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Once a week, a rabble of dungeon delvers, explorers, and those just looking to test their mettle gather for their weekly adventure. They descend upon a shop in San Francisco’s Haight district, where their quests for glory and treasure unfold around four separate folding tables in the back of the store. This is Gamescape on Divisadero Street, where D&D night is about to begin. Continue reading Warriors, mages, and thieves: Together through D&D
It’s the wild, wild West all over again! As cannabis consumption soars to new highs thanks to the effects of Proposition 64, and SF adds new businesses, events, and services for its stoners every year, what does recreational cannabis look like for its industry insiders, and everyone that was subsequently pushed out? The truth is a bit of a downer. Continue reading Highs and Lows: The Hidden Cost of the Wreckreational Cannabis Industry
Hellooo everyoone…welcoome to my ASMR channel…today today today we are going to explore *tongue click, tongue click, tongue click* some trigg-trigg-triggers… Continue reading No, it’s not porn: A Brief Exploration of ASMR
What’s the best way to make money? Give things away for free. This seemingly counterintuitive business model, utilized by tech giants such as Google and Facebook, is a more benign version of the old bait-and-switch. Free social interaction, instantaneous answers to the most burning questions, cat videos on command—all they ask for in return are bits and bytes of information. Why then, is information more costly to acquire than it is to give away? Continue reading Bits & Bytes: The Cost of Free News
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|TRIGGER WARNING This article or section mentions suicide, which may be triggering to survivors.|
Cocktails, laughter, friends and movies. Everything about the night was typical and telling of a girls night in. However, there was something hidden from the light-hearted fun. What the ladies did not know was that one of their friends had been very certain about one thing at that point in time: that she was going to take her own life.
On the topic of suicide most people, who generally have no clue what it is like to have to have a mental illness, believe the easy answer is asking for help. An accusing, “Why didn’t you say anything?” commonly follows, and is often easier said than answered. The truth is that most people do not even know where to begin asking for help.
During the winter break, this is what San Francisco State University student, Farley Moore, experienced after attempting to take her own life.
Let’s just be honest here, college is hard, life is hard… and sometimes things become too much. It’s nice to get things off your chest and vent to a close friend or family member. That was a normal occurrence for Farley and roommate Ashley Nerland.
“There was definitely talks about wanting to end things, from my point of view and from hers… I didn’t really think ‘she’s more serious than she is putting off’, no one realized that it was that serious,” Ashley explains.
To those who are unfamiliar with mental illness, who have not personally struggled or known a friend or family member who dealt with this daily, often wonder what it takes to get to this point. And truthfully, there is no concrete answer. It depends on the person.
According to National Data on Campus Suicide and Depression, a study by the American Foundation for Suicide Prevention, suicide is the second-leading cause of death among twenty to twenty-four-year-olds. And more than sixty percent of people who die by suicide suffer from major depression. However, that was not Farley’s case.
“It was more like giving up as opposed to depression building up over time,” Farley elaborates, while sitting comfortably on her bed with her legs crossed.
Farley, like many, experiences intense anxiety. Things began to take a turn when an ex-boyfriend reached out to her, saying that he wasn’t going to speak to her again, after making it seem like they were on the road to getting back together at the beginning of December.
“When I have anxiety I don’t eat, I feel like I can’t breathe and my stomach hurts,” Farley explains. “I get panic attacks, my palms are sweaty and I just can’t focus on anything else.”
A study by the American Psychological Association says that anxiety is a top concern among college students with forty-one percent affected, and depression is second in line with thirty-six percent.
“When it comes to anxiety there is more to it than people realize; it stems back to the earliest stages when we’re beginning to make different attachment bonds,” explains Nadine Agosta, a Childhood Development professor.
Her earliest memories of anxiousness began as early as eight-years-old, and involved traveling with her mom, who had a tendency to get upset when things did not go right or if given a wrong direction by mistake.
“…if your caregiver doesn’t make you feel good, it can lead to an insecure attachment, thus leaving a child to question ‘what’s wrong with me?’” Agosta continues.
“From there… it just spiraled,” Farley says looking off into the distance.
The anxiety resulted in four consecutive days of no food, eventually just over thirty pounds lost in two weeks, and a feeling of complete and utter hopelessness.
“I didn’t really know how to ask for help, so this was sort of my cry for help,” Farley takes a deep breath.
Ashley eventually contacted 911 after Farley admitted that she had been continually throwing up all night not from going too hard with the drinking, but from mixing numerous pills, such as hydrocodone and Prozac, with alcohol.
Fast forward and Farley is in the company of many adults who suffer from extreme mental illness that keep them from interacting with society at Mills Peninsula Health Center in Burlingame.
“Farley did not belong there, was my first thought,” Ashley recalls.
Being just one year over the age limit meant that she could not be in the youth area, which she felt would have been more her speed.
Fast forward a couple of days and Farley is out of psychiatric care and is set to have therapy meetings that would determine if she would need long or short-term care.
Following her being able to leave the hospital, both Farley and her friend Ashley got matching tattoos of a semicolon, which represents suicide awareness through a message that conveys life continuing.
Semicolon tattoos began in 2013 with a movement called Project Semicolon, started by a woman named Amy Bleuel. The project offers a platform for people to share their stories and aims to reduce instances of suicide all around the world. The semicolon is a symbol that illustrates where a sentence could have ended, but instead the author chose to have it continue.
Whether by finding people who relate to how you feel, seeking mental refuge in close family and friends, or professional help, the resources to help people create their own theoretical semicolons are out there.
On campus, counseling is offered Monday through Thursday 8 a.m. to 7 p.m., and till 5 p.m. on Fridays. There are also various groups offered that are geared toward more specific topics: Feel Better workshops, and Self-Empowerment to name a few.
“They [social workers, and therapists at the hospital] didn’t seem understand properly and asked a lot of surface level questions,” Farley describes what it was like in the psychiatric center.
After having gone through this experience Farley is considering being an advocate for mental health, or someone who works at a psychiatric hospital instead of going to law school with her eventual Political Science degree.
“I can relate personally so I would be able to ask the right questions, ones that get to the root of the problem, whereas they are just checking for your state of mind right now.”
Some of those surface level questions included ‘rate your anxiety on a scale of one to ten?’
“Well what is a one to you, if you yourself have never experienced anxiety or mental illness?” Farley questions.
As painful as the experience was for not only her, but the people in her life, she believes that it was necessary in order to get the help that she needed.
Photography by Adelyna Tirado/Xpress Magazine
The halls of San Francisco State University’s Humanities building boast a vibrant, multicolored bulletin nested next to Room 302—a relic of the university’s rich history. The psychedelic tones of muted blues, pinks, and yellows call back to a different time; a time of social upheaval, free thought, challenging the status quo, and experimentation. The bulletin reads, in big letters: ‘Experimental College.’
“The students in the sixties were looking to understand themselves better,” says Kathy Emery, her small frame tucked into an office chair, legs crossed, intense eyes peering out from under silver tufts of hair and half-rimmed eyeglasses.
Room 302, her office, is almost vibrating behind her with the din of heated discourse between students. Somewhere mid-conversation she snaps back in her revolving chair—“when did this become a pub?” The room goes silent for a beat—“I guess so” one student chuckles, and the din resumes. Some of these students teach their own classes at San Francisco State. Some of them are in their early twenties.
She turns back and finishes, “it’s incredible. I’ve never seen it so busy,” she says, her slight grin betraying a sense of faux irritation. She enjoys it.
“Students were reacting to the social movement [of the sixties].” Kathy, a political science lecturer, is referring to the San Francisco State University strike of 1968.
“One of the demands was to create the ethnic studies, and that came out of their experience with ExCo.”
In November of 1968, the Third World Liberation Front, an amalgam of various minority groups on campus (including the Black Students Union, the Latin American Students Organization, and the Filipino-American Students Union) made national news by staging a five-month long strike, marked by clashes with police and civil strife on both sides, to protest the lack of representation in the curriculum on the university campus. The battle established the campus’s College of Ethnic Studies as we know it today.
The Experimental College, or “ExCo,” in its original incarnation was created and funded by students of SF State in 1965 with one radical idea in mind: a free education designed by the students, for the students. In what was a essentially a student-run micro-university within the university, students could design and teach other students anything they felt was lacking in the college’s curriculum. It was a platform for innovation and experimentation.
This past semester saw the revival of ExCO, a four-class pilot program designed by Kathy in tandem with SF State Sociology Professor Christopher Bettinger—who found an ad for the program put out by Kathy’s students on Craigslist—and Trevor Getz, the Chair of the History department on campus. The four classes being offered this semester included: a class on Noam Chomsky, a class analyzing the Syrian refugee crisis, a class on cybersecurity, and a class on social movements and digital technology. All classes grant an accredited unit to those who enroll, and were designed and taught by student teachers.
“What students need to learn about is not necessarily what teachers want to teach or what the academy thinks should be taught.” Kathy says.
“A lot of what’s being taught is taught in a way that’s inaccessible to the students in the class and the students can make it accessible.”
The idea is known as progressive pedagogy—that it is not what is being taught, but how it is being taught—or the idea that “student interest should drive the curriculum,” according to Kathy.
“You can use the platform for anything. You can teach funk music, math, etc. It’s a big experiment” says 32-year-old Political Science Major Raymond Larios.
Larios taught “Cybersecurity, World Affairs & Social Implications in the Digital World” this semester, a 1-unit class that he designed himself based on his research and reaction to the hacking of the 2016 American presidential election.
“The offerings here at SF State are very minimal. Since there weren’t a whole lot of offerings, I made this class [and] used the ExCo platform to offer students who were interested in [national security] studies.”
We’re sitting on wooden benches made out of tree stumps, outside of the Business building on campus, where Raymond teaches a class of five students, all minoring in international relations. Their ages range from 20 to 60 and over, according to Raymond.
Raymond explains the process of applying for your own class, from the inception of an idea, to the “on-boarding” process to prep and vet potential student professors. “I taught myself. I did my research, I read books, looked for media materials, teaching techniques…and brought this class to the platform.”
The application process begins in Kathy Emery’s class, “The Politics of Pedagogy,” where students are required to teach other students and learn the ins and outs of teaching. After, the applicant submits a writing sample, syllabus, and a letter elaborating on the “why and how.” After a thorough vetting process, in adherence with the program’s mission statement, the class is accredited and given the green light.
“It looks like any other class and it doesn’t at the same time,” Raymond explains.
Anthony Drobnick, a 19-year-old international relations minor in Raymond’s class says it’s a different experience.
“For me the biggest change from a traditional class is that in ExCo students play a bigger role in shaping what we’re going to be learning about.”
He continues “I still feel like I can get a good education [from traditional classes] but here in ExCo I feel like I’m playing a more active role in driving the conversation and really participating in my own education in ways that I don’t get from a traditional classroom.”
Through the ExCo program Drobnick could theoretically apply for his own class next semester. “I could definitely see myself teaching in the Experimental College in the future. I really like the idea of just having those dialogues with students. I’ve done tutoring with students before and I just see this as a scaled-up version of that.”
Esvin Diaz, a 21-year-old international relations minor, is also in Raymond’s class. He shares a similar experience with Drobnick. “Both my experiences with community college and in SF State have been similar where teachers control what we’re going to be learning. In ExCo you are able to contribute more than you are in other classes.”
Other students are using the ExCo platform in different ways. Alisar Mustafa, a political science major in her early twenties, taught a class on the Syrian Refugee Crisis this semester. Mustafa lived the first fourteen years of her life in Syria and called the ExCo program the “perfect opportunity to educate people about the Syrian Refugee Crisis. She said “I believe education is the first step to combat ignorance and suggest solutions to the issue.”
Mustafa opened up about the challenges of teaching her own class. “The hardest part was that my topic was very dense and complicated. Many times I did not know the answer to very intricate questions. However, I found myself learning so much more in depth about the topic because I had to find answers to all these questions which further illustrates how ExCo serves both the learning of the educator and the students.”
She finished “ExCo destroys the imaginary wall we, as students, have between us and the education system. The wall of the ‘can’t dos,’ the ‘I’m not qualified,’ and the ‘I don’t have the credentials.’”
Kathy has made a career based on the shortcomings of the educational system and alternative methods of teaching. With a BA in History from Mt. Holyoke College, an all-female liberal arts college in Massachusetts, and a PhD in Education from UC Davis, Kathy came to SF State in 2007, inspired by the idea of the Mississippi Freedom Schools, whose goal was to “create active agents of social change”. She created a class called “The Politics of Pedagogy” based on the university’s archives of the Experimental College of the sixties and the California Labor School’s archives. Students in her class wanted to design their own freedom schools, but the program never formally gained “traction” she explains, as it “wasn’t the right time.”
However, there are certain issues the ExCo platform may have to deal with in the future.
“I was thinking the other day, what if i wanted to teach a class on growing cannabis? It would be problematic.” Raymond says.
Schools funded through federal money would have to grapple with that, but Kathy rejected the notion, saying that it would be up to the university to decide, as with any other issue.
Raymond also explained that some professors had been “a little negative in their approach [to ExCo],” but clarified “I have no accreditation to teach, so I don’t purport to do what teachers here who got a PhD or a Masters do. On the contrary, I’m just using everything I’ve learned and facilitating it to others.”
Kathy responded “it challenges the idea of what a teacher is.” She continued “I see it as supplementary. The way teachers teach here is very different form the way students will teach. It’s not competition. It’s different. The university, by its nature doesn’t respond quickly to what’s going on in society. That’s the problem with getting a PhD: by the time you get it the world has changed.”
Kathy explained her process and the potential pitfalls of the ExCo program. “I embed students teaching other students in my class in a small way. I’m there in the classroom teaching them how to teach each other and not just throwing someone into a classroom and saying ‘teach’ without having any experience.”
She concluded “they need structural support while they teach. They’re going to have problems in their classes and they need someone experienced to talk to. it remains to be seen if I can get enough structural support set up for them next semester so that it’ll be successful.”
Raymond summed up the program by saying “here the students have come and taught themselves something but at the same time have made a change to the institution.”
Some of the ExCo classes—among the twenty-four— being offered next semester include “Antifascist History and Tactics,” “Conspiracies! Overtly Covert,” “Funk! A Revolutionary State of Mind,” “A History of Activism in Sports: From Jackie Robinson to Colin Kaepernick,” and “How to Relationship 101: Love and Intersectionality.”
The time has come where society once again shows us how absurd their choice in costumes can be. Sadly, it hasn’t gotten any better throughout the years. We’ve seen things from misinterpretation of the Native American culture, to blackface costumes, to your “typical” Mexican in a sombrero.
Let’s get one thing straight, none of these things are okay to ever wear. Speaking for all races and cultures, we are not a costume.
Every culture has its own unique history, and with that, a lot of it is carried on through what they wear. Fashion has been a part of our lives for centuries, and not only does it distinguish one culture from another, it also offers a cultural background for others to learn about.
When it comes to Halloween, dating back to the ancient Celtic festival of Samhain, it used to be a day where the Celts believed this was the day the dead would return. Through time, it has become a day where people dress up in their choice of costume and collect candy. The biggest problem here though is the choices of what to dress up as.
More and more costumes continue to pop up each Halloween that ultimately bring up questions like ‘do people not think about the statements they are making?’ ‘why would this ever be put out on the market?’, and ‘what, if any, cultural research has been done?’
Where does someone draw the line between whether they are misrepresenting a culture? Does wearing a slutty version of a geisha make you culturally smarter? Does wearing an Anne Frank costume labeled as Child’s 1940s Girl Costume make it OK to represent a historic figure? According to 21-year-old Broadcasting and Electronic Communication Arts major Hannah Pack, no.
“I don’t understand how or why someone would want to dress up as something that symbolizes a sad part of the world’s history?” Pack questions.
“Maybe the thought process of this costume was to commemorate Anne Frank and those affected by the Holocaust. However a child’s Halloween costume is not the right way to do so. To me, Halloween is about dressing up as something fun that you like. The Holocaust does not match this description.”
This isn’t the first time companies have put out costumes aimed for children that in the end show a lack of cultural education. Among these costumes we can find such things as the popular Disney film Moana, Maui costume which sparked up a controversy among islanders. The costume was featured on Disney.com and according to the Huffington Post was removed. The costume featured a brown-skin body suit covered in traditional Polynesian tattoos.
“Let’s face it, our symbols and our emblems, who we are as a people have been used by western society for their pleasure, not for ours,” says Paul Kevin, a hula instructor from Hawaii.
“These companies should really ask themselves, what are we trying to do? I’m not saying don’t be funny, but you have great license to pick and choose things and deal with it. If they can’t be more creative than that, then they can’t be creative at all.”
With all the commotion cause by our current President, it’s no surprise that many costumes this year are showing a wide range of racism seen in our day-to-day lives — like dressing up as a border control officer.
Yes, you read that right, this year Spirit Halloween thought it would be ok to advertise this costume as “fun.”
According to Gothamist, the costume was being sold next to Donald Trump masks. However, just last month, it was officially banned. The only problem is that the “sexy” border babe female version of this costume still exists, and it has sold out online at Spirit Halloween.
Recently, the LA City Council replaced Columbus Day with Indigenous Peoples Day, according to the LA Times they were “siding with activists who view the explorer as a symbol of genocide for Native Peoples in North America and elsewhere.” A tremendous step forward for the Native American culture indeed.
With all these changes going on, why is it that people still choose to dress up in what they believe is Native American attire? If you look at any online Halloween store and search “indian costume” you’re guaranteed to find things that, if you’ve done your research, has nothing to do with the Native American culture.
Sherri Chiappone, 46, is Native American and originates from the tribes of Karuk, Yurok, and Shasta in California. She states that what her culture wears includes tons of necklaces, usually abalone, shells, accompanied by deerskin leather apron skirts filled with shells. What Halloween stores display as “Indian” is simply a slap in the face to their culture.
“I do not appreciate people not understanding cultures and thinking that it’s ok to dress and imitate what they think is another culture’s look,” Chiappone says.
“It hurts, as a Native American, to see that and I feel that kids and parents aren’t taking the time to understand or learn about our culture. That’s not who we are, that’s not what we look like.”
What is “blackface?” It refers to a non-black performer using character makeup to make themselves look black. This dates back to the seventeenth century when usually whites were entertained by those of dark skin. One famous performance in 1830 is that of Jim Crow, where a performer by the name “Thomas “Daddy” Rice, blackened his face with burnt cork and danced a jig while singing the lyrics to the song, “Jump Jim Crow.”
One recent show that targets this issue of blackface costumes is the hit Netflix series “Dear White People,” which all begins with the story of a group of white students at an Ivy League college putting together an offensive blackface party. The story then follows four black students on their journey to change these offensive acts.
Emenet Geleta, a 21-year-old student at San Francisco State University and a member of the Black Student Union feels that these companies are selling cultures in the most stereotypical ways.
“They get away with it due to the lack of cultural awareness. People get ridiculed for showing pride in their own cultures yet others want to turn around and dress up like them for a day. And that’s my problem with culture appropriation,” Geleta elaborates.
“Others want to wear braids and bindi’s, for example, to look “cute” or “trendy,” and those who are actually from those cultures get judged for it by going against the social norms of dress, or get stigmatized for showing their cultural pride.”
The main point is for everyone to have the decency to respect cultural appropriation on different races and cultural backgrounds, this especially includes Halloween stores. Here are some tips on how not to get yourself jumbled in the mess of offensive costumes:
- If it represents a certain culture, don’t wear it.
- Ask yourself, is this appropriate?
- Do your research.
Whether it’s reading our article about using the N-word, listening to our End-Of-The-World podcast, or reporting fashion trends on campus, and learning workout routines on Instagram; we want you to know that we’re hustling for you, our multifaceted readers. Enjoy what we have to offer this semester.
Click on the link below to view the beautiful, first Issue of this semester.
Growing up my mother believed that pink dresses were going to be a staple in my baby wardrobe. Boy, was she wrong. As the years went by I came in contact with this thing called “comfort”, which then became what was going to define my style. I hated dresses, heels, or anything that society threw at me to try and define my gender.
I do identify myself as female, but my that doesn’t mean my closet has to have a gender. Feminine attire mixed with stud-like apparel makes up my closet. To make this simple, I see clothes as materials that I drape on myself that make me who I am.
Most of my shopping is done at thrift stores, if not that, you’ll find me searching through the endless online sale sections. When I look for clothes, whether it’d be male or female, I pick what I think will pair right with something else. Whenever I’m in the men’s section, I usually get asked if I’m shopping for my boyfriend and I respond with, “No I’m shopping for myself.” They usually say things along the lines of “That’s cool!” or “You have great taste in fashion.”
What would it be like if things were switched? What if I was a male and found myself in the women’s section? What kind of responses would I get? I’m more than positive that most people wouldn’t respond to me with the same kindness. So why does gender have to play such a big role in clothes? Yes, we wear it, but does it have to define us?
I took it upon myself to search through the piles of clothes that I own and decided to style two volunteers that let me do so. My point here is to show you that any gender is capable of wearing whatever they want. Someone who identifies as a man can wear a complete female inspired outfit, and vice versa, as I have done so with these looks. My male model is wearing only female clothing and my female model is wearing male inspired clothes.
Although stores are lacking a great diversity, from what I’ve seen, I want to ensure you that it is possible to create such looks. Through the looks that you’re about to see, the models are wearing clothes that belong and have been styled completely by me.
In the first look, 22-year-old Aliguas Paningbatan is wearing an oversized jersey from Urban Outfitters. It’s paired with an oversized male inspired denim jacket from Forever 21. Accessories include a pair of black Yeezy sneakers from Adidas and a mustard yellow beanie from Forever 21. Wearing oversized shirts as dresses is a key to expanding your wardrobe.
The second look dives into a fall look with warm tone colors, such as green and brown. She’s wearing a patterned, forest-green top from Urban Outfitters. The camo-green army jacket was thrifted, and so are the jeans that I cut up myself. A nice pair of comfy black-and-white vans with a forest-green beanie from Forever 21 ties the outfit together. A tip I like to give when wearing men’s button-ups is buttoning them down halfway and then tying the other half into a knot to create a cute crop top.
My last look is serving west coast vibes to the max. She is wearing a pair of black sweatpants from ASOS, matched with a white cropped top that shows just the right amount of skin. Paired again with a black-and-white pair of vans, long white socks, and green beanie to finish the look. I love creating a laid-back look that you can also wear if leaving the house.
When 24-year-old Jonathan Marquez volunteered to let me dress him, I couldn’t have had been more excited. I had to find outfits in my closet that would tailor his body, and at the same time, make him look damn good.
In the first outfit, I styled him in a black velvet button-up that my mother passed down to me, paired with a multi-colored bomber jacket from H&M. A sleek pair of ripped black jeans, and a pair of combat boots from Charlotte Russe bring the outfit together. For accessories, I had him throw on a black boater hat from H&M and a copper-coined necklace to add a bit of flavor in the mix. All-black outfits are my favorite and they make it easy to bring to life with either bright jacket or vintage jewelry.
In his second look, I put together a pair of thrifted black chino shorts with a floral peplum collared shirt from Forever 21. A thrifted leather jacket and a black beret with tall green socks make the look edgy and inviting. A pair of high-waist shorts are my go to especially when pairing them with a bold shirt.
In his final look, I went with sizzling colors that made the look rich and perfect for the fall. A burnt orange off-the-shoulder shirt from Urban Outfitters layered with a paisley patterned jacket from Topman go hand-in-hand. Coral skinny jeans, tan slip on booties, and vintage sunglasses from Amazon make this a head-turning look that screams comfort. When choosing a color for an outfit, it’s best to start with a colored shirt and add on clothes that fall along the lines of that pigment. If you want to wear one color all over your outfit without drowning in it, it’s best to have a solid item to begin with and then add prints on top.
“This is why I think this is bullshit,” 19-year-old Vanessa R. Cuevas exclaims. “How can they threaten to deport people when this is the only country we’ve ever known?”
After President Trump’s recent order on September 5, 2017 to end DACA within six months, hundreds of thousands of DREAMers are scrambling to see what they can do to prevent deportation.
DACA, which stands for Deferred Action for Childhood Arrivals, is an Obama-era program which allows undocumented, young adults – who originally came to the U.S. as kids – to receive benefits such as safety from deportation and work permits. However, the fee that these DREAMers pay is roughly five hundred dollars out of pocket for every two years when their renewal is due. With that being said, there is a large misconception that U.S. taxpayers are paying for this program, but little do people know that DACA is actually a self-sustaining program, hence the large fee that they must pay.
In order to qualify for DACA, one must have/do the following: be younger than 31-years-old, came to the United States before your sixteenth birthday, lived continuously in the U.S. from June 2007 to the present, were physically present in the U.S. on June 15, 2012 and at the time of applying, came to the U.S. without documents or their lawful status expired as of June 15, 2012, are currently studying or graduated from high school, and have not been convicted of a felony or any misdemeanors.
San Francisco State University students and sisters Vanessa R. Cuevas and Jessica D. Cuevas came to the United States from Mexico alone when they were only three- and four-years-old. Since they are originally from Michoacán, they were put on an airplane to get closer to the border. There they were picked up by two ladies that would eventually take them across the border in their car. They reunited with their dad somewhere in Los Angeles and he brought them to the Bay Area. About a week later, their mom was brought over and they were all together. They settled in a home in Menlo Park, East Palo Alto and have been there ever since. They both currently work at a Cheesecake Factory near their home.
Vanessa is a third-year student with an undeclared major but plans to declare as a Political Science major. Jessica is a fourth-year Latina/o Studies major with minors in Education and Philosophy.
It was decided that Jessica, now 21-years-old, would wait for Vanessa so they could apply for DACA together. The process took around four to five months – they needed to have various documents on hand. Luckily, their mother saved all their childhood award certificates so that they were able to prove that they have been here since they were very young. When it was time for Jessica to start applying for college, she realized her options were very limited. Since she isn’t allowed to apply for FAFSA, she could not accept going to Sonoma State University. Instead, she waited until the very last day to accept her state-issued financial aid (CA Dream Act) because she didn’t get her acceptance to San Francisco State University earlier.
The two recently noticed that the program is taking longer than usual to send them their paperwork to renew everything.
“It’s making us nervous,” Vanessa explains.
“Usually they send us the letter by now.”
They explained their frustration with not knowing what will happen in the near future.
“We don’t know if we’ll we be working for four more months or two more years,” Jessica says. “My only options would be to not work or to work illegally.”
The girl’s’ parents have told them that no matter what happens they will just have to move forward.
Jesus Peraza, 20, Psychology Student at SFSU
“I hope ICE gets us,” 20-year-old Jesus Peraza says. “I don’t like living here.”
This is what Jesus once told his parents after living in the U.S. for a short while. He was originally born in Sonora, Mexico and came to the U.S. about twelve years ago. He lived alone with his mother and aunt until he was about five-years-old, when his mother married his now stepfather. They traveled to the U.S. with a tourist visa.
Jesus was told by his mother and stepfather that they were coming to the U.S. for about three months,and would eventually return to Mexico. However, once they got there, he realized that wasn’t true because his mother enrolled him in an elementary school in Paramount, California. It was there that he was able to learn English; his teachers took extra time to help him which made it easier for him to pick it up.
“Kids would bully me and call me names,” Jesus laughed, “but I didn’t know what they meant.”
Though the name-calling didn’t phase him, he still felt like an outcast therefore he devoted himself to school. The language barrier was just one reason for Jesus’ culture shock, along with food and the way people communicated. Christmas in the U.S. wasn’t the same and even until this day, Jesus despises Christmas because in Mexico he was able to celebrate with his large family.
Jesus, now 20-years-old and a third-year psychology major at SF State University, is currently a DACA recipient. He hopes to continue school after his bachelors degree in order to receive his masters degree.
After hearing about Trump’s decision, Jesus did not go to school that day because he realized that this decision not only affects him and others just like him, but also his parents. Luckily, he just recently renewed his DACA paperwork.
Since Jesus is undocumented and is under DACA, he is prohibited from leaving the country at any time. This has prevented him from studying abroad and traveling the world.
“Even though I have this program that somewhat protects me, I still feel restricted. I feel chained up to a system that doesn’t allow me to be completely free.”
He has friends that travel and it makes him feel stuck, or as he says “frozen.”
“I stopped picturing my life in Mexico a long time ago… so it’s scary to think that I may not have the ability to work, get married, have kids,” Jesus continues.
Now when walking around campus, he starts to worry if he’ll even be able to continue studying at SF State. He also describes that his immigrant and queer identities have been attacked since now President Trump began campaigning. “They might take DACA away from me, but they will never take away my education,” Jesus says confidently.
Although there are several ways to get approved for citizenship here in the U.S., marriage was not an option for 18-year-old, Maya F. Ochoa. Soon after President Trump announced the want to repeal the DACA program, Maya’s lawyer emailed her with the recommendation of getting married soon so she can apply for citizenship.
“I couldn’t believe she told me that because I’m only 18… I shouldn’t be having to think about that,” she says, still stunned.
Maya, a first-year Chinese language major at SF State University, came to the U.S. when she was only five-years-old. Originally from Guadalajara, Mexico, Maya, her brother, and mother also came with a visa on an airplane. They first established themselves in Whittier, California and her family continues to live there.
She is the first in her family to go to college.
In a non-marital attempt to get her U.S. citizenship, her father’s sister and her husband have offered to adopt her. However, she refuses because she would then have to change her last name and live with her new legal guardians.
Maya F. Ochoa, 18, Chinese Language Major, SFSU
At times, Maya questions if it is worth it to stay here and she sometimes considers going back but resents the idea of having to start her life over.
“I appreciate that my parents brought us here to have a better life,” Maya says slowly.
“And I’m not going to lie, we are more financially stable here than if we were to stay in Guadalajara, but I still feel trapped.”
Maya, just like Jesus, wishes she could travel and study abroad. With pursuing a bachelor’s degree in Chinese language, one part of learning a foreign language is the ability to use it in its country of origin, but Maya cannot leave the country.
Maya explains the reasons why people from all over the world, not just Latin America, come to the U.S. to escape horrible conditions in their own countries, such as war in the Middle East, government corruption in Venezuela, gangs in El Salvador, and drug cartels in Mexico.
“The government does not understand [these situations],” she said firmly.
“But if the script was flipped, they wouldn’t like to be treated the way they are treating us.”
One idea that Vanessa, Jessica, Jesus, and Maya came up with was the idea of not continuing school. This consideration did not come to their heads because they simply do not want to continue fulfilling the “American Dream,” but because they are not sure that they will be able to. Sure, they can continue and finish school but the same questions these four ask themselves is similar to “what will I be able to do with my degree?” and “will I even be able to find a job because I am an immigrant?”
Though the future of these young dreamers is currently in the state of unknown, they continue to study with the hopes of prospering and growing in this country because the U.S. is the country they call home.
Robert Arriaga, 26, Sociology Major SFSU