recreating these food items also shed light on how different Ithaca and Cornell culture are in comparison to what I am used to at home. At Cornell, it is very difficult to find a sense of community, especially when there are not many students who share your background. For this reason, I attempt to engage in classes like this one and gain a broader perspective on Latinx culturearound me, in an attempt to cultivate this sense of community. Though the class is a great way to connect with Latinx identity, I do believe it could use some improvement in regards to speaking about more Caribbean countries and Afro Latinx culture as a whole. Despite this however, I am grateful for the open space created by courses like this in our PWI. This zine taught me many things about Afro Latinx culture, but most importantly, it taught me the importance of teaching and spreading forward cultureespecially in spaces where not many speak up.

Soundtrack of immigrant stories- a reflection by Richard Gutiérrez

Richard Gutiérrez

My final project, “Soundtrack of immigrant stories,” was an homage to the stories my parents would always tell me about their journeys to the United States. Additionally, it was a way to connect our mutual love for Latino songs with these stories. I believe that story-telling is vital here, as their sentiments and memories can be traced using this music. I enjoyed learning new aspects of their lives, both in their original countries (Cuba and Nicaragua), and their transitional countries (Jamaica and Panama). 

The most obvious way this connects to the course is through the “Nueva York” audio recordings by Tony Schwartz.  Both my work and Schwartz’ use sound in some way- however, it soon diverges from there. Schwartz examines the sounds that come from Puerto Ricans in New York, while I examined the effect of sounds that went to my parents as they immigrated. Despite this difference, the long-run effect is the same: sound is used to examine the stories behind Latinos as they began new lives in the United States (and, in the case of my parents, Jamaica and Panama before the United States). Chief among this is the importance of an existing and ongoing connection to one’s roots. Schwartz’ work highlights the difficulties faced by Puerto Rican immigrants, but it also spotlights on the “bridges” Puerto Ricans in New York had to their home island, whether it be children’s games or songs inside of churches.  I also explored this act of what I would call “bridge-building,” wherein my parents had connections to their ancestors and home countries through music. Interestingly, some of these connections were forged many years after coming to America. As an example, my mother connects Celia Cruz’ version of “Guantanamera” to her Cuban roots and country. However, she mentioned how the song did not have any specific emotional attachment to it when she was actually living in Cuba.

In a more general sense, this project is undeniably linked to many parts of the course. It is a story of identity and pride, which are both common themes in our class. Latinos have often been shoved into boxes or identities upon coming here, and the embrace of one’s culture through music can be seen as rebelling from this norm. My parents’ identities are intricately intertwined with the music they love, allowing them to connect to their heritage in a country that pleads for conformity and assimilation. In this way, it stirs up ideas from our zoot suit discussions. Wearing the zoot suit, popular among Chicanos in the 1940s, was a form of cultural identity and unity. However, wearing it was seen as distinctly unpatriotic due to cloth shortages during the second world war. Some people still wore it despite this stigma in order to maintain their sense of unity. While my parents listening to the music of Latin America would never result in them being arrested, it is still an example of maintaining a connection and sense of unity with each other, be it Mexicans or Nicaraguans and Cubans. 

One final element prominent in our class that is present in this project is the idea of pláticas. Conversations are a powerful tool in understanding the psyches and motivations of people, as well as their individual ideas and perceptions of their stories. I used this extensively, as my interview questions were more casual. Additionally, I added my own thoughts when discussing everything with my parents, which I omitted from my final project, but were vital in creating a more conversational atmosphere while talking with my parents. My favorite moments that encapsulated this was when my father jumped into my discussion with my mother, backing her up and providing his own lamentation for the Cuban people’s lack of freedom in their own country. This casual setting also allowed for emotions to be more pronounced; my mother even began to cry while reading the lyrics of one of the many songs that connect her to Cuba.

In many ways, this final project encompasses much of what we covered over the last four months of class. It is a show of identity, a bridge of connectivity, and a vesicle of culture. Through it, I have fully and properly examined just how important the role of music in my parents’ lives: it connects them to their cultures, to their identity, to their new life in America, and even to each other.

Josephine Wilson – Reflection

The inspiration for my final project stemmed from my high school experience in history and Spanish classes. During the very first day of class, each of us was asked why we were interested in “Introduction to Latinx Studies.” When it was my turn to share my interest, I mentioned that one of my favorite parts of my high school history and Spanish classes was having the opportunity to learn more about Latinx history and culture– it was always one of my favorite topics. After sharing my interest, however, I quickly learned that many of my peers in this class did not have the same opportunities that I did in high school. Becoming curious, I decided to investigate how much Latinx history is actually taught in education curriculums. After performing a quick Google search, I found that, on average, only 13% of Latinx history is taught in United States education curriculums. After performing a little bit of a deeper search, I found that even less of this content is taught with any depth, most being mentioned in fewer than five sentences. Knowing all of this information, I decided to write an article exploring the critical importance of incorporating Latinx history and culture into U.S. education curriculum using a study by UnidosUS and Johns Hopkins Institution for Education Policy, as well as interviewing my high school Spanish teacher.  

One of the key themes that we discussed during class, especially at the beginning of the semester, was the idea that much of United States history is told through the “white man’s eye.” So many of the historical events that are considered significant by United States history textbooks are only told from one perspective, when in fact, there were several other (perhaps even more important) perspectives involved. Limited coverage of Latinx history in textbooks and other educational materials has a profound effect on student perspectives and learning experiences. I truly think my high school Spanish teacher put it best when he said, “what we read shapes who we are– books and all reading materials can act as ‘mirrors, windows, and sliding glass doors’ (Sims Bishop) that allow us to observe, reflect on, and immerse ourselves in other cultures and perspectives.” When history textbooks leave out several historical perspectives, students miss out on the opportunity to learn about other cultures. Without representation in education curriculum, the contributions, challenges, and history of Latinx communities are often overlooked and misunderstood. 

One of the other reasons why incorporating Latinx history into education curriculums is of the utmost importance is because of the growing Latinx population in the United States. Recent studies have shown that students often learn best when they can see themselves reflected in educational materials (Unidos). Furthermore, students of all different backgrounds benefit from learning and understanding the experiences of diverse groups of people. As the Latinx population continues to grow and diversity in the United States, understanding and acknowledging the historical contributions and experiences is essential for promoting inclusivity, cultural awareness, and social cohesion. 

Hannia’s Reflection

In our project “Dos Vidas,” I found a sense of homesickness in my inner world. Time and time again, I convinced myself that homesickness was an afterthought and a mere byproduct of going away from Texas; however, I came to find that dismissing these emotions was unnecessary throughout the production of my three pieces. It was eye opening finally having a bit of time to doodle for this class. I cannot emphasize how showcasing this small border town of McAllen, Texas was a pillar for my future at Cornell.

Throughout this class, I discovered that being loud and proud of the place I call home was nothing to be ashamed of. I admit that I spoke of McAllen and Mission a little too much, but I believe it necessary. Many students at Cornell are unaware of these small cities. My plan through these three drawings was to embrace the pride of coming from such an unknown but essential place in the United States, a place in which immigration has been contingent with political affairs, a place where I’ve grown up and witnessed atrocities occur, and a place that I can simultaneously call home for its rich culture and history. While it was not an easy task (I am painfully aware that showcasing the beauty of a city inhabited by 80,000 people compared to the giant populations of major cities), I believe I did quite a good job in not only demonstrating my pride, but also defining what it means to be Mexican-American in Texas. I hope to have transpired a unique experience through my drawings, especially for being Norteña in the southern tip of Texas.

My homesickness still remains. I don’t think I can ever call Cornell home. It reminds me of a conversation Caro and I had outside of class, and frankly, she’s right – wherever you have your parents, that will inevitably be your safe space, a place of consolation and comfort that could never be replaced by the new wonders of the great unknowns buried beneath a city. Drawing this made me realize that it’s okay to miss the place you call home, that even as a first-generation student living alone in the big unknown, that I deserve to have emotions from a huge separation from my family. McAllen will always and forever be my home. It is a place of joy, memories, and great food that I will never find in Cornell. 

In other words, this part of my identity has been salvaged by this project. 

I will forever keep talking about McAllen, Texas, no matter how much my friends make fun of the little traditions Tex-Mex produced, or how many people are confused about the border towns in Texas. These three drawings made me realize that Cornell needs more of us Mexican American representation that grew up in border towns. My family and I will not back down from spreading our stories and culture. This is a testament to the families at the border. Our ancestry will not be “othered” but understood, comprehended and loved.