Vincent Ramsey's Interview

Vincent Ramsey, Digital Oral History Collins 2016 HIST 240 


This is my interview with my mother who immigrated with her family from Nicaragua to California as a young child. As she tells her story, themes such as Education, Discrimination, and Economics are touched up on giving a fair amount of context in efforts to truly put the reader in the position she felt as an immigrant, also giving us not only historical, but first person context on what life was like in a foreign country, coming to the USA. This is her story. 

Life in Nicaragua, and Immigrating To The USA; IMMIGRATION

Leaving Nicaragua was a very tough for Marcella and her family, leaving at such a young age it was very bewildering for her to get up, and moe foreign lands that had only heard of. Coming from Nicaragua to San Francisco was thankful easier for her than most because some of her immediate neighbors, and even relatives were no able to have such a successful escape. Marcella speaks on how Nicaragua has since become a tourist location in San Juan Del Sul, a tropical city that has beautiful beaches appealing to tourist amenities as well. Similarly to the USA, Marcella went to private school waking up early in the morning, eating breakfast as a family and after her mother would walk her to school, as a stay at home mom, very similar to Western Culture. Television was not watched for the most part in the house, as her and her three other siblings played out till dark. Marcella describes the Beaches as very warm, and a pleasing place to be, as she frequented them often. Marcella had to leave Nicaragua because of Civil unrest as war broke out, causing her and her family to be refugees in her own country, staying in her home for months, as the gunfire was on and off. Suddenly, her and her family got up, and left to the United States. This can be related to the “Push And Pull Factor Of Immigration” that was expressed in Chapter 2 Of Competing Visions, as Marcella and her family were forced by the push of Civil War, and being pulled by the opportunities that the United States had to offer as a refugee, and a citizen. Similarly to how the Europeans experienced "push and pull" from the enticements of Asian Trade, and the need to expand to accommodate their growing population.

US Initial Impressions

Not much was known about the United States before she came to San Francisco. However, Marcella did have an aunt living here, which she was relatively close to. Marcella was able to recite Presidential names such as "Ronald Reagan", and "Jimmy Carter." Marcella's culture in Nicaragua was also influenced by English as her father studied english, as knew how to speak it well, yet being such a young child, she was not exposed to English before coming to the United States. 

Western Influence in Nicaragua

Early Life In The USA; EDUCATION 

Upon coming to The United States, Marcella was not exposed to certain programs that we had now, such as "ESL, English as Second Language." A program that bridges the gap between non native english speakers, and the English Language which would have helped people that were in her situation. Yet, looking back Marcella says she is thankful for not having been exposed to that as she was "thrown into the water" learning English at a much more rapid rate this way. Marcella was able to learn the language in a  very rapid three months, showing that she was able to adapt to her new environment. Being a native Spanish speaker, seeing other Latin Folk who were Latin, and either did not speak the language, or even pretended to not speak the language, it was also culture shocking as well because these were people that were in The United States, who looked like people back home, and did not speak Spanish, this became difficult for her to adapt to. Furthermore, as her English was impaired initially, kids that she were surrounded with inevitably made fun of her, and her siblings for being different. During California's guided age, "education in California admitted women unlike on the East, Land grants were given to create UC’s 1900 32% men college, 39% women went to college" we this as a perfect example of history's blue print on Marcella's life, as a minority, and as a woman living in California able to graduate High School, and go onto post secondary College, studying Accounting.

Cultural Differences

High School 

High school came, along and Marcella became totally emerged into Western society, even forgetting about her humble beginnings in Nicaragua, with the adventures of adolescence, and growing up. Marcella is very happy that her parents did not allow for Spanish Television to be watched in the house, as this caused further separations from her Nicaraguan heritage, but also drew her in closer to the world she lives in now. Baby sitting, and going to school took up most of her time throughout school. 

How Early School Dealt with the new Immigrants

Segregation/Discrimination 

The language barrier was prevalent in the early days of High School, but Marcella brings a different perspective to the discussion as she herself did not experience segregation as expected. Marcella was able to adapt to the States well. Her early school also had a mentor as well, as he was someone who spoke Spanish and was able to sit with her and translate when needed. The teachers in her time were not able to address the problem of the non english speaking children, resulting in a mentorship program. This was the best that could be done at the time, for immigrants coming to the US. It was also very easy again because Marcella and her family wanted to learn the language. Marcella reiterates further that she did not experience segregation or discrimination coming to the USA. This challenges the idea of immigrants being given the lesser hand, as Marcella was able to excel in not only her class, but getting a job, and proving for her now family. 

As seen by Authors Authors Martha Menchaca and Richard R. Valencia's article on Mexican Segregation, stating "As recent as 1979 a report came out stating “the elementary schools reflected ethnic isolation and such school segregation." Menchaca shows that even during the late 20th Century in Mexico, students were separated, and mistreated in the classrooms, something that thankfully was not prevalent in Jefferson High Schools classrooms.

Economic Changes from Nicaragua to the USA

Marcella is not "happy" per say to pay taxes, yet she sees them as necessary for a successful society. Coming from a was torn country, the government was unstable, and it is a relief to her to have Government programs that are readily available for assistance. Marcella did not want to touch on her political affiliation, yet she is proud to be an American. 

Even more cultural Disconnect, Identity 

Marcella and her family had to disconnect herself her country, so that she could face the reality she lives with now. No Spanish music, or television was watched foe the most part in the house, nor was Latin food made in the house either. Marcella states that until recently going back to Nicaragua, she was able to re kindle the fire learning again about her culture. Since leaving he country, she has only been back twice, as this is actually uncommon. For the most part nearly all of her friends went back multiple times, yet she has only been back once. There seemed to be no interest going back to Nicaragua, as there was refinance of the war.

As A Final Wrap Up...........

Works Cited

Authors Martha Menchaca Richard R. Valencia. "Anglo‐Saxon Ideologies in the 1920s‐1930s: Their Impact on the Segregation of Mexican Students in California." Wiley Online Library. N.p., n.d. Web. 06 Dec. 2016.

Cherny, Robert W., Gretchen Lemke-Santangelo, and Richard Griswold Del Castillo. Competing Visions: A History of California. Boston: Houghton Mifflin, 2005. Print.