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Volume XIXNumber 2Spring 2012A Community-Based Magazine About Latinos at Ohio StateWhat Factors Are Driving ImmigrationDebate and Policy?OSU Representatives Participatein White House Hispanic SummitOSU Students Respondin Their Own WordsReflections from the FirstL.A.S.E.R. MenteeBreakthrough Show BringsLatina Talents TogetherDr. Guisela LatorreFrom the West Coastto the Midwest:My Personal andAcademic Travelswww.quepasa.osu.edu

Learning from the Challenges We OvercomeBy Christopher Gonzalez, Editor, ¿Qué Pasa, OSU? and PhD Candidate, Department of EnglishEsquina del EditorWhenever I am teaching, I cannot helpbut use the chalkboard. With all of theadvances in teaching technologies (blogs,PowerPoint presentations, Prezi, etc.), Iwould give up all of them for a blackboardand some chalk. There is something tactileabout writing with chalk that pleases me, somuch so that I invariably break new piecesof chalk with the vigor of my enthusiasm.With the little broken bodies of white chalkat my feet, I often find myself misspellingwords I learned in the third grade. It maycause embarrassment for some instructors,but not me. I learned long ago the reasonteachers misspell words on the chalkboard.Simply put, they lose their perspective.Periodically, we require little jolts thatreorient our perspective. We get so busythat we sometimes forget how far we havecome and how far we have yet to go. Weconcentrate so intensely on the here-andnowthat marginal challenges and stressesbecome necessarily superfluous. What I’mgoing to wear at an event two monthsdown the road can scarcely rival thepressure of a deadline to be met in threehours. Thus, we prioritize.Lately, I’ve had the pleasure of mentoringa student who is set to apply to TheOhio State University as an undergraduatestudent. Due to circumstances beyond hiscontrol, he was forced to delay his entryinto higher education after his high schoolgraduation. He is, understandably, nervousand anxious. Yet he is also at the age whereindividuals like him tend to seek out truerole models, not because he is compelledby counselors and teachers but because heis impelled from within.Working with my mentee has forcedme to recall every step—steps I now takefor granted—that I have taken to get tothis position. My mentee and I stand witha gulf of experiences between us, yet heand I have a shared Latino history. He, likeme, has been raised in a family that understandsthe value of honest labor. It seemswe both belong to families of bricklayersand masons. Now, a bricklayer has quitea backbreaking yet pragmatic job. For abricklayer, action (or inaction) yields veryspecific consequences. If your gradationsare off, if your lines-of-sight are not exactlyas they should be, your building will neverreach completion. And, as a wise man oncesaid, time is money. The more brick you lay,the more money you have.For my mentee, and me as well, it hasbeen a struggle to have family see thepursuit of higher education as a worthwhileendeavor. Higher education delaysultimate success, and instead studentslearn to be satisfied with the microvictoriesof assignment grades. And so, my menteehas helped me reassess the particular challengesI have faced as a Latino in highereducation, and they have been numerous.Moreover, the challenges I have facedare not specific to my situation. I believethat all students, regardless of race, background,class, or nationality encountersignificant obstacles in pursuit of a degree.Yet I am intimately familiar with the particularsorts of challenges faced by Latinosin higher education. These challenges arecompounded by the fact that Latinos mayoften feel isolated—far from the comfortsof home that manifest in the foods we eatand the languages we speak. Not only is itdifficult to leave home for the university inthe first place, it is all too easy to leave theuniversity in order to return home.Several of these challenges—thechallenges of leaving home or feelingseparated from your community—areaddressed, either directly or indirectly,in this spring 2012 issue of ¿Qué Pasa,OSU? While this was not an overt themeto the issue, it became readily apparentthat many of the authors were dealingwith significant challenges as a Latinoidentifiedmember of the OSU community.For example, the student and facultyprofiles on Greetchen Díaz and José Díaz(no relation) highlight the challengesof space and dislocation that individualsfrom Puerto Rico face. Similarly in ourphoto-essay, students tell us some ofthe current challenges and anxieties ofthe future they have in their own words.Jordan Loewen, in his essay that recountshis experiences as a L.A.S.E.R. mentee,reflects not only on the challenges of transitioningfrom undergraduate to graduateschool, but also the benefits of having astrong mentor—benefits that one cannotbegin to put a price on.Some of the articles in this issue explorethe realities of growing Latino numbersin the US and in Ohio. The White HouseHispanic Summit is the subject of our“Report from the Field,” and Yalidy M. Matostakes a look at the salient factors that arecurrently influencing the discussion onimmigration policy. We also examine howthe shifting numbers of Latinos has causeda change in diversity in all geographic areasof Ohio. Additionally, this issue highlightsthe creative endeavors of Latinos at OSU—from the outstanding Donde Hay Vida,There is Art show that featured the works ofseveral creative visionaries, to the CreativeCorner that features English-languagepoetry by Alison Vásquez and Spanishlanguageprose by Kevin Gutierrez, to thepersonal reflection of Professor GuiselaLatorre on her move from and eventualreturn to the Midwest. Along with heartycongratulations for several of our outstandingfaculty here at OSU, as well ascommunity profile on David Arango, youwill find our fall and winter graduates. Thefood review of Cuco’s Taquería completesour issue.We hope that these excellent articlesurge you to reflect on your own challengesthat you have faced, as well as to be motivatedby the varied successes of theseoutstanding members of the Latino communityat OSU.Paz,Christopher Gonzalez2

1012132456Volume XIX Number 2 Spring 2012FeaturesChanging Demographicsand its ImplicationsWhat Factors Are Driving ImmigrationDebate and Policy?By Yalidy M. MatosLatino BoomHispanics Bring Diversity to All Areasof the StateBy ¿Qué Pasa, OSU? staffFacing the FutureOSU Students Respondin Their Own WordsBy ¿Qué Pasa, OSU? staffSectionsEsquina del EditorLearning from the Challenges WeOvercomeBy Christopher GonzalezFaculty ProfileDr. José O. Díaz, Associate Professor,OSU LibrariesFrom San Juan to Columbus: ABibliographer’s JourneyBy Theresa RojasStudent ProfileGreetchen DíazChallenges Motivate Grad Studentto Become a Role ModelBy Christopher GonzalezIn the CommunityDavid ArangoAttitude of Service Drives Leader’sVision for BusinessBy Juan Pablo Donoso161820247 Noticias¿Qué Pasa, OSU? RecognizesProfessional Excellence at OSUBy ¿Qué Pasa, OSU? staff8222527Who Are You, and Whatare You Doing Here?Reflections from the First L.A.S.E.R. MenteeBy Jordan LoewenComing HomeFrom the West Coast to the Midwest:My Personal and Academic TravelsBy Guisela LatorreDonde Hay Vida, There is ArtBreakthrough Show BringsLatina Talents TogetherBy Theresa RojasFood Scientist Monica GiustiAssistant Professor Named OutstandingWoman in TechnologyBy Mauricio EspinozaReport from the FieldOSU Representatives Participatein White House Hispanic SummitBy Yolanda ZepedaCreative CornerMonolingual Manifesto andLa Canción ValencianaBy Alison Vásquez and Kevin GutierrezAutumn 2011 andWinter 2012 GraduatesFood ReviewCuco’s TaqueríaEarly Risers can Reap the Benefits ofDelectable Breakfast MorselsA Bilingual Review by Theresa Rojasand Indra LeyvaEditorChristopher GonzalezDesigner & Photo EditorEmily StrouseStaff WriterTheresa RojasEditorial BoardJose Cabral, ChairFrederick Luis AldamaFrancesca AmigoNormando CabanJeff CohenIgnacio CoronaAndrea DoseffFrancisco-Xavier Gómez-BellengéIndra Leyva-SantiagoVictor MoraPatricia Palominos-DunaeffAbril TrigoFernando UnzuetaYolanda Zepeda, Ex OfficioContributorsJuan Pablo DonosoMauricio EspinozaKevin GutierrezGuisela LatorreIndra LeyvaJordan LoewenYalidy M. MatosAlison VásquezThis publication is supported bythe Office of Academic Affairsand the Office of Diversity andInclusion, through the auspices ofthe Hispanic Oversight Committee.Issue production is a collaborationof the ¿Qué Pasa, OSU? EditorialBoard and the Office of Diversityand Inclusion.The Ohio State University is notresponsible for the content andviews of this publication. Thepublication does not necessarilyreflect the views and opinionsof the staff and Editorial Board.All submissions for publicationsmust include the name and phonenumber or e-mail address ofthose responsible for thesubmissions. ¿Qué Pasa, OSU?reserves the right to refuse anysubmission for publication.For questions and inquiries, pleasecontact quepasa@osu.eduNote: We use the term "Latinos" torepresent both Latino and Latina.Cover ArtistPhoto by Emily Strouse(All photos by Emily Strouseunless otherwise noted.)www.quepasa.osu.edu Spring Quarter 2012 3

Greetchen DíazChallenges Motivate Grad Student to Become a Role ModelBy Christopher Gonzalez, Editor, ¿Qué Pasa, OSU? and PhD Candidate, Department of EnglishAs the first of her family to seek anadvance degree, Greetchen Díaz, a sixthyearPhD student, knew early on that theachievement of such an accomplishmentwould require serious changes in her life.At the age of fifteen in Ponce, Puerto Rico,Greetchen left her family in order to attenda math- and science-specialized high schoolthat lay in another town some distanceaway.“ That was the most difficult stage forme,” Greetchen recalls, “because I was farfrom all my family, but also because I hadto do work hard to reach the academic levelof other students, especially those fromprivate schools.” It took great courage toleave home at such a young age, but eventhen Greetchen recognized the value intaking such a chance: “It was the best thingI did in my life because being there gave mea new vision of all the opportunities availablefor me.” As one might imagine, thisexperience changed Greetchen’s life, andset in motion the events that would bringher to Columbus, Ohio and The Ohio StateUniversity.After her high school work, Greetchencompleted her bachelor's and master'sdegrees at the University of Puerto Rico,Mayagüez. Despite her success, Greetchenadmits that the most difficult issue facingher was her lack of English proficiency.Where others may have accepted this limitation,Greetchen tackled her shortcominghead on. “I decided to challenge myself andattend national meetings to present myresearch in order to practice the languageto improve both oral and writing skills,”she says. “I also wrote my master’s thesis inEnglish even though it was not required.”Greetchen worked so diligently on herbilingualism that she confidently handledher OSU interview, conducted entirely inEnglish. Language proficiency, which cansometimes create significant obstacles forLatinos in the US, was simply another ina long list of challenges for Greetchen toovercome.Not only did she work to master a secondlanguage, Greetchen took a significantinterest in biological science. Indeed, herwork grew out of a realization that there wasno expert in fungal molecular taxonomy atthe University of Puerto Rico. Seeing this asyet another challenge, she “joined a laboratorywith expertise in molecular biologyof extremophiles (bacteria and archaea),”as Greetchen puts it. “With my advisor’sguidance and the support of my graduatecommittee members, I developed a projectto study the population of fungi in hypersalinewaters.” Greetchen’s work in the sciences,noteworthy in its own right, becomes evenmore important when considering the issueof representation.In point of fact, the issue of representationis a serious concern for Greetchen as it isfor many Latinos. “As a Hispanic woman,” shenotes, “I understand the difficulties of beingunderrepresented. I notice that there werevery few Hispanics in my research area.”The sheer absence of Latinos in areas ofscience and research motivated Greetchento push through her doctoral work andbeyond. “Being a minority was not a barrier,”Greetchen argues, “but rather motivationto keep moving forward even when thecurrent seems to be against you. I aspireto become a role model for other Hispanicstudents to pursue advanced degrees inscience.” Greetchen’s awareness of her roleas a model for other Latino students inhigher education is not lost on her. “I thinkLatinos are very smart and talented,” shemaintains, “but our actual representation inscience does not correlate. There are Latinosdoing great work in the sciences, but we cancontinue to do better. I am committed tothat cause.” Greetchen hopes to help fill thegap between Latinos and science, and herdedication to her own work is helping in atangible way.At OSU, Greetchen has continued hertraining as a fungal molecular biologist in theMolecular and Cellular and DevelopmentalBiology Interdisciplinary (MCDB) Programand in Dr. Anita Hopper’s lab. Greetchenuses yeast as a genetic model to study themechanism by which certain proteins aretargeted at the nuclear membrane: “Thiswork is of particular relevance as many ofthese proteins have essential functions innuclear architecture, transport and generegulation. When they are not located atthe correct place, the cell does not functionproperly, leading to cause diseases likemuscular dystrophy.” Moving forward,Greetchen sees her work moving along twodistinct paths: “The first project will be dedicatedto the study of fungal populations;maybe in rare micro-environments thatwere never explored. The second projectwill be focused in answer an important cellbiology question. For example, processesthat allow fungi to adapt to rare environmentsand tolerate stress conditions.”In the meantime, Greetchen reflectson her time at OSU while she prepares tomove into her career proper. “My experienceat OSU was great from the beginning,” sheadmits. “I thought it would be more difficultfor me to adapt, but it wasn’t at all.” Thoughthe transition from Puerto Rico to Ohio wasa strenuous one for a variety of reasons,Greetchen’s endorsement of her programand university says it all: “OSU is such a greatacademic environment that it makes thingsmore comfortable. I was very fortunate tohave been selected by OSU, my first choicefor their variety of high-caliber investigatorsand excellent facilities for conductingexemplary research—especially in yeastmolecular biology.” In turn, OSU as well asthe MCDB program have undoubtedly beenmade better by having a student such asGreetchen Díaz.Student Profilewww.quepasa.osu.edu Spring Quarter 2012 5

David ArangoAttitude of Service Drives Leader’s Vision for BusinessBy Juan Pablo Donoso, MBA Candidate 2012In the CommunitySince his early childhood, David Arangowas meant to be a winner and a leadershiprole model. Mr. Arango grew up in a hardworkingfamily with three older brotherswho set the standards very high by takingtheir education very serious.Mr. Arango, President and COO ofTitan Insurance, a Nationwide Insurancecompany, grew up in Kent, Ohio. Hementions that he had a typical childhoodfrom the standpoint of being active insports: he played football and baseballin high school and played football at theUniversity of Akron with an athletic scholarshipthat included room, board, tuitionand books. His bachelor’s degree is inIndustrial Management. Mr. Arango hasalso earned his MBA from the University ofTampa.During undergrad, because of his tightschedule, he didn’t have time to workoutside school butmade sure to attendall classes, gettinggood grades andplaying football. Hetook classes early inthe morning until2 pm, practicedfootball from 2 pmto 6 pm, had a shortdinner, went to thelibrary to study fora couple of hours,and finally headedback to the dorm by9 pm. To accomplishaccommodating allof those activitieswithin 24 hours Mr.Arango had to provehis high standardsof self-disciplineand commitment toeducation.His first job out ofcollege was a leadershiprole as supervisorat ChryslerCorp. in Twinsburg,Ohio at a stampingPHOTO PROVIDED BY NATIONWIDE plant for two years.He mentioned thatit was a great learning experience workingat a manufacturing facility, heavily unionized,which was a perfect match for hisundergraduate education. He workedseven days a week with very little vacationsince Chrysler was doing quite well atthe time. But, according to Mr. Arango,wages and benefits were very attractive.Unfortunately, the job wasn’t intellectuallychallenging enough for him so he decidedto leave.After Chrysler, Mr. Arango joinedProgressive Insurance in Cleveland, Ohiofor a six-year training program. Part of thejob was to be mobile and be relocatedanywhere in the country. Right after joiningProgressive he was offered an opportunityin Tampa to be one of the company’s supervisors.While at Progressive, he took thetime to take night classes to get his MBAdegree. His last position at Progressive wasas a division manager, managing othersupervisors and managers.His next challenge was with “Bankersand Shippers Insurance Company,” a subsidiaryowned by Travelers Insurance,based out of North Carolina. A coupleof years after moving to North Carolina,Bankers and Shippers was sold to IntegonInsurance and subsequently resold toGMAC Insurance. Mr. Arango spent eightyears with GMAC Insurance. In the summerof 2001 he joined Nationwide Insuranceand later became leader of the company’sTitan brand.In the early days, Mr. Arango’s mainsource of inspiration came from his parentsand three brothers and two younger sisterswho all possess strong work ethics anda focus on education. What inspires himtoday are his wife and two daughters. Hewants to assure that his job makes themproud and wants to be the best father andhusband that can be. Second comes hisinternal fortitude to continue to learn andtake on new challenges. And last but notleast, his internal inspiration to continueto grow, learn and focus on being a greatleader.Titan is a brand name withinNationwide. It is focused on higher riskdrivers or also called non-standard auto.That segment includes drivers who havehistorically had a higher level of violationsand represents about 20% of themarketplace.Mr. Arango is aware of the fast growingHispanic Community in the US and isproud of Nationwide’s support not onlyfor the Hispanic Community but also theyounger population and several othersegments.He believes that his role is to givesupport to his team: “My job is to supportthem doing their jobs, not the otherway around.” The main intent of thosemeetings is to understand the variousdirections of the organization, set thevision and strategy, and provide directionand support. As an example, he hasrecently attended a conference for threedays with about 600 sales associatesnationwide to share the company’s prioritiesand team strategy.6

Noticias¿Qué Pasa, OSU? Recognizes Professional Excellence at OSUBy ¿Qué Pasa, OSU? StaffCOLLEGE OF THE ARTS AND SCIENCESDIVISION OF ARTS AND HUMANITIESPROMOTION TO PROFESSORLucia Costigan, Spanish and PortuguesePROMOTION TO ASSOCIATE PROFESSOR WITH TENUREAna Del Sarto, Spanish and PortugueseCOLLEGE OF ENGINEERINGPROMOTION TO PROFESSORFernando Teixeira, Electrical and Computer EngineeringCOLLEGE OF MEDICINEPROMOTION TO PROFESSORGustavo Leone, Molecular Virology, Immunology andMedical GeneticsCOLLEGE OF PHARMACYPROMOTION TO ASSOCIATE PROFESSOR WITH TENUREEsperanza Carcache de BlancoFrontiers: A Journal of Women Studies, Vol 32, No. 3, 2011.LATORRE AND WU SELECTED AS NEWEDITORS OF FRONTIERSGuisela Latorre, Associate Professor,Department of Women’s, Gender,and Sexuality Studies, and Judy Wu,Associate Professor, Department ofHistory and Coordinator for the AsianAmerican Studies Program, have beenselected to become the new editors ofFrontiers: A Journal of Women Studies,“one of the oldest and most respectedfeminist journals in the United States.Frontiers retains its original commitmentto a broad mix of scholarly work,personal essays, and the arts and tomulticultural and interdisciplinaryperspectives offered in accessiblelanguage. The cross-disciplinary andculturally diverse nature of the journal'sfeminist content makes it an idealsource of women's history, culturaltheory, literature, essays, art, criticism,and pedagogical approaches.”DR. ANDRADE ECHHO SCHOLARSHIPS AWARDEDCecilia Rodriguez, Alexia Hernandez, and Patricia Castillo(pictured clockwise), are recipients of the Dr. Andrade ECHHOScholarship. Educators and Community Helping HispanicsOnward (ECHHO) is an Ohio organization committed toworking with parents, high school/vocational center counselors,administrators, social service representatives andother post-secondary institutions and community organizationssupport higher education access for Hispanic studentsat elementary, junior high and high school levels. ECHHOawards annual scholarships to outstanding students whoare currently attending or planning to enroll at an ECHHOmember institution. Named for ECHHO's founder, Dr. RolandoAndrade, the scholarships are awarded based on studentacademic achievement and merit.LITERACY RESEARCH BOARD ELECTS ENCISOPatricia Enciso, Associate Professor of Teaching and Learning,College of Education & Human Ecology, has been elected tothe board of directors of the Literacy Research Association,from 2011-2014. She will review and initiate policy changes,assist committees, support research reports and projects,support and review the STAR literacy scholars' mentoringprogram, and communicate with members about their proposals.Enciso directs research for the OSU/Royal ShakespeareCompany Partnership.www.quepasa.osu.edu Spring Quarter 2012 7

increase in the gross state product• $18 million in increased annual statetax revenue.The costs of high school dropouts areamplified because the fastest-growing,high-wage jobs will require at least somepost-secondary education. If Ohio’s highschools were to graduate all studentsready for college, the Alliance predicts thatthe state could save as much as$189 million in college remediationcosts and lost earnings.Promising solutions havebeen implemented wherebusiness, government andcommunity leaders have cometogether to improve educationoutcomes for the good of all.Whether the goal is attractingnew jobs or improving qualityof life, creating college accessfor Latinos in Ohio will require astatewide approach—one thatleverages the interests, strategiesand resources of businesssectors, community organizations,government agenciesand education institutions.Director Rico held up the caseof San Antonio as a model forpublic-private partnership. SanAntonio hosted a White Housesummit last year that broughttogether twenty-two university presidents,San Antonio’s P-20 Council for primaryand secondary education, and businessand community leaders. Coordinatingtheir efforts and reducing duplication ofservices, the partnership is more effectivelydirecting the $40 million that partner institutionsreceive in combined federal grantstoward increasing college graduation rates.The Office of Diversity and Inclusion atOhio State has been working to supportstatewide efforts to strengthen the educationalpipeline for Latinos. Importantpartners are the State of Ohio’s Office ofLatino Affairs and ECHHO, a nonprofit organizationof college admissions officers andcommunity leaders committed to collegeaccess for Latinos. Working in partnershipwith the Hispanic Scholarship Fund, theGates Millennium Scholars program, andnearly thirty colleges and universities, wehosted Bridge Builders, a college outreachforum that served some 400 minorityyouth and parents from all corners of thestate. This year, plans are underway to buildon the relationships established with manycommunity organizations and advocatesto plan a 2012 Bridge Builders event thisfall and to further statewide conversationsaround Latino education in Ohio.The White House Summit in Lorain wasan important opportunity to reconnectwith current partners and to identify a pathfor moving forward an education agendafor the State of Ohio that gives high priorityto Hispanic youth. A first step is to coordinatethe articulation of Latino educationin terms of the state interests, includingeconomic and workforce development.We also need to bring in business partnersand political leaders to the conversation.Only through broad collaboration will wecreate the capacity to leverage large-scalesystemic change and fully develop thetalent of Ohio’s Latino youth.www.quepasa.osu.edu Spring Quarter 2012 9

Changing Demographics and its ImplicationsWhat Factors Are Driving Immigration Debate and Policy?By Yalidy M. Matos, PhD student, Department of Political SciencePHOTO COURTESY OF LATIN AMERICAN COALITIONAccording to the Census 2010, theHispanic/Latino population accountedfor 56 percent of the nation’s growthbetween 2000 and 2010. Moreover, theCensus counted 50.5 million self-identifiedHispanics/Latinos in the United States,accounting for 16.3 percent of the totalpopulation. As the Hispanic/Latino populationcontinues to grow, how has publicopinion towards Latinos and Latinorelatedpolicies changed? What is thenature of American public opinion aboutLatinos and immigration?The growth of the Hispanic/Latinopopulation, the increase in concern aboutillegal immigration (e.g., Arizona’s SB 1070),the constant media attention on undocumentedimmigrants and the US-Mexicanborder, and the increased racialization ofthe Hispanic/Latino community have ledto a shift in public opinion as in concernsimmigrants and immigration, and consequentlyLatinos and Latino-relatedpolicies. Are attitudes towards immigrationdriven by racial prejudice, economicfactors or just rule of law?In October 2006 the Center forImmigration Studies conducted a pollon the public’s view on immigration. Thekey findings of the survey prepared bythe Polling Company suggest that whenpresented with facts about the numberof immigrants (both legal and illegal)in America, the public made it clearthat there are too many immigrants. Inaddition, the public wants the “U.S. governmentto intensify its efforts to enforcecurrent immigration laws (with the intentof causing illegals to go home over time)and rejected any increase in legal immigrationlevels.” Overall, the public in 2006wanted less not more immigration, andwanted to blame the government for inadequatelyenforcing immigration laws.The literature on immigration generallytries to get at the determinants of thepublic’s views on immigration policy andimmigrants. Scholars have tested whetherit is economic factors or the rule of lawthat motivates the public’s views. Citrinet al. (1997) test the effect of economicfactors on views about immigration policy.Using the 1992 and 1994 NES surveys, theauthors find that the national economy,anxiety of taxes, and feelings towardsHispanics and Asian immigrants affectattitudes towards immigration policy,leading to a restrictionist view. Similarly,Lee and Ottati (2002) find that asidefrom economic and legal determinants,in-group/out-group bias also plays a role indetermining attitudes towards California’sProposition 187. The authors hypothesizethat whites’ in-group love and out-group(Mexican immigrants) derogation will leadthem to favor Proposition 187 when it hasto do with a Mexican immigrant, versus awhite Canadian immigrant. They find thatin-group/out-group bias plays an independenteffect, different from concernsabout the economy of the law.More recently, scholars have been interestedin whether racial prejudice plays arole in determining attitudes towards immigrationas it concerns Hispanics/Latinos.Moreover, whether it is a racial prejudicethat lies at the bottom of Americans’ attitudestowards immigration, rather thaneconomic or legal considerations. Burnand Gimpel (2000) test the extent to whicheconomic concerns and prejudicial stereotypesaffects mass attitudes towardsimmigration policy. The authors make useof the 1992 and 1996 ANES to examine theeffect of personal and national economicview, income, education, ideology, ethnicity,social context, gender, and age on negativestereotypes of Hispanics, blacks, and whites.Their results suggest that “attitudes on immigrationpolicy are highly contingent uponstereotypical beliefs about the work ethicand intelligence of other groups, especiallyamong whites” (222). In addition, it seemsthat stereotypical thinking does have aneconomic component; however, sociotropiceconomic evaluations, rather than personalself-interested evaluations, affect attitudestowards immigration. Economic evaluations,however, is not the main foundation for prejudicialthinking. In conclusion, the authorsimply that attitudes towards immigrationpolicies are not solely rooted in economicreasoning, but have a racial/ethnic prejudicecomponent to them as well.Ted Brader and colleagues (2009) revisitthe question about the determinants ofattitudes towards immigrations policy;they ask, “Is it the immigration or the immigrants?”Brader et al. point to the fact thatwhite attitudes towards immigration hasbecome dominated by negative thoughtsabout Latinos in particular. The authorsexpect that economic concerns aboutimmigration and racial animus towardsimmigrants will have an interactive effect.In other words, in times of economic recessions,racial prejudice might become aneven more powerful predictor of immigrationattitudes. Brader et al. used a surveyconducted by Knowledge Networks,which included 421 non-Hispanic whiteUS citizens, whom were surveyed pre- andpost-2008 Election Day. The authors findthat when white Americans think aboutimmigration, they are generally thinkingof Hispanic immigrants.10

Ramakrishnan et al. (under review)isolated the effects of varying legalstatus on public opinion, and the ways inwhich national origin cues might interactwith legal status. The authors find thatAmericans tend to conflate immigrantswith illegal immigrants, and treat illegalimmigrants from Mexico differently. This isnot surprising since concerns about illegalimmigration are framed in the media asprimarily dealing with Mexican immigration.In addition, US-Mexico border states,such as Arizona and California, have bothintroduced and passed legislation limitingthe rights of illegal immigrants and racializingMexican immigrants in particular. Therole the media plays is an important one,with political consequences on Americans’opinions towards immigration policy. AsBurns and Gimpel maintain, “The mediais a major source of information aboutethnic groups, from coverage of criminalconduct where black and Latino faces areoften shown in connection with arrests tostories about the use of welfare and socialsecurity benefits by immigrants” (207).Brader et al. (2008) demonstrate thatnews reports cueing Latino immigrants aremore likely to increase public oppositionto immigration. Additionally, the media’sattention to undocumented Latino immigrantscontributes to the discourse thatdepicts Latino immigrants as criminals.Most importantly, however, is the media’soveremphasis on a particular image ofwhat a Latino undocumented immigrantlooks like. In other words, most of thenews stories and mainstream discourseon undocumented Latino immigrants—and immigrants in general—focus onMexican immigrants. Consequently, allother Latinos fall under the same rubric,and are equated with mainstream discourse.This can result in public oppositionto Latino-centered policies, such as immigration,which not only affects Mexicanimmigrants, but all other sorts of undocumentedimmigrants as well, Latino or not.The media, then, works as a mechanismto shape and mold how Americans thinkabout immigrants and immigration.More recently, we have seen an attackon Latino immigrant through federal, stateand local programs such as the SecureCommunities and 287(g) programs. Theseprograms, among other federal laws, havebeen supported mainly due to the fear ofterrorism after 9/11. Secure Communitiesis a federal program by the Departmentof Homeland Security (DHS) designed toidentify deportable immigrants in US jails.Under this program, participating jailssubmit fingerprints to the Immigration andCustoms Enforcement (ICE). As of September2011, Secure Communities was available in1,595 jurisdictions in 44 states and territories.ICE aims to implement Secure Communitiesin each of the 3,100 state and local jails acrossthe country by 2013. ICE has reported that asof September 2011, over 11,000,000 fingerprintsubmissions have resulted in 692,788database matches, and 142,000 removals/deportations.The ICE 287(g) program partners up withstate and local governments in order toreceive the authority (by ICE) for immigrationenforcement within their jurisdictions.The 287(g) program has two components,jail enforcement and a task force. The jailenforcement is basically the same thingas the Secure Communities program. Thetask force component of 287(g) has beenthe deadliest for Latinos. It basically allowscounty sheriffs and policemen (trained byICE) to detain any immigrant they believeto be undocumented. This program hasresulted in massive racial profiling of Latinosthrough the 68 law enforcement agenciesin 24 states, Butler County, OH being oneof them. Other states with counties thathave 287(g) task force include Alabama,Arizona, Georgia, North Carolina, SouthCarolina, Florida, Tennessee, and Virginia.Oddly enough, a further look at some of thecounties with a 287(g) task force have a verysmall Latino population, hence it is not quiteclear why some counties request and areallowed to have 287(g) task force, while otherlocalities that have a larger Latino populationdo not. For example, Butler County, OH,which has both the jail enforcement and thetask force has 1.43 percent Hispanic/Latinopopulation and it is 91.2 percent white.Given this relatively small number of Latinosin the county, why would ICE accept such arequest? Moreover, Butler’s border counties(Preble, Montgomery, Warren, Hamilton, andClermont) also have very small percentagesof Latinos.The motivation behind certain sheriffsand localities to request a 287(g) is unclear,but what is clear is the massive numberof deportations and consequently, therising numbers of Latino children in thefoster care system. According to a studydone by the Applied Research Center(ARC), “In the first six months of 2011, thefederal government removed more than46,000 mothers and fathers of U.S.-citizenchildren. These deportations shatterfamilies and endanger the children leftbehind” (5). Moreover, ARC conservativelyestimates that there are at least 5,100children currently living in foster carewhose parents have been either detainedor deported and “in the next five years, atleast 15,000 more children will face thesethreats to reunification with their detainedand deported mothers and fathers” (5).Additionally, in counties with 287(g)agreements, children in foster care were,on average, about 29 percent more likelyto have had a detained or deported parentthan in non-287(g) counties.Anti-Latino and anti-immigration discoursegoes hand-in-hand these days, anddeportations, racial profiling, and shatteredfamilies have been the unintended consequencesof a growing Hispanic/Latino population,9/11, and the economic recession.Yalidy Matos is a 2011-2012 National ScienceFoundation Graduate Research Fellow andan American Political Science Association(APSA) Minority Fellow.For a version of this article with full citationsand endnotes, please visit ¿QP? online.PHOTO BY STEVE HAVILANDwww.quepasa.osu.edu Spring Quarter 2012 11

Latino BoomHispanics Bring Diversity to All Areas of the StateBy ¿Qué Pasa, OSU? StaffComparison of Total and Hispanic/Latino Population Gain or Loss by County from 2000 to 2010Percent Changein Population100.0% or more50.0% to 99.9%20.0% to 49.9%0.0% to 19.9%-0.1% to -9.9%-10.0% or moreTotal Population Gain/LossHispanic/Latino Population Gain/LossSOURCE: U.S. CENSUS BUREAU, 2000 AND 2010 CENSUS SUMMARY FILE 1 (SF1). MAPS BY COMMUNITY RESEARCH PARTNERS.It comes as no surprise that the 2010census reported growth in Ohio’sHispanic population since 2000. After all,the number of Hispanics in the nationgrew by 43% during this time. With 50million, or 1 in 6, Americans identifying asHispanic in 2010, one would expect thenation’s largest minority population toexpand its presence beyond the borderstates.What might be surprising to some,however, is that the Hispanic populationin Ohio grew by 63.4 percent, bringingthe state’s Hispanic population to 354,674individuals, or 3.1 percent of the state’stotal. The growth of Hispanic populationsstands in stark contrast to other groupsthat, together, grew by only about 4percent.A common myth about Hispanics isthat they are primarily a rural population.While Ohio has long been a destination forMexican and Mexican American migrantfarm workers, Hispanic communities havelong been established in urban centers ofthe state as well. Cleveland, Columbus,and Toledo are home for three out ofevery ten Hispanic Ohioans. Further, the2010 census shows that the Hispanicpresence is expanding in all areas of thestate—rural, urban and suburban. Whilemost of the 89 counties in Ohio lostpopulation or stayed relatively flat (only9 counties grew by 10 percent or more),Hispanic populations increased by 20percent or more in all but 8 counties.Delaware and Butler counties showedthe largest percentage increase ofHispanics, where their 2010 numbersmore than doubled since 2000. Thelargest populations are in Cuyahoga(61,270) and Franklin (55,718) counties,where Hispanics comprise 4.8 percentof the county totals. Hispanic populationsdeclined in three counties—Noble,Monroe, and Meigs—all located in thesouthern corner of the state.Hispanic Ohioans represent a richdiversity of cultures. About half report aMexican heritage; just over one quarterhas a Puerto Rican heritage; and approximately7 percent of Ohio Hispanics haveties to a Central American heritage.Nearly one quarter of Ohio’s Hispanicsare foreign born, while 45 percent ofHispanics report that they speak onlyEnglish at home.This young and growing population isimportant to the economic well-being ofOhio. According to the 2010 census, thestate boasts 9,700 Hispanic-owned businessesthat employ some 11,600 workerscombined and report a payroll greaterthan $375 million. Hispanic-run businessesin Ohio exceeded $2.3 billion inreceipts in 2010.The expanding and diverse Hispanicpopulations in Ohio bring a vibrant forceto the state’s demographic, social andeconomic landscapes, and they will playan increasing role in the shaping Ohio’sfuture.12

Facing the FutureOSU Students Respond in Their Own WordsBy ¿Qué Pasa, OSU? StaffWith the continual changing of the Latino/a demographic inboth the US population as well as in higher education, we at ¿QuéPasa, OSU? wanted to hear the student perspective on many ofthe salient issues facing Latinos at The Ohio State University. Weposed a series of questions to these students, and they respondedwith thoughtful answers. We asked, for example, how studentsmeasure success, how they handle success, and how they handlefailure. We had many wonderful responses to the questions wepresented, and the following pages unite images of some of thesestudents with their attitudes on these issues in their own words.Amber Seira,“I see Latinos leading in a major way and becoming more prominent in industries across theboard. I believe that those of us who are driven to bring their Latinidad into their career are advocating forthe entire Latino community.”Bettina Barillas, “I thrive onmeeting new people. I talkto many people in differentfields all over the world usingtelephone, email, and Skype. Iam excited about using nontradionalmethods like fútbolto foster social and economicdevelopment for impoverishedyouth around the world!”www.quepasa.osu.edu Spring Quarter 2012 13

Alexis del Sol, “I want to encourage young Latino artists to pursue their passionfor dance and encourage them through higher education. If some work that Ihave created validates the Latino experience of an audience member or student,that is the icing on the cake!”Gustavo Carlos, “I celebrate,I take time for myself and allowmyself to enjoy my success.”David Bueno,“Being Latino mostdefinitely influenceshow I define successbecause I feelthat reaching mygoals is not only apersonal goal, but agoal for the Latinocommunity as well.”Cecilia Rodriguez,“Latinos are justbeginning tomake an impact intoday’s engineeringindustry, and I feelthat we will start tomake even biggercontributions in thenear future.”14

Isabel Gaitan , “I wantto be the change theworld needs.”Marcos Cruz, "Everytime I get off thephone with mymother she alwaystells me the samething, 'Make yourmomma proud.' It isalmost as if she is awalking pep talk ina five foot nothingLatina woman...I urge those wholook to motivatethemselves do not askyourself what happensif you fail. Dare to askyourself what happensif you succeed."www.quepasa.osu.edu Spring Quarter 2012 15

Who Are You, and What are You Doing Here?Reflections from the First L.A.S.E.R. MenteeBy Jordan Loewen, 2011 OSU Graduate, English and Film StudiesThere is an old story about a rabbi wholived around 70 AD after the great templein Jerusalem was sacked by Rome. Onenight he found himself wandering throughthe streets of his great city in a haze of confusionand sadness as he wrestled with thedilemma of what was to become of hispeople. Their worship and way of life wereso intrinsically tied to the temple that withit gone, it seemed as if the people themselvesmight be gone with it. When hearrived at the steps and stone wreckage ofthe former cultural icon, he was greeted bythe unfriendly voice of a Roman Centurionstanding watch. “Who are you, and what areyou doing here?!” the centurion demanded.The Rabbi was silent for a moment andthen responded, “How much are you paidto stand here every day?” “Three drachma”replied the centurion. “I see,” said the rabbi.“I will pay you twice as much to stand infront of my door and ask me the samequestion every single day.”College is a four-year-long identity crisis.I could write all the clichéd phrases to whichmost of us are accustomed, but I would behard pressed to find someone who doesn’thave a connection to this experience. Weattend a university of over 60,000 studentswhere class sizes range from fifteen to athousand, and counselors are in charge ofhundreds of individuals. It’s an easy placeto get lost. Like the rabbi, I wandered aimlessly.Instead of through the wreckage ofa broken city, I wandered through the vastwell-cultivated and construction heavycampus of THE Ohio State University.My identity had been tied up in thestructured nature of my high school experience,along with my goal to someday bePresident of the United States of America,(despite being born in Canada). Withinthe first week of Political Science 101, Iknew politics wasn’t for me, and by theend of my first quarter I realized I was notself-disciplined or motivated enough tofind the college classroom experienceeasy. Professors seemed so far away, evenwhen sitting at the very front of the class,and advisors, though extremely friendly,seemed rushed and shallow. Who am I, andwhat am I doing here….It took two years of stumbling aroundas an “exploring” major, and a bildungsromanstudy abroad experience, for me togain some clarity. I came back to Ohio Statemore determined than I had ever been. Ideclared my major and minors (English,and Film Studies/Philosophy and CreativeWriting) and began making a push towardpreparing myself as a graduate student. Irealized that one of the things I had alwaysloved was learning. I might not be able toafford being a professional student, but Icould strive for the next best thing—a universityprofessor.Despite my varied preparation, I alwaysfelt one step behind when it came tounderstanding graduate school. No matterhow many articles or blog posts I read,I seemed to make the wrong choices ordiscover things too late. A friend of mine16

ecommended that I speak to Dr. FrederickAldama, an English professor and Directorof Latino Studies who was launching a newprogram. After meeting with him and discussinga plan of action for graduate preparation,he recommended I join his winterquarter class on comic books and narrativestudies as well as a new program at OSU forLatino and Latin American Studies studentsinterested in research: L.A.S.E.R. I rememberattending the first ever L.A.S.E.R. meetingwhere the only ones in attendance werea couple of professors, Dr. Aldama, threegraduate students, and I. It was there thatI learned that part of the program wouldinclude pairing an undergraduate studentwith a graduate student in a mentor/mentee relationship. Enter Theresa Rojas.With her art displayed all along thewalls and her über friendly demeanor, I wasworried at first that she might just be a flaky“artiste” who had as much time for me as agrad student had for a social life (read: verylittle). I could not have been further fromthe truth. Theresa poured the same passionand attention into working with me as shewould one of her paintings or researchprojects. I wasn’t just some homeworkassignment she was forced to complete,but rather a case study with which shewas given creative license. Tere (as I cameto know her) was probably more excitedabout me getting into graduate schoolthan I was. And because she had beenthrough all of this before, she was able toslash through the vines of obscure applicationforms and processes. She connectedme to professors who shared my passions.She served as a liaison to people in importantpositions who might be able addweight to my flimsy CV. We went througheight drafts of my admission essay beforeI got the stamp of approval to move on tothe next phase.Our mentorship has been a resoundingsuccess. Although I didn’t get accepted intothe graduate schools on my original list, theapplication process helped me understandthat I had been ignorant of the purpose andprocess of becoming a graduate student.Though I had been in college for five years,I still hadn’t fleshed out clarity of purpose.I had answered the question about whoI was, and what I was doing here, but Ihadn’t processed where I was going andwhy. Tere helped me realize that my desireto someday be a university professor hadless to do with my passion for academia,and far more with my passion for people.Most of my time was spent volunteering ingroups and organizations, getting coffeewith younger students to see how theirlives were going, and building relationshipswith people within and outside ofmy church. After the fallout of that mindblowingrealization, things fell into place. Iapplied to Princeton Theological Seminary,was accepted on a full scholarship, and willbegin attending in the summer.If it wasn’t for L.A.S.E.R. and Theresa, Imight still be stumbling through anotheryear or two of undergraduate studies.Instead, I am on the path to my futurebecause she was willing to give her time andpass on her passion and drive to someonestarving for inspiration and identity.Jordan Loewen is the first graduate of theL.A.S.E.R. Mentee Program and is servinghis community as Ministry Intern for Jacob’sPorch, a campus ministry at 45 E. 13thAvenue. He is also the recipient of the 2012Mentee Award for Scholarly Success (MASS).www.quepasa.osu.edu Spring Quarter 2012 17

Coming HomeFrom the West Coast to the Midwest: My Personal and Academic TravelsBy Guisela Latorre, Associate Professor, Department of Women's, Gender, and Sexuality Studies"UNTITLED NUDE," WATERCOLOR ON PAPER, BY GUISELA LATORREDuring the summer of 2007 I found myselfpacking all my belongings to make a crosscountrymove from California to Ohio. I wasdecisively putting an end to an importantchapter in my life. As I was getting readyto board my flight to Columbus, Ohio, Iwistfully looked to the Pacific Ocean andthe Santa Ynez mountains knowing thatthese sites would no longer be part of myeveryday landscape. While I was saddenedby the thought of leaving good friends andfamiliar surroundings behind, I was alsoexcited with anticipation at the new opportunitiesand possibilities that awaited me atOSU.For five years, my daughter and I hadmade Santa Barbara, California, our home.In 2002, I was hired as an assistant professorin the Department of Chicana and ChicanoStudies at the University of California, SantaBarbara. It was a dream come true. This wasand still is the premier academic programin the field of Chicana/o studies! Fresh outof graduate school at the time, I was boththrilled and intimidated by the fact that Iwould be teaching and working side by sidewith some of the most revered scholars inChicana/o studies. As a newly minted PhDfrom a Midwest university, I was palpablyaware that I would become an oddity onthe UCSB campus; most of the faculty therehad received their doctorates from UCLA,UC Berkeley or the major Ivy League institutionssuch as Harvard, Yale, or Princeton.On the other hand, as a Chilean immigrantto the United States I was excited at theprospect of working in a department wherethe majority of my colleagues and studentswere Latinas/os like myself and shared inmy own history of migration, displacementand acculturation.In most respects UCSB fulfilled myexpectations as a young scholar. The intellectualand personal growth I experiencedthere was beyond anything I could haveimagined. I was welcomed into an academiccommunity that valued innovative researchbut also a commitment to social justice. Icould not have completed my book Wallsof Empowerment, a monograph on theChicana/o mural movement of California,without the support of my UCSB colleaguesand my geographic proximity to the muralsites and to the artists I featured in the book.Nevertheless, the difficulties of living in oneof the most expensive cities in the countryon my assistant professor salary coupledwith my longing to be closer to my familywho lived in the Midwest began to take atoll on me. Rent prices for one-bedroomapartments averaged $1500 a month andthe price for single-family houses hoveredaround 1 million. Seeing how difficult itwas for me to stay afloat financially, I oftenwondered how the working class Latinos/as who lived there, most of whom laboredin the service sector for the more affluentSanta Barbarans, managed to survive. Istill painfully recall the day—when mydaughter was still a toddler—that I foundmyself with only $50 in my bank account18

community that promoted decolonialmodes of thinking and politically committedscholarship, very much like myacademic family in UCSB, but the scopewas different and the vision was broader.Working with colleagues who investigatethe lives and experiences of womenthroughout the world has helped meunderstand global processes and transnationalrealities in ways I had not consideredbefore. My collaborations and activities withLatina/o Studies and L.A.S.E.R. (Latino andLatin American Space for Enrichment andResearch) on campus have further enrichedmy learning and personal growth. I alsocount the faculty and students connectedto Latina/o Studies and L.A.S.E.R. as my dearfriends and colleagues. So, as I look back tomy last ten years of university teaching, Icannot help but to feel extremely fortunateto have found nurturing spaces and supportivefamilias in the highly competitiveand at times difficult world of academia.and with still two weeks left in the month.Moreover, paying for airfare to visit myparents and siblings, the only relatives Ihave in this country, was nearly impossiblegiven my tight budget. As a result, Iwas becoming increasingly isolated fromthem and my daughter was missing outon having a relationship with her abuelita,abuelito and tíos. I had to do something tomake a change in my life.It was quite fortuitous then when Icame across a job announcement postedon the Chronicle of Higher Education for aspecialist in Latina/Chicana feminism inthe Department of Women’s, Gender, andSexuality Studies at OSU. While my PhDwas in art history and my work in UCSBfocused on Chicana/o art, I was deeplyinvested in exploring Chicana/Latina artistsas well as gendered representation. I knewthat working in this department would takemy work in new and unexpected directions.So I took the leap, sent my application, and,as they say, the rest is history. Little did Iknow at the time that, had I stayed in SantaBarbara, I would have further suffered financiallywith the salary cuts and furloughs thatwere later imposed on all faculty and staff inthe UC system.Re-adjusting to the cold winters of theMidwest and to a geographic locale witha much smaller Latina/o population wasindeed a challenge for me. Nevertheless, atOSU I was also inducted into an academicDr. Guisela Latorre is a specialist in modern/contemporary Chicana/o, and LatinAmerican art with a particular emphasis ongender, and feminism. For more informationon Dr. Latorre’s work, visit the Department ofWomen's, Gender, and Sexuality Studies website: wgss.osu.edu"UNTITLED LANDSCAPE," ACRYLIC ON CANVAS, BY GUISELA LATORREwww.quepasa.osu.edu Spring Quarter 2012 19

Donde Hay Vida, There is ArtBreakthrough Show Brings Latina Talents TogetherBy Theresa Rojas, ¿Qué Pasa, OSU? Staff Writer and PhD student, Department of EnglishFROM LEFT TO RIGHT: ALISON VÁSQUEZ, THERESA ROJAS, INDRA LEYVA, AND ALEXIS DEL SOLWhen strong, outspoken, creative talentscome together, there is no guarantee thatthe work will coalesce. The show Donde HayVida, There is Art proves that collaborationcan yield amazing, artful results. Months ofplanning and preparation—some of it longdistance—culminated in a collective tourde force of dance, theater, digital media,and a periphery of paintings, all anchoredin the expression of Latina identity.Donde Hay Vida, as it has come to beknown, was presented by the MulticulturalCenter and successfully held in celebrationof Hispanic Heritage Month this pastOctober. Hosted at The Wexner Center’sBlack Box Performance Space, the showfeatured the talents of Alexis del Sol(Dance), Alison Vásquez (Theater), TheresaRojas (Art), and Indra Leyva (Digital Media).Donde Hay Vida is the brainchild of Alexisdel Sol, a third-year MFA candidate inthe Department of Dance. As her finalproject, del Sol decided to collaboratewith the Latino/a Studies program, whereshe was working on her GIS (GraduateInterdisciplinary Specialization). Dr.Frederick Aldama, Distinguished Professorof English and Director of the programintroduced del Sol to Indra Leyva, theIntercultural Specialist at the MulticulturalCenter, who would become instrumental insecuring funding and later contribute herdigital short to the project. Leyva’s administrativefeats connected del Sol with Rojasand Vásquez as potential collaborators.Del Sol’s idea combined with immediatecreative chemistry proved irresistible aseveryone agreed to participate. The show’stitle evolved from Vásquez’s recollectionof the dicho (saying) donde hay vida, hayesperanza, which translates to “where thereis life, there is hope.”Donde Hay Vida debuted to a sold outcrowd. Before the opening of each of thetwo shows, the audience was treated to anexhibit of Rojas’s vibrant new works. Mostof the pieces were painted for this event,including the featured Winged Woman.For Rojas, the show was an opportunity toreturn to painting. A PhD student in theDepartment of English with a concentrationon contemporary American and US Latinoliterature, she specializes in life writingand works on exploring the complex narrativeintersections of literature and visualculture. She explains, “I hadn’t done anyart since I started graduate school, so I wasthrilled by the opportunity. The show wasthe catalyst for my return to my art space.I thought I would do maybe five or six newworks, but I exhibited about thirty piecesin all. It seemed like every moment notspent reading or writing a paper was spentpainting. I’ve never worked so intensely,but it was well worth the experience. Whenmy work was finally set up and the lightswere turned on them, I was stunned. Theywere glowing in that space and on thosepanels. It was fantastic. I thought: I did this. Ipainted all of this."Inspired by the show, Rojas has startedexhibiting again. Her most recent workis on display at Port Columbus’ Gatewayto the Arts. She says “I was interested inthe question of how my art expresses myLatinidad, particularly as I don’t dwell exclusivelyon typical images that are easily recognizableas Latino/a. So, as I mentionedin the show, when people ask me whichpaintings I consider my “Latina” or “Mexican”pieces, my response is: all of them. I madethem. They are all part of something I’mtrying to express, not only as a Latina, butalso as a human being. I tell people allthe time—I’m riveted by that evocativeelement—how my work makes people feel.”The powerful performance portion ofthe show began with del Sol’s compellingdance piece, combining video and liveperformance. Del Sol presented her videodance documentary Coconut Complex,which explores her complicated Latinaidentity through dance. In the piece, del Solsplices salsa dancing, cooking, and commentarywith comical testimonies fromher family about their respective Latinoexperiences. She also premiered her livepiece Othered by Others, a solo performanceintended to grab audience members andspin them through her lifelong dance withLatina identity through merengue, moderndance, and intimate voiceover testimonio.The voiceover is carefully choreographed tocoincide with del Sol’s movements, resultingin a captivating and emotional performancethat sets the tone for the rest of theshow. “I wanted to surprise people with thework that Latinas are doing,” del Sol says. “Itrusted that our work would come together.”Del Sol’s performance was followedby Leyva’s digital piece. In her work asIntercultural Specialist, Leyva offersadvocacy to students and manages collaborativeintercultural programming tocelebrate Latino Heritage and promote20

shared cross-cultural understandings.Leyva’s digital work is thus inspired by herjourney as a Mexican immigrant to theUnited States. Her digital short explores thechallenges and realizations of her experienceliving in the Midwest. Her work illuminatesher contrasting feelings of frustrationand happiness by incorporating traditionalvideo techniques and animated features.“We trusted in each other’s work and professionalism,”Leyva recalls. “After the longjourney of pre-production, I remembersitting at the rehearsal and watching theentire show for the first time, and feeling myeyes filling with happy tears. People cameto us at the end and thanked us for representingthem. It was absolutely magical.”The culmination of Donde Hay Vidawas Vásquez’s original theatrical piece, LaFlor de La Canela (The Cinnamon Flower).Vásquez, a third-year MFA candidate in theDepartment of Theatre, traveled extensivelythroughout the US, Canada, andLatin American with the CP RepertoryTheatre Company before joining OSU.As a member of The Voice and SpeechTrainers Association, she focuses on crosscultural,multi-lingual, and blind castingin the American Theatre. Canela includesnon-translated Spanish and archetypalcharacters that deal with issues of immigrationand identity for a traditionalALEXIS DEL SOL PERFORMS "OTHERED BY OTHERS"American audience. The piece juxtaposesthe experiences of a firstgenerationimmigrant who comesto the United States as a nannyand her two granddaughters whoconsider a more “modern” Latinoidentity. Vásquez explains: “The firstcharacter to emerge was Abuela(Grandmother). Her experiencesimmigrating for work were importantas she did not have negativememories of her immigration, yetshe does comment today’s borderissues. Abuela is loosely based onmy own Abuela Vera, who indeedcame to the US as a nanny for awealthy family from Mexico City."She was the single influence in mylife that helped me to learn aboutour culture. Like my Abuela Vera mymother followed in her footstepsand became a nanny and housekeeper.I worked my way through nightschool junior college as a nanny and thentransferred to a four year university just intime to really throw myself into theatre.”Finally, the show included a talk-backthe second night. Hosted by theater MFAcandidate Ibsen Santos, the talk-back wasdesigned to give the audience the opportunityto ask questions of the performers andartists. “I was thrilled and humbled by theopportunity to present mywork with three incrediblygifted women” del Sol says,“we worked so well togetherand the final productcame out better than I hadimagined. It was wonderfulto be in a room full of peoplewho supported our projectand wanted to see more.”Vásquez’s reflectionsums up the experience well:“The process of creating asolo show is like taking awalk through a jungle whilecreating the map. You findhills, valleys, borders, andboundaries. You identifyyour voice, your space. Thiscollaboration betweenartists—women with differentcreative mediums—was, to me, like the mapthrough the jungle. As themap is created you havethe opportunity to see thatyou have neighbors, fellowcreative souls with common"WINGED WOMAN," 18 X 12, ACRYLIC AND GLASS ON WOOD, BY THERESA ROJASviewpoints but a different vocabularyor medium to express their views on similarthemes. It was in the final performancesof these amazing works that I understoodwhat Donde Hay Vida was accomplishing.We were showing the audience the mapwe had created in hopes that others wouldbe able to share their world with us.” “It wasthe work of three angels,” says Leyva, “threestrong mujeres.”Del Sol agrees: “I am forever grateful tothe hard work and talent of Indra, Alison,and Theresa.” Indeed, the entire groupagrees Donde Hay Vida, There is Art is anexample of the kind of fruitful artistic andscholarly collaboration that is possible atOSU and beyond.The group wishes to thank theMulticultural Center, L.A.S.E.R., theOrganization of Hispanic Faculty and Staff,The Wexner Center, Sonia Nani Baidya,Andy Hensler and his crew, the IntergroupCouncil of students who managed thesurveys, Dr. Frederick Aldama, and our preand post-production crew: Rene Vásquez,Sarah Dorn, and Steve Redd.The group hopes to bring the show to othervenues across the country. For performanceopportunities, interviews, and more information,contact Alison Vásquez: Alison.Vásquez@yahoo.comFor more on Theresa Rojas’ artwork, visit herwebsite: theresarojas.com.For more photos of the show, please visit¿QP? online.www.quepasa.osu.edu Spring Quarter 2012 21

Creative CornerMonolingual ManifestoBy Alison Vásquez, MFA Student, Acting ProgramAs a human being, a mysterious soul, a creature living in this dusty, imperfectworld, I choose to live with passion and purpose. To live each moment fully inharmonious strength, releasing categories of sadness:• Economic InequalityPoverty/ WealthShortage/ SurplusMy Grandfather never went on welfare with ten children to feed. Mymother as a single parent and I remember living with no electricity, candleseverywhere.• DiscriminationUs/ ThemSame/ DifferentI was waiting to purchase something at a retail counter… “We do not speakSpanish.” My response: “Well, nobody is perfect.”PHOTO PROVIDED BY ALISON VÁSQUEZ• MiseducationLiterate/ IlliterateAble/ IncompetentAs a work study student, I set up for a recital. The artist told me how stupid I was to be placing the wrong panels up and did I not read thesign that said reserved? I had placed the reserved sign there the previous day…Mythologies that serve to validate racismClean/ DirtyHard Worker/ LazyMy mother was a nanny/ housekeeper for a very wealthy family. The guest looked at me and said to my mother, “How nice! You areteaching your daughter to be a hard worker.”• Mythologies that disguise fear of cultural uniquenessEasy-going/PassionateReserved/ BoisterousI am a passionate Latina who is all or nothing. Perhaps I am competitive because I had to work so very hard to get here. I wanted all of usto need each other, but I guess I was wrong.Come, come rains, wash this grime away.We, you, me. We. More than. Less than. Equal to:• Figures• Metaphors• Magic beings with shamanistic powers• Happy bohemiansDancing to bring the rain.Dancing in the rain to wash the past away.We are one and many. Monolingual. The fulfillment of the rainbow and the mud.22

La Canción ValencianaBy Kevin Gutierrez, Undergraduate Student, Department of Spanish and PortugueseEn la ciudad de Valencia, había una pareja. A los dos les encantabala música y pasaban mucho de su tiempo juntos. Cada díalos dos siempre conocían en el balcón de la casa de la mujer queestaba situada en la costa con una vista del mar brillante. La mujertocaba el piano mientras su amante moreno cantaba y su músicaviajaba por la ciudad dando testimonio a su amor joven. El cabellorubio de la mujer brillaba con belleza por el sol del atardecer opor la luna y las estrellas de la noche. El hombre quieto amaba asu novia virtuosa e inocente que siempre estaba agradecida deél. Desafortunadamente, muchas veces las manos de la joven seenfriaron por su enfermedad, pero su novio leal las calentaba conlas manos suyas.El hombre era marinero y un día tuvo que embarcarse un enviaje en alta mar. Antes de irse, en su última reunión en el balcón,le dijo a su mujer que continuara tocando el piano cada día. Leprometió que al oír el sonido de las teclas, cantaría en responsopor su amor de ella desde cualquier lugar. El marinero se fue esedía y, en el barco, pudo ver a su novia bella con una sonrisa enel balcón, pero no pudo ver la lágrima formando en el ojo. Losdos siguieron sus planes de cantar y tocar. Ella tocaba el piano yel ritmo de la música brincabapor el océano a su amante queestaba en la cubierta esperandosu señal, pero un día, lamujer, sentada en el balcón,comenzó a llorar por la tristeza,la separación, y la soledad. Leextrañó al hombre con todo elcorazón, pero cuando trató detocar no pudo por las manosfrías y solitarias. A pesar de lafalta del sonido de su novia,el hombre continuó cantandocon esperanza todo el día,pero estaba preocupado delpensamiento que ella dejarade amarlo. Cuando ella oíala voz de su amante, llorófuertemente porque no podíaresponder, y un miércoles, lavoz no regresó.Tres meses pasaron y lamujer se sentó enfrente delpiano mirando las teclas yel mar. El hombre entró contitubeo por la puerta, pero nodijo nada. La mujer se acercólentamente con vacilación porsu preocupación y de repente loabrazó sollozando. El marineropudo sentir el frío de las manosde su novia al tomarlas en lassuyas. La pobre oyó la voz roncadel marinero cuando trató de hablar. Los dos no dijeron nada, perose sentaron juntos enfrente del piano negro. El marinero empezóa acariciar las teclas del piano mientras su novia bella cantaba. Lamelodía sonó por Valencia ese sábado.For the English translation, please visit ¿QP? online.Creative Cornerwww.quepasa.osu.edu Spring Quarter 2012 23

Food Scientist Monica GiustiAssistant Professor Named Outstanding Woman in TechnologyBy Mauricio Espinoza, Associate Editor, Ohio Agriculture Research and Development Center (OARDC)PHOTO BY KEN CHAMBERLAIN, OARDCMonica Giusti, an assistant professorin Ohio State University's Department ofFood Science and Technology, hasbeen named Outstanding Womanin Technology by TechColumbus for herpathbreaking work on beneficial compoundsof fruits and vegetables.Giusti was honored February 2, 2012during TechColumbus's 2011 InnovationAwards ceremony. The awards recognizeforward-thinking individuals, companies,and technology teams in the centralOhio region for their achievements andcontributions in technology leadershipand innovation. TechColumbus is a public-privatepartnership whose mission isto accelerate the advancement of centralOhio's innovation economy throughadvocacy, venture acceleration, and seedfunding."We are extremely pleased thatTechColumbus has recognized thecreative talents of Monica Giusti bynaming her Outstanding Woman inTechnology," said Steve Slack, directorof the Ohio Agricultural Research andDevelopment Center (OARDC), whichsupports Giusti's work. OARDC is theresearch arm of Ohio State's College ofFood, Agricultural, and EnvironmentalSciences (CFAES).Giusti studies anthocyanins, the naturalcompounds that give most fruits and vegetablestheir orange, red, blue and purplecolors. These pigments are powerful antioxidants,believed to play an importantrole on the health-enhancing propertiesof produce—including the prevention ofcancer and other diseases.Despite their wide availability innature, anthocyanins are difficult andexpensive to isolate into pure forms.Giusti's laboratory has led the developmentof a novel isolation technique toachieve highly purified anthocyaninmixtures at low costs and high efficiency.A company, AnthoScyantific, has beencreated to apply this technology for theproduction of large volumes of nature'spurest and most colorful antioxidants."Monica's cutting-edge research inthe field of antioxidants combines bothapplication of technology and tremendousbenefits for consumers," said RichardLinton, chair of the Department of FoodScience and Technology. "This award isvery well deserved, and our department isvery proud of her accomplishments."Giusti was selected by a panel of independentjudges from a total of twelvefinalists, who included Fortune 500vice presidents, consulting firm ownersand partners, and fellow universityresearchers."Winning this award is of course a greathonor and recognition to the impact thatour research can have in society," saidGiusti, who joined Ohio State in 2004."But most of all, this award is a tremendousmotivation to continue working inthis fascinating field."Three other CFAES and OARDC scientists --John Finer, Jianrong Li and Yebo Li -- wereamong 17 finalists in the Inventor of theYear category.24

Autumn 2011 GraduatesAssociate's DegreesMaster's DegreesName Citizen Degree MajorFrazier, Debra USA AA Public AffairsHickman, Carlos USA AA AgribusinessBachelor’s DegreesName Citizen Degree MajorAlmenar, Chris USA BA PsychologyAvalon, Juan Carlo USA BS MedicineBock-Bacalao, Christopher USA BA Intl StudiesBogue, Michael USA BA AviationBrar, Taran USA BS Aero & Astro EngrCastaneda, Astrid USA BS Exercise ScCollins, Stephen USA BS Mech EngCuellar, Cecilia USA BA Forensic ScD'Antonio, Brad USA BA Elec & Comp EngrDelGado, Claud ECU BFA ArtElkhatib, Omar USA BA Athletic TrainingFarmer, Cristina USA BS Hospitality MgmtGlover, Ronald USA BS Mech EngHurtado, Juan COL BS FinanceIshikawa, Vanessa BRA BS Intl Bus AdminJaramillo-Villada, Christian COL BA Linguistics MinorKeck, Kristina USA BA Media ProdKleiman, Amanda USA BFA ArtLandauer, Liliana USA BA SpanishLincicome, Kyle USA BA HistoryMayer, Ryan USA BA International StudiesMedina Colon, Edgardo USA BA PsychO'Donnell, Emmalee USA BS PsychPenafiel, Renata ECU BA Vis Comm DesignPerez, Elizabeth USA BA MedicinePinckney, Danee' USA BA EducationRinehart, Jennifer USA BS LawRivera, Jamie USA BA Pharm ScRobledo, Denise USA BA CrimolologyRodriguez, Nathan USA BS Elec & Comp EngrRoque, Danielle USA BS Early & Mid Child EducSegura, Jose USA BS ArchitectureSmith, Jennifer USA BS Elec & Comp EngrVillarreal, Benjamin USA BS Mech EngWiggins, Kelsy USA BS DentistryWooden, Nathalie USA BS EducationYamaguchi Torres, Jaime MEX BS Jazz StudiesZavala, Alexander USA BA HistoryName Citizen Degree MajorAcosta-Hughes, Jesus USA MA Spanish & PortAbreu, Fernanda BRA MS Animal SciencesBowen, Whitney USA MS Animal SciencesCastillo, Thomas USA MS Mech EngConnolly, Cristina USA MA Ag, Env & Dev EconCruppe, Leandro BRA MS Animal SciencesDel Rio Kuroiwa, Susana PER MFA DesignDominguez, Jason USA MBA Bus AdminGonzalez Mendez, Jose MEX MS Mech EngGuzman, Nicole USA MS Chem EngHarchar, David USA MA Phys Act & Ed SvcsHu, Dixie USA MA PsychologyMatos, Yalidy USA MA Political ScMattos, Alessandra BRA MFA DesignMazal, Jonathan USA MS Human Res DevelMerola, Vittorio SWE MA Political ScOrantes, Lucia GTM MS EntomologyOrdine Doles, Thais BRA MBA Bus AdminPena-Melendez, Marilia USA MS Food Science and TechRamirez Garcia, Carla PER MS Ag, Env & Dev EconRivera Vega, Loren HND MS EntomologySanchez, Maria ESP MA Phys Act & Ed SvcsSantos, Jeremiah USA MS Elec & Comp EngrTeran, Wolfgang USA MBA City & Regional PlanDoctoral DegreesName Citizen Degree MajorAndueza, Patricia ESP PHD Spanish & PortBock, Nicolas COL PHD PhysicsKappes, Mariano ARG PHD Material Sc & EngMaquivar, Martin USA PHD Animal SciencesSvarch, Malena MEX PHD Ag, Env. & Dev. Econ.Torres, Nicholas USA JD LawTrujillo, Yosara USA JD LawVasquez, Julian COL PHD Teach & LearnAutumn 2011 Graduateswww.quepasa.osu.edu Spring Quarter 2012 25

Winter 2012 GraduatesAssociate's DegreesMaster's DegreesWinter 2012 GraduatesName Citizen Degree MajorO'Neil, Katherine USA AA ChemistryBachelor’s DegreesName Citizen Degree MajorAlvarez, Ashley USA BS Fashion & RetailBartholomew, Monica USA BA EducationBok, Cody USA BA PsychCarrero, Jorge USA BS ArchitectureCastillo, Christine USA BS BiologyConroy, Christen USA BS AccountingCrews, Emma USA BA AccountingDiaz, Martin USA BA Comp & Info ScErgun, Ayden USA BS City & Regional PlanFugate-Laus, Chandler USA BS Actuarial ScienceGentile, David USA BS City & Regional PlanGunter, Audra USA BS Bus AdminJimenez, Jeremy USA BA JapaneseJohnson, Angelita BLZ BS Bus AdminKeck, Sara USA BS Bus AdminLayton, Miguel USA BA CommunicationLozano, Moises USA BS Bus AdminMajorana, Matthew USA BA CommunicationMelendez, Krizia USA BS Animal SciencesMoreno, Edgar USA BA ArchitectureMorton, Lizeth USA BS Hum Dev & FamNeer, Justin USA BA CriminologyNurko, Galia USA BA Arts & SciencesPiasecki, Amanda USA BA Speech & Hear ScRajabian Schwart, Vahid USA BS Elec EngrRandolph, Peyton USA BS Constr Sys MgmtReasoner, Robert USA BS BiologyRivera, Lindsy USA BS Soc WorkRoelen, Zane USA BA Bio SciencesRuiz-Coll, Carlos VEN BA AviationSabaturski, Amanda USA BS Hum Dev & FamSauceda, Rachael USA BA Intl StdsSomir, Avinash USA BA BiologyVranekovic, Aaron USA BS Mech EngrWarden, Yaniny USA BA LawName Citizen Degree MajorCasillas, Christopher USA MS Mech EngrEspinoza, Jorge CRI MA Span & PortGarcia-Villa, Alejandra COL MS Chem EngrKnezevic, Ursela USA MPA Pub Pol & MgmtLesho, Marivic USA MA LinguisticsMiceli, Nicholas USA MS Public HealthRivas Reveco, Lautaro CHL MS Geodetic ScRivera, Samuel USA MS Elec EngrSanmartin Mendez, Ariel PAN MS Ag, Env & Dev EconDoctoral DegreesName Citizen Degree MajorGonzalez-Posse, Maria ARG PHD EnglishLacunza, Mariana BOL PHD Span & PortLey-Chavez, Adriana MEX PHD Ind & Sys EngrMalavez, Yadira USA PHD MCDBPedraza Toscano, Adriana COL PHD Vet BiosciencesZapata, Isain USA PHD Animal Sciences26

Cuco’s TaqueríaEarly Risers can Reap the Benefits of Delectable Breakfast MorselsA Bilingual Review by Theresa Rojas, Department of English, and Indra Leyva, Intercultural Specialist, Multicultural CenterWhile many know Cuco’s Taquería for itsoutstanding menu of appetizing Mexicanfavorites and award winning margaritas,few realize that Cuco’s offers a deliciousbreakfast menu filled with traditional dishesfrom Guadalajara. These selections, alongwith Cuco’s salsa bar, make for a deliciousmorning experience.Cuco’s tiene un menú que sorprenderíahasta a su cliente más frecuente. Mientrasdiscutimos la variedad de platillos listadosen la carta; Juan Morales, el dueño, noscuenta que él ve su negocio como unaoportunidad para compartir un poco de susraíces mexicanas con la comunidad. Lo cualhace muy dignamente, ya que ayuda a lasescuelas locales a recaudar fondos.Owner Juan Morales, whose family isfrom Tlaquepaque, arrived in Columbustwenty years ago and has always workedin the restaurant industry. “My father wasin the taco business, and I always wantedto own a business that showcased the foodthat I grew up with,” he says. The restaurant isnamed after Morales’s father, Refugio whosenickname is Cuco.Empezamos con el queso fundido,servido con tortillas de harina y espolvoreadode chorizo, servido en un plato precalentadomuy al estilo de las fajitas. Notenque el plato se mantiene caliente por unlargo rato y si lo dejan reposar, formará unacostra deliciosamente dorada en la parte deabajo.Cuco’s queso fundido (melted cheese,offered as an appetizer) is certainly some ofthe best (if not the best) around. The meltedChihuahua cheese is served in a hot skilletand topped withchorizo and salsafresca. To ourdelight, the skilletmethod of preparingthe quesocreates deliciouscrispy morsels onthe bottom that arewell worth miningwith any leftovertortillas, chips, or afork. What betterprimer for themoyetes and chilaquilesto follow?Molletes o moyetes, es un platillo preparadoen cenadurías por todo México. Esuno de esos platillos tan sencillos de preparary que enardecen el paladar. Personalmente,los molletes son algo que me lleva a casa.Tradicionalmente, el pan usado para losmolletes es o el bolillo o la telera, pero el panfrancés también llena el molde. El plato llegaa l mesa y veo los cuatro pedazos de panembarrados de frijoles refritos, gratinados,embellecidos por el crujiente chorizo y elpico de gallo; me doy cuenta de que tendréque ser fuerte para poder mantener miimparcialidad. Los molletes tienen el sabortradicional, y cada mordida me recordó alas noches cálidas de Cuernavaca. El chorizoestaba en su punto, crujiente y condimentandocon su figura la humildad de losfrijoles y el queso. Nota para el lector: esteplatillo es bueno para dos personas.Also suitable for two (or one very hungryperson), are the chilaquiles, commonlyknown as the poor person’s enchiladas orcasserole. In simplest form, chilaquiles aremade up of lightly fried corn tortillas (oftentorn apart), cheese, and sauce. Cuco’s takesthese basic elements and elevates therecipe. This dish is full of crispy corn tortillascooked in salsa verde and atoppedwith cheese and fried eggs and servedwith potatoes and beans. The tortillas areperfectly crisped—not so much that theybecome tortilla chips, but enough to keepthem from getting soggy. The flavors cometogether so indescribably well that it is alltoo easy to continue eating far after one isfull to bursting.Una de las cosas diferentes de este restaurante,es que ofrece un bufete de salsasfrescas. El bufete cuenta con el ya tradicionalpico de gallo, así como salsa verde, salsa dechipotle, vegetales encurtidos y rebanadasde rábanos frescos. Lo primero que noto alprobar las salsas es su frescura, el jitomate yla cebolla en el pico de gallo no sabe comosi llevara días marinando, al contrario, estántodavía crujientes.The fresh salsa bar offers the perfectaccouterments to any of Cuco’s dishes andis an all day staple of the restaurant. Dinersmay choose from any number of possiblesalsa experiences from mild to smoky to hot(and even hotter by special request) with anarray of tomatillo, radishes, fresh vegetables,and the classic pico de gallo. Cuco’s uses thesalsa bar to introduce patrons to new salsaexperiences. Periodically, the staff collectivelydecides which salsas to change andwhat new recipes to present to the public.Al final del día, Cuco’s nos sorprende denuevo con su menú para madrugadores,pero no se preocupen que no tienen quelevantarse muy temprano para probar estosplatillos, ya que Cuco’s los sirve hasta elmedio día.It’s certainly worth the effort to get toCuco’s for breakfast. The array of choicesfrom moyetes to chilaquiles to Americanpancakes and French toast promise a delicious,satisfying experience.For an all-Spanish review of Cuco’s by IndraLeyva, please visit ¿QP? online.Cuco's Taquería2162 Henderson RoadColumbus, Ohio 43220614-538-8701www.cucostaqueria.com Rating System:5 chiles = Exceptional4 chiles = Very good3 chiles = Average2 chiles = Poor1 chile = Very poor$$$$$Food Reviewwww.quepasa.osu.edu Spring Quarter 2010 27

The Ohio State UniversityStudent Academic Services Building, 3rd Floor281 West Lane AvenueColumbus, OH 43210-1132NONPROFIT ORG.U.S. POSTAGEPAIDCOLUMBUS, OHIOPERMIT NO. 711Are you interested in contributing to ¿Qué Pasa, OSU?Contact us at quepasa@osu.edufacebook.com/QuePasaOSUOSU LATINO STUDENT ASSOCIATION CELEBRATES THEIR INAUGURAL FORMAL BALL AT THE HALE BLACK CULTURE CENTER.