SOMOS PRIMOS: Dedicated to Hispanic Heritage and Diversity Issues


Hispanics Now Largest Minority By Genaro C. Armas, Associated Press, 1-21-03 WASHINGTON Hispanics have surpassed blacks as the nation's largest minority group. The Hispanic population grew to 37 million in July 2001, up 4.7 percent from April 2000. The black population increased 2 percent during the same period, to 36.1 million. The estimates are the Census Bureau's first statistics on race and ethnicity since 2000 census results were released two years ago. Hispanics now comprise nearly 13 percent of the U.S. population, which grew to 284.8 million in July 2001. That's up from 35.3 million, or 12.5 percent of the country's 281.4 million residents in April 2000. Blacks make up 12.7 percent of the nation's population, up from 12.6 percent in April 2000. The black population grew by 700,000 in the 15 months after the census was released. Asians are the next largest minority group after blacks and Hispanics, at about 12.1 million, or 4 percent of the population. Whites remained the largest single population group, numbering about 199.3 million in July 2001, nearly 70 percent of all U.S. residents. A breakdown by state was not released. The 2000 census, for the first time, allowed people to check off more than one racial category, increasing the number of possible choices for racial origin from five in 1990 to 63. A separate question also asks if someone is of Hispanic ethnicity. On the Net: http:// www.census.gov/Press- Release/www/2003/ cb03-16.html

President Bush proposes funding increases for Blacks & Hispanics President George W. Bush will propose a 5% increase in funding in 2004 for Hispanic-Serving Institutions (HSIs) and Historically Black Colleges and Universities (HBCUs), as follows:
Historically Black Colleges and Universities Historically Black Graduate Institutions Hispanic-Serving Institutions		$224 million $ 53 million $ 94 million	$277 million $ 94 million
· The Hispanic-Serving Institutions (HSIs) program makes competitive grants of up to five years to eligible institutions (those with a full-time population of at least 25% Hispanic students, at least 50% of which are low-income individuals). This funding provides Hispanic and low-income students with faculty and academic program development, community outreach and other student services. · The Historically Black Colleges and Universities (HBCUs) program makes grants to 99 eligible institutions to help strengthen infrastructure and achieve greater financial stability, supporting activities such as construction, community outreach and student services. · The Historically Black Graduate Institutions (HBGIs) program makes 5-year grants to 18 eligible institutions to expand institutional capacity for providing graduate-level education. Funds support activities including scholarship aid, construction, purchase of educational materials and other student services. Source HispanicVista.com

First Spanish-Language Virtual University Launched in U.S. Source: HispanicOnline.com, January 20, 2002 The first Spanish-language virtual university in the U.S. was officially launched this December following an agreement signed between Houston-based AAMA, the Association for the Advancement of Mexican Americans, and Mexico's Technological Institute of Superior Studies (Monterrey Tec), in Monterrey, Nuevo Leon. "The initiative will provide Latino immigrants from all walks of life with the opportunity not only to attain the basic skills needed to survive in the U.S., but also to obtain a higher education in the career path of their choice, and to do so in their native language," said Gilbert Moreno, president/CEO of AAMA, the ninth-largest Hispanic non-profit organization in the country. For Moreno, the new university is just the latest means to reach out to all Hispanic immigrants, not just those of Mexican origin, and expand AAMA's services beyond its offices in Houston, San Antonio, Laredo, Del Rio and the Rio Grande Valley. The new university is part of Monterrey Tec's Virtual University outreach services, already established in Mexico, South America and Europe. Although Monterrey Tec already offered U.S. Latinos basic literacy, English and computer skills via the Internet and through its Centros Comunitarios de Aprendizaje (Community Learning Centers) in Houston, Dallas and Miami, the collaboration with AAMA will create the first Spanish-language Virtual University, providing advanced educational services, via satellite and the Internet, for Spanish-speaking residents of the U.S. "Latino immigrants migrate to the U.S. for the chance to work and help their families achieve the ‘American dream,’” said Moreno. “Once here, they immediately enter the work force and, while many of them do learn to speak English, the majority never have the opportunity to fully develop academically and increase their employability and earning potential."Through the partnership with Monterrey’s Technological University, we will finally be able to provide them with such opportunities,” he emphasized.The majority of degree plans offered through Monterrey Tec's Virtual Universities are accredited by the Southwest Association of Colleges and Schools (SACS) and include Masters degrees in administration, finance, marketing, e-commerce, information technology, telecommunications, computer science, education, and many others. Doctorate programs, continuing education and business development programs are also offered through Monterrey Tec's Virtual Universities. Once established in Houston, the AAMA/ Monterrey Tec Virtual University will make its services available nationwide through AAMA's Latino Technology Network. The LTN project, funded by the U.S. Department of Commerce, is a national collaboration among Latino organizations including the National Association of Latino Elected and Appointed Officials (NALEO), Center for Training and Careers, Metropolitan Area Advisory Committee (MAAC Project), Multicultural Area Health Education Center (MAHEC), National Puerto Rican Coalition (NPRC), National Puerto Rican Forum (NPRF), National Association for Bilingual Educators (NABE), Cuban American National Council (CNC), Students Alternative Program, Inc., Technology for All, and Chicanos por la Causa (CPLC)

A High School Journalism Program for Gifted Students of Color! March 14 Deadline We are seeking applicants for Journalism Camp: a special summertime program scheduled for August 9-13, 2003 at San Diego State University in California. Journalism Camp will bring together a multicultural group of high school students to sharpen their journalistic skills in a unique learning environment--to get them excited about journalism. The 40 hand-selected students will spend time in classrooms and professional newsrooms with a staff of media professionals and with the opportunity to talk with some of the top figures in the media industry, including Pulitzer Prize-winners, network newscasters and leading newspaper editors. Minority students with a keen interest in broadcasting, newspapers, magazines, photojournalism or new media are especially encouraged to apply for this annual program. Qualified applicants must be currently enrolled in high school as a freshman, sophomore or junior and must be available to travel to San Diego during the camp week. There is no cost to apply. All expenses, including airfare, room and board will be covered by the camp's sponsors: The John S. and James L. Knight Foundation, with additional funding provided by The McClatchy Co. and Knight Ridder. J Camp is produced by the Asian American Journalists Association. The deadline for applications is March 14. Applications may be obtained online at http://www.aaja.org Questions: please contact Lila Chwee at AAJA's National Office:(415) 346-2051 or lilac@aaja.org Sent by Nellie Kaniski nkaniski@earthlink.net

Extract: Schools seek to phase in English - Immersion called too costly for fall by Anand Vaishnav, Boston Globe Staff 1-23-03 http://www.hispanicvista.com/html2/012703be.htm Nineteen of Massachusetts' biggest school systems yesterday asked state officials for a delay in immersing all of their bilingual students into English-only classes, arguing that the voter-approved initiative is too costly and too complicated to begin this fall. Bilingual education, which many schools taught for three decades, is the practice of teaching non-English-speaking children in their native tongues and easing them into English. Immersion is the opposite: surrounding immigrant students in all-English classes with only token amounts of their native language. In a letter to Lieutenant Governor Kerry Healey, the school systems asked that English immersion programs be phased in over three years. After a rancorous campaign, voters in November overwhelmingly replaced bilingual programs with one-year, all-English classes in Massachusetts public schools. Pro-bilingual activists last year pegged the statewide price tag at $125 million, but superintendents in several districts said they haven't analyzed the expense yet because much depends on what the state Department of Education will require. Boston Superintendent Thomas W. Payzant estimated that it would cost about $5 million in Boston if the state doesn't require school systems to pick up the cost of training teachers. In California and Arizona - two states that successfully passed the Unz initiative - education specialists yesterday said they did not know of any valid studies of immersion's costs there. They said some school systems spent more on English-language textbooks and materials, and on training regular-education teachers who were unaccustomed to having non-English speakers join their classrooms. Article: http://www.boston.com/dailyglobe2/023/metro/Schools_seek_to_phase_in_English+.shtml This story ran on page B1 of the Boston Globe on 1/23/2003. © Copyright 2003 Globe Newspaper Company.

Hispanics' Numbers in Clergy Seen as Low By Larry Witham, The Washington Times, 1-24-03 Source: HispanicOnline.com Hispanics trail other ethnic groups in training clergy for religious institutions, a process or career path that in the past has usually helped immigrants assimilate and gain social mobility. Most Hispanics are Catholics, and their growth into the nation's largest minority has swelled parish sizes, particularly in the Southwest. But few are becoming priests. On the other hand, while more-evangelistic denominations can recruit potential Hispanic clergy, they still have difficulties with training candidates and integrating them into the religious mainstream. "We don't have any problem getting people interested in ministry," said the Rev. Esdras Betancourt, a Pentecostal minister. "Our main problem is getting money to train them." Mr. Betancourt, who is chairman of a Hispanic commission for the National Association of Evangelicals, said evangelicals hope their clergy will improve their ability to bring many of the small Hispanic churches into the mainstream of society. The Rev. Edwin Hernandez, a Protestant and sociologist who heads the Center for the Study of Latino Religion at the University of Notre Dame, said Hispanic seminarians and clergy are "dramatically underrepresented" in accredited theological schools. "Wherever there is a Latino presence in the institution, students get attracted to be trained in ministry," he said. "A better-educated clergy will bridge the immigrants with the mainstream." The nation's churches, according to research on minorities and immigration, often have been a gateway for social connections, training, work ethic and social mobility. And Hispanic leaders are mindful of that, as the nation's 37 million Hispanics were named this week as the largest minority by the Census Bureau. But while Hispanics make up about one-third of the nation's 65 million Roman Catholics, they are just 3.6 percent of U.S. Catholic clergy. Meanwhile, at the 244 affiliates of the Association of Theological Schools, there are four times more black students — a total of 7,462 — and more than twice as many Asians as Hispanic students. The total of black and Asian faculty at seminaries also outnumbers Hispanic professors. According to the most recently available census data on occupations, there is about one Hispanic cleric for every 3,000 Hispanic residents — far lower than the ratio for the populace as a whole. The obstacles to training more clergy resemble those in other areas of immigrant life, such as language, funding, illegal status and cultural barriers, according to interviews. "It is easier to get somebody from Mexico [to study for the priesthood] than to get somebody who has been here since he was nine years old, is now 17, but entered the country illegally" and fears deportation, said the Rev. Miguel Solorzano, pastor of St. Philip of Jesus Church in Houston. Father Solorzano, spokesman for the National Association of Hispanic Priests, said the goal is to recruit American-born Hispanics as clergy. "Immigrants from Mexico are not thinking of entering seminary," he said. "They are thinking of the American dream, like work, make some money, help their relatives." But the tide is turning, given the large number of Bible institutes that are cropping up, new Catholic movements seeking priests and lay leaders, and chances for higher education for Hispanics. "While it looks like a bleak picture, there are some bright spots," Mr. Hernandez said. "Some institutions are aggressively recruiting Latinos." Of the 9,400 lay Catholics in the United States now studying for certificates in theology and church work to help at parishes, about 60 percent are Hispanic, according to recent surveys. Father Solorzano said that a new movement of monthly conferences called the "neo-catechumenal way" is interesting Hispanic high schoolers in college seminary study. Also, national projects such as the Hispanic Theological Initiative, which has Pew Trust funding and offices at Princeton Theological Seminary, hope to train the best and brightest Hispanics to lead church institutions. Beside sheer numbers, Hispanics also add excitement to American church life, which bodes well for ministry recruitment, Mr. Betancourt said. "Hispanics are spicing up the church," he said. "They are the salsa picante of the church. Salsa picante is outselling ketchup."

Church-going Hispanics do Better at School By Larry Witham THE WASHINGTON TIMES http://www.washtimes.com/national/20030128-30457960.htm Hispanic immigrants who regularly attend church are more likely to do well in school and reverse high drop-out rates, especially in impoverished school districts, according to a study released yesterday. "Religion matters for Latinos because it provides important educational opportunities outside school and ... the church environment reinforces the importance of learning and discipline," says the report. The study, which analyzed responses from about 7,000 Hispanic students and parents collected in three national surveys from 1996 to 1999, was released at a conference on Hispanic affairs at the University of Notre Dame. "Religion is particularly important in protecting impoverished Latino youth," the study said, noting that it helps students pay attention in class and escape the "oppositional culture" often found in inner-city schools. While many studies have looked at how Hispanic educational achievement is affected by economics, ethnic background and family structure, this is the first to collect available data on the role of religion. In the past year, similar studies on the entire teen population have found a strong link between religious attendance and success in school and self-esteem. The new 50-page report, "Religion Matters," was released by sociologists David Sikkink and Edwin Hernandez of Notre Dame. It emphasizes that Hispanics now are the largest ethnic minority and may become 25 percent of the U.S. population in future decades. According to other research, 40 percent of school-age Hispanics born abroad are not enrolled in school. The drop-out rate for Latinos ages 16 to 24 is 21.6 percent, about twice that of (non-Hispanic) whites. Immigrants — and especially Dominicans, Cubans and Mexicans — produce more single-parent families the longer they live in the United States. "Religion may mitigate this trend," the new report said. The report questioned predictions that a "permanent Latino underclass" is inevitable, and rejected the theory that poor Hispanics who take refuge in Catholic enclaves or Protestant sects will reject secular education. "Religion seems less likely to create a community of closed minds than to create the conditions in which Latino youth excel in school," the report said. The parents involved in evangelical Protestant sects, in fact, tend to "communicate higher educational aspirations" than do Catholic parents. And students from active religious families tend to do better in math and science than other Hispanics. The findings make sense to Leah Tenorio, Hispanic ministry coordinator at Good Shepherd Catholic Church in Alexandria. She agreed that social connections immigrants find in churches help overcome economic obstacles. "The effort that a family makes to go to church means a strong family relationship and a positive atmosphere," Miss Tenorio said. "The church often connects the immigrant to services that help their children at school." She recommends that American churches expand Spanish-language activities. The report, in turn, suggests public schools with Hispanics work with churches. "Higher [church] attending Latinos are more likely to read books to their children," the study found. Churchgoers are 18 percent more likely to take children to a library than non-attenders. Weekly churchgoing families, moreover, are 30 percent more likely to instruct their children in "time management" and 24 percent more likely to have "discussed future plans with the child" than parents who attend occasionally. "While the first-generation immigrant Latinos have a strong achievement ethic, it is difficult to pass those on to the second and especially third generations, which are likely to be more heavily influenced by American popular culture," the study said.

El Libro De Caló: The Dictionary of Chicano Slang Compiled by Harry Polkinhorn, Alfredo Velasco & Malcom Lambert 1988 100 pgs (pbk) ISBN 0915745194 $23.95. Class use $17.95 Includes index & concordance. The most authoritative dictionary and guide to understanding the dialect popularly spoken by Chicanos in the Southwest. It includes user's guide, concordance from the English to Caló and index. Mexican American s in Urban Society: A Selected Bibliography 296 pgs. (pbk) ISBN: 0915745127 Indexes. Compiled by Alberto Camarillo. $25.95 A comprehensive bibliographic study documenting the contemporary and newly acquired urban experiences of Mexican Americans living in major U.S. cities as they migrated from the crop fields of the Southwest to the newly emerging post-war industries. Definitively the most updated and complete bibliographic control effort on writings on regional urban development by Mexican Americans as they settled in their new environments. Highly recommended for public and academic libraries. http://www.floricantopress.com/ Floricanto Press info@floricantopress.com 650 Castro Street, Suite 120-331 Mountain View, California 94041-2055 (415) 552 1879 Fax (702) 995 1410

New Website dedicated to Latinas in SCIENCE: Antonia Novello The first woman in science I would like to highlight is Antonia Novello. She was the first woman and first Hispanic Surgeon General of the United States. As Surgeon General she focused her attentions on aids infected children, smoking, teenaged drinking and women’s health issues. She was born in Puerto Rico. At the age of eight, she lost her father and she and her brother were raise by her mother a school teacher. She suffered a chronic disease of the colon till she was 18 years old. The experience influenced her to pursue studies in medicine. She earned her bachelors and M.D. from the University of Puerto Rico. Married Joseph Novello, U. S. Navy flight surgeon. They both went to University of Michigan Medical Center in Ann Arbor. Antonia Novello continued and was recognized in her work treating children with kidney disease. She continued her studies at Georgetown University, then Johns Hopkins University. As deputy Minister of the National institute of Child health and human development she took special interest in children with AIDS. She gave lawmakers in Congress advice on many issues from organ transplant to cigarette warning labels. In 1989, The senior George Bush nominated her to be the country’s Surgeon General. Which she served till 1993. This is just a brief sketch based on my research in the web, for more extensive information, and additional reading on Antonia Novello please visit Glass Ceiling Biographies-Antonia Novello at: http://www.theglassceiling.com/biographies/bio23.htm. For more links on Hispanic, Latina, Chicana Women in science please visit at http://members.attcanada.ca/~ecade/hispanic-women.html. Sent by web mistress: Elsa Salazar Cade ecade@telusplanet.net

They Came to America: Finding Your Immigrant Ancestors, book and guide $75. PBS Aired on KOCE, January 18. Check with your local PBS station.

My Life As a Light-Skinned Mejicana By Diana Terry-Azios, Hispanic-May 2001 Three guys walked up to me in a bar. "Excuse me," one says. "You have to help us settle a bet. We were just trying to guess what your ethnicity is." After I explain that I am a person, not a sporting event to be bet on, I tell them that I am a Latina, of Mexican ancestry. At that point, the interrogators look at me like I am the last living unicorn, a complete anomaly to the laws of nature that make the earth turn. "No!" they exclaimed. This is a common occurrence in my life. Sometimes, I am told, "Really, I never would have guessed." And then there is my favorite: " Wow. You don’t look it." Well, what are we supposed to look like? The answers I have received would astound you. The range from utter speechlessness and tongue-tied apologies to " Like the ones in the back of the trucks with lawn mowers." Some people except my answer and go on with life, but others refuse to believe it can be possible. I’ve engaged in verbal warfare over it, too. Take the instance of the slightly inebriated partygoer, for example: " Mexican? No you’re not. You are Lebanese." " No. I am Mexican." " No. I know a Lebanese person when I see one. You are Lebanese." This merry-go-round discussion escalated and eventually drew a crowd. And there was a friend’s mother: " Mexican? I thought you were Italian. There is an Italian girl I know, and you look just like her. You sure look Italian. I can’t believe you are not Italian." This happened every time I saw her, until I began to understand that maybe she would have been more comfortable if I had been Italian. None of this would be of much significance in my life—after all, I am sure of what and who I am—if it weren’t for the other Latinos who believe that I can’t be Latina, at least not like they are. Since I don’t fit the typical U.S. definition of what a Latino should be, I can’t understand the experience of being Latino, they challenge. Maybe they are right. As a light-skinned Latina, I can’t possibly understand the experience of being morena. But that doesn’t mean that I don’t know what it is to be Latina, that I haven’t had my own experience, or that they could understand what it is to be at the other side of the spectrum, to be guera. Being light-skinned means I blend in. But in a "blended" crowd, everything that makes the Latino experience is magnified ten times for me. Among Latinos, it isn’t unusual to find chicken’s feet in the soup, or a cow’s head on the table at Thanksgiving. But mention any of that in a non-Latino group, and it won’t be forgotten. The normalcy an subtleties of the culture made my traditions stand out in even more in mixed company. My experience as a light-skinned Latina has been a little like being the only one in masquerade at a black-tie ball. I draw more attention than if I just looked like what everybody else expects me to. My complexion means people drop their guard when I am around. Forgetting or never guessing that I am Mexican, people let loose remarks they would never say if they thought there was a Latino around. I have inadvertently been called "spic" and "wetback" and been told that I don’t belong because the speakers assumed there weren’t any "spics" and "wetbacks" within earshot. You can only imagine their expressions when I say that I, the person next to them at the dinner table or across from them at the conference table, am Mexican. Latinos who assume I am not Latina and do not speak Spanish are guilty of the same mistakes. I recall one former apartment neighbor who used foul, loud language because he didn’t think anyone else in the complex spoke spanish. I don’t think a name has yet been invented for the red color his face turned when I greeted them in Spanish one day. Though it isn’t as easy as some believe, I wouldn’t trade my experiences for any other. It has been unique and interesting. I am almost a double agent of the gente, the infiltrator no one suspects. For anyone else still curious, I am only going to say it one more time for the record: Yes, I am Mexican. Yes, I am fair-skinned. Yes, we do exist. And yes, I do know what it means to be Latina. My color can’t revoke my culture. So don’t stop me on the street, at the bus, at the store, or the bar to ask me what I am. There will be no more long glances followed by curious apologies from people who say, "I’m sorry, we didn’t mean to stare. We were just wondering what you are." I am a human being, a women, a light-skinned Latina, a proud Chicana.

Benjamin and the Word, published in LA Times From: Daniel Olivas at olivasdan@aol.com This Monday through Friday (beginning 1/27), the LA Times will be publish one of my children's stories in the Kids' Reading Room section. The story is called "Benjamin and the Word," and concerns a boy who is Chicano/Jewish and who confronts bigotry in the school yard. You'll be able to access it on the web, too: http://www.latimes.com/features/kids/readingroom This is the first story they will be publishing; I'm now a contract freelancer for the kids' section.

Senator McCain Renews Effort to Honor Cesar On January 15 Senator John McCain (R-AZ) reintroduced a bill to authorize the Secretary of the Interior to conduct a special resource study of sites associated with the life of Cesar E. Chavez. The goal of the legislation is to establish a foundation for preserving these sites as historical landmarks. "Cesar Chavez is one of the most revered public servants in our history for his leadership in helping organize migrant farm workers, and for providing inspiration to those most oppressed in our society," said Senator McCain. "He is an exemplary American hero. It is important that we honor his struggle and do what we can to preserve certain sites located in Arizona, California and other states that are significant to his life." Senator McCain first introduced this legislation last October and has received an overwhelming positive response, not only from his constituents in Arizona but also from Americans across the nation. Congresswoman Hilda Solis (D-CA) introduced similar legislation in the House in September 2001. The bill specifically authorizes the Secretary of the Interior to determine whether any of the sites meet the criteria for being listed on the National Register of Historic Landmarks. The study would be conducted within a three-year timeframe. "Cesar Chavez was a humble man of deep conviction who understood what it meant to serve and sacrifice for others," said Senator McCain. "He was a true American hero who embodied the values of justice and freedom this nation holds dear. Honoring the places of his life will enable his legacy to inspire and serve as an example for our future leaders." The Cesar E. Chavez Foundation recently kicked off its 2003 Speakers Bureau program, which is dedicated to educating and inspiring individuals, organizations and communities to carry on Cesar's dream for a better world. Through sharing personal remembrances, experiences, anecdotes, and biographical information, Foundation speakers provide a personal link to Cesar the man and leader, while giving contemporary meaning to his values and principles. Our speakers travel throughout the U.S. sharing timely and moving insights into the life and work of this great civil rights and farm labor leader. In addition to Chavez family members, Foundation speakers are leaders in business, politics, labor, the non-profit sector and the arts. Some of our speakers include Cesar's son and Chairman of the Foundation's Board Paul F. Chavez, United Farm Workers of America, AFL-CIO President Arturo S. Rodriguez, California State Senator Richard Alarcon, Actor/Activist Ed Begley Jr., and KABC-TV Director of Diversity Programs and Community Relations Diane Medina. Last year, the Speakers Bureau and Chavez Day activities combined reached more than an estimated 20 million people. This year, we will commemorate the 10(superscript: th) anniversary of Cesar's passing by reflecting on his life and work, and by highlighting his legacy's lasting power, which continues to positively impact communities throughout the country. For more information about the Cesar E. Chavez Foundation's Speakers Bureau, please contact Amber J. Thompson, Communications Coordinator, by phone at (213) 362-0267, ext. 242, or by email at athompson@cecfmail.org For more information, please visit http://www.ci.azusa.ca.us/. Foundation Job Openings, visit the Foundation's Web site at http://www.chavezfoundation.org for more information about the following positions: - Director of Administration - Director of Programs - Office Assistant - Receptionist - Student Assistant(s) Sent by Zeke Hernandez zekeher@juno.com

University of Texas, Pan-American among nation's best for Hispanics While the University of Texas -- Pan-American remains second nationally in total Hispanic enrollment among four-year colleges and universities, the institution now ranks third in granting master's degrees, based on a recent national magazine report of the 100 bet U.S. colleges for Hispanic. According to a May issue of The Hispanic Outlook in Higher Education -- a national biweekly publication that ranks the nation top 100 colleges for Hispanics based on U.S. Department of Education data from 1999-2000 -- UTPA has 10,507 Hispanics out of 12,569 total students ( 83.6 percent). Florida International University (FIU of) in Miami is first with 16,469 Hispanics out of 31,293 total students. Further UTPA and FIU were the only universities in the top five in awarding bachelor's and master's degrees to Hispanics. UT Pan American was second to that the bachelor's degrees at 1,239 (457 men, 782 to women) and third to FIUAnd know about southeastern University (50 Florida) in masters degrees with 263 (80 a man, 183 women). In fact, UTPA was the lone Texas higher education institution in the top nine for master's degrees. "The latest rating by Hispanic outlook continues to show improvements in graduating more and more students from Hispanic backgrounds," said Dr. Rodolfo Arevalo provost/vice president for Academic Affairs. "The University is continuing to play a critical role in the education of the Hispanics in the United States and enhancing the availability of training professional." The Hispanic Outlook in Higher Education magazine explores issues related to Hispanics in higher education. In addition to ranking colleges on bachelor's, master's and doctorial degrees, the magazine also listed Universities by degrees awarded in 19 academic program. UTPA was first in the nation in multi/interdisciplinary studies with 300 degrees to Hispanics. The University placed in the top five nationally in biological sciences (84 degrees), English/literature (73), mathematics (20), health sciences (105), and visual and performing arts (44), and ranked in the top ten n in business and marketing (197), foreign language (36) and public administration (43). Meanwhile, UTPA was third in the number of master's degrees awarded to Hispanic with 263 of 376 total degrees -- easily the highest percentage of any of U.T. System Institution. At 33.9 percent, UT Pan American also ranked second to the University of Texas at Brownsville (37.9 percent) in percentage of Hispanic faculty. The University has 32 Hispanic managers at 175 faculty member., Source: Los Arcos, Spring/Summer 2002, Vol.8, No. 3 Sent by Dr. Granville Hough gwhough@earthlink.net

California schools extend winter break to accommodate Hispanic kids Associated Press, 1-15-03 Source: AZCENTRAL.com, 1-17-02 via HispanicOnline.com WEST SACRAMENTO, Calif. - West Sacramento students returned to school this week after a three-week vacation - an extended winter break that school officials hope will increase attendance for Hispanic students who travel to Mexico for the holiday. We always have a big drop-off of attendance the first week back from kids coming back late from Mexico," said Stuart Greenfeld, the superintendent of Washington Unified School District, which includes 11 schools in West Sacramento. So the district adjusted its schedule to accommodate the Hispanic students, who represent 37 percent of the district's 7,000 students, and gave everyone an extra week off. Since announcing the modified schedule, Greenfeld said he's spoken to school officials from Southern California to Wisconsin who are interested in boosting attendance among Hispanic students. Jeff Hearn, superintendent of the Santa Maria Joint Union High School District, said the three high schools there have been on a similar schedule for at least seven years. "Originally, when we did this, I was the principal at the high school with the largest number of Hispanic students," he said. "I was losing kids right and left." In California, state funding is calculated by attendance, so the absences also cost the district money. "This seemed to make sense from a financial standpoint and it really worked out," Hearn said. "It's been very good for the district." While teachers initially opposed extending the break, Hearn said, they wouldn't trade it now for the traditional two-week vacation. The extra week allowed West Sacramento sixth-grade teacher Jack McFarren to prepare for the first week of the new semester. McFarren used his quiet classroom at Evergreen Elementary School to create posters for math class and to list vocabulary words for the next week's lesson. "It gives me a bit of a head start," he said. McFarren said he has worked in a district with a higher rate of bilingual students and it was "typical to have eight, nine or 10 students back late." Washington Unified solicited suggestions from parents and teachers before changing its calendar, said Paul Johnson, the district's assistant superintendent. "We went to every school and met with parents and staff and at the two schools with the most Latino students, the parents wanted a schedule that accommodated their trips to Mexico," he said. "We're hoping that the end result is more kids in school." Ten of the district's 11 schools are on the new calendar. Those students started their school year a week earlier in August to make up for the loss. /If the new schedule raises attendance rates, all schools will be on the modified calendar next year, Greenfeld said. "This reflects the needs of the community," he said.

Stilled Voices in America's Education System by Clara Mercedes Piloto http://www-mcnair.berkeley.edu/uga/osl/mcnair/93BerkeleyMcNairJournal/ ClaraMercedesPiloto.html Knowledge itself is power. - Francis Bacon, Of Heresies [[An introduction to a study which includes two examples of the experiences of two students growing in bilingual proficiency. Includes 27 footnotes.]] A review of the literature reveals that the Latino experience in higher education is largely ignored and unrecorded. Clearly, this is an important aspect of America's history that warrants further investigation and analysis. In order to fully understand the history of higher education, one must be able to understand the important role Latinos play in creating and shaping this overall history. Moreover, the history of American education cannot be fully understood until Latinos' contributions to higher education are acknowledged and recognized. In an attempt to uncover and record the experiences of early Latino scholars, a research project entitled "Latinos in Higher Education" was conducted under the supervision of Dr. Francisco Hernandez at the University of California at Berkeley. Here a search and documentation of primary sources detailed these academic experiences. This search spans a period of over 100 years, focusing largely between 1851, the year Santa Clara College opened its doors to the Mexican population, and 1960. Primary source materials that described in detail the Latino college experience were collected and analyzed in order to both document individual Latino experiences, and describe the collective Latino higher educational experience. Sent by Johanna de Soto

"Words During Wartime" "Words During Wartime" from Parade Magazine Nov 3, 2002 said the following: "What do people say in time of war? Husbands to wives? Sons to parents? Mothers to sons? Presidents to generals?" David H. Lowenherz asked these question, and his answer is The 50 Greatest Letters From America's Wars (Crown). Here, Lincoln defends his Emancipation Proclamation, freeing the South's slaves; and Capt. Rodney Chastant of Mobile, Ala., fighting in Vietnam, thanks his parents for letters recounting "trivial events" back home that helped him forget the war for a moment. Most messages from today's war zones come via e-mail, but we suspect the feelings are largely the same. Since August, I have written the Godinez Gazette which is quite simply a monthly newsletter. It goes to all four of my sons ages 20-35, two whom are in the US Army and stationed far from home. It also goes to both sides of my family who are on opposite sides from one another in Canada. For many years I was separated from those Canadian family members so my little Gazette has pictures and stories which tell about our rich family history, current events, and birthdays of those living today and other special ancestors from the past. I started the Gazette to help everyone who didn't write, to know what the rest of the family was doing. It has very little that is serious because there is enough of that in the world today in the newspapers and on the television. But it does hold up a mirror to show us who we are and how we came to be that way. I don't always tell all the details but let the readers guess who it is that I am writing about. Eventually we will be able to gather the sheets together into a binder and have our own book of family history. This for me is the fun part of Family History--not just names and dates and places. It is the sharing part with family members who don't have the time or patience for researching but still are interested in knowing about their loved ones both past and present. If you are doing something like this, send an email and tell me about it. Until then, good luck with your projects for the new year. Diane Godinez, SHHAR Calendar web mistress canprin@yahoo.com

To Obtain Military Awards and Decorations, shared by Alfred Lugo
	Where to write for medals:	Where medals are sent from:	Where to write in case of a problem or an appeal
ARMY	U.S. Army Reserve Personnel Center ATTN: ARPC-SFE 9700 Page Avenue St. Louis, MO 63132-5200	Commander, U.S. Army Support Command U.S. Army Support Activities ATTN: STRAP-SEI P.O. Box 13460 Philadelphia, PA 19101-3460	U.S. Army Reserve Personnel Center ATTN:DARP-VSA-A 9700 Page Avenue St. Louis, MO 63132-5200
AIR FORCE Including Army Air Corps & Air Force	Air Force Reference Branch (NCPMF) National Personnel Records Center (Address as above)	HQ, Air Force Manpower & Personnel Center AFMPC/DPMASA Recognition Programs Branch Randolph AFB, TX 78150-6001	HQ, Air Force Manpower & Personnel Center AFMPC/DPMASA Recognition Programs Branch Randolph AFB, TX 78150-6001
NAVY, MARINE CORPS, COAST GUARD, including Merchant Marines > all have the same address where to write, and where the medals are sent from the same address; however in case of a problem or an appeal, the address is different: PERS-313E, Room 3475 9700 Page Avenue St. Louis, MO 63132-5200
NAVY: Chief of Naval Operations Navy Awards Board Washington, DC 20380-0001
MARINE CORPS: Commandant, U.S. Marine Corps HQ, USMC Awards Branch (MHM) Washington DC 20480-0001
COAST GUARD, including Merchant Marines: Commandant, U.S. Coast Guard Medals and Awards Branch (G-PS3) Washington, D.C. 20593

December 14, 2002 - March 2, 2003 Americanos: Latino Life in the United States This is a project of Olmos Productions, which has been organized by the Smithsonian Institution Traveling Exhibition Service and the Smithsonian Center for Latino Initiatives. The exhibition offers an extraordinary view of the breadth and variety of the Latino experience, encompassing national origin, economic status, education, profession, religion and language. It brings together the work of thirty top photojournalists--including Jose Galvez, Eugene Richards, and Alexis Rodriguez-Duarte--united by their common interest in the diversity and complexity of contemporary Latino life in the United States. With perspectives as distinctive as the many Latino communities they document, the photographers explore aspects such as national origin, economic status, education, profession, religion, and language. The exhibition includes over 100 photographs as well bilingual texts by prominent Latinos such as celebrated singer Celia Cruz and the renowned author Carlos Fuentes. The location is the University of Arizona in Tucson. For more information call (520) 621-7968 or http://www.creativephotography.org/. Public Programs and Events for AMERICANOS-- All programs are FREE and take place at the Center for Creative Photography unless otherwise noted. Sent by Diane Godinez SHHAR Calendar web mistress canprin@yahoo.com

Minority Business Issues: Hispanic Achievers is set to launch a new television program on Time Warner Cable dedicated to minority business issues. The new programming will begin broadcasting the 2nd Monday in February at 9:30 PM on Channel 98. More information: mailer@hispanicachievers.tv Danny Ramos, eNews

Married to an Alien - By Michael John Neill The Genealogical Society of Santa Cruz Country 1907 On 2 March 1907 an act was passed wherein a wife’s citizenship status was determined by the status of her husband. Here is where the confusion begins to get worse. For women who immigrated after this act (and before later changes were enacted), there was no real change from before (unless their husband was already a U.S. citizen). However, it was different for U.S.-born citizen females who married an alien after this date. These women would lose their citizenship status upon their husband’s naturalization. Women who married men who were racially ineligible to naturalize lost their ability to revert to their pre-marriage citizenship status. 1922 On 22 September 1922, Congress passed the Married Women’s Act, also known as the Cable Act. Now the citizenship status of a woman and a man were separate. This law gave each woman her own citizenship status. This act was partially drawn in response to issues regarding women’s citizenship that occurred after women were given the right to vote. From this date, no marriage to an alien has taken citizenship from any U.S.-born woman. Females who had lost their citizenship status via marriage to an alien could initiate their own naturalization proceedings. 1936 This act affected U.S. citizen women whose marriage to an alien between the acts of 1907 and 1922 had caused them to lose their citizenship status. These women, if the marriage to the alien had ended in death or divorce, could regain their citizenship be filling an application with the local naturalization court and taking an oath of allegiance. Those women still married to their husband were not covered under the act and these individuals would have to go through the complete naturalization process. 1940 In 1940, Congress allowed all women who lost their citizenship status between 1907 and 1922 to re patriate by filing an application with the local naturalization court and taking an oath. The complete naturalization process was no longer necessary for any women whose marriage between 1907 and 1922 caused her to lose her citizen status.

Ancestry World Tree Wealth of information at no charge. The address is: http://pedigree.ancestry.com Do a search; after you get the Search Results, you can view the Pedigree in chart form. The Pedigree Chart will give you the spouse and children of the person you searched; as well as siblings; plus the parents and grandparents if they are available. Any name that is underlined, if you double click on it, will take you to that person's pedigree. It is a great site. One thing to remember is that the info has been submitted by other researchers. The site has helped me tremendously. Hope you all try it. On the Gutierrez line mentioned above, it is believed that the line goes back to Agustin Abrego and Leonor Gutierrez. This family has roots in Nieves, Zacatecas and Saltillo, Coahuila before appearing in Monterrey, Nuevo Leon. Shared by... Mira Smithwick SagaCorpus@aol.com

Holding On To Spanish? by: Domenico Maceri, PhD Dr. Maceri's articles have appeared in "The Los Angeles Times," "The Washington Times," "The San Francisco Chronicle," "Hispanic Magazine," "Montreal Gazette," "The Japan Times," "La Opinión," "The Korea Herald," "L'Unità," and elsewhere. The two supermarket shoppers were switching between one language and the other so effortlessly as if both English and Spanish were their native languages. Although I know many people who speak languages very well because I teach foreign languages at the college level and have many multilingual friends, I know very few people who seem equally comfortable in two languages. Typically, one language dominates in spite of the high level of skills one might posses in a second or a third. My cousins who were born in the US of Italian parents can barely speak Italian. They were educated in English and their parents' language is becoming more and more a faint memory. Although all immigrants learn English and Americanize it seems those from Spanish-speaking countries hold on to their language longer than other ethnic groups. It's obvious why in some ways, but in others it's not. In part it has to do with numbers. There are more than 35 million Latinos in the US, according to the last census figures. About half speak primarily Spanish and know limited English. The high number of Spanish speakers makes it possible to live in many parts of the US without the need to learn English. Services are available in Spanish at banks, hospitals, and many other places. The availability of these services in Spanish generates employment opportunities for bilingual individuals. And Americans are paying attention to the advantages of English-Spanish bilingualism. Spanish is by far the most popular foreign language in American high schools. At the college level a similar picture emerges. Figures released by the Modern Language Association reveal that for the first time in the history of foreign language enrollments, Spanish accounts for more than 50% of the total. All the other foreign languages put together—French, German, Russian, Italian, Japanese, etc.—attract fewer students than Spanish. Spanish is still an essential language in elementary schools in spite of the virtual elimination of bilingual education in California, Arizona, and most recently Massachusetts. Most states are continuing the programs and although many different languages are involved, Spanish is the most widely used. In fact, the anti-bilingual education movement and the English-only movement could easily be labeled an anti-Spanish movement. Geography also keeps Spanish alive in the US. Mexico and other Spanish-speaking countries in the Caribbean and Central America are easily accessible. Traveling from these countries to the US is relatively easy. In some cases the distances are very short. Indeed, much of the immigration from Mexico is not immigration at all but rather "migration." People come, work, and go back home for Christmas vacation. Then they return in January. The frequent trips to Mexico or the Caribbean mean that language skills are also maintained fresh. Kids who are brought back and forth get linguistic reinforcements by the exposure to the parents' home country. Historically, Spanish has been a constant presence in the US. In many parts of the Southwest it preceded English and has remained alive alongside of it. The names of certain states and many cities are reminders of this linguistic presence. Of course, these names come out a little differently from the mouths of Americans. But to a Spanish-speaker from Mexico there isn't much difference between San Luis Potosí and San Luis Obispo. They both reflect Hispanic culture and the presence of the Spanish language. Scholars see the fate of Spanish in the US as no different from that of other immigrant languages such as German, Polish, Italian, Russian, etc. As immigrants settle and Americanize, they lose their language. That is probably a fair assessment. The importance of languages other than English in the US has had to do largely with immigration. As the economies of Western Europe improved, people stopped emigrating and their languages all but disappeared from the US. In the case of Spanish, that hasn't happened yet. Poverty in Mexico and other Spanish-speaking countries pushes people to emigrate in search of opportunities. And that means a continuous replenishment of Spanish-speakers in the US. If the economies of Spanish-speaking countries improve and people stay home, it will mean that the 350 million speakers of Spanish will have in their pockets money and will be potential customers for our products. Their language will become valuable because it will translate into profits. Whatever the future brings, Spanish will remain an important language in the world. If I did not know Spanish, I'd start learning it right away. The views and/or opinions expressed by Domenico Maceri are not necessarily those of the staff of the DenverHispanic.com. Dr. Maceri teaches foreign languages at Allan Hancock College in Santa Maria, CA and can be reached by E-Mail at dmaceri@aol.com. We reserve the right to make any editorial changes. http://www.denverhispanic.com/ Sent by Margaret Cepeda margaret@orci.com (Margaret Cepeda) Louis Cepeda Louis@denverhispanic.com (Louis Cepeda)

Seeking Participants for Documentary on Language Source: LatinoLa.com January 22, 2002 USC Graduate Student seeks participants for an advanced documentary exploring the lives of non-Spanish speaking Hispanics in Los Angeles. Do you think all Hispanics should know Spanish? Do you think the expectation for all Hispanics to automatically know Spanish, is outrageous? Has this subject affected your life in any way? Do you have strong feelings overall about this subject? If so, please call or e-mail me back soon. Even if you don't want to be on camera, but have opinions you'd like to share, please contact me: Yolie Martinez Phone: 562-477-2880 E-mail: martiney@usc.edu

Laws of Naturalization in 1881 Foreigners, before they became citizens of the United States, as set forth in the following forms and explanations, are called aliens, and owe no allegiance to the State in which they reside. Aliens do not possess the right to vote for the elections of any officer of the government, town, municipal, county, State or national; nor can they hold public offices until they are naturalized or have declared their intentions to become citizens. Their personal and property rights while aliens are, however, respected and protected by all branches of our government. Comparing individuals with governments, the alien seems to bear about the same relation to citizenship that the Territories of the United States do to the Union-protected, but with certain privileges withheld. The laws by which an alien is transformed into a citizen, and is endowed with all a citizen’s rights and privileges, are established by the general government. The United States laws require the applicant for naturalization to be an individual who has lived within its territory for five years immediately before and up to the time of his application. He must also have resided during one year of the five in the State or Territory in which he makes his application. Two years before he can legally be naturalized, he must go before a federal court or some local court of record, or the clerk of either of such courts, and make an affidavit that he proposes to become a full citizen of the United States at the proper time, and to renounce his allegiance to all other governments, princes or potentates, and, particularly, the sovereignty of the country from which he emerged. In most States this declaration entitles him to vote. If an alien has served in the army or navy of the United States, and has been honorably discharged from such service, he may be naturalized after one year’s residence in any State or Territory. Such residence must, however, be definitely proven before the court. The first step in the process of the legal naturalization, the applicant having duly shown that he is entitled to become a citizen, is to file in court a declaration of his intentions as follows: Form of Declaring Intention to Become a Citizen. I, Gustave Baum, do declare an oath (or do affirm), that it is really my intention to become a citizen of the United States, and to renounce forever all allegiance and fidelity to all and any foreign prince, potentate, State and sovereignty whatever, and particularly to William, Emperor of the German confederation. Gustave Baum. Sworn (or affirmed) in open court, at Loredo, Webb county, State of Texas, this sixteenth day of January, A.D. 1881. Simon R. Peterson, Clerk. The Clerk’s Certificate. The following is annexed to the declaration of intentions: State of Texas}

Orange County California GS Newsletter – January 2003, Vol. 37, Issue 1, page 3 Federal Writers’ Project (WPA) Life Histories were written by the staff of the Folklore Project of the federal Writers’ Project of the U.S.> Works Progress (later Work Projects) Administration (WPA) from 1936-1940. The histories typically were 2,000-15,000 words in length and span the years 1889-1942 and cover a wide range of topics and subjects. Altogether the Federal Writers’ holdings number approximately 300,000. They include a rich collection of rural and urban folklore; first-person narratives (called life histories) describing the feelings of men and women coping with life and the Depression; studies of social customs of various ethic groups; authentic narratives of slaves about life during the period of Slavery; and Negro source material gathered by project workers. The writers chronicled interviews with Americans asked to recall significant events in their lives. The resulting collections offer a rich exposition of every day life in rural and urban United States, from the end of the Civil War through the years of the Great Depression. Each document in this collection relates the compelling story of human life. It may not be your ancestor that is being interviewed, but it may give you insight into life in that time period. http://lcweb2.loc.gov/ammem/wpaintro/wpahome.html History World An award-winning site with histories, biographies, images and more.http://www.historyworld.net Oregon Land Records Lists land records found in Oregon State. http://arcweb.sos.state.or.us/land.html California Country History Learn about California’s historical countries, it gives information on formation, choice of name. http://csac.countries.org/countries_close_up/county_history Online Census Finder Links to 8,200 census records. Http://www.censusfinder.com Genealogy Wheel Chart Generator Create a color-coded circular family tree. This is a free chart generator. It uses your gedcom file to create the wheel chart. Http://warp.byu.edu/circlechart What Passenger Lists Are Online? This site answers that question with transcribed records indexed by ports of departure and arrival. http://home.att.net/~wee-monster/onlinelists.htm Expert Advice: Concerning The Census The federal censuses have been taken every 10 years and began in 1790 (1719for Vermont). Due to privacy laws, only census records 72 years and older are available for open research. Each census has an "official date" that should always be noted. The census taker, regardless of what day he or she recorded the information, was to list the occupants of any given household on the official of that year’s census. The official dates for each year up to 1930 are listed below: 1790-August 2 (first Monday in August) 1800-August 4 (first Monday in August) 1810-August 6 (first Monday in August) 1820-August 7 (first Monday in August) 1900-June 1 1910-April 15 1920-Janurary 1 1930-April 1 This means that a person born on April 20, 1910 shouldn’t be listed in the 1910 census. The enumerator was to list only those people living in the household on April 15, 1910. In some cases it took months for the enumerator to visit every household and record the data. In the early census years (1790 to 1840), the enumerators were allowed anywhere from nine to 18 months to complete their tasks. In 1850, 1860 and 1870, they were allowed only five months to record all of the residents and from 1880 to 1820, only one month. Some enumerators followed the rules strictly, while others did not.

Table of Contents: United States . . . . . . . . 2 Surname . . . . . . . . . . .28 Galvez Project. . . . . . .31 Orange County, CA. . . 32 Los Angeles, CA. . . . .36 California . . . . . . . . . . 40 Northwestern U.S . . . . 66 Southwestern U.S . . . 71 Black . . . . . . . . . . . . 78 Indigenous. . . . . . . . . 82 Texas . . . . . . . . . . . . 86 East Mississippi . . . .105 East Coast . . . . . . . . 110 Mexico . . . . . . . . . . .112 Caribbean/Cuba . . . .129 International . . . . . . . 135 History . . . . . . . . . . . 147 2003 Index Calendars Networking Meetings March 29, 2003 END
	AYALA GONZALES FAMILY REUNION VISALIA, CALIFORNIA, 2002
	The Ayala-Gonzales Family Reunion took place in Visalia, CA over the Labor Day weekend. Approximately 400-500 people attended. The Ayala-Gonzales reunions began in 1967 and have continued since then, in Visalia, every three years. The Ayala-Gonzales lines came from Zacatecas, Mexico (Fresnillo, Jerez, Zacatecas, Zacatecas). Although this stunning banner reads1996 Reunion, family members liked it so much that they brought it out for the 1999 and 2002 Reunions as well. It was used in our 2002 reunion because it's such a beautiful banner, depicting the Mexican and Spanish heritages of la Familia. This information was sent by Michael Gonzales who also sent a recap of the reunion. Go to photos & article.

Dr. Maceri's articles have appeared in "The Los Angeles Times," "The Washington Times," "The San Francisco Chronicle," "Hispanic Magazine," "Montreal Gazette," "The Japan Times," "La Opinión," "The Korea Herald," "L'Unità," and elsewhere.