college essays about being hispanic

Being Latina and the struggle of the dualities of two worlds

Reflections on why our identities can help create a better world for all of us.

A few days ago, I attended a Zoom presentation organized by ASUN entitled “What does it mean to be Latinx?” Every time I witness the complexity of identities in the Latinx community in the United States, I am amazed. Amazed that we are always perceived as a homogenous group, when in reality, we couldn’t come from more different backgrounds, and we couldn’t have more different and complex identities. Also, the challenges we face are as different as each of our stories. So, in the spirit of Hispanic Heritage Month, please indulge me in letting me tell you my story.

There is a well-known character in Mexican history that invokes both love and condemnation from most Mexicans. Her name was Malintzin but history knows her as La Malinche . Her story is similar to that of U.S.A.’s Pocahontas ; the beautiful indigenous woman who abandons her tribe to help the white man. (The legends omit how she became the property of such White men, but that’s another story). 

La Malinche was a Nahúatl woman who was given to Hernán Cortés as a slave. Due to her upperclass education, she spoke two languages, an ability that made her very useful to Hernán Cortés in communicating with the indigenous people as he went about conquering Mexico. On one hand, she was intelligent and, clearly, resilient. But on the other hand, she helped Cortés begin the Spanish colonization of the Nuevo Mundo. This duality is what gives her such a complex identity. And this duality is one that follows me.

When I was in high school, several of my classmates would sometimes call me Malinchista . As you can imagine, that was NOT a compliment. By definition, a Malinchista is “a person who denies her own cultural heritage by preferring foreign cultural expressions” (I’m not making it up; look it up).

In my early teens, I discovered American football. While switching channels on the television, I stumbled across a game being played in several feet of snow. I had never seen this! The game was being played in Minnesota. That year, the Dallas Cowboys won the Super Bowl, and I became a die-hard fan of Roger Staubach and “America’s Team.” This marked the initiation of my love for all things American. I learned about Formula 1, Sports Illustrated and Tiger Beat. Yes, Tiger Beat introduced me to the American darlings of my generation. My bedroom walls were covered with pictures of American teen idols I had never seen before in my life (in the 1970s, Mexican TV programming didn’t broadcast many American TV shows; I only remember Dallas and The Partridge Family , which of course, I loved).

I also loved English-language songs. I used to spend my money buying cancioneros , books similar in format and quality to comic books, for people who were learning to play the guitar. The cancioneros had the lyrics of the songs along with the music notes. I literally used these cancioneros to practice my English. I would translate each word of the songs, and then I would play the records over and over until I memorized the lyrics and could actually follow the singer pronouncing the words. Do you know how hard it is to sing at full speed: “Now they know how many holes it takes to fill the Albert Hall?”

By the time I was in college, I had already spent time in the city of Dallas (and yes, I made the pilgrimage to Irving, Texas and the Cowboys’ stadium) – and perfected my English. I started studying English when I entered first grade. By middle school, my parents were paying a private tutor. In Mexico, English was accepted as the lingua franca needed to succeed in the world, and my parents were going to make sure I learned it. (My dad had taught himself English, and he shared my enthusiasm for English language magazines, although not for the Dallas Cowboys.) Learning a second language allowed me to learn about, navigate and integrate into a different culture. And, unlike La Malinche , I did this of my own volition.

When I made the decision to come to the United States to study, my father told me, “If you ever decide this is not for you or things don’t work out, come back home.” But I was not turning back. In my mind, America was the best place in the whole world (my small world, at least). I had spent a semester in an exchange program at the University of Oklahoma, and I knew back then I belonged in the United States. One of the things that caught my attention early on was the fact that people could wear their pajamas to class (I know you’ve seen it), and nobody blinked an eye. One could wear her hair in blue spikes or wear slippers to the grocery store, and no one would say a thing. To me, that was amazing! People didn’t bother you, judge you or care what you wore. I felt America was the place where not only public services worked, but where you could be yourself and you could be free to be whomever you wanted to be. There was a sense of freedom that was refreshing.

However, for a long time I felt like I didn’t belong here, and I didn’t belong in Mexico, either. Navigating two worlds was not precisely difficult  but sometimes unsettling . You spend your time “live switching” from English to Spanish to Spanglish and back again. You mix Cholula with Five Guys hamburgers. You watch American soccer but listen to the Mexican commentators (otherwise it’s like listening to golf announcers). And you truly think Mexican soccer fans are like the old Oakland Raiders fans, only worse. Women in Mexico are as rabid fans as many men, but, at least back in my day (I feel ancient now), you didn’t see many women go to the stadiums. As a woman, I never felt safe. I only went to a match if my male friends went with me. This is one of the most striking differences between the U.S. and Mexico: American soccer fans are so mild-mannered in comparison!

Another striking difference I noticed when I first came to the U.S. was that I was not getting cat calls out when I was out walking in the streets. In Mexico, everywhere I went (since I was a preteen, for goodness’ sake), I would be subjected to cat calls and whistles – and the harassment only got worse the older I got. My experience as a woman was of always being on high alert. But when I came to the U.S., I felt respected. I could exist without being harassed continually. Women here seemed to have a voice and the same opportunities as men to grow and pursue their dreams. I felt free to pursue a career and to not be expected to only dream of marrying and having children. Although, over the years, I’ve come to realize there still is much room for improvement.

Back in the 1500s La Malinche did what she could to survive (did I say historians think she died before she was 30?). History asked her to do a task she didn’t want, and she did her best. I am sure she considered her options and bought time, respect and the right to live in the best way she could. She used her skills to earn a place in history, and although her role continues to be debated, I cannot blame her. Did I turn my back on my country? Or did I look for a better life? My circle of Latina friends in the U.S. is full of intelligent, professional women who left their countries and built a better life ­– a different life – here in the United States. They all miss their families, and they all support their biological families in many ways. What they can do from here, however, is more than they could have done had they stayed in their countries of origin.

Being Latina in America is both an honor and a challenge. We struggle with the dualities of our worlds. We struggle with the adjectives that define us. We are a complex mix of races, traditions and experiences. We care for our people, and we work tirelessly to do what must be done to help each other. The complexity of our identities can help us create a better world for all of us, a world where our differences are not viewed as a threat but as an asset. A world where we all thrive. ¡Sí, se puede!

By: Claudia Ortega-Lukas Graphic Designer & Communications Professional

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Nine brilliant student essays on honoring your roots.

Read winning essays from our fall 2019 student writing contest.

For the fall 2019 student writing contest, we invited students to read the YES! article “ Native and European—How Do I Honor All Parts of Myself? ” by Kayla DeVault. Like the author, students reflected on their heritage and how connected they felt to different parts of their identities. Students then wrote about their heritage, family stories, how they honor their identities, and more.

The Winners

From the hundreds of essays written, these nine were chosen as winners. Be sure to read the author’s response to the essay winners, literary gems and clever titles that caught our eye, and even more essays on identity in our Gallery of Voices.

Middle School Winner: Susanna Audi

High School Winner: Keon Tindle

High School Winner: Cherry Guo

University Winner: Madison Greene

Powerful Voice: Mariela Alschuler

Powerful Voice: Reese Martin

Powerful Voice: Mia De Haan

Powerful Voice: Laura Delgado

Powerful Voice: Rowan Burba

From the Author, Kayla DeVault: Response to All Student Writers and Essay Winners

Gallery of voices: more essays on identity, literary gems, titles we loved, middle school winner.

Susanna Audi

Ethical Culture Fieldston School, Bronx, N.Y.

BRAZIL: MY HEART’S HOME

Saudades. No word in the English language sums up the meaning of this Portuguese term: a deep feeling of longing that makes your heart ache and pound like a drum inside your chest. I feel saudades for Brazil, its unique culture, and my Brazilian family. When I’m in my second home, Bahia, Brazil, I’m a butterfly emerging from its cocoon—colorful, radiant, and ready to explore the world. I see coconut trees waving at the turquoise waves that are clear as glass. I smell the familiar scent of burning incense. I hear the rhythm of samba on hand-beaten drums, and I feel my grandma’s delicate fingers rub my back as I savor the mouth-watering taste of freshly made doce de leite .  Although I’m here for only two precious weeks a year, I feel a magnetic connection to my father’s homeland, my heart’s home.

My grandfather or vovô , Evandro, was born in Brazil to a family who had immigrated from Lebanon and was struggling to make ends meet. His parents couldn’t afford to send him to college, so he remained at home and sold encyclopedias door-to-door. My vovô eventually started a small motorcycle parts company that grew so much that he was able to send my father to the U.S. at age sixteen. My father worked hard in school, overcoming language barriers and homesickness. Even though he has lived in America for most of his life, he has always cherished his Brazilian roots. 

I’ve been raised with my father’s native language, foods, and customs. At home, I bake Brazilian snacks, such as the traditional cheese bread, pão de queijo , which is crunchy on the outside but soft and chewy on the inside. My family indulges in the same sweet treats that my father would sneak from the cupboard as a child. Two relaxing customs we share are listening to Brazilian music while we eat breakfast on weekends and having conversations in Portuguese during meals. These parts of my upbringing bring diversity and flavor to my identity. 

Living in the U.S. makes me feel isolated from my Brazilian family and even more distant from Brazilian culture. It’s hard to maintain both American and Brazilian lifestyles since they are so different. In Brazil, there are no strangers; we treat everybody like family, regardless if that person works at the local shoe store or the diner. We embrace each other with loving hugs and exchange kisses on the cheeks whenever we meet. In the U.S., people prefer to shake hands. Another difference is that I never come out of Starbucks in New York with a new friend. How could I when most people sit with their eyes glued to their laptop screens? Life seems so rushed. To me, Brazilians are all about friendships, family, and enjoying life. They are much more relaxed, compared to the stressed and materialistic average American. 

As Kayla DeVault says in her YES! article “Native and European—How Do I Honor All Parts of Myself,” “It doesn’t matter how many pieces make up my whole: rather, it’s my relationship with those pieces that matters—and that I must maintain.”  I often ask myself if I can be both American and Brazilian. Do I have to choose one culture over the other? I realize that I shouldn’t think of them as two different cultures; instead, I should think of them as two important, coexisting parts of my identity. Indeed, I feel very lucky for the full and flavorful life I have as a Brazilian American. 

Susanna Audi is an eighth-grader who lives in the suburbs of New York. Susanna loves painting with watercolors, cooking Brazilian snacks, and playing the cello. On weekends, she enjoys babysitting and plays several sports including lacrosse, soccer, and basketball. Susanna would love to start her own creative design business someday. 

High School Winner

Keon Tindle

Kirkwood High School, Kirkwood, Mo.

Walking Through the Forest of Culture

What are my roots? To most people, my roots only go as far as the eye can see. In a world where categorization and prejudice run rampant, the constant reminder is that I am Black. My past is a living juxtaposition: my father’s father is a descendant of the enslaved and oppressed and his wife’s forefathers held the whips and tightened the chains. Luckily for me, racial hatred turned to love. A passion that burned brighter than any cross, a love purer than any poison. This is the past I know so well. From the slave ship to the heart of Saint Louis, my roots aren’t very long, but they are deeply entrenched in Amerikkkan history.

This country was made off of the backs of my brothers and sisters, many of whom have gone unrecognized in the grand scheme of things. From a young age, White children are told stories of heroes—explorers, politicians, freedom fighters, and settlers whose sweat and determination tamed the animalistic lands of America. They’re given hope and power through their past because when they look in the mirror they see these heroes. But what about me? My stories are conveniently left out of the textbooks; I have never been the son of a king or a powerful African leader, just expensive cargo to be bought and sold to the highest bidder. It seems we, as a people, never truly left the ship.

Even now, we’re chained to the whitewashed image of Black history. I can never truly experience the Black tradition because there are multiple perspectives. The truth is clouded and lost due to the lack of documentation and pervasive amount of fabrication. How am I supposed to connect to my heritage? America tells me to celebrate the strength of my ancestors, the strength of the slaves, to praise something they helped create. The Afrocentrics tell me to become one with the motherland, celebrate the culture I was pulled away from. However, native Africans make it clear I’ll never truly belong.

Even the honorable Elijah Muhammad tells me to keep my chin pointed to the clouds, to distrust the creation of Yakub, and to take my place among the rest of Allah’s children. Most people don’t have the luxury of “identifying with all of the pieces of [themselves],” as Kayla DeVault says in the YES! article “Native and European—How Do I Honor All Parts of Myself?” 

They’re forced to do research and to formulate their own ideas of who they are rather than follow the traditions of an elder. For some, their past works as a guide. A walk through life that has been refined over generations. Others, however, are forced to struggle through the dark maze of life. Hands dragging across the walls in an attempt to not lose their way. As a result, their minds create stories and artwork from every cut and scratch of the barriers’ surface. Gaining direction from the irrelevant, finding patterns in the illogical. 

So what are my roots? My roots are my branches, not where I come from but where this life will take me. The only constant is my outstretched arms pointed towards the light. A life based on the hope that my branches will sprout leaves that will fall and litter the path for the next generation.

Keon Tindle is unapologetically Black and embraces his African American background. Keon is an esports competitor, musician, and producer, and especially enjoys the craft of pairing history with hip-hop music. He is always ecstatic to dabble in new creative outlets and hopes to pursue a career in neuroscience research.

Thomas Jefferson High School for Science and Technology, Alexandria, Va.

Tying the Knot

The kitchen smells like onions and raw meat, neither unpleasant nor pleasant. Nainai’s house slippers slap against our kitchen floor as she bustles around, preparing fillings for zongzi: red bean paste, cooked peanuts, and marinated pork. I clap my pudgy hands together, delighted by the festivities. 

Nainai methodically folds the bamboo leaves into cones, fills them up with rice, and binds the zongzi together with string that she breaks between her teeth. I try to follow suit, but when I try to tie the zongzi together, half the rice spills out. Tired from my lack of progress, I abandon Nainai for my parents, who are setting up the mahjong table. 

After raising me to the age of ten, my grandparents returned to China. They dropped back into their lives like they had never left, like they hadn’t shaped my entire upbringing. Under their influence, my first language was not English, but Chinese. 

At school, my friends cajoled me into saying Chinese words for them and I did so reluctantly, the out-of-place syllables tasting strange on my palate. At home, I slowly stopped speaking Chinese, embarrassed by the way my tongue mangled English words when I spoke to classmates. One particular memory continually plagues me. “It’s Civil War, silly. Why do you pronounce “L” with an ‘R’?” Civil. Civil. Civil.

At dinner, my dad asked us to speak Chinese. I refused, defiantly asking my brother in English to pass the green beans. I began constructing false narratives around my silence. Why would I use my speech to celebrate a culture of foot binding and feudalism? In truth, I was afraid. I was afraid that when I opened my mouth to ask for the potatoes, I wouldn’t be able to conjure up the right words. I was afraid I would sound like a foreigner in my own home. If I refused to speak, I could pretend that my silence was a choice.

In Kayla DeVault’s YES! article “Native and European – How Do I Honor All Parts of Myself?” she insists that “Simply saying “I am this” isn’t enough. To truly honor my heritage, I found I must understand and participate in it.” And for the first time, I wonder if my silence has stolen my cultural identity. 

I decide to take it back.

Unlike DeVault, I have no means of travel. Instead, my reclamation starts with collecting phrases: a string of words from my dad when he speaks to Nainai over the phone, seven characters from two Chinese classmates walking down the hall, another couple of words from my younger sister’s Chinese cartoons. 

The summer before my senior year marks the eighth year of my grandparents’ return to China. Once again, I am in the kitchen, this time surrounded by my parents and siblings. The bamboo leaves and pot of rice sit in front of me. We all stand, looking at each other expectantly. No one knows how to make zongzi. We crowd around the iPad, consulting Google. Together, we learn how to shape the leaves and pack the rice down. 

The gap in knowledge bothers me. Does it still count as honoring a family tradition when I follow the directions given by a nameless pair of hands on YouTube rather than hearing Nainai’s voice in my mind? 

Instead of breaking the string with my teeth like Nainai had shown me, I use scissors to cut the string—like I had done with my ties to Chinese language and culture all those years ago. And now, I’m left with the severed string that I must hurriedly tie around the bamboo leaf before the rice falls out of my zongzi.

Cherry Guo is a senior at Thomas Jefferson High School for Science and Technology in Alexandria, Virginia. Cherry rows for her school’s crew team and plays the viola in her school orchestra. She spends what little free time she has eating pretzel crisps and listening to podcasts about philosophy.

University Winner

Madison Greene

Kent State University, Kent, Ohio

Carrying the Torch

I have been called a pizza bagel–the combination of a Catholic Italian and an Ashkenazi Jew. Over time, I have discovered the difficulty of discretely identifying the ratio of pizza to bagel. It is even more arduous when the pizza and the bagel have theologies that inherently contradict each other. Therefore, in a society that emphasizes fine lines and exact distinctions, my identity itself becomes a contradiction.  

In the winter, my family tops our Christmas tree with the Star of David. I’ve recited the Lord’s Prayer; I’ve prayed in Hebrew. I attended preschool at a church, and my brother was a preschooler in a synagogue. Every week at Sunday morning mass, my maternal family donates money to the collection basket during the offertory. My paternal family has donated authentic Holocaust photographs to a local Jewish heritage museum. Growing up, none of this was contradictory; in fact, it all seemed complementary. My Jewish and Catholic identities did not cancel each other out but rather merged together.

However, the compatibility of my Catholic-Jewish identities was in upheaval when I decided to become acquainted with the Jewish community on campus. While attending Hillel events, I felt insecure because I did not share many of the experiences and knowledge of other Jewish students. Despite this insecurity, I continued to participate — until a good friend of mine told me that I was not Jewish enough because of my Catholic mother. She also said that families like mine were responsible for the faltering of Jewish culture. I wanted my identity to be validated. Instead, it was rejected. I withdrew and avoided not only my Jewish identity but also my identity as a whole.

I soon realized that this friend and I look at my situation using different filters. My Catholic-Jewish identities have evolved into a codependent relationship, and I am entitled to unapologetically embrace and explore both aspects of my identity. I realized that even without my friend’s validation of my identity, I still exist just the same. Any discredit of my Catholic-Jewish identities does not eliminate my blended nature. So, after a few months of avoiding my Jewish identity, I chose to embrace my roots; I resumed participating in the Jewish community on campus, and I have not stopped since.

Kayla DeVault’s YES! article “Native and European – How Do I Honor All Parts of Myself?” describes the obligation to one’s ancestral chain. The best way to fulfill this duty is to fully dedicate oneself to understanding the traditions that accompany those cultural origins. In this generation, my mother’s Catholic-Italian maiden name has no men to carry it on to the next generation. It is difficult to trace my last name past the mid-1900s because my Jewish ancestors shortened our surname to make it sound less Semitic, to be less vulnerable to persecution. Given the progressive fading of my family’s surnames, how do I continue the legacies of both family lines?

On behalf of my ancestors and for the sake of the generations still to come, I feel obligated to blend and simultaneously honor my Jewish and Catholic heritage to ensure that both prevail. 

Now I know that whether I am sitting next to my Jewish father at my young cousin’s baptism, or whether I am sitting at the Passover Seder table with my mother’s Catholic parents, it is up to me to keep both flames of my ancestry burning bright. The least I can do is hold each family’s candle in my hands. Imagine the tremendous blaze I could create if I brought the flames of my two families together.

Madison Greene is a Communication Studies major at Kent State University. Madison is also pursuing a minor in Digital Media Production. She is currently the president of her sorority.

Powerful Voice Winner

Mariela Alschuler

Behind My Skin

My roots go deeper than the ground I stand on. My family is from all over the world with extended branches that reach over whole countries and vast oceans.

Though I am from these branches, sometimes I never see them. My Dominican roots are obvious when I go to my abuela’s house for holidays. My family dances to Spanish music. I fill my plate with platanos fritos and my favorite rice and beans. I feel like a Dominican American girl. Maybe it’s the food. Maybe it’s the music. Or maybe it’s just the way that my whole family—aunts, uncles, grandparents, and cousins— laugh and talk and banter in my grandparents’ small, beautiful apartment.

Even though I am blood to this family, I stick out like a sore thumb. I stick out for my broken Spanish, my light skin, my soft, high-pitched voice and how I do my hair. I feel like I don’t belong to my beautiful, colorful family, a disordered array of painted jars on a shelf.

If my Dominican family is like a disorganized and vibrant shelf of colors, then my European family is a neat and sparse one with just a hint of color. For Christmas in New York, there are dozens of us crammed in the small apartment. For Thanksgiving in Massachusetts, there are rarely more than twelve people in the grandiose, pristine house that looks like something out of House Beautiful . I adore my grandparent’s house. It is expansive and neatly painted white. After growing up in a small house on a school campus and visiting my other grandparents’ small apartment in New York, I thought that their house was the greatest thing in the world. I would race up the stairs, then slide down the banister. I would sip Grandma’s “fancy” gingerbread tea, loving the feeling of sophistication. There, I could forget about the struggles of my Dominican family. I was the granddaughter of a wealthy, Jewish, Massachusetts couple rather than the granddaughter of a working-class second-generation Dominican abuela and abuelo from the Bronx.  

I don’t fit in with my European family either. My dark skin and my wild hair don’t belong in this tidy family. In Massachusetts, the branches of my Dominican family, no matter how strong and extensive, are invisible. The same way my European roots are lost when I am in New York.

So what am I? For years I have asked myself this question. Wondering why I couldn’t have a simple garden of a family rather than the jungle that I easily get lost in. As Kayla DeVault says in her YES! article “Native and European—How can I honor all parts of myself?,” “Simply saying ‘I am this’ isn’t enough.” And it isn’t. My race, color, and ethnicity do not make up who I am. I am still a daughter. A sister. A cousin. A friend. My mixed identity does not make me less whole, less human. I may have lightly tanned skin and my lips may not form Spanish words neatly, but behind my skin is bright color and music. There is warm gingerbread tea and golden platanos fritos. There is Spanish singing from my abuelo’s speaker and “young people” songs that play from my headphones. There is a little, cozy apartment and a large, exquisite house. Behind my skin is more than what you can see. Behind my skin is what makes me me. 

Mariela Alschuler is a seventh-grader at Ethical Culture Fieldston School and lives in the Bronx, New York. When she’s not in school, Mariela likes to read, write, do gymnastics, watch Netflix, and spend time with her friends and family. She hopes to be a doctor and writer when she grows up.

Reese Martin

University Liggett School, Grosse Point Woods, Mich.

A True Irishman?

Similar to Kayla Devault in her YES! article “Native and European-How Do I Honor All Parts of Myself,” I hold holistic pride in my cultural identity. As a descendant of Irish immigrants, my childhood was filled with Irish folk music, laughter, and all things green. I remember being a toddler, sitting on my Popo’s lap wearing a shiny green, slightly obnoxious, beaded shamrock necklace. There, in the living room, I was surrounded by shamrocks hanging on the walls and decorations spread throughout, courtesy of my grandmother who always went overboard. My father and his siblings were Irish fanatics, as well. My aunt, whom I loved spending time with as a child, was notorious for wild face painting, ear-splitting music, and crazy outfits on St. Patrick’s Day. The holiday typically started in Detroit’s historic Corktown for the annual St. Patrick’s Day Parade with the promise of authentic Irish corned beef and soda bread at the Baile Corcaigh Irish Restaurant following the festivities. Charlie Taylor, a local Irish musician, belted folk songs from Baile Corcaigh’s makeshift stage. It was one of the few days a year my father and his large family came together. Although my aunt and grandparents have passed, our family’s Irish pride is eternal.

There was, however, one peculiar thing about our Irish heritage— none of my family looked classic Irish. My father and his five siblings have nearly black eyes and fairly dark skin, not the typical Irish traits of blue eyes and light skin. DeVault wrote, “When I was older, the questions came, which made me question myself.” I fell into a similar predicament, questioning my heritage. It truly came as a shock when a couple of my paternal aunts and several cousins took DNA tests through 23andMe and AncestryDNA. The results revealed the largest percentage of our ethnicity was Lebanese and Middle Eastern, not Irish.

It felt like a punch to the gut. I was clueless on how to move forward. According to the numbers, we possessed an insignificant amount of Irish blood. How was it possible to be wrong about such a huge part of my identity? Not only was I confused about my culture and history, but I also experienced a great deal of shame—not of my newfound Middle Eastern heritage, but the lack of Irish DNA, which I had previously held so close and felt so proud of. It felt as though I was betraying the memory of my late grandparents and aunt.

Even amidst my confusion, I found this new heritage intriguing; I was excited to explore all that my newly found Lebanese culture had to offer: unique foods, unfamiliar traditions, and new geography. In addition to the familiar boiled and mashed potatoes, my family now eats hummus and shawarma. I also know more about the basic facts, history, and government of Lebanon. One thing dampens my enthusiasm, however. I wonder how I can fully develop a love for my newly discovered culture without being too deliberate and appearing to be insensitive to cultural appropriation.

It is here, in the depths of uncertainty and intrigue, I relate most to DeVault’s question, “How do I honor all parts of myself?” Although my Irish ancestry may not be as authentic as I once believed, I still feel a strong connection to the Irish culture. I’ve found that to truly honor all pieces of my identity, I must be willing to accept every aspect of my ancestry. I don’t need to reject Lebanese ethnicity, nor disregard the Irish memories of my childhood. I am allowed to be everything all at once. At the end of the day, with both Irish culture and Lebanese heritage, I am still simply and perfectly me.

Reese Martin is a junior at University Liggett School in Grosse Pointe Woods, Michigan. Reese plays hockey and soccer, swims competitively and is a violinist in her school orchestra. She enjoys volunteering, especially peer tutoring and reading with young children.

Rowan Burba

Saluting Shadows

On the floor, a murdered woman lays bloody and dead. Two young boys stare in horror at their dead mother. At only 10 years old, my great-grandfather experienced unfathomable suffering. A generation later, my grandfather and two great-uncles grew up under an abusive roof. My great-uncle Joe, the youngest of three boys, endured the worst of the abuse. Joe’s scarred brain altered during the sexual and emotional abuse his father subjected him to. From the time he was 18 months old, trusted adults of Joe’s community violated him throughout his childhood. These traumas spiraled into a century of silence, the silence I am determined to break. 

My father’s lineage is littered with trauma. Our family doesn’t openly share its past. We constantly masquerade as “normal” so we can fit in, but the alienation we experience is understandable. In Kayla DeVault’s YES! article “Native and European—How Do I Honor All Parts of Myself?” she explains her numerous identities, which include Shawnee, Anishinaabe, Eastern European, Scottish, and Irish. Although I don’t have her rich ethnic ancestry, I question my roots just as she does. I have limited photos of my deceased relatives. There are only two prominent ones: my paternal grandmother as a child with her siblings and my maternal grandmother’s obituary photo. These frosted images hide the truth of my family’s history. They’re not perfect 4″ x 6″ moments frozen in time. They’re shadowed memories of a deeply disturbed past.

For 17 years, my family was clueless about our past family trauma. Two months ago, my great-aunt explained Joe’s story to me. Joe developed Dissociative Identity Disorder (DID) as a result of his abuse. By the age of 18, his brain contained 95 alters (fragments of his identity that broke off and developed into true individuals), causing Joe to appear as the “weird one,” the one who my family dismissed, the outcast of my dad’s childhood. My dad only learned one year ago, long after Joe died, about Joe’s DID. My family’s adamancy to hold secrets outweighed accepting and helping Joe. The shadows around these secrets quickly dispersed. 

The silence and shame from a mother’s death a century ago still have a chokehold on my family today. My family appears a disaster to outsiders.  My mom’s side is so religious they would never fathom a conversation about these harsh realities. In addition to Joe, my dad’s side has uncles who struggle with codependency and trauma from past abuses. Joe’s brother coped by latching onto another “normal” family, and my grandfather coped by never talking about issues. My parents married soon after my maternal grandmother and three of her four siblings died within a few weeks of each other. Despite years of therapy, my parents divorced when I was 11 years old. I grew up surrounded by dysfunction without recognizing it. 

How do I honor my roots? I work to break the silence and stigmas of abuse and mental health. I’ve participated in therapy for about five years and have been on medicine for about two. I must reprogram my brain’s attachment to codependent tendencies and eliminate the silence within me. I’m working through my intrusive thoughts and diving into my family’s past and disrupting harmful old patterns. I’m stepping away from the shadows of my ancestors and into the light, ensuring that future generations grow up with knowledge of our past history of abuse and mental illness. Knowledge that allows us to explore the shadows without living in them. Knowledge that there’s more in life outside of the frames.

Rowan Burba, a junior at Kirkwood High School in Missouri, loves to participate as a witness in Mock Trial competitions, build and paint sets for the KHS theatre department, play viola in her school orchestra, and do crafts with kids. She is involved in politics and wants to help change the world for the better.

Mia De Haan

Estrella Mountain Community College, Avondale, Ariz.

What Being a Part of the LGBTQ+ Community Means to Me

Being queer is that one thing about me I am most proud of, yet also most scared of. Knowing that I am putting my life at risk for the simplest thing, like being gay, is horrifying.

Let’s talk about my first crush. Her name was Laurel, and she was always in front of me when we lined up after recess in first grade. I remember wishing that girls could marry girls because she had the prettiest long, blonde hair. I left these thoughts in the back of my head until middle school. I couldn’t stop staring at a certain girl all day long. That one girl who I would have sleepovers with every weekend and slow dance with at school dances—but only as friends. She changed my life. She was the first person to tell me that I was accepted and had no reason to be afraid. 

Being part of the LGBTQ+ community isn’t all rainbows and Pride parades. It is watching your family turn away from you in disgust but never show it on their faces. It’s opening Twitter and learning that it’s still illegal to be gay in 71+ countries. It’s astonishing that we had to wait until 2015 for the U.S. Supreme Court to make it legal to marry in all 50 states.  

My identity is happiness yet pain, so much pain. I hated myself for years, shoved myself back into a closet and dated my best friend for two years because maybe if I brought a boy home my family would wish me “Happy Birthday” again or send me Christmas presents like they do for my brother and sister.

When I began to explore my identity again, I asked myself, “Am I safe?” “Will I still be loved?” I was horrified. I am horrified. Legally, I am safe, but I am not safe physically. I can still be beaten up on the streets for holding a girl’s hand. Protesters at Pride festivals are still allowed to shout profanities at us and tell us that we are going to burn in hell—and the cops protect them. I am not safe mentally because I still allow the words of people and homophobes in the media and on my street get inside of my head and convince me that I am a criminal. 

When I read Kayla DeVault’s YES! article “Native and European—How Do I Honor All Parts of Myself?” I could feel how proud DeVault is to be Shawnee and Irish. While we do not share the same identity, I could tell that we are the same because we both would do anything for our cultures and want to show our pride to the rest of the world.

I honor my LGBTQ+ identity by going to Pride festivals and events. I also participate in an LGBTQ+ church and club, where, for years, was the only place I could be myself without the fear of being outed or harmed. Whenever I hear people being ignorant towards my community, I try to stay calm and have a conversation about why our community is great and valid and that we are not doing anything wrong. 

I don’t know if the world will ever change, but I do know that I will never change my identity just because the world is uncomfortable with who I am. I have never been one to take risks; the idea of making a fool of myself scares me. But I took one because I thought someone might listen to my gay sob story. I never expected it to be heard. If you have your own gay sob story, I will listen, and so will many others, even if you don’t realize it yet.  

Amelia (Mia) De Haan was born and raised in Phoenix, Arizona. Mia has devoted her entire life to art, specifically theatre and dance. While she has struggled to figure out what she wants to do for the rest of her life, she does know that she wants to inspire people and be a voice for the people of the LGBTQ+ community who still feel that no one is listening. Mia dreams of moving to New York with her cat Loki and continuing to find a way to inspire people.

Laura Delgado

Spring Hill College, Mobile, Ala.

I moved to the United States when I was eight years old because my father knew Venezuela was becoming more corrupt. He wanted to give his family a better life. My sense of self and belonging was wiped clean when I moved to the United States, a country that identified me and continues to label me as an “alien.” On U.S Citizenship and Immigration Services (USCIS) documents, I am Alien Number xxx-xxx-xxx.  I will not let that alien number define who I am: a proud Venezuelan and American woman.

In her YES! article “Native and European—How Do I Honor All Parts of Myself?” author Kayla DeVault says that “to truly honor [her] heritage, [she] found [she] must understand and participate in it.” This is why during Christmas I help my mom make hallacas (a traditional Venezuelan dish made out of cornmeal, stuffed with beef, pork, chicken, raisins, capers, and olives, wrapped in a banana leaf that is boiled to perfection), pan de jamón (a Christmas bread filled with ham, cheese, raisins, and olives—the perfect sweet and salty combination, if you ask me), and ensalada de gallina (a chicken, potatoes, and green apple salad seasoned with mayonnaise, salt, and pepper). While the gaitas (traditional Venezuelan folk music) is playing, we set up the Christmas tree and, under it, the nativity scene. The smell of Venezuelan food engulfs our small apartment. Every time I leave the house, the smell of food sticks to me like glue, and I love it.

We go to our fellow Venezuelan friend’s house to dance, eat, and laugh like we were back in Venezuela. We play bingo and gamble quarters as we talk over each other.  My favorite thing is how we poke fun at each other, our way of showing our love. There is nothing better than being surrounded by my Venezuelan family and friends and feeling like I belong.

My ancestors are Spanish settlers, West African slaves, and Indigenous Venezuelans. To my peers, I am a Latina woman who can speak Spanish and comes from a country they have never heard of. To my family, I am a strong and smart Venezuelan woman who is succeeding in this country she calls home. 

I was immediately an outcast as a young newcomer to this country. I was the new, exotic girl in class who did not speak a word of English; all of that led to bullying. Growing up in a country that did not want me was—and still is—hard. People often ask me why I would ever want to identify as American. My answer to their question is simple: This is my home. I knew that the chances of us going back to Venezuela were slim to none so I decided to make this country my home. At first, I fought it. My whole life was back in Venezuela. Eventually, I made lifelong friends, had my first kiss and my first heartbreak. I went to all of the homecoming and prom dances and made memories with my best friends to last me a lifetime. Yes, I was born in Venezuela and the pride of being a Venezuelan woman will never be replaced, but my whole life is in the United States and I would never trade that for the world. 

I am Venezuelan and I am American. I am an immigrant and I am Latina. The United States government will always know me as Alien Number xxx-xxx-xxx, but they will not know that my heritage is rich and beautiful and that I am a proud Venezuelan and a proud American woman.

Laura Delgado is a Junior at Spring Hill College in Mobile, Alabama, majoring in Graphic Design and minoring in Hispanic Studies. Laura and her family migrated to the United States from Venezuela in 2007 to escape the Chavez regime. She is a DACA recipient and a first-generation college student who has a passion for graphic design and hopes to one day open her own interior design company.

Dear every human who wrote in this contest or thought about writing,

I want to start by addressing all of you. 

I think stepping out of your comfort zone and writing your truth—even if you think you aren’t a writer— is a brave thing to do. 

I want you to understand that not being selected does not mean your story isn’t valid or that your identity wasn’t “enough.” Remember, you’re always enough. You’re enough to God, to Allah, to your Higher Power, to the Flying Spaghetti Monster in the sky, to your parents, and to your ancestors who endured long enough for you to come into existence. 

As I read through the various essays, I saw a common thread of food . Whether it’s the pierogi sales at churches in Pittsburgh, the neverias around Phoenix, or the soul food joints in Birmingham, the history of our ancestors’ movements have left their impressions in our cuisine. 

Another theme I found in several essays was a “uniformed diaspora.” Some of you talked about not being able to fully trace your lineage, having your history stolen by some method of political racism, and even grappling with finding that your genetics are not all you thought they were. As a Native person, I know all too well that we had much taken from us. I know that the conquerors wrote our history, so ours is recorded with bias, racism, and flippancy. 

And now to the essay winners:

To Susanna: Obrigada for your story. I encourage you to keep exploring your identity and how it informs your existence today on Lenape, Rockaway, and Canarsie traditional lands (New York City). Your imagery reflects saudades well. I think there is an intriguing and untapped story embedded in your father’s experience from Lebanon, and I encourage you to explore how that merges with your Brazilian identity.

When I read that passage about Starbucks, I thought about how the average young American seems to be private in public, but public in private—meaning this culture and its technology isolates us (private) when we are around other people (public), yet so many of us share most about ourselves on social media (public) where we can pick and choose if we want to engage with someone (private). By the way, I, too, played lacrosse… Did you know it has Indigenous roots?

To Cherry: 非常感谢你!  Don’t listen to the American stereotypes of who you are, as hard as that can be. You sadly may always hear them, but hearing is not the same as listening. People undermine the things they don’t understand because the things they don’t understand scare them. While it is not your job to feel you have to educate them, you do have the freedom to choose how you navigate those spaces.

I understand how it may feel inauthentic to learn how to make traditional foods like zongzi from a YouTube video. For me, I have had to learn beading and other crafts because I was too ashamed to learn them when I had the elders still in my life. I  tell young folk to know their elders now while they can. Furthermore, please speak every language no matter how imperfect because it’s a gift. Also, I’ll eat your zongzi any day, even if all the rice falls out!

To Keon: The imagery and symbols of slavery you use, powerfully describe a revisionist history that further blocks access to what would be a culturally-rich ancestry. 

I remember standing on the shores of Ouidah, Benin, from where the majority of slaves left, looking through La Porte du Non Retour (The Door of No Return) memorial, and hearing a local say, “Our relatives, they left these shores for the ships and then… we never heard from them again.” And so we come to realize our stories are known only so far as they have been carried. 

I see hope in the way you have embraced your roots as your branches to move forward. I believe that, in looking towards your branches, you have actually found your roots. You are a product of all the stories, told and untold, remembered and forgotten. I encourage you to keep writing and exploring how your seemingly contradicting and somewhat unknown roots shaped your ancestors and shape their product: you. Don’t hold back. 

To Madison: Grazie and תודה. First of all, pizza bagels are delicious… just saying… talk about the best of both worlds! You write about the challenge of fitting into your communities, and I can certainly see how religious differences can become contentious. 

I am sorry that you had a negative Hillel experience. In the end, we can’t let the persecutors steal our ancestral identities from us because that allows them to win. Cultures are fluid, not rigid and defined as peers might bully us into thinking. It’s rotten when people label us with things like “pizza bagel,” but if you boldly embrace it, you can turn it on its head. So I encourage you to be the smartest, wittiest, and most deliciously confident pizza bagel out there, writing your experience for all to read!

To Laura: Gracias , you write with a motif of sorts, one that conflates your identity to a number and the label of “alien.” For people in the United States to be dismissive of immigrants and judgmental of their cultures and languages is for the same people to forget their own origins, their own stories, and their own roles (as benefactors or as victims) in this age-old system of oppression for gain. It is also rather ironic that we call people “aliens;” unless they are from an Indigenous nation. Are not nearly all Americans “aliens” to some degree?

You write about being bullied as the new, exotic girl in school and I have also experienced that as my family moved around a bit growing up; however, I have also had the privilege to speak English.

It’s sad that these experiences are still so proliferate, and so I think it is vital that people like you share their experiences. Perhaps your background can inform how you think about spaces as an interior designer. 

To Mariela: Gracias and תודה for the story you shared. You write about a complex existence that is a mix of poor and wealthy, white and brown, warm and cool. Learning to navigate these contrasting sides of your family will help you work with different kinds of people in your future.

I can understand your point about feeling out of place by your skin color. Lighter skin is largely considered a privilege in society, yet for those of us with non-white heritages, it can make us feel like we don’t belong amongst our own family. We have to walk a fine line where we acknowledge we may be treated better than our relatives in some circumstances but we have to sit with the feeling of not being “brown enough” other times. I encourage you to keep exploring your branches and sharing your feelings with your relatives about these topics. Perhaps one day you can use your deep understanding of human relations to inform your bedside manner as a doctor!

To Mia: Thank you for your brave piece, despite your fears. Your emotional recollection about the first girl you loved is very touching and powerful. 

I am sorry that you don’t feel as though you are treated the same by your family on account of your identity and that you have to take extra steps to be accepted, but I believe your continuing to be your authentic self is the only way to prove you mean what you mean.

I hope the utmost safety and acceptance for you. I also thank you for seeing and relating to my pride that I have for myself, and I encourage you to consider creative outlets— maybe even podcast hosting—to uplift your story and the stories of others, spread awareness, and facilitate change.

To Reese: Go raibh maith agat . That’s how you thank a singular person in Irish, if you didn’t know already. I enjoyed your piece because, of course, we have an Irish connection that I understand.

I find it pretty interesting that you came back with a lot of Lebanese results in your family tests. Understand those tests only represent the inherited genes, so if both of your parents were a quarter Irish but three-quarters Lebanese, for example, you would get half of each of their genes. You might get half Lebanese from both and you would appear full Lebanese—or any other variation. My point is those tests aren’t exact reports.

I am excited you have found new aspects of your heritage and I hope you will continue to explore—as best you can—what your ancestral history is. And, by the way, I, too, play hockey and the violin—fine choices!

To Rowan: Many families put up a facade, and it’s only the brave ones, like you, addressing the trauma head-on who will be able to break the cycle that causes intergenerational trauma. 

When we explore the parts of our identity, many of us may find how much trauma —including historic policy, racism, and displacement—has impacted our ancestors, perhaps centuries upon centuries ago. Learning about my family history and about religious factors has revealed stories of abuse and secrets that have been hushed wildly, even within my immediate family. Photos can be sad when we know the stories behind them and even when we never knew the person; they’re still a part of us and we can honor them by remembering them. I think you choosing to write about your Uncle Joe and the effects of trauma in your family— especially as you process and heal yourself—will be a tremendous resource both internally and for others. Thank you for sharing and I hope you find happiness in those frames.

Again, thank you all for your essays. It is exciting to see the youth writing. I am grateful for my piece to have been chosen for this contest and, I hope I’ve encouraged readers to consider every part that makes up their whole and how it has informed their life experiences.

Kayla DeVault

“ In seventh grade, I went to an affinity group meeting. And all I remember was being called a bad Asian again and again. I was called a bad Asian because I couldn’t use chopsticks. I was called a bad Asian because I didn’t know what bubble tea or K-pop was. Time and again, I was called a bad Asian because I didn’t know the things I was expected to know, and I didn’t do the things that I was expected to do. That meeting made me truly question my identity. “ . —Sebastian Cynn, Ethical Culture Fieldston Middle School, Bronx, N.Y. Click here to read the entire essay.

“It’s difficult being Dominican but born and raised in New York. I’m supposed to speak fluent Spanish. I’m supposed to listen to their music 24/7, and I’m supposed to follow their traditions. I’m supposed to eat their main foods. I’m unique and it’s not only me. Yes, I may not speak Spanish. Yes, I may not listen to their kind of music, but I don’t think that defines who I am as a Dominican. I don’t think I should be discriminated for not being the same as most Dominicans. Nobody should be discriminated against for being different from the rest because sometimes different is good. “ —Mia Guerrero, KIPP Washington Heights Middle School, New York, N.Y. Click here to read the entire essay.

When I hang out with some of my older friend groups, which are mainly white, straight kids, I don’t mention that I’m Asian or Gay, but as soon as I’m with my friends, I talk about my identifiers a lot. A lot of them are part of the LGBTQ+ community, and 11 out of 14 of them are a person of color. With my grandparents, I am quieter, a good Asian grandchild who is smart, gets good grades, is respectful. And I don’t act “Gay.” … Why do I have to act differently with different people? Why do I only feel comfortable with all of my identities at school?

—Gillian Okimoto, Ethical Culture Fieldston Middle School, Bronx, N.Y. Click here to read the entire essay .

“ Torah, Shema, yarmulke, all important elements of Jewish identity—except for mine. All these symbols assume the existence of a single God, but that doesn’t resonate with me. Religion is a meaningful part of my family’s identity. After all, wanting to freely practice their religion was what brought my great-grandparents to America from Eastern Europe. Being very interested in science, I could never wrap my head around the concept of God. Can I be Jewish while not believing in God? “ —Joey Ravikoff, Ethical Culture Fieldston Middle School, Bronx, N.Y. Click here to read the entire essay.

“ Yes, I am transgender, but I am also a son, a friend, an aspiring writer, and a dog trainer. I love riding horses. I’ve had the same volunteer job since sixth grade. I love music and trips to the art museum. I know who I am and whether other people choose to see me for those things is out of my control.  Holidays with my family feels like I’m suffocating in a costume. I’ve come out twice in my life. First, as a lesbian in middle school. Second, as a transgender man freshman year. I’ve gotten good at the classic sit-down. With hands folded neatly in front of me, composure quiet and well-kept, although I’m always terrified. “ —Sebastian Davies-Sigmund, Kirkwood High School, Kirkwood, Mo. Click here to read the entire essay.

“ No longer do I wish to be stared at when civil rights and slavery are discussed. In every Socratic seminar, I shudder as expectant white faces turn to mine. My brown skin does not make me the ambassador for Black people everywhere. Please do not expect me to be the racism police anymore. Do not base the African American experience upon my few words. Do not try to be relatable when mentioning Hannukah is in a few days. Telling me you tell your White friends not to say the N-word doesn’t do anything for me. “ —Genevieve Francois, Kirkwood High School, Kirkwood, Mo. Click here to read the entire essay.

“ I often walk into the kitchen greeted by my mother sitting on her usual stool and the rich smells of culture—the spicy smell of India, the hearty smell of cooked beans, or the sizzling of burgers on the grill. Despite these great smells, I find myself often yearning for something like my friends have; one distinct culture with its food, people, music, and traditions. I don’t have a one-click culture. That can be freeing, but also intimidating . People who know me see me as a fraction: ¼ black, ¾ white, but I am not a fraction. I am human, just human. “ —Amaela Bruce, New Tech Academy at Wayne High School, Fort Wayne, Ind. Click here to read the entire essay.

“‘We just don’t want you to go to hell. ‘ I am not an atheist. I am not agnostic. I have no religion nor do I stand strong in any one belief. My answer to the mystery of life is simple: I don’t know. But I live in a world full of people who think they do.  There will be a day when that capital G does not control my conversations. There will be a day when I can speak of my beliefs, or lack thereof, without judgment, without the odd stare, and without contempt. The day will come when a life without religion is just another life. That is the day I wait for. That day will be Good. “ —Amara Lueker, New Tech Academy at Wayne High School, Fort Wayne, Ind. Click here to read the entire essay.

“¡Correle!” yell the people around him. He runs to the grass, ducks down and starts to wait. He’s nervous. You can smell the saltiness of sweat. He looks up and hears the chopping of helicopter blades. You can see the beam of light falling and weaving through the grass field … out of a group of thirteen, only four were left hidden. He and the others crossed and met up with people they knew to take them from their own land down south to the opportunity within grasp up north. That was my father many years ago. I’ve only asked for that story once, and now it’s committed to memory. “ —Luz Zamora, Woodburn Academy of Art Science & Technology, Woodburn, Ore. Click here to read the entire essay.

“ How do I identify myself? What do I connect to? What’s important to you? Here’s the answer: I don’t. Don’t have a strong connection. Don’t know the traditions. Don’t even know the languages. I eat some of the food and kinda sorta hafta** the major holidays but thinking about it I don’t know anything important. I think that the strongest connection to my family is my name, Mei Li (Chinese for “beautiful” Ana (a variation on my mother’s very American middle name: Anne) Babuca (my father’s Mexican last name). “ —Mei Li Ana Babuca, Chief Sealth International High School, Seattle, Wash. Click here to read the entire essay.

“ My whole life I have felt like I don’t belong in the Mexican category. I mean yeah, I’m fully Mexican but, I’ve always felt like I wasn’t. Why is that you ask? Well, I feel that way because I don’t know Spanish. Yes, that’s the reason. It may not sound like a big deal, but, for me, I’ve always felt disconnected from my race. I felt shameful. I felt like it was an obligation to know what is supposed to be my mother tongue. My whole family doesn’t really know fluent Spanish and that has always bothered me growing up. “ —Yazmin Perez, Wichita North High School, Wichita, Kan Click here to read the entire essay.

“ I believe differently from DeVault, who believes it’s important to connect and participate with your heritage. I believe that our personal pasts have more to do with who we are as people than any national identity ever could. Sure, our heritage is important, but it doesn’t do nearly as much to shape our character and perspective as our struggles and burdens do. Out of all my past experiences, illness—and especially mental illness—has shaped me. “ —Chase Deleon, Central York High School, York, Penn. Click here to read the entire essay.

“ … I can now run that whole grape leaf assembly line, along with other traditional plates, by myself. I have begun speaking out on current topics, such as Middle-Eastern representation in acting. I have become so much closer with my relatives and I don’t mind busting a move with them on the dance floor. Although a trip to Syria is not in my near future, DeVault made me realize that a connection to your geographical cultural roots is important. According to my aunt, I have become a carefree, happy, and more passionate person. I no longer feel stuck in the middle of ethnicity and society. Becoming one with and embracing my identity truly is ‘A Whole New World.’” —Christina Jarad, University Ligget School, Grosse Pointe Woods, Mich. Click here to read the entire essay.

“While my bow is not made of wood and my arrows lack a traditional stone tip, the connections are always present, whether I am stalking bull elk in the foothills of the Rockies or fly fishing in the mystical White River. The methods and the technologies may be different, but the motivations are the same. It is a need to be connected to where my food originates. It is a desire to live in harmony with untouched lands. It is a longing to live wild, in a time where the wild is disappearing before our eyes. “ —Anderson Burdette, Northern Oklahoma University, Stillwater, Okla. Click here to read the entire essay.

“Black people always say that White people don’t use seasoning. This saying is one of those sayings that I always heard, but never understood. I am Black, but I was adopted into a White household … Even though I identify as a Black woman, all my life I have struggled with breaking into the Black culture because other people around me consciously or unconsciously prevent me from doing so. “ —Brittany Hartung, Spring Hill College, Mobile, Ala. Click here to read the entire essay.

We received many outstanding essays for the Fall 2019 Student Writing Competition. Though not every participant can win the contest, we’d like to share some excerpts that caught our eye:

How can other people say that I only have one identity before I can even do that for myself? —Arya Gupta, Ethical Culture Fieldston Middle School, Bronx, N.Y.

‘Middle Child’ by J. Cole blasts through the party. Everyone spits the words like they’re on stage with him. J. Cole says the N-Word, and I watch my Caucasian peers proudly sing along. Mixed Girl is perplexed. Black Girl is crestfallen that people she calls friends would say such a word. Each letter a gory battlefield; White Girls insists they mean no harm; it’s how the song’s written. Black Girl cries. —Liz Terry, Kirkwood High School, Kirkwood, Mo.

To me, valuing my ancestors is a way for me to repay them for their sacrifices. —Jefferson Adams Lopez, Garrison Middle School, Walla Walla, Wash.

A one-hour drive with light traffic. That’s the distance between me and my cousins. Short compared to a 17-hour flight to the Philippines, yet 33 miles proved to create a distance just as extreme. Thirty-three miles separated our completely different cultures. —Grace Timan, Mount Madonna High School, Gilroy, Calif.

What does it mean to feel Korean? Does it mean I have to live as if I live in Korea? Does it mean I have to follow all the traditions that my grandparents followed? Or does it mean that I can make a decision about what I love? —Max Frei, Ethical Culture Fieldston Middle School, Bronx, N.Y.

Not knowing feels like a safe that you can’t open (speaking about her ancestry) . —Madison Nieves-Ryan, Rachel Carson High School, New York, N.Y.

As I walked down the halls from classroom to classroom in high school, I would see smiling faces that looked just like mine. At every school dance, in every school picture, and on every sports team, I was surrounded by people who looked, thought, and acted similar to me. My identity was never a subject that crossed my mind. When you aren’t exposed to diversity on a daily basis, you aren’t mindful of the things that make you who you are. —Jenna Robinson, Kent State University, Kent, Ohio

When my Great-Great-Grandfather Bill was 12, he ran away to work with his uncles. And then when he was older and married, he called up his wife and said, “Honey, I’m heading off to college for a few years. Buh-Bye!” Because of his adventurous spirit, Bill Shea was the first Shea to go to college. Ever since my mom told me this story, I’ve always thought that we could all use a little Bill attitude in our lives.  —Jordan Fox, Pioneer Middle School, Walla Walla, Wash.

I defy most of the stereotypes of the Indian community. I’m a gender-fluid, American, Belizean kid who isn’t very studious. I want to be a writer, not a doctor, and I would hang out with friends rather than prepare for the spelling bee. —Yadna Prasad, Ethical Culture Fieldston Middle School, Bronx, N.Y.

While my last name may be common, the history behind my family is not. A line of warriors, blacksmiths, intellectuals, and many more. I’m someone who is a story in progress. —Ha Tuan Nguyen, Chief Sealth International High School, Seattle, Wash.

My family is all heterosexual. I did not learn about my identity from them. LGBTQ+ identity is not from any part of the world. I cannot travel to where LGBTQ+people originate. It does not exist. That is the struggle when connecting with our identities. It is not passed on to us. We have to find it for ourselves. —Jacob Dudley, Kent State University, Kent, Ohio

My race is DeVault’s childhood kitchen, so warm and embracing. Familiar. My sexuality is DeVault’s kitchen through adulthood: disconnected. —Maddie Friar, Kirkwood High School, Kirkwood, Mo.

At school, I was Dar-SHAW-na and at home DAR-sha-na. There were two distinct versions, both were me, but neither were complete. \ —Darshana Subramaniam, University Liggett School, Grosse Pointe Woods, Mich.

I do not think that heritage and ethnic roots are always about genetics. It is about the stories that come with it, and those stories are what shapes who you are. —Lily Cordon-Siskind, Ethical Culture Fieldston Middle School, Bronx, N.Y.

In my sixteen-year-old mind, the two ethnicities conflicted. I felt like I couldn’t be both. I couldn’t be in touch with Southern roots and Cuban ones at the same time. How could I, they contradict each other? The Cuban part of me ate all my food, was loud and blunt, an underdog and the Southerner was reserved, gentle, and polite. —Grace Crapps, Spring Hill College, Mobile, Ala.

I thought I was simply an American. However, I learned that I am not a jumbled mix of an untraceable past, but am an expertly woven brocade of stories, cultures, and hardships. My ancestors’ decisions crafted me…I am a story, and I am a mystery. —Hannah Goin, Pioneer Middle School, Walla Walla, Wash.

We received many outstanding essays for the Fall 2019 Student Writing Competition, and several students got clever and creative with their titles. Here are some titles that grabbed our attention:

“A Mixed Child in a Mixed-Up Family” Caitlin Neidow, Ethical Culture Fieldston Middle School, Bronx, N.Y.

“Diggin’ in the DNA” Honnor Lawton, Chestnut Hill Middle School, Liverpool, N.Y.

“Hey! I’m Mexican (But I’ve Never Been There)” Alexis Gutierrez-Cornelio, Wellness, Business & Sports School, Woodburn, Ore.

“What It Takes to Be a Sinner” Amelia Hurley, Kirkwood High School, Kirkwood, Mo.

“Mirish” Alyssa Rubi, Chief Sealth International High School, Seattle, Wash.

“Nunca Olvides de Donde Vienes ” ( Never forget where you came from ) Araceli Franco, Basis Goodyear High School, Goodyear, Ariz.

“American Tacos” Kenni Rayo-Catalan, Estrella Mountain Community College, Avondale, Ariz.

“Corn-Filled Mornings and Spicy Afternoons” Yasmin Medina, Tarrant County Community College, Fort Worth, Tex.

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College Essay: My Parents’ Sacrifice Makes Me Strong

After living in Texas briefly, my mom moved in with my aunt in Minnesota, where she helped raise my cousins while my aunt and uncle worked. My mom still glances to the building where she first lived. I think it’s amazing how she first moved here, she lived in a small apartment and now owns a house. 

My dad’s family was poor. He dropped out of elementary school to work. My dad was the only son my grandpa had. My dad thought he was responsible to help his family out, so he decided to leave for Minnesota   because  of  many  work opportunities .   

My parents met working in cleaning at the IDS  C enter during night shifts. I am their only child, and their main priority was not leaving me alone while they worked. My mom left her cleaning job to work mornings at a warehouse. My dad continued his job in cleaning at night.   

My dad would get me ready for school and walked me to the bus stop while waiting in the cold. When I arrived home from school, my dad had dinner prepared and the house cleaned. I would eat with him at the table while watching TV, but he left after to pick up my mom from work.   

My mom would get home in the afternoon. Most memories of my mom are watching her lying down on the couch watching her  n ovelas  –  S panish soap operas  – a nd falling asleep in the living room. I knew her job was physically tiring, so I didn’t bother her.  

Seeing my parents work hard and challenge Mexican customs influence my values today as a person. As a child, my dad cooked and cleaned, to help out my mom, which is rare in Mexican culture. Conservative Mexicans believe men are superior to women; women are seen as housewives who cook, clean and obey their husbands. My parents constantly tell me I should get an education to never depend on a man. My family challenged  machismo , Mexican sexism, by creating their own values and future.  

My parents encouraged me to, “ ponte  las  pilas ” in school, which translates to “put on your batteries” in English. It means that I should put in effort and work into achieving my goal. I was taught that school is the key object in life. I stay up late to complete all my homework assignments, because of this I miss a good amount of sleep, but I’m willing to put in effort to have good grades that will benefit me. I have softball practice right after school, so I try to do nearly all of my homework ahead of time, so I won’t end up behind.  

My parents taught me to set high standards for myself. My school operates on a 4.0-scale. During lunch, my friends talked joyfully about earning a 3.25 on a test. When I earn less than a 4.25, I feel disappointed. My friends reacted with, “You should be happy. You’re extra . ” Hearing that phrase flashbacks to my parents seeing my grades. My mom would pressure me to do better when I don’t earn all 4.0s  

Every once in  awhile , I struggled with following their value of education. It can be difficult to balance school, sports and life. My parents think I’m too young to complain about life. They don’t think I’m tired, because I don’t physically work, but don’t understand that I’m mentally tired and stressed out. It’s hard for them to understand this because they didn’t have the experience of going to school.   

The way I could thank my parents for their sacrifice is accomplishing their American dream by going to college and graduating to have a professional career. I visualize the day I graduate college with my degree, so my  family  celebrates by having a carne  asada (BBQ) in the yard. All my friends, relatives, and family friends would be there to congratulate me on my accomplishments.  

As teenagers, my parents worked hard manual labor jobs to be able to provide for themselves and their family. Both of them woke up early in the morning to head to work. Staying up late to earn extra cash. As teenagers, my parents tried going to school here in the U.S .  but weren’t able to, so they continued to work. Early in the morning now, my dad arrives home from work at 2:30 a.m .,  wakes up to drop me off at school around 7:30 a.m . , so I can focus on studying hard to earn good grades. My parents want me to stay in school and not prefer work to  head on their  same path as them. Their struggle influences me to have a good work ethic in school and go against the odds.  

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In photos: men’s basketball: gauchos vs uc davis, art as a weapon against invasion – film reminds us of…, opportunity for all uc office of the president yet to make…, the top boba places in isla vista – a journey into…, getting kozy: isla vista’s newest coffee shop, a call for natural sustainability: the story and mission of the…, tasa night market 2023: fostering community and featuring budding clubs at…, in photos – daedalum luminarium, an art installation, creating characters we love: the screenwriting process in our flag means…, indigo de souza and the best-case anticlimax, a spectrum of songs: ucsb’s college of creative studies set to…, nature in i.v. – black mold, southern california is in super bloom, from love to likes: social media’s role in relationships, the gloom continues: a gray may, the rise of ai girlfriends: connecting with desires and discussing controversy,…, letter to the editor: dining hall laborers have had enough, do…, is studying abroad worth it for a ucsb student, workers at ucsb spotlight: being a writing tutor for clas, the immense struggles of first-generation latino college students.

Edward Colmenares

Editor-in-Chief

Imagine being tasked with setting the precedent of success for your entire family at 17 years old. No matter the personal cost, it is now your responsibility to lift your family out of poverty. This is the crucial promise many first-generation Latine college students make when they head off to higher education. Once they reach college, however, these students only uncover a disheartening reality. They were set up to fail from the start.

Stricken with discouragement when comparing childhoods with their wealthier peers, these first-generation Latine students recognize that university was not intended for them. Since the inception of higher education institutions, and up until a couple of generations ago, there was no reasonable path for these students to even attend university, and the few lucky enough to enroll could only do so under the demeaning conditions of systematic racism.

From K-12, Latine students are at a disadvantage. Born to immigrant, working-class parents, Latine children begin their educational journey with a lack of socioeconomic privileges that their peers have become accustomed to by pre-school. Often, neither parent in the household speaks English fluently enough to teach their child(ren) the language. Spanish is all these kids know, as they suddenly enter an environment where they will be excluded because of the simple fact that they speak a different language that isn’t English. Thus, a striking 82 percent of all students K-12 situated in California English language learning programs are Latine. 

Any English learned at school then becomes a tool for the parents and family as these students commonly become a resource for translating, whether spoken in a movie or present in billing letters. It is important to note that a large portion of Latine parents did not make it past high school due to a lack of educational resources in their home country, so it is particularly difficult for them to learn English upon reaching the U.S.

Many Latine children are familiar with poverty. Representing 17 percent of the American workforce , Latine families are actively working to improve the lives of their children but can commonly only do so through exhausting manual labor. In agricultural, construction, or housekeeping occupations, the Latine population composes over half or close to half of the labor force . However, the unreliability and unlivable wages of these jobs severely limits the financial capacities of these working families.

As a result, Latine children in California K-12 schools account for 71 percent of all economically disadvantaged students and 73 percent of all homeless students. Considering that these same Latine children make up over one-half of all California students, it is an unfortunate reality that poverty strikes these children at disproportionately high rates.

When looking at Latine high school seniors graduating and potentially enrolling in the University of California (UC) or California State University (CSU) system, only 44 percent would even be eligible to apply. In order to qualify for either of these public institutions, a series of A-G courses must first be completed in high school, but the low-income school districts where these students are from are not sufficiently informing or preparing them for the admission requirements of higher education. 

Getting into a four-year university is simply not a possibility for a majority of first-generation Latine. Out of 1,391,503 Latine undergraduates in California, 72 percent enroll in community colleges optimistically planning to transfer after two years. However, after six years, only about a third of these students actually end up enrolling in four-year colleges or universities while the rest drop out or postpone their education indefinitely. 

The good news is that Latine students who are lucky enough to attend a major California four-year institution do tend to be first-generation. In both the UC and CSU system three out of four Latino students are the first in their family to reach higher education, which is over double that of other races. This luck has a limit though, as these students will face certain struggles the rest of the student body does not.

First and foremost comes the stress of paying for higher education, and Latine communities are granted less state and federal financial aid when compared to other races. Furthermore, expected contributions from parents and family members are significantly lower. On average, families of Latine students are expected to pay $5,911, compared to $13,319 for white families .

To make up for a lack of family funds, a majority of Latine students find employment to cover tuition and the cost of living. At the expense of academic performance and social participation, about 32 percent of all employed Latine students are working full-time with the rest being employed part-time. It is discouraging that so many of these Latine students must work long hours while trying to maintain a reasonable commitment to school, and this stress contributes to higher dropout rates.

Each year, the amount of Latine students entering higher education rises, so it’s not all bad news. However, proportional to the number of other races, Latine are at a severe disadvantage on all academic grounds, especially those who desire to be the first in their families to attend college. Without proper accommodations and consideration, beginning from grade school, Latine students will commonly find themselves unable to reach any adequate mantle of success for their families and will continue in poverty.

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“What Does Being Hispanic Mean to You?”

Members of the Hispanic Business Student Association share personal thoughts on their heritage and how it informs who they are and how they lead.

October 01, 2020

The Hispanic Business Student Association is a community of students interested in the cultural and professional issues that affect the Latino community. | Illustrations by Laura Pichardo

“For me, being Hispanic means standing on our ancestors’ shoulders to transform spaces not created for us and witnessing my parents’ sacrifices in pursuit of a better life — all while indulging in Mariachi music,” says Valeria Martinez, MBA ’21.

Hispanic Heritage Month begins each year on September 15 — the anniversary of independence for Costa Rica, El Salvador, Guatemala, Honduras, and Nicaragua. Mexico and Chile celebrate their independence days on September 16 and September 18. To mark this year’s celebration, members of Stanford GSB’s Hispanic Business Student Association answer the question, “What does being Hispanic mean to you?”

— Jenny Luna

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Lessons From a First-Gen, Working-Class Latinx Student

By  Alicia M. Reyes-Barriéntez

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When I left home for college in the early 2000s, I was unaware of the struggles I’d face during my higher education career. I was particularly unaware of the discriminatory demands that predominantly white institutions place on students like me. Here is what I wish I’d known when I left home to attend a PWI as a first-gen, working-class Latinx student.

No. 1. T hat leaving my family to go to college would be a traumatic experience. For many Latinx (and other) students, going to college can be incredibly stressful, because we leave behind a strong familial network that has supported us our entire lives. I came from a traditional Mexican immigrant family, and I was in seventh grade when my older brother left for college for the first time. I couldn’t handle his departure -- the day after he left, I locked myself in the bathroom to cry. Little did I know that leaving my entire family would be even more painful. I missed Mami and my sister so much that I cried every night for one year. I wanted to be home, where I felt I belonged.

Further, as studies suggest, I had been taught to put my family over myself. My parents taught loyalty to the family over independence. Research differentiates between the upbringings of middle-class and working-class students. Middle-class students “are typically exposed to and required to enact norms of independence, such as a focus on individual development, personal choice and self-expression prior to college.” Meanwhile, working-class students “are typically exposed to and required to enact norms of interdependence prior to college, such as adjusting to and responding to others’ needs and connecting to others.”

No. 2. How being working class and first gen would affect my college career. Being a first-generation student means that you can’t rely on family members to teach you about university life. You may lack cultural capital that facilitates college success. You have to be proactive and intentional about figuring out information that continuing-generation students arrive knowing or can access easily. For example, you may not be familiar with processes such as sorority or fraternity recruitment.

What’s more, as a working-class student, I could not rely on my family to send me money. Many low-income students even had to send money home to support their families. I had to work in college, which meant that I had less time to study. I also lacked access to resources like private tutoring. Such issues made college more demanding than it needed to be.

No. 3. That professors commonly employ academic jargon in the classroom. Many times, I couldn’t understand what I call “professorspeak.” My family spoke Spanish at home, and I was from the borderlands where Spanglish flourished alongside English. But the English spoken by professors was different and at times difficult to understand. Sometimes, when I almost didn’t understand a single word that the professor said, I would miss the substance of a lecture. I was constantly looking up the definition of words. After a few semesters, I finally got the hang of their elitist vernacular.

No. 4. How much institutional racism and classism shape every aspect of higher education. And that’s particularly the case at PWIs -- universities created by (rich) white people for (rich) white people. Racist incidents against Latinx students and students of color on various campuses across the country are common. Further, I was not only nonwhite, but I was also working class. I decided against taking a job at a fast food restaurant at my university (even though I’d worked at the same chain in high school) because another student told me that I’d be socially shamed if I did.

Yet even in the mundane, I was reminded that I was working class. I mentioned to another student that I hated doing laundry every week. She told me she hadn’t done laundry in three months. I could not believe someone could have enough clothes to not have to do laundry for three whole months. Collectively, such incidents reminded me that, no matter what I did, I would never fit in. I was neither white nor rich.

No. 5. That I shouldn’t have been intimidated by privileged students who freely spoke up in class or have tried to assimilate in order to fit in. I often felt that I had nothing of value to contribute to class discussions. I doubted myself. As bell hooks notes, “Students from marginalized groups enter classrooms within institutions where their voices have been neither heard nor welcomed.” I didn’t apply to the university honors program because my SAT score was lower than the required threshold.

But I understand now that the SATs are discriminatory. I was, in fact, an excellent student: I graduated magna cum laude with a double major and a GPA of 3.93 and was inducted into Phi Beta Kappa. I was certainly qualified for my university’s honors program, but the institution’s discriminatory requirements denied me this opportunity.

And I wish I hadn’t tried to change myself so as to fit in. hooks argues, “It is still necessary for students to assimilate bourgeois values in order to be deemed acceptable.” I engaged in whitespeak, I tried to hide the fact that I was working class and I rarely, if ever, spoke Spanglish. I wish I hadn’t been ashamed of any part of me.

Toward the end of my college career, I began to understand that, to quote hooks again, “ Racism , sexism, and class elitism shape the structure of classrooms, creating a lived reality of insider versus outsider that is predetermined, often in place before any class discussion begins.” Predominantly white institutions were not created for people of color to survive. Regardless, I did.

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I was born Hispanic

Describe any experience of cultural difference, positive or negative, you have had or observed. What did you learn from it? “My girlfriend…you know the tall brunette, well she swore he was just a friend… but when…” “Be quiet, Matt. I’m trying to teach.” Quivering with impatience, the words had absolutely no effect. “No! Hold on…I’m not finished yet.” Returning to his tragic love story, Matt faced me and the rest of the table, his loyal listeners. Yet again the teacher interrupts. “Matt do we have a problem?” It was more of a threatening command than a concerned questioned. Annoyed, he replies, “Yeah we do. You won’t let me finish.” “Come see me after school.” There wasn’t a day when the teacher wasn’t disrespected, talked back to, and simply ignored. This was expected of the Hispanic students; the lack of respect for education, the expectation that they wouldn’t amount to much in school. But in Sophomore English those degraded values and flimsy ideas towards education and its impact was almost every kid’s mindset. Each student contributed graying attitudes and negligence that weaved a unique environment. A class culture that impacted me as much as my Hispanic culture did concerning what role education would play in my life. I never was exposed to people who valued education. Of course, I saw Caucasian kids who planned to go to college, but they were...well, they didn’t have an accent. They didn’t have immigrant parents who depending on me for translating. They weren’t expected to be pregnant at sixteen or jumped into a gang. None of it. They had parents who spoke English fluently and who paid them for their grades. They were expected to attend college. They were expected to fulfill the American Dream. Yet, in sophomore English, it didn’t really matter what race, background you were. Everyone there hated English. Despite this common ground, I stayed close to mis amigas. Within my comfort zone, I watched the blond girl sitting next to me bring vodka, usually on Mondays because she was still hung-over from the weekend. I wondered if I should say anything when I saw the homegurl toss marijuana out the class room window to the homeboy waiting outside. Education meant nothing to them at all. Despite being exposed to this, I didn’t perfectly assimilate like the ten other failing students did, but it affected what goals I had. I struggled even seeing myself at community college. At the end of the year, the teacher advised me to take AP Language and Composition as a junior. She also offered it to two of my friends. We agreed. Liars! My friends had dropped the class. Walking into AP English, I felt highlighted in that room. Further into that period, just the way these students talked and acted was already intimidatingly different from last year. They participated in class discussions. They did homework. They fretted about their grades. Most of them had taken Honors Sophomore English, the one where there weren’t hung-over students bringing vodka. They practice fierce academic vocabulary. Last year they just cussed hella. Isolated both ethnically and intellectually, I wanted to drop the class but stuck it out. This scholarly culture valued education, despite their financial or ethnic background, respected education as their sacred road to rewarding future. During group discussions, I found out that my different perspective as a Hispanic student could also contribute ideas or values or unearth details. Seeing fellow Hispanic students focus academically and succeed in an AP class culture helped me assimilate into obtaining an AP mindset where education is in the limelight. In my Hispanic peers, I watched unfolding success when society foretold failure. I was born Hispanic, but I wasn’t born into a failing stereotype. I embrace my roots, my different yet enlightening perspective, but I refuse to tolerate any limitations. I will guard my education, planting it in promising academic soil, an environment rich and diverse where I will be able to grow as I did in my AP Language and Literature class

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126 Hispanics Essay Topic Ideas & Examples

🏆 best hispanics topic ideas & essay examples, 👍 good essay topics on hispanics, 📌 most interesting hispanics topics to write about, 📃 interesting topics to write about hispanics, 🔍 simple & easy hispanics essay titles.

• Discrimination Against Hispanics in America Today, Mexicans and all other Hispanics are still victims of the stereotypes and inequalities faced by their people in the US over a hundred years ago.
• Asian American and Hispanic Identities in the US This is especially true of immigrants from Laos, who may not feel a strong sense of belonging to the greater Asian American group because they come from different cultural and historical backgrounds.
• Cultural Empowerment in the Hispanic Community In the case of the Hispanic community prone to obesity, the use of cultural empowerment tools might help identify and incorporate positive elements in the culture.
• Preventing Obesity Among the Hispanic Population The first factor within the dimension of relationships and expectations is associated with the perception of health-related values, beliefs, and attitudes that create a basis for an individual to engage in healthy behaviors.
• Epidemiology: Type II Diabetes in Hispanic Americans The prevalence of type II diabetes in Hispanic Americans is well-established, and the search for inexpensive prevention methods is in the limelight.
• Obesity Among Black and Hispanic Adults In conclusion, obesity is a health issue that is likely to be faced by black and Hispanic adults following poverty, lack of health education, and cultural beliefs.
• Type 2 Diabetes in Hispanic Americans The HP2020 objectives and the “who, where, and when” of the problem highlight the significance of developing new, focused, culturally sensitive T2D prevention programs for Hispanic Americans.
• COVID-19 Among Hispanics in the United States Since the findings demonstrate that the condition is significant for the selected population, it seems reasonable to conduct another study to investigate the epidemiology of COVID-19 among Hispanics living in the United States.
• Expanding Knowledge of Hispanic Culture In a family, the men are the ones who are expected to provide for that family and as well be the individuals in charge of that family.
• Hispanic Patients: The Cultural Differences Due to the processes of economic development of the United States, the import of foreign labor into the country is growing.
• Obesity in Adolescent Hispanic Population According to Kemp, “the percent of Black and Hispanic teens with obesity increased significantly over the past decade, but the prevalence of obesity remained unchanged for non-Hispanic White adolescents and young children, according to data […]
• Reduction of Obesity in the Adolescent Hispanic Population According to Kemp, “the percent of Black and Hispanic teens with obesity increased significantly over the past decade, but the prevalence of obesity remained unchanged for non-Hispanic White adolescents and for young children, according to […]
• Child Obesity in Hispanic Community The problem of obesity among children in the Latin American community is not primarily related to the lack of attention of parents to the growing problem.
• “Diabetes Prevention in U.S. Hispanic Adults” by McCurley et al. This information allows for supposing that face-to-face interventions can be suitable to my practicum project that considers measures to improve access to care among African Americans with heart failure diseases. Finally, it is possible to […]
• Conditions of People Migrating to the U.S.: Hispanic Migration In the first half of the century, Mexican comprised the majority of the Hispanic migrants to the country, with a small proportion of immigrants from the Caribbean countries.
• “In the Heights”: A Depiction of Hispanic Immigrant Experience in the United States In many cases, immigrants form or join the closed communities, and the people, who live there, are often not adjusted to the environment of the main population. Nina Rosario is the daughter of two hard-working […]
• Hispanic American History: Importance and Impact The study of the complex interrelationships and general trends of Hispanic-American economic, political, and social developments helped deepen and understand the features of the people, which is helpful for professional activities.
• Hispanic Americans and Immigrants The people of Hispanic origin account for a considerable part of the population of the United States. More specifically, the Hispanic population of the country has surpassed sixty million by the year 2019, and this […]
• Addressing the Needs of Hispanic Patients With Diabetes Similarly, in the program at hand, the needs of Hispanic patients with diabetes will be considered through the prism of the key specifics of the community, as well as the cultural background of the patients.
• Communicating With Hispanic Patients The Hispanic populace in the United States is strongly assorted having starting points in Mexico, Central and South America and the Caribbean.
• Hispanic and Black Community Injustice Moreover, in the letter to environmental organizations, people of color demanded to include them in the ruling positions of unions and to raise funding in the polluted areas.
• High Blood Pressure Management in Hispanic Patient These symptoms are complemented by heavy snoring and the lack of pain except for the headaches, which are becoming more frequent and last for a couple of hours.
• Hispanic and Latino Community’s Health in Florida In terms of the present presentation, the community health assessment will be focused on the health state of the Hispanic and Latino community in the state of Florida and Broward County, in particular.
• Anxiety and Depression in Hispanic Youth in Monmouth County Therefore, the Health Project in Monmouth County will help Hispanic children and adolescents between the ages of 10 and 19 to cope with anxiety and depression through behavioral therapy.
• Heart Disease Among Hispanic and Latino Population Hispanics and Latinos have the highest propensity for heart related diseases in the society. They are at a very high risk of developing diabetes, obesity, and hypertension.
• Hispanic Migrant Workers’ Community The primary language spoken by Hispanics in the United States is Spanish as in the case of the farm workers of Mexican origin or Latin American nationalities.
• Nursing in Different Cultures – Hispanic Cultures Cultural conflicts can occur when nurses acknowledge the influence of their values on global health. Cultural values are the lasting belief systems, which a society focuses on.
• Heart Disease Among Hispanic & Latino Population One of the causes of the rise in the case of heart diseases in Westminster is the literacy rate of the Hispanic/Latinos in the county.
• Community Health Advocacy Project: Diabetes Among Hispanics It will be important to evaluate the performance of the intervention plan in order to determine how appropriate it is in addressing the identified problem.
• Community Health Advocacy Project: Hispanics With Diabetes Statistics clearly show that age, gender, socio-economic status, and weight management are some of the key factors that affect the distribution of type-2 diabetes amongst the Hispanics.
• Hispanics Are More Susceptible to Diabetes That Non-Hispanics This trend is persistent to date, and is the reason behind the prevalence of diabetes among Hispanics. The condition of the environments in which Hispanics live also adds increases their susceptibility to diabetes.
• Rates Diabetes Between Hispanics Males and Females An increase in the period that one spends in the US correlates with the chances of developing the disease. In this context, all the levels would be used to address the high prevalence rates of […]
• Hispanics: Scholarly Culture Paper Duran, notes that the absence of information about Hispanics contributes largely to the unavailability of competitive healthcare services of the same.
• Hispanic Americans Opinion Takeyuki Tsuda The book Immigration and Ethnic Relations in the U.S.speaks on the theme of reshaping the face of the United States during the period of the past few decades.
• A Portrait of Hispanics Living in California The originality of the Hispanic population in the US can be traced to different ethnic groups comprising of Mexican, Puerto Rican, and Cubans.
• Hispanic Culture in “Como Agua Para Chocolate” by Laura Esquivel The subject matter of the book is Hispanic culture and traditions, particularly the cuisine and the family traditions in Mexico. They have a special term “machismo” which is associated with the responsibility of a man […]
• Educational Disparities: Non-Hispanic Whites vs. Blacks The segregation set up the course for disparities in the education sector because the black schools mainly in the south were poor and thus could not afford to provide adequate facilities for the students.
• Hispanic Males in the 19th-21st Centuries This change in the family setup has led to the change in the role of the Hispanic male. The family’s security was in the hands of the Hispanic male while the woman acted as the […]
• Norms, and Characteristics of African American and Hispanic Living in Florida The two minority groups selected for my research are African American people and Hispanic groups with whom I am familiar from my locality.
• African Americans and Hispanics in New Jersey In fact, “African-American history starts in the 1500s with the first Africans coming from Mexico and the Caribbean to the Spanish territories of Florida, Texas, and other parts of the South”.
• Hispanic Nation: Brief Retrospective The number of the baby born to Hispanics in comparison to other groups is very high. Another threat is of the low skill set of the Hispanics and their ability to learn new skill for […]
• Assessing Learning: Hispanic Lessons and Assessments Assessment is a vital activity in the process of learning in the modern educational framework and it is through assessment that the learning of the content is evaluated and central changes in the process are […]
• Health Effects of Tobacco Smoking in Hispanic Men The Health Effects of Tobacco Smoking can be attributed to active tobacco smoking rather than inhalation of tobacco smoke from environment and passive smoking.
• Hispanic American Diversity and Conventions According to the analysis in these countries majority of these people are catholic, that is 70 %, the Protestants are 23%, and 6% have no affiliation.
• Immigration, Hispanics, and Mass Incarceration in the U.S. This article evaluates the effect of the 1986 Immigration Reform and Control Act, that led to the legalization of approximately 3 million immigrants had on the crime rates in the U.S.
• Human Papillomavirus Vaccination in Hispanic Women The study is justified because establishing the level of HPV, cervical cancer, and HPV vaccine knowledge among Hispanic women would pave the way for the formulation of strategies on patient education on the issue.
• National Association of Hispanic Nurses: Importance of Involvement The official website of the organization, http://nahnnet.org/, stipulates that the primary purpose of the organization is to unite the nurses and make sure that they provide the Hispanic population with adequate care.
• Hispanic Women’s Stereotypes in the USA Importantly, the single-story related to Hispanic females refers to the representatives of the entire continent since people pay little attention to the origin of the Latino population.
• Gender Roles and Family Systems in Hispanic Culture In the Hispanic culture, amarianismo’ and amachismo’ are the terms used to determine the various behavioral expectations among the family members.
• Posttraumatic Stress Disorder in Hispanic Teenager Family dynamics and social withdrawal do not seem to have affected the client’s academic history; her grades are good and she has no history of behavioral problems.
• Gonorrhea and Chlamydia Reduction in Hispanic Women Its purpose is to reduce STI’s Gonorrhea/Chlamydia among Hispanic women in Michigan and to plan a culturally appropriate intervention to address this area of health. The final data is also inclusive of the ethnic and […]
• Anti-Obesity Program for Hispanic Children It is expected that the successful implementation of the program will lead to a subsequent 15% drop in the levels of obesity among Hispanic children in the target community.
• Hispanic Student’s Cultural and Ethical Issues Unfortunately, there is a lot of evidence supporting the fact that the educational experience for Hispanics in the United States is one of the most pressing problems.
• Hispanic and Asian Americans’ Mobility Factors As for me, I believe that the level of discrimination and assimilation have a critical impact on the socioeconomic flexibility of the immigrants due to the ability of the society to create stereotypes while the […]
• Obesity in Hispanic Adolescents and Fast Food Most of these, however, describe the relationship existing between the prevalence of diabetes in the population and the consumption of fast foods.
• Hispanic Patients and Dietary Approaches (DASH) As to sugars, the DASH diet limits the sweets intake to the daily servings of fructose from fruit and additional 5 servings of sugar per week.
• African, Caribbean, Hispanic, Pakistani, Dutch Cultures In addition, Nigerians are believed to speak their own Nigerian pidgin, which is not true since the official language of the country is English, and many people speak it fluently.
• Counseling and Mentorship Program for Hispanic Children The purpose of the mentorship program was to educate and widen their learning skills of the targeted children. The program also targeted to inform these individuals about the relevance of schooling in the Hispanic society.
• The Hispanic Project” by Nikki S. Lee One of the most complicated and at the same time the most essential problems of the modern world, the racial segregation, and the racial hegemony is to be considered because of the growing number of […]
• Hispanic Childhood Poverty in the United States Importance of the Problem The problem of childhood poverty in Hispanic groups in America is important to this study and to the social studies in America.
• Hispanic Americans: Roles Played in the American Society. In the first place, it is necessary to remember that Hispanic Americans constitute about 15 % of the entire American population, which makes them the second largest ethnic group in the USA.
• Hispanic Americans: Racial Status Starting the discussion with the identification of the Hispanic Americans and their place in the population of the USA, the author says that some cities inhabit more Hispanic Americans than Americans.
• The US Ethnic Groups: the Hispanic Americans Of all the Hispanic Americans ethnic groups in the US, the Mexican is the largest, followed by Puerto Ricans, and then Cubans. The population of the Hispanic Americans has increased rapidly and is now the […]
• The Role of Hispanic Americans in Counseling Family structure and gender roles Family commitment in different cultures is an indispensable characteristic, which involves loyalty, a strong support system, the behavior of a child, which is associated with the honor of the family, […]
• Lesbian, Gay, Bisexual and Transgender Sexuality in the Hispanic Culture Men are the breadwinners of the family, a duty that requires men to play the father figure role in the family.
• Overview and Analysis of Hispanic & Latino Theology The Hispanic theology is shown as a representation of the religious and theological inflections of the Hispanic people staying in the United States.
• Assessing the Challenges in Treating Substance Abuse Among Members of Hispanic Families In this respect, it is necessary to define the peculiarities of Hispanic culture in terms of family structure traditions, gender role distributions, and influence of family problems on members’ substance abuse.
• Mexican American, Chicano, Latino, Hispanic Cultural Variations in Childrearing Most of the Mexican Americans lived in areas in the USA that once belonged to Mexico that is areas such as California, Texas, Arizona, Colorado, New Mexico and others and in the regions that they […]
• Immigration bias on Hispanics in North Carolina Immigration bias against the Hispanics has been witnessed in the State of North Carolina based on implementation of Section 287 of the Immigration and Nationality Act.
• The Hispanic Population in the United States The Hispanic population represents the largest minority group in the United States. Around one half of Hispanic residents in the United States were born in a foreign country.
• Economic and Social Inequalities in the United States Between Whites, Asian Americans, Hispanics and African Americans Although, there are similarities in the wellbeing of whites and Asian American, Asian Americans are still seen as foreigners. However, to further isolate them, they are indentified with a tag inclined to the origin of […]
• The Aspects of Hispanic History and Culture S history emphasize on how the British colonies of North America were found and their subsequent growth, their gaining of independence in 1776 and the east to west growth of the U.S.
• Annotation Of: Hispanics and the Death Penalty It also identified several manifestations of racial discrimination between the whites and non whites by comparing Asian Americans and Hispanics marriages with the whites and discovered that the Asian Americans and Hispanics had higher chances […]
• African Americans and Hispanics of Mental Health Facilities
• Assimilation and Health: Linked Birth Records of Second and Third-Generation Hispanics
• Background Knowledge Immigration Hispanics From the United States
• Blacks, Hispanics, and White Ethnic Groups: Are Blacks Uniquely Disadvantaged?
• Bragging About Online Purchases: Comparing Consumer Word-Of-Mouth Among Hispanics and Non-Hispanics Groups
• Brain Amyloid Burden and Resting-State Functional Connectivity in Late Middle-Aged Hispanics
• Cancer, Respiratory and Cardiovascular Diseases: Mortality Rates Among African-Americans and Hispanics
• Gender Disparity in Automobility Among Hispanics in the U.S
• Child Sexual Abuse Among Hispanics and TF-CBT
• Comparing Modernity Between Hispanics and Tibetans in Baltimore
• Considering the Economic Status of Black Americans and Hispanics
• Contextual Factors and Weight Change Over Time: U.S. Hispanics and Other Groups Comparison
• Diversity Analysis: The Impact of Hispanics in the Workplace
• Domestic Violence Against Hispanics and Latinas in Louisiana
• The Problem of Domestic Violence Among Hispanics
• Educational Disparities Among Black and Hispanics
• Racial Discrimination and Hispanics in the United States
• Ethnic Stratification, Prejudice, Discrimination: Hispanics
• Overview of Healthcare Disparity Among the Hispanics
• The Case of Direct Marketing Advertising for Hispanics
• The Problem of Teenage Pregnancies Anong Hispanics
• Hispanics and the American Dream: Analysis of Hispanic Male Labor Market Wages
• The Problem of Alcoholism Among Hispanics
• Hispanics and Their Contribution to America’s Human Capital
• Analysis of Hispanic Health Care Issues in Texas
• Hispanics, Black, Substance Abuse, and Multicultural Counseling
• Legal and Social Justice for Hispanics and Women
• Looking Through the Eyes of Undocumented Hispanics in the United States
• Hispanics’ Habits and Attitudes Towards Drinking
• Marital Assimilation Among Hispanics: Evidence of Declining Cultural and Economic Incorporation
• His Panic: Why Americans Fear Hispanics in the U.S
• Mind, Body, and Culture: Somatization Among Hispanics
• Minority Groups: African Americans, Women, and Hispanics
• Mortality Among Elderly Hispanics in the USA: Past Evidence and New Results
• Operant Conditioning and Parenting Practices Between Hispanics and North Americans
• Police Brutality Against Hispanics and African Americans
• Racial and Ethnic Inequality of Hispanics in the USA
• Self-Selection, Prenatal Care, and Birthweight Among Blacks, Whites, and Hispanics in New York
• Racial Prejudice and Bias Against Hispanics
• Police Brutality: Hispanics, Asians, and African American
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Essay About Being Hispanic

Being Hispanic has taught me a whole world of things. It has taught me that the world is not what you expect it to be. Going to a public school and being th minority is completely different than going to a see my cousins where every thing is different. The way we talk, the food we eat. Its all different. To me, being hispanic is probably the biggest blessing I could ever get. I love being hispanic. Being able to know that my culture is completely different than those at school. It has brought so much knowledge that telling other people about makes them want to be hispanic. Although the majority of it is happy experience, I have had my share of negative experiences. From racism or being mistreated for being the minority. Although those things do impact how I feel, I …show more content…

They always look up towards me and will always see me working. My parents always tell me stories how they were raised and how they had little money but they continued to work hard and are blessed with all these things. Being hispanic automatically make anything think that you are a hard worker. They may not know where you came from but know you are willing to do anything at any cost. I plan to teach my future children what it really means to be from a hispanic culture and how they should go out and proudly tell the world who they really are. To me, being hispanic and born and raised makes me want to break all negative stereotypes of how must are not educated and do not have any way of succeeding. I want to make my family proud. I have had many experiences were being hispanic has made me work harder than I would have. The main place were I had to exceed was in school. I came into kindergarten with not knowing any english. Spanish was my first language and neither one of my parents knew english. I would go to school and just listen and try to learn every little thing I could get my hands

Summary By Sylvia Mendez Sparknotes

I am proud to be a mexican and be part of an mexican family because I’m different than other people. I am my own individual self who has beliefs and disagrees on things in life. Every person should be proud of where they came from because being different from everyone means you have more advantages on life and becoming successful. You know things, you can do things and learn things that not every person can do. I consider it a talent.

My Influences On Being An AB540 Student

All my life, my identity has been influenced by the people that share the same ethnicity, culture, and living style as I do. For me, being Hispanic means something bigger than just coming from a specific ethnicity that puts me in a certain category from the moment I was born. It’s a way for me to stand out from the status quo and be part of a group that connects back to great moments in history. Being an AB540 student, I connect to my Hispanic community by being an immigrant. By sharing the struggles and obstacles that countless people in my community face, I have become inspired to try and help others and change the way people think of undocumented immigrants.

The Tequila Worm Analysis

Growing up in a Hispanic family can be quite hectic. It may sound overwhelming, but it is difficult to keep up with American and Mexican

Song Analysis: Hispanic Heritage Month

As can be seen, Hispanics dramatically have a big impact on American culture. They are innovating news ways to view different style that show their ancestry. From West Side Story to Selena Quintanilla Latinos keep coming up with more cultural icon. Even though, there are a lot of people trying to create different obstacle for Hispanics to pursue their dreams with their prejudices. They still manage to preserve even with the odds

Pros And Cons Of Being A Mexican Culture

Being Hispanic makes me feel proud. It is something that makes me what I am, remembering my Mexican roots reminds me as my ancestors fought to get what they intended. Being Hispanic is not easy for all the prejudices that has this society. We havebeing judget as thieves, rapists, and much more. As in all societies there are people who make mistakes during his life and choose wrong paths but that is no reason to generalize to all those who belong to that social group.

Hispanic Children Research Paper

“I’ve been affected in a positive way by people outside of my culture because they not only accept me for me, but to go as far by teaching me about different cultures. More importantly, I have grown to value my culture and for the people that are in my life and how I as an individual am a great representation of my culture. As far as being affect adversely, I haven’t been. All in all, I enjoyed this interview simply because I went in not knowing much of the Hispanic culture, while leaving out I am knowledgeable of the Hispanics. Not only learning new things

Essay On Being An Immigrant

I was born in the capital of Addis Ababa, Ethiopia. My family was native to the land having lived there for decades, but we were soon refugees due to famine and war between ethnic groups who had laid claim to the land we inherited from our ancestors. In leaving, my mother left behind her family, knowing that she may never see them again, so that we; her children, could have a better chance at life. She understood that we were susceptible to becoming victims of war, that it was impossible to foster a home during war. Ultimately, with the war progressing, we moved to the shacks of Nairobi, Kenya in an effort to seek asylum.

Essay On Chicano Culture

Chicano is well known and recognized around the world. Their devotion to Catholic Church and tradition is unparalleled. Their contribution to human development has been substantial and unique (Long, np). Latino culture maintains self-reliance but not in expense of family betrayal as the family is the center of psychological function. Approval of the family is extremely important when one is engaging in any adventure.

Personal Narrative: I Am Proud Of My Hispanic Heritage

I am very proud of my Hispanic heritage. Even though, I am an United States citizen, I am always going to belong to my Hispanic backgrounds. There are so many reasons that I am proud to be Guatemalan and American that I could write a whole book about it. However, I regularly participate in my Hispanic culture and community through my family, traditions, and by being bilingual.

Being A Child Of Immigrant Parents Essay

Being a child of immigrant parents is not easy. You are constantly living in the fear that one day you’ll wake up and you parents won’t be there with you anymore. Specially now that we have a new president, things are getting more challenging. But don’t get me wrong, I live a happy life. I am proud to call myself a Latina.

Mexican American Beliefs

I am a Mexican American me as living in America my whole life i need to know their culture and understand their traditions. It 's important for everyone to get a chance and learn about other races and ethnicity. By learning about others this helps people come together and be united. We all have different backgrounds and stories of how our ancestors got here and what traditions they brought with them that we still use that we can share with others. Diversity is good we get to learn a lot from different races and ethnicity because it gives people a chance to experience different things other than what they are accustomed to.

Hispanic Culture Advantages

Culture influences every single person in this world, but for Hispanic culture has been the most prominent for being that my family and some friends are of Hispanic dependence. Having family in Mexico and to experience firsthand how Hispanic people have it harder that most Caucasians I have made it my goal to help Hispanics live a better life and teach them to learn their rights in this country. Many Hispanic adults find it hard to be heard, barriers of language often make them a target for theft and unfair treatment. Being Hispanic and bilingual has been one of my greatest advantages because I am who people count on to help those that ca only speak Spanish. As a dental assistant I have helped many get dental help and I have taught them how to defend themselves.

Being A Mexican Culture Essay

I’m the first generation of my family to be Mexican -American, but I have been introduced to the Mexican culture since I was born. I appreciate the difficulties my parents have faced to make me the person that I am today even though I wasn’t born in Mexico my parents have taught me the language and the culture which I’m so proud of being part of. For others being Hispanic is actually being born in any Latin American countries which is not true at all. Being Hispanic is much more than my cultural background it actually describes how much I appreciate my culture and how I get to experience things other people don’t. I fit into the Hispanic community through the experiencing the culture first hand ,participating in traditions and planning to include my culture in my future.

Being An Immigrant Essay

Throughout the experience, I have learned how to gather the resources that I need to succeed, the hard work immigrants must do to assimilate into a new country leaves a lifelong mark positively. And on me, it has taught me how to never give up, because there’s no one I can fall back on. All I have is myself and my will to accomplish what I

Essay On Immigrant Experience

Ten years ago, I immigrated to the United States and ever since I have been an undocumented immigrant. Due to my legal status in the United States, I felt like I was restricted from certain situations and possessions and would never be able to succeed. I was not living the normal life of a seven-year-old. Instead, I had to learn to cope and adapt to a whole new culture. Even though the drastic change at such a young age was a challenge, it has shaped who I am today.

More about Essay About Being Hispanic

Home — Essay Samples — Sociology — Hispanic — Salsa and Spanish Language: What Does Being Hispanic Mean to You

Salsa and Spanish Language: What Does Being Hispanic Mean to You

• Categories: Hispanic

About this sample

Words: 1207 |

Published: Jun 9, 2021

Words: 1207 | Pages: 3 | 7 min read

Works cited

• Garcia, Kevin. “Can You Lose A Language You Never Knew?” NPR, NPR, 10 Mar. 2018, www.npr.org/sections/codeswitch/2018/03/10/588306001/can-you-lose-a-language-you-never-knew.
• Cambron, Angel. “You're Mexican and You Don't Speak Spanish?” Medium, Gender Theory , 26 May 2017, medium.com/gender-theory/youre-mexican-and-you-don-t-speak-spanish-e5d831200205.

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Cornerstone of the essay, presenting the central argument that will be elaborated upon and supported with evidence and analysis throughout the rest of the paper.

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Should follow a right side up triangle format, meaning, specifics should be mentioned first such as restating the thesis, and then get more broad about the topic at hand. Lastly, leave the reader with something to think about and ponder once they are done reading.

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Essay About Being A Hispanic Student

I'm a Hispanic student and naturally that means that I must have lived a difficult life. My mom must have been on some kind of television talk show screaming at her “baby daddy” for the child support. I’m Hispanic, so I must have crossed the border ether from Mexico or Central America. I’m Mexican, so I must have friends that are in a gang. I’m Hispanic, so I must have something to do with the increase in poverty, crime, and and teen pregnancies. And of course, when applying to the University my personal statement would about the challenges in my life and how I overcame them, because I am Hispanic and therefore my life has to be complicated. I must have had a set of obstacles that others don’t. Right? Wrong. And yet, as a Hispanic student, all of this are stereotypes that I have to deal with. At school, I am a minority within a minority. In college, so many students acted based upon how social media portray them. They very well fit into the categories of troublemakers, the loud ones, the uneducated ones, and the ones wearing clothes two sizes too small the typical Hispanic. But …show more content…

My childhood is filled with pleasant memories because my parents wanted better for me. They wanted more from me than to be that stereotypical “drop out” that would get me no where in life. I am an a regular student and I graduated high school class. I took my general ED courses, I was student body treasurer of the leadership class and a member of the Take Action Campaign. I'm attending a good community college and am in the AB540 club. I play different sports and am an active member of the community through The EduCare Foundation. I did everything right, the good way, the “normal” way. So why is it that in all of my accomplishments, the only question that I get is “How did you survived the challenges to get to where you are today?” Why does the fact that I am Hispanic mean I’m not a normal person to be

Essay about Education Challenges Facing Hispanics in the United States

When one thinks about Hispanics, all too often the image of a field full of migrant workers picking fruit or vegetables in the hot sun comes to mind. This has become the stereotypical picture of a people whose determination and character are as strong or stronger than that of the Polish, Jewish, Greek, or Italian who arrived in the United States in the early 1900's. Then, the center of the new beginning for each immigrant family was an education. An education was the "ladder by which the children of immigrants climbed out of poverty into the mainstream." (Calderon & Slavin, 2001, p. iv) That ideal has not changed, as the Hispanic population has grown in the United States to large numbers very quickly and with little fanfare. Now, the

Hispanic/Latino Culture Essay

Hispanics or Latinos are defined as a people of Mexican, Puerto Rican, Cuban, South or Central American, or other Spanish speaking culture. This term “Hispanics” was created by the U.S. federal government in the early 1970’s to refer to Americans born in a Spanish speaking nation or with ancestry to Spanish territories. Hispanics people are vibrant, socializing, and fun loving people. Among various facts associated to this culture is that they have a deep sense of involvement in their family traditions and cultures.

Pros And Cons Of Being A Mexican Essay

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Latino Students in American Colleges Essay

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Becoming Mexican American Essay

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Growing Up In A Hispanic Household

Growing up in a Hispanic household has shaped and built my values in life. At Appleton North High School, I am one out of the few Hispanic students. Knowing that my parents have migrated to America to give me a better future has motivated me to make it happen. Although, as a Mexican-American, I have felt out of place as a minority. However, with time I learned to accept my cultural differences. In fact, to this day, I thank my widowed father for the sacrifices and greater opportunities he has given me. My goal is to keep representing the few Hispanic students in college by working hard to achieve my career goals; not all Hispanics are fortunate enough to attend college. I also work to inspire young Hispanics to find their potential and follow

Being A First Generation Latina Essay

As a first-generation Latina in college, I could not be where I am without the help of multiple individuals. My parent’s sacrificed so much coming into this country. They left behind their family, their home, in order to one day provide a better future for me. Initially, my parents planned on staying in America for five years then they would go back to Ecuador. However plans changed once my mom became pregnant with me. The decision to stay in order to give me the best future possible greatly affected both my parents. They suffer greatly and lament leaving their family everyday. Only my mom has the slight possibly of returning to her home country but unfortunately, the only thing waiting her is her mother’s grave.

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Undocumented students are becoming a growing outrage in the United States. It has been a constant battle amongst the students, the schools, and the Government. According to collegeboard.com, statistics shows that 65,000 undocumented students graduate from U.S. high schools each year (collegeboard.com).After graduating high school they face legal and financial barriers to higher education. This paper will address the importance of this growing outrage and discuss the following that corresponds to it.

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Growing Up Of A Latino Household Essay

Growing up in a Latino household is hard. My parents only spoke Spanish therefore my first language was Spanish. For the first few years of my life this was not really a problem, I enjoyed life as any normal little girl would. I got to talk to all of my cousins and all of the neighbor’s children. It wasn’t until I got to school that it became real that I was going to learn English. Don’t get me wrong I always knew I had to learn English my parents always talked to me about school and helped me as much as they could. It was also around this same time where I started to understand that it was not only hard for me it was hard for them as well. My parents had to live in this country not knowing the main language spoken.

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Section A: I am a Mexican-American woman, born to Mexican immigrant parents, and by birthright an American citizen. In my phenotype, I do not look like a stereotypical American, with blonde hair, blue eyes, or a light complexion. I have black hair, dark brown eyes, and a light brown skin complexion. While exploring my identity and my sense of belonging in my Mexican-American, or Chicana identity, I can relate to the growth and development described in the Model of Death and Dying. For, I have the privileges of an American, but have witnessed discrimination against my fellow Mexicans counterparts.

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I was once told I had the world in my hands by my vice principal. The reason for his statement was because I was a Hispanic young woman with above average grades, and my involvement in extracurricular activities. Why was being a Hispanic young woman so much more special? This is where the harsh reality set in; Hispanic women have the tendency to not achieve their goals.

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Starting in the late nineteenth century until the end of World War II, the immigration policy in the United States experienced dramatic changes that altered the pace of immigration. High rates of immigration sparked adverse emotions and encouraged restrictive legislation and numerous bills in Congress advocated the suspension of immigration and the deportation of non-Americans (Wisconsin Historical Society). Mexican American history was shaped by several bills in Congress and efforts to deport all non-Americans from the United States. The United States was home to several Spanish-origin groups, prior to the Declaration of Independence. The term “Mexican American” was a label used to describe a number of Hispanic American groups that

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• Personal Essay

For the White Latina Struggling With Her Identity — I've Been There, Too

For most of my life, I would shrug off the fact that my parents left everything behind in their native land to ensure that their three kids could reach their potential — something that couldn't be achieved back home in Argentina. I didn't realize until recently that everything that I have and will achieve in life is due to them overcoming their fears of leaving our home and our family and diving headfirst into the unknown. I owe it to them – and to the ones still struggling with their Latino identity — to write this.

In my first school in the United States, my bilingual teacher asked me to speak to her. Anything at all. With the option to either speak in English or Spanish, I refused both. Angry at having to choose one or the other, at having to choose who I was, I didn't talk for two months. That was my first encounter of my confused identity.

I knew early on I didn't fit any specific mold. No one assumed that I spoke Spanish at school. My last name didn't have anything "Hispanic" about it. I didn't fit the stereotypical Latina label for my peers. My cousins would tell me that I had no choice but to think in English, being the "gringa" that I was. I didn't fit the stereotypical Argentinian label for them, and no matter how hard I tried, I didn't fit the stereotypical American label for myself. It was exhausting. But in my own house, surrounded by my supportive family, I knew what I was: I was a young immigrant. I was born in Argentina. But why didn't I feel as Argentinian as I should?

Being a white, blond, blue-eyed, Jewish Argentinian challenged everyone's views of what they thought a Latinx was. "How are you Hispanic AND Jewish? It's not possible!" I got this question way too many times. Since I moved to the United States at the age of 3, the American lifestyle was all that I knew. My older brothers had the connection to Argentina that, for the majority of my childhood, was nonexistent. While they had the slight accents to have others question their nationality, no one batted an eye when I spoke. While they had the middle school with a large Latino community, I had a white, private school. While they had the memories imprinted in their brains of what home was, I had only the stories I heard and easily forgot.

I remember when my family would make fun of my Spanish accent through our FaceTime calls; I felt betrayed by my own tongue. I remember when my parents' broken English would embarrass me. I struggled with being an Americanized Latina. I didn't know which side I wanted to embrace. Little did I know that I didn't have to choose just one; I could be both. But instead of trying to accept my ethnicity and my differences, I would do anything to avoid the whole Latina stereotype. The most diverse title I would have accepted in my preteen years would have been Jewish.

Looking back, I wish that I had gotten over the fact that we weren't your typical Brady Bunch family sooner. But I'm glad that I realized that I didn't care that we didn't fit any specific label. I got out of my sheltered bubble, and I appreciate it all in a way I never thought I could.

While I used to be embarrassed about something as minuscule as my parents' accents, I now realize how ridiculous that was. My dad works hour after hour as a doctor, even going to work in the middle of a Category 4 hurricane to help his patients. My mom donates not only her time and effort but also her whole heart to anyone in need. My two older brothers study and work their whole days but will do anything to brighten people's days. Despite the negative stigma and reputation that immigrants get repeatedly here, I know first-hand that it isn't the least bit true, and it won't ever tear down the pride I have for my family and my community.

I realized that my parents' accents didn't stop them from impacting the world, from impacting us. Their dedication — from learning a new language to working hard just to be able to spoil us and give us a better life – paved a path for me to follow. They taught me to embrace our differences, for they are the ones that make us who we are. They taught me to speak out for what I believe in. They taught me to stay humble, empathetic, and grateful.

While I learned to take pride in my roots, I still struggle with some of my identity today. My small but noticeable Spanish accent makes me stand out to my family. My common Argentinian name is still mocked at school. But that doesn't make me any less proud of who I am. I can't imagine a life without the support of my loud, loving, Hispanic family, a life without blasting our favorite Spanish music, a life without showing our whole city who we are — Latinos. And am I proud to be one.

Being Latina at a Predominantly White Institution

Student Voices Contributor

Editor & Writer

Being a Latina at a predominantly white institution can be challenging and sometimes discouraging. I remember the first time I stepped foot onto campus at a predominantly white institution. I was nervous, yet so excited! I was ready to embark on a new journey in a place full of opportunities and make connections.

However, with time, I began to experience the neglect of others towards me for being who I am, as if being Latina was some kind of stain I had that made others treat me differently. As a Latina — born and raised in the Dominican Republic, yet granted the privilege of being recognized as an American citizen — I felt like I did not belong to any group or identify with any of them.

The environment felt competitive, as if the "survival of the fittest" culture was a rush that encouraged students to excel. Classism was also prevalent at my institution. I found myself surrounded by people who I shared so many commonalities with, yet was segregated due to social status.

Everyone else had their own community. For instance, sororities and fraternities had their own nest, international students stuck together based on region, athletes shared their pride in sports, people of color were united by their struggles and accomplishments, and Latinos born and raised in the United States were a group of their own.

Don't get me wrong, groups sometimes blended. But when it came to their union, they would stick together like birds of feathers. There is so much to my identity that, no matter what group I tried assimilating to, I did not feel like I belonged. I felt quite lonely and not understood. The institution did not offer me the home that I was expecting to have, nor did it provide me with the warmth and community I was so looking forward to attaining. I was always afraid of letting my voice be heard because I feared rejection, being made fun of, or feeling incompetent.

Although I did not have much of a social life, I was always diligent with my studies. But being in a classroom where most of my classmates were white males — while I was one of the only women of color — felt quite intimidating.

In this pivotal moment, I had to learn to take ownership of my uniqueness and assume the responsibility of working harder than others to excel and be recognized. I had to earn my seat at the table and enlighten individuals about my unique experiences. I wanted others to understand where I came from and everything I had to overcome to get to where I am today. I had to demonstrate my capacity to accomplish anything I wished to attain by letting my voice be heard, despite my fear.

I realized that I had to be brave and give power to my voice, while also inviting commentary with respect and intelligence, no matter how preposterous comments might be. Many people tried to shut off my light, but I did not let them. I knew that I had to trust myself and become resilient, no matter the circumstances.

Although the power of believing in myself was stronger than I ever could've imagined, it did not happen overnight. Indeed, it took me time and self-evaluation to set my priorities straight and build confidence. I had to prioritize my needs and understand that there are things beyond my control. After that realization, I began to focus on things I could control and not let anybody disturb my peace.

It was not until recently that I realized the strength that grew in me after encountering those obstacles. The times of adversity gave me the strength and courage I needed to share my story. Although those hardships nearly devastated me, I learned to take them with a grain of salt and began to see things differently.

I began to focus on the sweetness of the tamarind rather than the bitterness. Even though not everything was rainbows and unicorns for me, I was able to connect with a few individuals. I was able to meet amazing people who lent me a shoulder to cry on and cherished me with joyful laughter in moments of agony. They allowed me to express my true self without judgment and gave me the strength to thrive.

I was also able to seek comfort from college mentors who helped bring out the best in me and encouraged me to speak my truth. Without them, I would not have let my light shine. I would not be the resilient, confident young woman I am today. Although the institution took me on a long, unexpected, scary ride, I can say that it also allowed me to develop a stronger mindset and the ability to overcome unimaginable struggles.

I can now say that coming to a predominantly white school has been the best thing that has happened to me — not just because of the good moments, but because without the tough life lessons learned throughout the journey, I would not have accomplished so many milestones, which gave power to my voice.

Every chapter of our lives eventually has an ending. But remember that to every ending, there's a new beginning. This version of me, which I have finally given light to, is just the beginning of a new chapter in my life.

I am proud of my evolution. And all Latinos who've had the courage to overcome such struggles with their heads up should also be proud. At the end of the day, we should have the courage to tell our stories, no matter how different they are. And we should pat ourselves on the back for showing the willingness to be brave and pursue the most unattainable dreams.

As a first-generation college student and Latina woman, I am proud of myself for everything I have been through and for the things I aim to accomplish. Without a doubt, I can say that after a heavy storm comes the rainbow. And when you realize your value and take pride in your work and authenticity, you will feel empowered to do anything. As a reminder: Los Latinos Si Podemos!

Meet the Author

Nicole Espinal

Nicole Espinal is a senior at Bentley University. She aims to graduate in May 2023 with a bachelor of science in business management and a liberal studies major in diversity and society with a concentration in leadership and a minor in psychology.

As a first-generation college student, she seeks to become a role model for her siblings and encourage them to pursue their dreams. Nicole is also the vice president of the student organization La Cultura Latina at Bentley University, where she hopes to motivate the Latinx community to embrace, celebrate, and advocate for Latin/Hispanic culture. Her goals include starting her own business and devoting time to serving others. Nicole is passionate about civic engagement and intends to travel the world targeting societal issues and spreading awareness. With her diligence and perseverance, she is eager to build her career, work towards personal and professional goals, and ultimately become a better human being.

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Scholarships in Ink

How To Write a Scholarship Essay as a Hispanic Student

9:47 am By ScholarshipEssays

W hen you’re writing a scholarship essay, there are many factors to pay attention to ensure your essay stands out to scholarship committees. If you are writing a scholarship essay as a Hispanic student, there are a few extra things you should keep in mind to set yourself up for success and increase your chances of receiving a scholarship.

Many factors, such as GPA, extra-curricular activities and test scores help determine who receives a scholarship, but the essay can be a major determining factor in many cases.

An important thing to pay attention to when you are applying for scholarships is that there are many scholarship applications that are specifically for Hispanic students. Knowing and understanding these scholarships and their application processes is crucial to boosting your chances of receiving a scholarship.

Research Hispanic scholarships as you write your essay.

The Hispanic Scholarship Fund (HSF) is an incredible resource that allows you to apply for a large number of scholarships for Hispanic students with one simple application. When you apply, you’ll be considered for scholarships which range from $500 to $5,000.

To apply, you must be of Hispanic heritage, enrolled in school and maintain a 3.0 GPA if you are in high school or a 2.5 GPA if you are in college. For the HSF, being of Hispanic heritage is defined as being at least 25% Hispanic, but this may vary for other applications, so be sure to read all requirements carefully. The scholarships that fall under this application are all merit based merit based , meaning they don’t take financial need into consideration.

You can also apply to many scholarships for Hispanic students specifically, so doing your research and making sure you are aware of these opportunities is a great first step. Some scholarships are open specifically to Hispanic women, Hispanic men, veterans or first-generation college students. There are also many scholarships that are geared towards students going into various fields, such as healthcare, STEM or the arts. Be sure to give yourself enough time to research the various opportunities that are available, and make sure you are able to craft individual essays for each application.

Most scholarship applications, including the application for the Hispanic Scholarship Fund, include an essay requirement. Writing the scholarship essay is an essential part of the application process. It’s a chance for you to let the scholarship committee see your writing skills, your attention to detail, and most importantly, who you are as both a person and a student.

Tips for writing your scholarship essay.

As you begin to craft your scholarship essay, be sure to leave yourself plenty of time to write your essay since it’s one of the most important parts of your college application.

Choosing the topic of your essay is one the most challenging aspects of the process, and you should use it as a chance to pick something that you truly care about and which speaks to who you are as an individual. Some essays provide prompts, but many are relatively open ended, giving you a chance to describe your goals, strengths, character and experience.

If your Hispanic heritage is something you’d like to highlight, the essay is a great opportunity to describe how you connect and relate to your Hispanic identity. If there is something you do that gives back to the Hispanic community or if there is a writer, scholar or scientist of Hispanic heritage whom you admire, feel free to emphasize it in your essay. Just remember that the essay needs to be real and authentic, and you shouldn’t write about something just because you think the committee wants you to. Remember to stay true to yourself and your values!

The HSF, for example, evaluates essays on four basic sets of criteria, and these guidelines can be taken into consideration for any scholarship essay you write. The criteria are: length, content, use of examples and spelling/grammar/punctuation. As you write your essay, you can refer back to this set of criteria to ensure you are writing your best possible essay.

To do so, make sure you are abiding by the word count or essay length specified in the directions. You don’t want to make a bad impression on the committee, and in some cases, essays that don’t adhere to guidelines might not even be read. Next, make sure the content is relevant to the prompts and provides good evidence that gives concrete examples that will help further the claim you are making. Finally, the spelling/punctuation/grammar requirement can be met easily with proper time, attention and editing.

When you are finished writing, proofread the essay thoroughly and consider having someone else edit the essay before you submit.

A key component in submitting a successful scholarship essay is making sure you turn in all the required materials on time. Pay attention to deadlines and remember that different scholarships have different submission dates, and you don’t want to miss out on any opportunity to showcase why you deserve to receive a scholarship .

When applying to scholarships as a Hispanic student, you can increase your chances by doing your research on the best scholarships to apply for and adhering to guidelines and deadlines.

Most importantly, you can boost your chances by writing an effective essay that will make you stand out from your competition. The essay is your chance to show off how you are great as a student, leader and community member!

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Understanding Latinx College Student Diversity and Why It Matters

January 29, 2018

By Marcela Cuellar

This post is part of the series Beyond the Margins: Meeting the Needs of Underserved Students .

Hispanic or Latino?

Several terms are used to describe students from this minoritized group. Hispanic has been used to broadly refer to individuals with heritages from Spanish-speaking countries, regardless of race. The federal government officially uses the term Hispani c, which first appeared in a limited version of the 1970 Census and later adopted broadly in subsequent versions.

Latino is another commonly used term that refers to individuals with ancestry in Latin America. As Latino in Spanish is a masculine term, Latina/o is often used to simultaneously recognize feminine and masculine versions of this identity. Some students and institutions are now adopting Latinx as a gender inclusive term that captures multiple intersectional identities . Some professional associations acknowledge these multiple identifiers as in the case of Latinx/a/o.

Preferences for identification as Hispanic or Latino often vary by region as well as by national origin. Although the Census has collected data on Latinxs as an ethnic group and not a racial category for more than 40 years, more individuals have recently employed various ways to self-identify, complicating accurate estimates of this growing group. Consequently, researchers currently are rethinking how to better capture the Latinx population through the Census and federal databases.

Latinx Trends Across the Country

The Latinx population has steadily grown across the country and within higher education. Latinx communities comprise 17 percent of the population in the United States, a significant increase from only 6 percent in the 1980s.

Large Latinx communities have been historically concentrated in a few states in the southwest, south, and northeast. However, the “ New Latino Diaspora ” describes the Latinx migration of new immigrants and multigenerational U.S. citizens to other states and regions, such as Oklahoma, North Carolina, and Washington. Reflecting this population growth, more Latinx students are enrolling in college . In 2015, 67 percent of Latinx students enrolled in college right after high school as compared to 49 percent in 2000.

Recognizing Latinx Student Diversity

Whether referred to as Hispanic or Latinx, this group is often treated as a monolith, which minimizes the inherent diversity embedded under this umbrella term. As Spanish is spoken in many countries across several continents, the national origins of Latinx students are diverse.

The groups with the largest representations and a long historical presence in the United States are Mexicans and Puerto Ricans. Though comprising the overwhelming majority, the representation of Mexican-origin individuals has gradually declined since 2008 with increased immigration from other Latin American countries. Salvadorans, Cubans, Dominicans, Guatemalans and Colombians, each with more than a million residents across the country, are among the next largest Latinx populations.

Additionally, Latinx students are racially diverse. Though some Latinx students identify as mestizo —meaning a combination of indigenous, African, and European ancestry—others identify as fully indigenous, especially individuals from areas in southern Mexico and Central America. Moreover, some students also have African and Asian roots throughout the Caribbean and South America.

Beyond national origins and racial background, Latinx student diversity is clear when considering other characteristics such as generational status, immigration status, language, and socioeconomic status. Since 2000, for example, US births are the driving force of growth of the Latinx population in the United States and not immigration. More than 65 percent of the Latinx population is U.S. born, indicating substantial diversity in terms of citizenship and generational status.

Similarly, language background and use among Latinxs is also diverse. About a quarter of all Latinxs age five or older only speak English at home, while 41 percent indicate speaking English and another language . About a third do not speak English at home or do not speak it proficiently. While English proficiency among this group has risen, many Latinxs also believe that speaking Spanish is important for future generations, which perhaps explains the high rates of bilingualism at home.

It is important to keep in mind that language diversity among Latinx students extends beyond English and Spanish, with several students also speaking indigenous languages or dialects.

Why Understanding This Diversity Matters

Understanding such diversity informs how institutions can intentionally serve Latinxs. Disaggregating this monolithic group in institutional analyses, for example, is critical to exploring the range of student experiences and outcomes.

Relatively little is known about how these multiple and diverse identities among Latinx students shape college experiences and outcomes. Often due to a lack of data, only a few large-scale quantitative studies account for different ethnic groups among Latinx students. By disaggregating institutional data for Latinx students, institutions can more effectively identify targeted approaches to serve this population and promote their success.

Identifying possible inequities among Latinx students

Examining multiple identities among Latinx students can provide insights into possible differences or inequities in educational experiences or outcomes. Although 34 percent of Latinxs ages 18-24 enroll in college, the percentage of Mexican Americans, Guatemalans and Hondurans is slightly below the average, while rates are higher among Cubans and Dominicans. Ethnic differences also emerge when examining educational attainment. While 14 percent of all Latinxs over the age of 25 in the United States possess a bachelor’s degree, only 10 percent of Mexican Americans and 8 percent of Salvadarons hold this degree in comparison to 18 percent of Dominicans and 25 percent of Cubans.

Latinx students also differ in how much they think about multiple identities. For example, according to one study, about half of Latinx students reported thinking a lot about race and class , but racial identity was especially salient for Central Americans and class for lower-income students. Students may also experience college environments differently depending on the salience of these identities. For instance, while most Latinx students think less about race when there are more Latinxs on a campus, the salience of race increases for Central Americans, likely because they remain a minority within the larger Latinx population.

Slight differences also emerge in considering other psychosocial outcomes. For instance, Latinx students who self-identify as “Other Latino” (a monolithic category that captures any student who does not identify as Cuban, Puerto Rican, or Mexican American) on surveys showed more growth on academic self-concept during college in comparison to Mexican Americans. Additionally, Latinx students who identify as multiracial (European American and Latinx) perceive fewer links between barriers and their ethnicity than monoracial Latinx peers do.

These few studies provide a glimpse into different experiences embedded within this monolithic group. By disaggregating this diverse group, institutions can identify possible inequities in student experiences and outcomes, which may inform approaches that more comprehensively support all Latinxs.

Building on linguistic assets in academic programming

Often cited barriers to postsecondary success among Latinx students are academic challenges, particularly among English learners. Educational programs that provide academic support to students with limited English proficiency skills, such as the Transitional Bilingual Learning Community (TBLC) at City Colleges of Chicago – Harry S. Truman are useful for Latinx English Learners. Bilingual education programs such as this one helps English learners build their language skills and transition to college-level courses sooner, thereby facilitating their retention and degree attainment.

However, many Latinx students are also heritage speakers—speaking Spanish at home while also being English proficient. This linguistic diversity is an asset from which colleges can create different programs to support Latinx students.

Among Latinx heritage speakers, developing bilingual skills can be merged into academic programs. For example, Miami Dade College offers a dual language program as part of the Honors College, and CSU Fullerton is now offering a bilingual and bicultural master’s program to prepare therapists to work with Latinx families. Programs such as these can foster success because the extent to which Latinx students feel their language and culture is affirmed, the more connected they feel to an institution. Acknowledging these linguistic skills as assets and supporting students’ language development can help Latinx students further succeed in the workforce given the economic advantage multilingual abilities provide.

Creating empowering environments for varied Latinx needs

In creating more inclusive environments and promoting student success, colleges and universities should further consider how to support the holistic needs of Latinx students according to intersectional experiences they may encounter.

For instance, research indicates that gender is particularly salient for Latinx males when there are more Latinx females on a campus. As Latinx women now outnumber Latinx men on most college campuses, the needs of men and women may differ. Designing programs that provide students a space to make sense of their experiences can generate engagement and enhance success, which may be particularly important among Latinx men .

At UC Davis, for example, the recently created Center for Chicanx and Latinx Academic Student Success (CCLASS) houses several programs addressing the unique academic, social, and personal development of Latinx men and women. This academic center offers quarterly support groups for men (TLACELEL) and women (In Lak’ech). The center also offers courses focused on Latinx men and women where students learn about research and engage with peers on defining success in higher education. Strategic and intentional efforts like these support the academic needs of Latinx students and cultivate empowering environments, which can facilitate greater success.

As more Latinx students pursue a college education, understanding the diversity among this population can help colleges and universities more intentionally serve and support their success. Developing approaches to better serve the Latinx student population requires more nuanced considerations of how experiences and outcomes may differ across and within this group.

If you have any questions or comments about this blog post, please contact us .

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