Our final story will examine the stigmatization unmarried women face in our society and how they feel about being pressured to get married as they get older. We will be utilizing video/audio interactive elements to conduct interviews with Maribel Tostado, professor at St. Edward’s and a single, Mexican woman living in the age of sex and the city with inescapable cultural and societal pressures to get married. The interview will hopefully allow us to gain a specific insight into how Tostado interprets these rising pressures and if they have affected how she has planned out her life. We also plan to interview young female students at St. Edward’s to get another perspective into if young women in today’s society feel the same cultural and societal pressures that a somewhat older woman such as Tostado feels. Also during these interviews, we plan to ask whether or not these women’s cultures have played a part in creating some of the pressures behind getting married.
TWO STUDENTS INJURED IN CLASSROOM FIRE
Firefighters extinguished the blaze by 7 p.m
MAN JAILED FOR TAKING PART IN RACIALLY CHARGED CROSS BURNING
Thornton had pleaded guilty to a charge of bias harassment.
PENCIL COMPANY RECALLS ANTI-DRUG MESSAGE
When the pencil is sharpened it can read, “Cool to Do Drugs,” and, as it is sharpened still more, “Do Drugs.”
SINGLE-ENGINE PLANE CRASHED NEAR AIRPORT
The single-engine Beechcraft Sierra propeller plane struck three cars parked near a Little League baseball game
WINTER HITTING WITH BELOW FREEZING TEMPERATURES FOR SEVERAL DAYS
The weather alert put Freeport highways crews to work salting down highways and roads.
The importance of having a voice, especially on a college campus, can be as empowering as it is daunting. Recently, Hilltop Views, published an article criticizing the university for being an “echo chamber of liberal views” claiming that conservative voices on campus were being shut down and ignored. On social media, many people combatted this position while others agreed and felt there was truly a lack of conservative representation on campus.
That’s Martha Jamail. She’s a small, green-eyed sophomore philosophy major, and a member of the st.edward’s Young Democratic Socialists club on campus. Here, she’s explaining to me The Political Compass: a two-axis model of the political spectrum between libertarian/authoritarian and economic-left/economic-right.
“I actually just saw it on Know-Your-Meme,” she said chuckling.
We discussed about her take on whether or not St. Edward’s lacking in conservative voices is an issue or if maybe, those conservatives should just…stop complaining.
“Mostly we talked about that article in our last meeting. We were pretty upset by it,” she admitted. “I hear conservative viewpoints on this campus all the time and you can’t really be upset when your voice is the own in power right now.”
The only thing threatening about Martha is the knowledge behind her passionate political stances. As a person who cares about having a voice on campus, she’s not sure she agrees with St. Ed’s exclusively catering to liberals.
“We don’t think there’s a free speech problem on this campus,” Martha said.
Though St. Edward’s is a generally accepting place where the majority of people feel safe enough to express their views, we’re left wondering “whose responsibility should it be to make sure the university is including those who feel excluded?” There will always be differing opinions, especially in politics, but what we can all agree on is the evident drive students have to be heard. Their voices matter, even if they sing to a different tune.
Evelyn’s dad was held at gunpoint in Mexico. Men who were looking to take advantage of what his family had burglarized Evelyn’s family’s apartment and took everything they could find. Luckily, Evelyn’s family had recently uprooted her and her sister to the U.S. where everything is much safer and where they knew they would have a chance and opportunity to succeed.
Her life did a 180. From being raised in Mexico, she is all of a sudden 9 years old and in a new country. She learned a new language, culture, made new friends. The transition hasn’t been easy but it has been one to reflect on. To this day, at 22 years old, Evelyn finds it difficult to relate to Americans and Mexicans even though she is both. She forgets words in both languages or stutters a little when pronouncing something she’s never heard. She holds many American values yet manages to achieve a balance between staying true to her Mexican culture and staying true to herself.
First-generation Mexican Americans struggle with a very specific form of identity crisis. You’re American but you’re also a latino. You’re sometimes neither here nor there. You speak two languages, balance two distinct personalities, but you can often get tangled up in both identities. You can easily lose yourself between attempting to stay true to your heritage but inevitably fall back on your country of birth, or vise versa. In Evelyn’s case, she doesn’t have it all figured out. It’s not easy when your identity is quite literally a fusion of two cultures. Evelyn was fortunate enough to receive an education because of the hardships her parents endured in order to make sure she got ahead in this country.
From the double standards in Mexican culture between men and women, to just having a really good taco, Evelyn’s experience is just one of the many thousands of first generation Ahttps://soundcloud.com/edeliz-perez/midterm-story-edelizmericans in this country who are the product of their parents’ sacrifices. Standing at the forefront of two cultures, Evelyn has been able to see the distinct differences between coming from a collectivist society into an individualist one. Mexicans are very tight-knit and family-oriented, American’s are much more independent and self-influenced. With both cultures pulling at her, Evelyn is still learning to adapt and decide where she stands on the spectrum. To her, being a first-generation American is not something she takes for granted. She continues to passionately strive for opportunities and live up to be the reflection of her parents’ endurances.
Please see my comments at the bottom.
Sometimes, it feels like you’re leading a double life. You have different friends, manners, gestures, expressions around different people. You’re one person one minute, and can be someone else the next. It’s as easy as flipping a switch, it’ll all just depend on context. First-generation Mexican Americans struggle with a very specific form of identity crisis. You’re American but you’re also a latino. You’re sometimes neither here nor there. You speak two languages, balance two distinct personalities, but you can often get tangled up in both identities. You can easily lose yourself between attempting to stay true to your heritage but inevitably fall back on your country of birth, or vise versa.
So how to first-generation Americans do it? How to they manage to stay true to both cultures? Immigrant parents are demanding. They bring you to one country to have a better life but then get upset once you’ve assimilated. You’re not Aexican enough for the Mexicans for American enough for the Americans. Some may feel embarrassed to not speak Spanish, others may be embarrassed when they forget words in english. You’re inclined to go out and get an education, do things on your own, but thecollectivist culture of your heritage looks down upon leaving your family when you’re not married. You constantly have to prove that you’re enough of both but also prove that your parents’ hardships have been worth it. If you’re proving yourself to other people, when are you going to be enough for yourself?
I want to find out what sort of rituals first generation Americans have. What are their days like? How do their speech patterns vary when they engage with their families or with friends? Juggling between being two people is exhausting. I’m going to interview two students on campus to see what their perspective and how they’ve managed to balance two very different cultures. How do they find acceptance from others? And how does this differ around various places in Mexico and the U.S. Do they feel disconnected from both cultures or do they manage to successfully have hold of the two? There are a lot of questions and a lot of ways to go about this but mainly I want to find out how others experiences differ from my own. It’s not easy to be flooded with clashing ideas of how you should be and how you want to be. In the end, you just want to feel accepted in both spaces even if it’s just from yourself. – OK, you get to it here and this is potentially very interesting. You don’t just want to talking heads though, right? It’s important to show the students in action. Ideally, you will show them interacting with their families and then on campus or with friends, too. In other words, you will illustrate your assertion that first-generation students can feel they have to wear different “masks” or show different fronts in different situations. What is your interactive element? How will you primarily tell this story. Remember that the written story is only 400-600 words and should not repeat the interactive. The interactive and written pieces should complement each other. This is a great idea. Looking forward to seeing the story.
A podcast. I want the story to be about first-generation students on campus and their experiences with education, leaving their families, and having to create opportunities for themselves, especially during a hostile political climate. Also, (this could be another story entirely) what first-generation Americans do to preserve their native cultures and how they must find a balance between two identities.
Both excellent ideas. I like the idea of a podcast. Be sure to read the Midterm Story Assignment carefully. There is also a written component. Here is the assignment:
20 percent: Midterm story: (individual) You will produce a story consisting of an original interactive (or multimedia) element and a written story of 400-600 words. You decide what the story is, but it may not be about or involving people you know. No roommates, relatives or friends. You may cover an event or do an enterprise story. Please post pitch, draft and final story on the class blog under the following subject lines:
Midterm Story Pitch NAME; Midterm Story Draft NAME; Midterm Story final NAME.
Failure to meet any of these three deadlines means you fail the assignment. This assignment is worth 20 percent of your class grade.
Pitch due 3/7
First draft 3/21
Final story due 3/28