Experience of a Lifetime

The so-called Golden Rule, “Treat others as you wish to be treated” is something we probably heard from teachers, parents, peers, etc. The rule was a way for us to think about how our actions or words impact other people.

I recently read a philosophy excerpt titled “The Moral Insight” by Josiah Royce. It explains how we do not see other people as real as ourselves. We come from a selfish self-centered point of view where we see other people as objects whose feelings are not as powerful or real as our own.

Royce explains how pity and sympathy are not enough to gain moral insight. When we hear of someone else’s experience we never really take it in as our own; instead, we may hear their experience but quickly forget it as if it really never existed. Sometimes we may feel their pain or joy in the moment but this quickly dissipates. The only way to gain true moral insight is to acknowledge others and their experiences as real as our own. Royce explains the moral insight:

“If he is real like thee, then is his life as bright a light, as warm a fire, to him, as thine to thee; his will is as full of struggling desires, of hard problems, of faithful decisions; his pains are as hateful, his joys as dear. Take whatever thou knowest of desire and of striving, of burning love and of fierce hatred, realize as fully as thou canst what that means, and then with clear certainty add: SUCH AS THAT IS FOR ME, SO IS IT FOR HIM, NOTHING LESS.”

This passage is very true for me. Would there be so much violence and hatred if we understood that the people we hurt are as real as we are? Would someone be able to bully and pick on others if they understood the pain they were inflicting, especially if they have experienced that same pain? Would it be as easy to use derogatory words like “gay” and “lame” as part of our everyday speech if we felt or understood the hurt these words caused? Just because these examples may not hurt you directly, the pain others feel from these experiences is as real as the pain you have experienced in other ways.

Understanding this makes it impossible to excuse our actions by simply saying “I don’t know why this word offends “them,” it’s just a word!” or my favorite “But that’s not how I meant it”.

The reading from Royce was very insightful; it completely changed my way of viewing the “golden rule”. I began to reflect on: What if someone doesn’t want to be treated the same way I want to be treated? Like Royce stated, our viewpoint comes from a self-centered experience and the pain one feels might not be the same pain another feels.

I grew up hearing the golden rule but it wasn’t until I began learning about how I can become a better ally, that I realized the golden rule was incomplete. I learned that treating others as they wish to be treated is a better “rule”; people often call this the Platinum Rule. One experience that helped me realize this rule happened my first year in college. I said a joke that hurt the LGBTQ community. I am not proud of this experience looking back but I was fortunate to have a friend of mine confront me about it. He explained to me how the joke was offensive and had the power to hurt people. I became very defensive; I told him that I saw no harm in my joke and to stop being so sensitive. I walked away feeling bad but not understanding why I felt that way. I kept thinking about the incident and realized that I did not need to “understand” why it hurt my friend, but simply that it had. I realized that just because I couldn’t understand his pain it did not make it untrue. Thankfully, I had the courage to speak to my friend about the joke and my reaction. I apologized for invalidating his feelings and this allowed us to have a very good conversation that taught me a lot about his experience in the LGBTQ community at OSU. I know that if I remained defensive I would have never learned all that I have from him.

Through my development I learned that the Platinum Rule is especially crucial when working towards becoming an ally to a marginalized community. The targeted community knows best what I can do to be an ally. I learned that I cannot approach allyship it thinking: “I know what to do and how to fix things.” I am not part of the community and do not know the experiences and pain they may feel. As an ally, you are coming from a point of privilege, so it may be hard for you to understand some of the feelings a targeted community may have. Acknowledging those feelings as true and valid as your own is the first step in becoming an ally.

Miguel Arellano, Community Relations Facilitators

Hispanic. I hear this term a lot in the media to describe people that look and sound like me: brown skin, Spanish speaking, ancestry from Latin American countries, or, simply someone who has a Spanish-sounding last name.

However, I also hear the term Latina/o to describe the same people. So what is the “correct” way to refer to a person like me? I have asked myself the same question because a lot of people are now confused of the difference is between Latino and Hispanic. To even begin to understand this topic we need to ask the real question: Where do these terms originate and why?

Well according to an article entitled The Origin of the Term ‘Hispanic’ it all got started in the 1970’s when Grace Flores-Hughes worked as an assistant in the Department of Health, Education, and Welfare. Flores-Hughes created the term “Hispanic” to categorize people for governmental data. The category was created for people that spoke Spanish as their first language. Ten years later in 1980, the term Hispanic was used in the U.S. census to define a group that was hard to determine by other factors such as race.  From my understanding, the term was only created to artificially categorize people.

As I did my research on the terms, I found in an article called Latinos or Hispanics? A Debate About Identity by Darryl Fears. This is what the article had to say on the matter:

“Hispanics derive from the mostly white Iberian peninsula that includes Spain and Portugal, while Latinos are descended from the brown indigenous Indians of the Americas south of the United States and in the Caribbean, conquered by Spain centuries ago.”

The source of each term has a very different root and is often interpreted in different ways. So, again I ask, who is Hispanic and/or Latino? Well it depends how each person identifies. For example, I see myself as a Latina. I always thought of the term Hispanic as something “bad”; probably because I associate the term “spic”, a derogatory racial slur for the Latino community.

What I have learned is that your identity as a Hispanic and/or Latino also depends on what region you live in the US. For example, in my personal experience, people that live on the east coast are more acceptable toward the term Hispanic, while people on the west coast see themselves as Latinos. I’m not sure why this occurs, but I imagine it has to do with cultural legacies and norms in that particular region. The use of either terminology is a hard topic to discuss due to the influence of the media and the stereotypes people create in their mind about the terms as well.

The question still comes up, who is Hispanic or Latino? I don’t really think there is a right or wrong answer to this question. No one individual or authority can really factually say who is or isn’t Hispanic and/or Latino; people see themselves differently and identify as such. The important thing to remember is to pay attention to how people identify. The best way to learn more about this subject is to bridge a conversation with individuals. You may ask, “I heard you describe yourself as “Latino”; what does that mean to you?” You may be surprised and learn much by their answer.

Thank you for reading,

Angelica Perez, Community Relations Facilitator

Have you ever found yourself in an awkward situation where someone said something about race, relative ability, gender, sexual orientation etc. that you didn’t agree with but you didn’t know how to address the person or situation?

I personally have been in many situations where someone said something I didn’t agree with. I didn’t know to deal with these situations. I never liked stirring things up or being a “buzz kill” so I would change the subject or if it was a joke I would give them a fake chuckle. There were times when I left the situation feeling uneasy or resentful, feeling that I should have addressed the situation differently. A common place for this is when I go home and I hear my cousins, and even nephews, using homophobic slurs and racist jokes. It was always hard for me to say anything in those situations. It wasn’t until a few weeks ago that I learned skills and became confident enough to properly address these situations. I am still a work in progress but I think I am much more prepared.

A few weeks ago, I was nominated to attend a 2.5-day retreat titled “Racial Aikido”. The retreat, originally founded at the University of Vermont, addressed how many students of color may be ill-prepared to deal with issues of race and racism, the lack of necessary tools to maintain a positive image, and the skill to respond to racially charged situations. This idea dismantles the stereotype that assumes students of color are experts on the concept of race simply because they are students of color. What is Racial Aikido? I offer the following information taken from materials at our retreat:

Aikido is called “the way of peace.” One would never seek to attack some one with Aikido; instead one will seek peaceful resolution of the conflict while continuously working toward self-improvement. A key principle of aikido is to not fight force with force. Racial Aikido is meant to help combat and defend against the many forms of racism by directing negative energy away from the core while maintaining a maximum of positive energy for ones self. There is absolutely no physical aspect to racial aikido; it is meant to help people of color to mentally prepare and verbally respond.

Although the skills discussed during the retreat pertain to racially charged situations, many of the skills and tools can also be used to address other identities and topics like religion, sexual orientation, sex, gender, class, ability, etc. The core of the retreat focuses on three techniques used in aikido: blocking, deflecting, and disarming.

Blocking is a technique used to defend one’s self by blocking an attack either verbally, emotionally, or cognitively. This technique is exactly what it sounds like; you can ignore a comment that is hurtful or simply cut off the conversation to indicate that you do not agree with the content. This technique is a good option when you are caught off guard by a comment and do not have a lot of time to respond. Sometimes a hurtful comment takes a lot of energy to respond to, blocking allows you to preserve some of that energy to heal after the comment is said. If I were using blocking to react to a situation, like the example of my cousin’s homophobic slur I mentioned earlier, I would walk away from the conversation until I composed a better response.

Deflecting is a technique used to redirect the person’s energy back onto them by asking questions and making it their issue to work on. Using this technique encourages the person to clarify their statement or comment. An example of deflecting is saying something like, “hey, what do you mean by that?” or “do you really think all people of Latino community are like that?” If I were to respond to my cousin by deflecting I would say, “What do you mean when you say “that’s gay”?

Disarming is a technique coming from an educational angle; it asks the person why they made their comment and then follows up with more accurate information. Using this technique disarms people of their ignorance and possibly provides them with alternative way to think about a specific issue. An example of disarming is saying something like, “why do you think that’s funny?” or “do you understand the meaning of that word and how people can be affected by it?” If I were to disarm my cousin and his homophobic slur I would say “So what’s wrong with being gay?” or if I have some knowledge and I wanted to disarm him of his ignorance I would say something like “Do you understand how hurtful that word is, and did you know people from the LGBT community have the highest attempted suicide rate which is linked to heterocentric cultures and institutionalized homophobia?” or “Do you understand you are using someone’s identity to say something is negative? How would you feel if others used one of your identities to describe something as bad?”

When responding to a situation, there is not a technique that is better than the other. The key is that you feel like you addressed the situation the best way you could at that moment. However, the more you practice reacting to these situations the better you will become at addressing hurtful and prejudice comments. By using these techniques, hopefully the situation is not at the back of your mind, affecting you throughout your day and sucking your energy.

I challenge you to think about how you can help make your community a more inclusive environment by using these techniques yourself! Hopefully these techniques can be useful tools for when you feel the need to address a situation that you encounter. Remember the key principle of aikido is to not fight force with force, rather redirect negative energy.

Miguel Arellano, Community Relations Facilitators

I started to notice my social class for the first time at the age of ten. This all happened after visiting my elementary school friend. Her house was twice, or maybe three times bigger than the little apartment I lived in. She had her own room, while I had to share rooms with my siblings. She had a yard, two dogs, and a cat. I longed to have a pet, but was not allowed to, due to the small space in our apartment.

That day when I went home, I started to notice how small our apartment was; for the very first time, I felt poor. I know I had everything I needed. I never went to sleep hungry like my parents did when they were little, but I knew that I was “different.” In my ten year-old way, I began learning about social class.

This experience brought to mind a time when my mother took my siblings and myself to Guatemala.

Some children there had no shoes and were begging for food. I remember there were children that worked cleaning car windows. According to the World Food Programme website, “There are more hungry people in the world than the combined population of U.S., Canada and the European Union.”

Visiting Guatemala opened my eyes. It was shocking to me to know there are so many people living in poverty and it made me more aware of the plight of the hungry in the U.S. as well.

Even though poverty in the US is not as visible in most communities as in other countries, this doesn’t mean we don’t have people living in poverty. The poor live in all countries, but there is one thing they share in common: the feeling of hunger.
Growing up, I never faced hunger, like my parents did when they first arrived to California from Mexico.

At the time they had difficulty finding a job and struggled to survive by only eating inexpensive ramen noodles. Like my parents once did, there are a lot of people here in the United States that struggle to put food on their table.

Poverty can even be found close to home in Benton County. Benton County reports that 18 percent of people are living below the poverty level according to a census taken in 2009; that is almost 1 in 5 people. These numbers represent people living in our community and many students.

Did you know that in 2010, 17.2 million households(approximately 1 in 7), were food insecure; the highest number ever recorded in the United States according to the latest government report released by Hunger Notes in September 2010.

There are many things we can do to fight against hunger. Even small things such as can drives in schools, jobs, and communities can make a big difference.

If you are interested in helping out you can visit our local campus OSU Emergency Food Pantry located in the Snell Hall International Form on campus. To learn more please visit their website or follow them on Twitter @FoodPantryOSU and be sure to check out the OSU Food Drive events happening this month.

Angelica Perez, Community Relations Facilitator

Leading into this “Holiday Season”, I start to think about how grateful I am that Christmas is observed by the school calendar. I have so much planning to do to make sure that I see all of my relatives, go to Christmas Eve service, and get all of my shopping done. All this hustle and bustle over one of my favorite holidays makes me start thinking about holidays for other religions and cultures.  I mean, should we even call this time the “Holiday Season” when there are so many people that do not celebrate any holidays during this time? Are there not many more holiday seasons for the multiple cultures and religions represented in the US? What I have realized is that many students still have to go to school and worry about homework and tests during their important cultural and religious holidays. If Christmas was not a recognized holiday it would undoubtedly bring in more stress and affect my religion’s most important holiday.

I cannot even imagine having to study for a test that would take place on Christmas day or having a project that is due on Easter, but there are people that attend OSU where this is a reality. An example for fall term is Shmini Atzeret/Simchat Torah which is October 20-21 and is supposed to be a nonworking holiday for the Jewish community. Another is Birth of Baha’u’llah on November 12 and is supposed to be a nonworking day for the Baha’i community. To learn more OSU observed holidays click here and to learn more about other religious holidays not observed by most school calendars click here. I have learned there are many holidays that take place throughout the academic year, yet our campus does not observe them as official holidays. I’ve always wondered what it would be like to ask a professor to reschedule a test or give me an extension on a project for a religious or cultural holiday. However, since I am a practicing Christian, and the academic calendar is shaped around the major Christian Holidays, this is something that I will never have to face. Therefore, I feel that I have an academic advantage as a result, which I see as unfair.

I am grateful that my holiday is observed, but how can people who observe other holidays gain access to necessary resources or be allowed the same grace as I with assignments or tests? This is where I can see that I am indeed privileged. It is so normative in the U.S. to celebrate Christmas and have “Christmas Break” off from school. Do you have privilege here as well? I am sure I am not the only one who has had this misconception. Trying to schedule a family get together, make sure I get my essential meals, and making sure that I am being successful in school would push me to the wall. Is there something that can be stated or included for students who celebrate major holidays during the school year to give them the respect that I would want?

— Kameron Beeks, Community Relations Facilitator

See the CRF website to learn more about the CRF Program and how to get involved.

Throughout my undergraduate experience, I have learned a lot about myself and my culture. Before coming to Oregon State University, I had no idea there was a “me” to explore. My identity was something I never bothered to “discover.”

Now I understand identity it is much more important than I realized. My identity is not only who I am but also what I stand for because of my values. Thinking back, I can rationalize that I never placed real importance on my identity because I did not know what it meant. Now, I can only imagine how many other first-year students did not and do not know the meaning of identity as well.

In my K-12 education, I do not remember ever learning about myself or where I came from in any class. As a young Latina, I was curious to learn more about my history. I was finally given the opportunity to learn more about my culture at OSU; it was an opportunity I was hungry to explore. I took classes that were never offered in high school such as ethics of diversity through the philosophy department, sociology, and anthropology, where I was introduced to the topic of identity. I was glad to engage the topic but did not anticipate that it would also cause much confusion and anxiety.

As a Student of Color, I hated talking about my identity because I felt I didn’t know how to identify my multiethnic identities. Not knowing my identity made me feel like I had no past; I was ignoring my ancestors.  I felt like a tree that had no roots. I also started to realize that my identity consists of what makes me unique as an individual and different from others. I started to realize how important it was when I would talk about myself. Even answering a question such as, “where are you from?” was difficult for me to answer.

The process of identifying myself made me feel closer to my family because I was honoring them by learning where we came from and where our values are rooted. It also made me realize how much I have grown and learned at OSU. As a Community Relations Facilitator, I have picked up on several helpful tools that have helped me understand my identity and how I can help others in their own process of self-discovery.

It was a challenge for me to realize I was missing pieces of myself, but I am glad I am working towards finding all of the pieces of my identity.  I know classes I took helped me to reflect on my identity and on how I would identify myself to others. I feel these courses could help many other students who wish to explore their own identities.

If you are interested in exploring this topic, I recommend that you look courses that are offered in departments such as ethnic studies, philosophy, anthropology, women studies, and sociology. I encourage you to discover the courses, workshops  and events offered by these departments. I know courses from these departments have made a difference in my life; I hope they can inspire you to explore your identities as well.

Thanks for reading,

Angelica Perez, Community Relations Facilitator

As a Student of Color I have given much thought to the topic of racial identity. However, as a self-identified Chicano/Latino I admit I have not challenged myself to reflect on bi-racial or multi-racial identities. In high school I thought of race as what you would check on the identity box when taking the SAT’s, or any other state testing. Only recently have these identification forms allowed you to check more than one “racial box” or to state that you are multiracial. Like these forms I, too, had a binary way of thinking about race; in my mind you were either “this” or “that.”

During spring term of 2011 I decided to take a philosophy class titled “Ethics of Diversity”, which really sparked my interest in learning more about many topics around social justice.  This class talked about many issues like race, oppression, sexism, LGBT identities, etc. Towards the end of the term we began to discuss bi-racial and multi-racial identities. During this class the professor hosted a panel of students who identified as being bi-racial or multi-racial to speak on their experiences. When I got home that afternoon I saw an email from a student who was part of the panel. With his consent, I will share the email he sent to the class:

I would like to preface my statement by clarifying that it is not my intention to dismiss anyone or to attack them for their thoughts. These views come from my experiences and should not be used as a generalization for everyone.

I left the panel yesterday feeling very angry and resentful. Walking through campus, I could not pinpoint the center of my uneasy feelings, unable to locate the reason for which I was so unsettled by what happened. The issues discussed very well described what it meant to be bi- or multi-racial; but only a portion of what goes on. I felt as if the class was left with the idea that being multi-racial/ bi-racial meant being able to pick and choose which side we wanted to present: to be one, the other, or both when convenient.

It means a lot more.

• For some it means to be both always, forced with the inability to escape duality.
• It means not being able to pass completely for one or the other.
• It means to be Mexican and White at all times, for better or for worse, and to understand this and accept the consequences.
• It means to be mad at the world when you are rejected for one side, and then mad at yourself when you fail to speak up for the other.
• It means to be told that you are both the oppressor and the oppressed.
• It means to always be a minority, regardless of who you are with.
• It means to be admired for your ability to seamlessly cross between two worlds, and then hated for the same reason.
• It means to bottle up all your hurt for lack of anyone who understands you.
• It means that when you are unable to represent both cultures fully, you are seen as culturally ignorant instead of culturally unaware.
• It means to constantly try to acculturate to both sides and always be seen as assimilating.
• It is like your different sides staring at each other through a two-way mirror, screaming and banging and shaking to break free and join each other in a society that keeps them separated.
• But it also means to not only have to the power to “check” multiple boxes, but have the opportunity to embrace and express the cultures that you check.
• It means you can speak Spanish at one home and English at the other.
• It means you can share in the sorrows and happiness of two worlds.
• It means you are blessed with a curse and cursed with a blessing.
• It means you can find meaning in double the things.
• It means you see life from many different eyes.
• It means you can build bridges.

Thank You for your Time,

Agustin Vega-Peters

The class discussion and Agustin’s email were very insightful; it completely changed my way of viewing race. I began to reflect on the complexity of the concept of race. I was awakened to no longer see race as being “this” or “that” in an exclusionary manner. I now understood why my bi- and multiracial friends had a hard time when I asked, “what race do you relate to more?” or “which one of the two races do you identify as?” These questions assumed that they can separate their lives into imaginary compartments. I realized that my lack of awareness may have made my friends uncomfortable and my questions could have even been hurtful. Becoming more aware of this issue allowed me to think of how I can become an ally and be more inclusive to people who identify as bi-and multiracial. I actively remind myself to embrace and appreciate the whole individual for who they are and what they represent, rather than breaking down an individual into distinct characteristics that have no connection. I encourage you to reflect on your understanding of bi- and multiracial identities. How can you help create a more inclusive living environment in your residence hall for people who identify as bi- and multiracial?

If you wish to learn more about identity and other related topics, contact your Community Relations Facilitator (CRF) or participate in facilitations offered by CRFs in your residence hall.

Thank you for reading,

Miguel Arellano, Community Relations Facilitator

My experience in the world of social justice, diversity, and inclusion has evolved greatly over the past year and a half that I have been a Community Relations Facilitator (CRF). Before coming to college, I went to Sherwood High School which is in a suburb of Portland that is very much predominantly White.

In fact, my school’s population was 95 percent White, and my mother, step father, and brother are all White as well. The demographics of my high school were coupled with a lack of awareness on topics of social justice and inclusion.  When I first came to Oregon State University (OSU), I was shell-shocked by the relative racial and ethnic diversity of the campus. I had never been around so many people from so many different cultures or backgrounds in my life. It was at this moment I realized I had the option to choose how I would to react to this new environment.

As a first-year student, I was a person who was “color-blind”, “gender-blind”, etc. I did not want to identify the differences between people or notice the institutionalized oppression that was occurring around me. I just wanted everyone to be treated “the same”.

As a result, a problem started to form. There is a big difference between equality and equity. I started to realize if I treated people equally, I would have to treat everyone the same despite their differences. In my attempt to make sense of this concept I found it helpful to think of analogies. Treating everyone the same would mean that if I were to buy shoes for everyone in the world, I would have to buy everyone the same sized shoe. I would not account for differences or identities; the idea seemed ridiculous to me in this context I realized that if I were to want to treat people with respect, it would require me to notice difference.

In other words, I would have to understand that different shoe sizes would be a necessity to create equity. Instead of helping make change for identities that are oppressed and targeted, I was reinforcing the same institutionalized sexism, able-ism, etc. that I sought to resist by going with the status quo.

After recognizing my ignorance towards the differences between people, I started addressing these topics through a different lens. The next phase of my progression involved the idea of owning my privilege; this was about the time that I started working as a CRF. I started to realize that there is a significant difference between people based on their identities. These differences sometimes result in a societal advantage or disadvantage regarding access to resources.

A resource refers to job opportunities, money, living situations, tax breaks, and many other things. One example of advantages and disadvantages can be based on gender. Men are institutionally privileged in society compared to women, people who are transgender, and gender queer.

Take this brief example: As of 2010, men make $1.28 for every dollar a woman makes with the same credentials, according to the Institute for Women’s Policy Research. Understanding the world in this new lens allowed me to notice other differences in my own life. When I walk on campus at night, I never feel worried about my safety, yet I know many women on campus who do. Some of those women are very aware of their surroundings in an effort to protect themselves from sexual assault; something I am never challenged to think about in my daily life.

While I am grateful that I am more aware of my identities and difference, I know I have much more learning in my future. I am still working towards building more inclusive environments for all identities. I work and collaborate with the people of various underrepresented social groups to make Oregon State University a better place not just for them, but also for myself. The fact of the matter is that although OSU is much more diverse than my hometown, there is still a lot to be done to make this university more accepting and inclusive of its diverse population. Having different identities on campus is simply not enough. As I continue to work towards my personal commitments to social justice, I challenge you to think how you can start to do the same.

One great way to become more aware of diversity, inclusion and social justice is by connecting with the CRF Program! We are always here to help create space for exploration and learning through workshop facilitations and dialogues. CRFs host many events throughout the year specifically for UHDS residents. Look out for our event fliers, emails, and Facebook posts. Please visit our CRF website to learn more about the CRF Program and how to get involved.

Kameron Beeks, Community Relations Facilitator

Three years ago I contemplated dropping out of college. Out of my 10 siblings, I was the first one to attend a four-year university. I did not know what to expect. I still remember the excitement I felt when my parents dropped me off. However, the enthusiasm and excitement quickly dissolved. I never thought I would miss home so much.

I grew up in Woodburn, Oregon, where the majority of the population is Latino/a. Moving to a town with a population of less than 6 percent Latino/as was a very difficult transition. During fall term I went home every weekend, I missed “real” Mexican food, my mom’s cooking, and all my friends.  Even though I didn’t have a car, I would always make my way back to Woodburn. I asked for rides, carpooled, and had my parents pick me up. If everything else failed, I would turn to my last resort: the Greyhound! The weekends at home couldn’t go by any faster, and the weekdays in Corvallis couldn’t go by any slower.

Being a person of color in a predominately white institution (PWI) comes with its challenges. I found it difficult to relate to most of my classmates. I felt like I couldn’t be myself and still fit in.  Communities with a large minority population have their own culture, norms, sense of humor, way of talking, and many times these norms are different than those of the dominant culture. While I loved Corvallis, this sense of normality was missing. I couldn’t find a group of people I could call friends – people who shared similar stories, passions, and backgrounds as me.

No place on campus felt like home. Many of my friends asked me why I went home so often and even made fun of me. At first, I was unaware of this unwritten rule. Many times conversations turned awkward when it was my turn to explain my “crazy” weekend. I began to feel embarrassed to them the truth, so I either avoided the question or said I was studying all weekend.  I began to lock myself in my room, snooze through classes, and not care about my grades. During Week 4 I failed my first midterm. I felt miserable and began to contemplate dropping out of school. I feared I was becoming a statistic; another “Latino drop-out.” I felt like I had no one to turn to for help; I knew none of my family would understand having never attended college.

Luckily a friend began to invite me to events sponsored by the Centro Cultural César Chávez (CCCC). I began to meet new people and become more involved on campus.   Thanks to my friend, I also found a place on campus that felt like home, the CCCC. The CCCC had events that served food that tasted like home. I began to meet people with whom I could relate; the more friends I made, the more involved I became on campus. Eventually, my involvement with CCCC gave me the courage to seek out the Student Leadership and Involvement homepage and saw OSU had hundreds of clubs and organizations. I became involved with the OSU Soccer Club Team, and Omega Delta Phi, a non-housed, multicultural, community-based fraternity. Becoming more involved on campus and seeking out resources helped me build a support network. I now felt I had a reason to stay in school. I began to feel a sense of belonging. As I became more involved on campus my grades began to rise and I began to go home less often.

The transition to college can be very difficult for many students but there are many resources on campus that can help. Feeling homesick is natural for everyone. Being a Student of Color at a PWI can exacerbate these feelings. Homesickness becomes a problem when it begins to hinder your academics or health. If you begin to feel depressed, I encourage you to take full advantage of the resources available. Counseling and Psychological Services (CAPS) is free for students and is located on the fifth floor of Snell Hall. A rough transition can also lead to poor grades or bad studying habits. The Academic Success Center (ASC) located in Waldo Hall is a great resource.  The ASC allows you to work with an academic coach to build skills to become a successful college student. The best way I found to get connected to campus is meeting new people and getting involved.  Check out the Student Leadership and Involvement website. Did you know OSU has more than 300 clubs and organizations? Getting involved with clubs and organizations is not only a great way to meet people who share similar passions as you, it also helps you network, build a support system, and become a leader on campus.

Most importantly, I encourage you to think about how you are helping to create an inclusive and safe community for your roommates and floor mates. How would you feel if you paid money to live in a place that does not feel like home? Every resident plays a role in building a safe and welcoming community. If you know someone who goes home every weekend or is not close to people on their floor, make an effort to invite them to events, programs or floor dinners. Try to find out their story and perspective before making judgments. I wish someone had reached out to me, now I work on reaching out to others.

Thank you for reading and good luck with your fall term!

Miguel Arellano, Community Relations Facilitator

I was sitting in the Pride Center today, thinking about my first personal experience with LGBT* identities. I was in high school and one of my close friends came out to me as gay. He said I was the second or third person he opened up to about his sexuality. I realized that his coming out to me showed a great deal about his trust in me as a friend and a person. I didn’t know the term for it then, but this was my first experience of discovering what it means to be an ally.

Before this experience, I had never (knowingly) been around anyone from the LGBT community. I was raised in a very sheltered setting, not very aware of personal differences. I remained extremely naïve as a child, even as late as high school. I don’t remember knowing about people being gay or that they were around me. I just thought “people were people.” I was raised in a heavily Protestant family. I was taught that being gay was a choice and that it was bad. I learned that, according to the Bible, God didn’t agree with people who are attracted to the same sex. Realizing that one of my close friends is gay helped me make some personal decisions of what is true for me.

Surprisingly enough, my relationship with my friend was not at all negatively affected by his coming out. In fact, I think our friendship actually became stronger. I knew he trusted me and I was able to support him in his coming out to others when he was ready. I still saw him as the same person, because he is the same; the difference is that I now know him more completely. The fact that he is gay doesn’t change his personality or the friendship we have between us. Unlike some TV shows, I was not, all of a sudden, worried that he was attracted to me just because he is gay. He helped me understand that, for him, it wasn’t a choice. His sexuality was something he had been struggling to understand and share for quite a while. I am glad he chose to confide in me and include me in his coming out process. I am also glad his courage sparked courage in me to learn how I can be a better ally to him and others in the LGBT community.

Since I have been at OSU, I have found that going to the Pride Center events have helped me explore my own thoughts regarding sexuality and the LGBT community. I would like to consider myself a proud ally, and I encourage caring curiosity with regard to what it means to be an ally. I encourage you to check out the Pride Center soon. The Rainbow Continuum student group is another great avenue to learn more. I especially encourage you to check out their fall and spring drag shows, which are quite fun! In fact, their next drag show is at 8 p.m. Oct. 28, in the Memorial Union Ballroom.

Thank you for reading,

Nick Taylor, Community Relations Facilitator

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*(lesbian, gay, bisexual, and transgender)