3 10 182 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Oral Histories Description An account of the resource Video and audio oral histories can be viewed here. Histories are listed alphabetically by last name. Individual histories are indexed and transcribed and can be searched. Publisher An entity responsible for making the resource available California State University San Marcos University Library Rights Information about rights held in and over the resource <p>Rights to oral histories vary depending on the history. The library owns the copyright to some histories, and has license to reproduce for nonprofit purposes for others. Please contact CSUSM University Library Special Collections at <a href="mailto:%20archives@csusm.edu">archives@csusm.edu</a> with any questions about use.</p> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Jason Beyer, Interviewee The person(s) being interviewed Jan Michael Letigio Lacea OHMS Object This field contains the OHMS Hyperlink (link to the XML file within the OHMS Viewer) https://archivesoralhistories.csusm.edu/ohms-viewer/render.php?cachefile=LetigioLaceaJan_BeyerJason_2024-11-08_access.xml Interview Keyword This filed adds keywords to the Omeka Oral History item type. Keywords are included in the OHMS XML, this field in Omeka will allow for full data migration between OHMS XML and the Omeka Record. This field does not impact the OHMS / Omeka integration and is optional if you do not need to map the "keywords" field in the OHMS XML to the corresponding Omeka record. Veteran;Hospital Corpsman;United States Navy;Operation Enduring Freedom—Philippines;California State University San Marcos OHMS Object Text This field contains the OHMS Index and / or Transcript and is what makes the contents of the OHMS object searchable in Omeka 6.0 Letigio Lacea, Jan. Interview November 8th, 2024. SC027-072 00:00:00 SC027 California State University San Marcos University Library oral history collection CSUSM csusm Veteran ; Hospital Corpsman ; United States Navy ; Operation Enduring Freedom—Philippines ; California State University San Marcos Jan Michael Letigio Lacea Jason Beyer, Marilyn Huerta, Adel Bautista Moving image LetigioLaceaJan_BeyerJason_2024-11-08_access.mp4 0 https://archivesoralhistories.csusm.edu/files/original/018dba3b4aa97ac3f2e94e43a109d4de.mp4 Other audio English 0 Interview Introduction 0 60 Military Background The highest rank Letigio Lacea attained serving in the Navy was Petty Officer First Class HM1 (Hospital Corpsman). He served in the Philippines as part of Operation Enduring Freedom—Philippines. Navy ; Petty Officer First Class HM1 ; Hospital Corpsman ; Philippines ; Operation Enduring Freedom—Philippines 0 84 Childhood Letigio Lacea was born in Cebu City in the Philippines in 1991 and was raised in Springfield, Missouri since he was three months old. Cebu City, Philippines ; Springfield, Missouri 0 101 Family Affiliations with the Military Letigio Lacea’s father had mandatory Army ROTC in college in the Philippines. His twin older brothers were both in the military: one was a Marine, and the other was also a Navy corpsman. Army ROTC ; brothers ; Navy corpsman ; Philippines 0 132 Jobs Before Military Service Letigio Lacea worked various jobs in food service before enlisting in the military, including smoothies, snow cones, Chinese food, and sushi. Tropical Smoothie Cafe ; smoothies ; snow cones ; Chinese restaurant ; sushi chef 0 172 Choosing Military Enlistment and Military Branch Letigio Lacea describes how school, family, and his identity as an immigrant influenced his decision to enlist. He decided to join the Navy with his brother’s guidance because it was the best way to pursue a career in the medical field. school ; brothers ; dad ; immigrant ; Navy ; Military Occupational Specialty ; Armed Services Vocational Aptitude Battery ; medical field 0 282 Early Days of Service, Basic Training, and Education Letigio Lacea describes his experiences throughout training, including basic training, accession school, and the Field Medical Training Battalion. He also recalls some of his most vivid memories, like the IV labs in school and Marine Corps training at Camp Pendleton. basic training ; bootcamp ; accession training ; A School ; Great Lakes, Illinois ; Field Medical Training Battalion ; Camp Pendleton ; IV labs ; Marine Corps ; physical training ; Third Marine Division ; Okinawa, Japan 0 434 Memories of Instructors Letigio Lacea recalls being scared and stressed during bootcamp, but there were positive and funny experiences in hindsight. He says the instructors “mess with your head so that way they can try to prepare you for anything that you might face in the military.” His memories include the culminating event of Navy Bootcamp called Battle Stations, his impressions of his division chief’s accent, his experience as the Guide of his platoon, and his award for Platoon Motivator. instructors ; Louisiana ; Cajun accent ; Navy bootcamp ; Battle Stations ; Corps School ; Field Med ; Staff Sergeant Borge ; Guide ; Camp Pendleton ; Platoon Motivator 0 701 Weapons Training Letigio Lacea describes additional equipment training he received for weapons like the M4, M9 Beretta, .50 caliber machine gun, and Mk 19 grenade launcher. In order to receive the Fleet Marine Force pin, he needed these qualifications. Overall, his main qualification was in the medical field. M4 ; M9 Beretta ; Fleet Marine Force ; .50 caliber ; Mk 19 0 782 Military Promotions Letigio Lacea started off as an E3. He described his promotion to Petty Officer Third Class while in the Philippines, and how Filipinos like to help each other out in the Navy. He got promoted to E5 through evaluations. Finally, he was frocked to Petty Officer First Class while in Reserves, before leaving the service. Hospitalman E3 ; Philippines ; Petty Officer Third Class ; the Filipino Mafia ; Navy ; Petty Officer Second Class ; advancement test ; evaluations ; Petty Officer First Class ; Reserves 0 910 Difficulties Adapting to Military Lifestyle Letigio Lacea describes the high standards of the military as one of the most difficult yet rewarding aspects of military service. However, feelings of burnout motivated him to leave the service. This led to some feelings of anxiety and regret, as the transition back to civilian life included new expectations. high standards ; burnout ; anxiety ; regret 0 1023 Interactions with People During Stateside Service Letigio Lacea describes differing experiences while stationed in San Antonio, Texas ; California ; and Okinawa, Japan. Interactions with locals could depend on the political environment and social class of civilians. San Antonio, Texas ; uniforms ; phase of liberty ; California ; Okinawa, Japan 0 1174 Deployment for Operation Enduring Freedom—Philippines Letigio Lacea’s only deployment was for six months in Zamboanga, Philippines from 2012-13 for Operation Enduring Freedom—Philippines. He describes the conflict in the south of the Philippines and the U.S. military’s involvement in it, mostly advising the Philippines military. He was glad to serve in the Philippines, because he felt that he was giving back to his motherland. Zamboanga, Philippines ; six-month deployment ; Abu Sayyaf ; Moro Islamic Liberation Front ; Al-Qaeda ; advising ; rules of engagement 0 1330 Interactions with Local Peoples and Cultures in the Philippines Letigio Lacea is from Cebu City in the central part of the Philippines, but he speaks the same dialect of Bisaya as many locals in Zamboanga. So, despite the differences in religion and culture, he was able to communicate with locals. Zamboanga, Philippines ; Muslims ; religion ; hospitality ; Bisaya ; dialect 0 1430 Friendships and Comradery During Service Letigio Lacea describes the diversity of military branches and skills of the people he served with in the Philippines. He also describes highly stressful moments when he and other corpsmen would provide medical assistance after mass casualty events. Joint Special Operations Task Force Philippines ; Navy SEALs ; Delta Force ; the Air Force ; Air Force ; marine security element ; Recon Marines ; USMC Reconnaissance Battalions ; Headquarters Battalion Third Marine Division ; Truck Company ; Motor Team Marines ; night vision equipment ; opposing forces 0 1639 Keeping Contact with Family and Friends While Deployed Letigio Lacea recalls having internet access and using it to Skype and FaceTime his friends and family back home. Skype ; FaceTime ; internet ; friends ; family 0 1680 Recreation While Off Duty in the Philippines Letigio Lacea recalls his time spent working out, playing basketball, and learning Marine Corps martial arts. He also recalls his four-day R&amp ; R trip to visit his family in Cebu City and Bohol with three friends. exercise ; basketball ; Marine Corps Martial Arts Program ; Rest and Recuperation ; Cebu City ; Bohol 0 1846 Humorous Events While in the Philippines Letigio Lacea tells a funny story about the Marines in his platoon being smokers. Others were surprised to see him, the corpsman, passing out cigarettes to his platoon. smoking ; cigarettes ; Marlboro Reds ; corpsman 0 1930 End of Service and His Decision to Stay in California after Service Letigio Lacea met his wife while stationed at Miramar. He started wanting to settle down while keeping opportunities in the military. He decided to switch to the Reserves, but it was not what he expected. After nearly eight years serving in the military, he decided to leave the Reserves and stay in California where his wife’s family lives. Since he was surrounded by family when his service ended, he had support. Third Marine Division ; Miramar ; fourth tank battalion ; Reserves ; wife ; family ; California ; Missouri ; childcare ; family ; brother ; Camp Pendleton 0 2142 Relationships with Family, Readjusting to Civilian Life, and Enrollment at CSU San Marcos Letigio Lacea had plans to work at Scripps Health while continuing service in the Reserves and pursuing graduate school, but he was disillusioned with both jobs and left them. When he enrolled in the Master of Public Health program at Cal State San Marcos he initially felt out of place, anxious, and regretful. However, once he got involved with the veteran center on campus, he felt the support of a community of veterans struggling with the same issues. graduate school ; Reserves ; Scripps Health ; quitting ; anxiety ; stress ; enrollment ; CSU San Marcos ; veteran community ; Master of Public Health ; support 0 2384 Experience with the G.I. Bill Tuition assistance supported Letigio Lacea’s bachelor’s degree. Using the G.I. Bill, he was able to pay for two master’s degrees in public health and business administration. G.I. Bill ; tuition assistance ; bachelors ; master's in public health ; master's in business administration ; CSU San Marcos 0 2417 Continuing Friendships After Service Letigio Lacea admires that he can keep up with his friends on social media and see them when they are stationed at Camp Pendleton or come to visit. friendships ; social media ; Camp Pendleton ; visits ; nostalgia 0 2490 Experience with Veterans Organizations Letigio Lacea describes his experience with the Veteran Center at CSU San Marcos, including working for the Veterans to Energy Careers program for a semester. He is also part of the Telesforo Trinidad Committee, which was formed because there is a ship being built, the USS Telesforo Trinidad, named after a Filipino who received the Medal of Honor. CSU San Marcos ; vet center ; work-study program ; Veterans to Energy Careers ; Telesforo Trinidad Committee ; USS Telesforo Trinidad ; Medal of Honor ; Filipino 0 2560 How Military Service Impacted His Life Letigio Lacea shares how the military provided him social and material benefits. It helped him network, build friendships, and expose himself to different cultures and political views from across the country. It also helped him pursue higher education. education ; family ; G.I. Bill ; disability ; friendships ; networking ; culture ; politics ; Arkansas 0 2674 Life Lessons From Military Service Letigio Lacea admires that his service helped him become an adult, including how to complete his taxes. His experience also gave him positive role models. taxes ; TurboTax ; adulting ; parenting 0 2774 Message for Future Generations Letigio Lacea wants people to know that veterans are “regular people who were put into extraordinary circumstances.” He wants people to know that the military may not be for everyone. Veterans have very different experiences, and many veterans have not experienced combat. veterans ; perspectives ; experiences ; decisions ; gratitude 0 2871 Association with CSUSM and the North County San Diego Community Despite it being a backup choice, Letigio Lacea was happy with his experience at CSU San Marcos. He chose CSUSM because its Master of Public Health program had CEPH accreditation. CSU San Marcos ; North County San Diego ; community ; San Diego State University ; CEPH accreditation ; Council on Education for Public Health ; Master of Public Health 0 2935 Raising Awareness About Conflict in the South of the Philippines Letigio Lacea wants more people to know about Operation Enduring Freedom—Philippines. Many people died, notably during the Siege of Marawi in 2017. He says, “I just want people to be aware of what we did down there and the people that we helped.” Operation Enduring Freedom—Philippines ; Siege of Marawi ; Abu Sayyaf 0 3005 What More People Should Know About Veterans Letigio Lacea wants people to know that even though many veterans did not serve in wars, he thinks all veterans “still would've performed well.” He also shares more about how he volunteered for deployment to Iraq or Afghanistan. However, when he joined in 2011, there were fewer military deployments to those countries. He was disappointed by this but happy to be in the Philippines. Iraq ; Afghanistan ; brother ; corpsman ; Marines ; volunteer ; war 0 3093 Lessons Learned from Military Experience Letigio Lacea again recounts how mentors during his service taught him how to manage his personal finances and pushed him to pursue higher education. He describes his journey from military enlistment to bachelor’s to master’s. finances ; education ; career ; bachelor’s ; master’s ; Missouri State ; Third Marine Division ; mentors ; Miramar 0 Oral history Jan Michael Letigio Lacea served in the Navy for eight years. He was frocked Petty Officer First Class HM1 (Hospital Corpsman First Class) before he left the service. Letigio Lacea described his service in the Philippines for Operation Enduring Freedom, and he reflected on his own identity as a Filipino American immigrant. He also recounted his return to civilian life, attending graduate school at CSU San Marcos, the support he received from the CSUSM Veterans’ Center, and the life lessons he learned from military service. NOTE TRANSCRIPTION BEGIN 00:00:00.525 --> 00:00:56.024 My name is Jason Beyer, and I am a graduate of California State University San Marcos. Today I will be interviewing Jan Michael Letigio Lacea. Today's date is Friday, November 8th, 2024. The general location in which this interview is being conducted is in the Letigio home in Fallbrook, California. Me and the interviewee are both military veterans. The names of the people attending this interview are Marilyn Huerta, camera operator, Adel Bautista, Jason Beyer, the interviewer and the interviewee, Jan Michael Letigio Lacea. The purpose of this interview is to conduct an oral history. Please state your first, middle, and last name. 00:00:56.024 --> 00:01:00.125 My name is Jan Michael Letigio Lacea. 00:01:00.125 --> 00:01:02.664 Please state your branch of service. 00:01:02.664 --> 00:01:04.444 Navy. 00:01:04.444 --> 00:01:07.265 Please state the highest rank that you attained. 00:01:07.265 --> 00:01:12.575 I was frocked Petty Officer First Class HM1 (Hospital Corpsman) right before I got out of the Navy. 00:01:12.575 --> 00:01:17.075 And were you a part of any war or conflicts while you served? 00:01:17.075 --> 00:01:24.734 I served in the Philippines, part of Operation Enduring Freedom—Philippines (OEF-P). 00:01:24.734 --> 00:01:26.564 Where were you born? 00:01:26.564 --> 00:01:41.185 I was born in Cebu City in the Philippines in 1991. And shortly afterwards, when I was three months old, I moved to Springfield, Missouri, and that's where I grew up most of my life. 00:01:41.185 --> 00:01:45.894 Does your family have any past affiliations with the military? 00:01:45.894 --> 00:02:12.365 Yes. So my dad was technically affiliated with the military. He was in Army ROTC in college as part of a mandatory ROTC back in the Philippines—back in those days it was mandatory. And my brothers, my twin older brothers, were both in the military. One was a Marine—he just retired last year—and the other one was also a Navy corpsman. 00:02:12.365 --> 00:02:15.764 Did you hold any jobs before entering the service? 00:02:15.764 --> 00:02:31.925 Yes. So my first job was at Tropical Smoothie Cafe, a small smoothie joint. I started there when I was 15 years old. And I also worked at a snow cone place. And I also worked at a Chinese restaurant. And then right before I left for the Navy, I was a sushi chef. 00:02:31.925 --> 00:02:34.425 So what was it like being a sushi chef? 00:02:34.425 --> 00:02:52.044 Being a sushi chef was fun. I really like eating sushi, so that part was fun. What I didn't like was also I had to work pretty much every weekend, and every day I came home smelling like fish. 00:02:52.044 --> 00:02:55.455 When and why did you choose the military? 00:02:55.455 --> 00:03:32.925 So I chose to join the military for plenty of reasons. School was one. Obviously both of my brothers were in the military, so that was a big influence for me. But the biggest reason why I joined the military was because being an immigrant, coming to America, I saw all the great things that this country provided for my family, for my dad, the opportunity to work. And so I just felt like it was a good way to give back to the country that welcomed our family. 00:03:32.925 --> 00:03:35.694 Were you drafted or did you enlist? 00:03:35.694 --> 00:03:38.594 I enlisted. 00:03:38.594 --> 00:03:42.854 And which branch did you enter, and why did you choose that branch? 00:03:42.854 --> 00:04:42.694 So I chose the Navy and—I enlisted into the Navy because—so again, my brothers influence—my brothers were a big influence on why I joined the military. And my Marine brother wanted me to join the Marine Corps. My Navy brother wanted me to join the Navy. They both gave their pros and cons to each one. I really wanted to be a Marine at first, but my brother did tell me that there was no guarantee that I would get to pick the MOS (Military Occupational Specialty) or the job that I wanted to do. Whereas the Navy was a little bit more of a guarantee I would like, as long as I made a good ASVAB (Armed Services Vocational Aptitude Battery) score and I told the recruiter what I wanted to do, if it was available, then I could do it. So ultimately how I decided was I wanted to see if I wanted to pursue a career in the medical field, and the Navy was the best choice, because unfortunately, the Marine Corps doesn't have a medical field. So being a Navy corpsman was the next best thing. 00:04:42.694 --> 00:04:49.314 For your early days of service, what type of training or schooling did you have? 00:04:49.314 --> 00:05:35.004 Sure. So everybody joins military. They have to attend a basic training or bootcamp as some people call it. So, I attended a bootcamp up at Great Lakes, Illinois, when I first left for the Navy in 2011 in March. And that was my first taste of the military. And then after bootcamp, I went to A School (accession training) that's kind of like our corpsman school where we learned our jobs. And yeah, I learned all the basic medical stuff there at A School. And then after that I went to Field Medical Training Battalion, which is pretty much where we learned the Marine side of being a corpsman and being up in the field and learning about weapons systems. And that was at Camp Pendleton. 00:05:35.004 --> 00:05:44.055 What is your most vivid memory, both best and worst parts of your time in training or in school? 00:05:44.055 --> 00:06:57.665 Let's see. I would say one of my most vivid memories in school was the IV labs. Learning to give IVs to patients. It was a bloody mess for everybody (laughs). So that was pretty vivid. I mean, I'm not really that scared of blood, but I had a lot of classmates that were, so I actually had like one classmate who actually passed out when (laughs) they saw blood. So that was a pretty vivid moment for me. And also, one of the big things I remember was in Field Medical Training Battalion, when I started learning all the Marine Corps side of things. I think that's when the military started being more fun for me, because that's really what I wanted to do. Like I said, initially I wanted to be a Marine—and you know, bootcamp and A School, it was kind of like more of the Navy side and like, oh, okay, this is cool. But once I started doing more of the quote unquote, like, the Marine stuff, that's when it was really fun working with weapons, doing fireman's carry, working out, PT'ing (physical training) every day. I think that was kind of where I was like, okay, this is where I want to be. 00:06:57.665 --> 00:07:01.225 What was your first assignment after basic training? 00:07:01.225 --> 00:07:14.545 Sure. So, after basic, I went to A School and then I went to Field Med. And then after Field Med, that's where we get assigned to our first unit in the fleet. And my first unit was Third Marine Division in Okinawa, Japan. 00:07:14.545 --> 00:07:20.665 Before we wrap up your training, do you recall your instructors that you had? What were they like? 00:07:20.665 --> 00:11:41.674 Yes. My bootcamp instructors, so (laughs), they're—it's funny, looking back at bootcamp. Everybody thinks it's a scary experience. When you're first into it, it's very stressful. But when you look back on it, there's a lot of funny stories that we have. One of my bootcamp instructors, he was this tall guy from Louisiana, and he had this Cajun accent, and a lot of people tell me that I can do really good impressions. So I (laughs) used to do an impression of him all the time, whenever it was a holiday routine on Sundays, whenever we kind of have a little bit of free time during bootcamp. And then towards the end, right before—so our culminating event in Navy Bootcamp is called Battle Stations, similar to the Marine Corps they have the Crucible. So right before Battle Stations, one of the instructors said, "Alright, I know one of you has a good impression of Chief, so who can do a good impression of Chief in the division." And sure enough, everybody in the division pointed back and they said, "Lacea he can (laughs) do a great impression of Chief." So I went up there—I'm not gonna do it right now (laughs), 'cause I don't know if he will watch this. But yeah, I did my impression and like even the instructors were busting out laughing. So that was funny. My Corps School instructors, honestly, I don't really remember too much about them. Again, like, they did a lot of messing around with us. But, you know, all in all, I think that's just all what the military is. You know, they mess with your head so that way they can try to prepare you for anything that you might face in the military. So, and then, and my Field Med instructors, I remember them pretty vividly. Again, they like to mess with us a lot. So in Field Med we had two or three corpsman instructors I think per company. And then we had one Marine instructor. And our Marine instructor, his name was Staff Sergeant Borge—I think he just retired as a Gunny (Gunnery Sergeant)—but he was a funny guy. He liked me because I was the smallest guy in the platoon. And, he actually picked me to be guide for our platoon. So Guide is the person who gets to carry the flag for the platoon, and it's kind of seen as the main leader and motivator of the platoon. And he picked me for Guide. And, unfortunately that didn't last too long, because I am the shortest guy in the platoon, the hikes for me in Camp Pendleton were very hard (laughs) because we had guys in the platoon probably the size of Jason (gestures toward interviewer) who were like six foot five, six foot eight-whatever, and their strides were like (laughs), you know, like 10 feet. And for me to make that same 10 feet, I'd have to pretty much sprint the entire hike all while carrying about like 80 pounds of gear. So (laughs), so pretty much the whole time Staff Sergeant Borge is like, Lacea, you better motivate the platoon. And I would run around the entire platoon all while going uphill (laughs). And, as you know (gestures toward interviewer), the hills in Pendleton are crazy. So, I'm running up this hill, running around the entire platoon trying to motivate them. And eventually I just could not keep up with the platoon anymore and I started to fall back. And Staff Sergeant Borge said, "If you fall back, Lacea, you're fired (laughs)." And unfortunately, I fell back. So I eventually got fired from being the Guide a couple weeks before graduating. But at the end, right before graduation, the platoons, they have like a platoon award that they call the Platoon Motivator, and pretty much the platoon puts in votes and they vote whoever was the biggest motivator for the platoon. And they still voted me as the platoon motivator. So I got recognized for that. And at the end of Field Med, Staff Sergeant Borge, he was like, you know, I don't really say this to a lot of students, but I was actually proud of you and seeing how you improved throughout training. So despite the fact I got fired, he (laughs) still liked me. So (laughs)— 00:11:41.674 --> 00:11:51.284 Did you qualify for equipment such as vehicles, aircraft, radios, weapons? If yes, what was that training like? 00:11:51.284 --> 00:13:02.644 Sure. So in Field Med we're all taught on how to shoot the M4—or it's pretty much the carbine style of the M16—so pretty much just taught the basics of it, how to disassemble and assemble an M4. Also, I got to shoot an M9 Beretta—when I was deployed that was my main sidearm. And, let's see, what else? Oh, and when I was with the Marines most corpsmen—you've probably seen corpsmen in their uniforms they have like a, they call it the FMF pin (Fleet Marine Force), it's like an eagle, globe, and anchor from the Marine Corps, and then it's got like these like wings and stuff. So in order to get that FMF pin, you have to do different qualifications. One of the main ones is weapons qualifications. So we were actually taught how to disassemble and assemble a fifty cal (.50 caliber), which is a big machine gun. We also got to play around with the Mark 19 (Mk 19 grenade launcher). So we were kind of given like a basic instruction on those weapon systems. But overall, my main qualification was just the medical field, medical stuff. So being a corpsman. 00:13:02.644 --> 00:13:06.375 Did you receive any promotions? And if so, could you tell me about that? 00:13:06.375 --> 00:15:10.004 Sure. So when I first joined the Navy, I started off as an E3. And for the Navy our rank is also our job, so my rank was Hospitalman E3. And then while I was deployed in the Philippines, I was actually meritoriously promoted to Petty Officer Third Class while I was there. So, pretty much, the Navy, as some people know, there's a thing called the Filipino Mafia. And so a lot of Filipinos like to help each other out in the Navy. And so a lot of people said that I've got the meritorious promotion because of the Filipino Mafia. So I don't know if that's true or not, but there were a lot of Filipinos in the Navy and I had a lot of Filipino mentors that helped me out. So, yeah, according to some people, that might've been why I got meritoriously promoted to Petty Officer Third Class. And then I got promoted to Petty Officer Second Class pretty much through the regular way, quote unquote. So in the Navy, when you get promoted, pretty much, they take into account your evals and they also take into account a test score—you have to take an advancement test once or twice a year, I don't remember. But, so I took it, I got promoted to E5 the regular way, through the test. And then my last promotion was to Petty Officer First Class. Technically I didn't attain the pay grade. It's kind of confusing how it works in the Navy, but like when you initially pick up rank you get frocked, so you get to put on the rank but you don't get paid as that rank. So I picked up First Class from the Reserves—I was in the Reserves at that time—and I picked up First Class, and I put on First Class, but I got out of the Reserves before I actually attained that pay grade. So, that's why I was only frocked to Petty Officer First Class. 00:15:10.004 --> 00:15:16.715 What was the hardest part of the military lifestyle for you to adapt to? 00:15:16.715 --> 00:15:59.894 Honestly, the hardest part—which ironically also was why I liked it too—was just like the high standards, maintaining that and, you know, like just getting the mission done at all costs. And honestly, that kind of translated to why I had a hard time transitioning out of the military, because I was very focused on making sure I get the job done and making sure it gets done right. And so that was a challenge for me to adjust to—and it was also a challenge for me to adjust out of, too. 00:15:59.894 --> 00:16:09.118 And why do you think that that was the hardest? Why do you think it was the hardest part of the lifestyle to adapt to? 00:16:09.118 --> 00:17:03.705 Yeah, honestly, I mean, you know, like I said, so I was in the Navy for about seven and a half years and making it all the way to Petty Officer First Class for—especially as a corpsman—that's a pretty fast pace of picking up rank. And I really was striving to be the best I could be in the military. And sometimes that could lead to burnout. And so, honestly, like, I eventually got burnt out of being in military, and that's why I ultimately decided to get out instead of staying in the full twenty (years) and retiring. And so yeah, it was hard for me 'cause, you know, sometimes I would get anxiety of like, am I good enough? Will I ever be good enough for everybody? Like, everyone's like, oh, you know, you had such a successful career in the Navy, why did you get out? And so, you know, I had a lot of thoughts of regret and those type of things. 00:17:03.705 --> 00:17:10.875 What were your interactions like with people you encountered during your stateside service? 00:17:10.875 --> 00:17:13.315 Um, like, civilians or— 00:17:13.315 --> 00:17:20.605 Civilians or other people from the military at different bases you might have been stationed at? 00:17:20.605 --> 00:19:34.775 Sure. So, definitely 'cause—so after bootcamp I was stationed in San Antonio, Texas, and it's a very military friendly town. So wherever we went, like, people offered to, you know, get us free food, free drinks, wherever. So being in San Antonio was great. But it was kind of funny because whenever we're in Corps School, our first couple weeks while we're there, we're still in our first phase of liberty, as they call it. So you can only go off base but you have to be in uniform. We would be in our service uniforms whenever we went out in town. And when we went there, our school was still pretty new, so folks in San Antonio weren't used to seeing Navy guys, and especially at the time—we also got a new service uniform too, which we called the Peanut Butters, which was a khaki top and black bottoms—so nobody was really used to seeing anybody in those uniforms. So we would go out in San Antonio and this one guy—old Navy vet from like, you know, the Cold War era—and he came up to us and he was like, "Hey, are you guys Boy Scouts?" (Letigio Lacea laughs.) And we're like, no, we're in the military. And he was like, "No, what branch are you in?" Like, we're in the Navy. And he's like, "What? There's Navy guys here in San Antonio? You're wearing uniforms I don't even recognize." Like, yeah, this is a new uniform. So, yeah, it was great being in San Antonio. And then here in California, you know, there's a lot of Marines out here and California is a little bit more, as they say, like a liberal state. So, I don't know—I would just say like, we didn't get as much as the same treatment as we got in San Antonio. But I still like it out here in California. And then, I was stationed overseas in Okinawa when I was with Third Marine Division. And interacting with the local Japanese community, you know, there's a lot of folks in Okinawa who didn't really like us being there. But on the flip side, there were a lot of locals who did like us being there, especially the ones who owned businesses. And so it was a interesting dynamic. But for the most part, the Japanese people were really friendly and polite. 00:19:34.775 --> 00:19:44.085 So now we're gonna move on to your wartime and conflict service. What wartime conflicts were you a part of? 00:19:44.085 --> 00:19:55.005 Sure. So, pretty much my only deployment when I was in the military was in the Philippines, part of Operation Enduring Freedom in the Philippines. 00:19:55.005 --> 00:19:57.483 When and where did you serve in the Philippines? 00:19:57.483 --> 00:20:20.714 Sure. So I was deployed to Zamboanga, Philippines, in the Southwest part of the Philippines. And that was in, I believe, September, or that was in October, 2012 to April, 2013. 00:20:20.714 --> 00:20:25.174 And what were your recollections of that experience? 00:20:25.174 --> 00:22:10.414 Man. Like I said, it was my only big six month deployment, but it was some of the best memories I have of being in the military. Well, for one, being Filipino and being deployed to the Philippines, that was really rewarding for me because I felt like even though I was serving in the American military, I was able to give back to my actual motherland. So not a lot of people are familiar with the conflict down there in the Philippines, but down south there's a big Muslim population in the Philippines. And with that, there were some radical groups there. The main big one was called the Abu Sayyaf, and there's also another big group called the Moro Islamic Liberation Front down in the south, or M.I.L.F. for short. And so those were the main belligerents that were down there, when we were deployed. And, pretty much, they've been causing issues for the government there in the Philippines for a very long time. And especially after September 11th, I believe Abu Sayyaf, they kind of aligned themselves with Al-Qaeda, so that's why America kind of felt like they needed to have a contingency there. And they deployed a lot of their military there mainly for advising. So that's what our main mission there was for was for advising the Filipino military. And so we weren't really like the main combatants, but if we were ever attacked our RRE, or our rules of engagement, were self-defense. So there were I think maybe a couple of times they were skirmishes, but I was not involved in one, though. 00:22:10.414 --> 00:22:21.765 So based off your time in the Philippines, what were your interactions like with the local cultures and the people you encountered during deployment? 00:22:21.765 --> 00:23:50.243 Yeah, so, like I said, I was really proud of being deployed in Zamboanga in the Philippines. But it was a part of the Philippines that I had never been before. So I'm from Cebu, in the central part of the Philippines, and I would visit back there every two years, so I was mainly familiar with that part of the Philippines. But down south, like I said, is a very majority Muslim population. So going there it almost felt like it was a Philippines that I didn't recognize. There's, like I said, a lot of Muslims down there. You would see people in like Muslim garb. Some females even wore a hijab. And so yeah, it was a part of the Philippines I wasn't used to, but everybody there, I mean, they still had that same Filipino hospitality. Everybody was super nice. They spoke the dialect that I speak, which is Bisaya. So I was actually kind of a translator when I was down there—not in an official capacity, but more of like, whenever my Marines went out in town or like, you know, they wanted some food, I would help them out with that (laughs). So, yeah, I was able to mingle with the locals that way. And it was cool because a lot of the Filipinos, they didn't expect somebody—well, they saw like a lot of Filipino American military, but for me especially, because we spoke the same dialect, that was a little bit more rare for them to see. So yeah, that was really interesting. 00:23:50.243 --> 00:23:57.615 What kind of friendships and comradery did you form while serving and with whom, while you were in the Philippines? 00:23:57.615 --> 00:23:59.285 Sorry, can you repeat the question one more time? 00:23:59.285 --> 00:24:05.904 What kinds of friendships and comradery did you form while serving and with whom? 00:24:05.904 --> 00:27:19.365 Man. I had really close friendships when I was deployed. So pretty much when we deployed, it was part of a rotation of—they call it marine security element. So, the main unit that's there in the Philippines was called, JSOTFP, Joint Special Operations Task Force Philippines. So, as the name implies—special operations—a majority of the units that were there and that most people we're supporting were special operations units. So you had the SEALs (Navy SEALs), Delta (Delta Force), the Air Force, PJs—the para rescue guys, I forgot what they're called in the Air Force. But yeah, you had pretty much all sorts of special operations guys there in the Philippines. And then you had all the support people, and we were part of the marine security element. Historically they had Recon Marines (USMC Reconnaissance Battalions) that would deploy there, but then they said, I don't really think we need Recon guys. We could just get a bunch of just regular Marines and fulfill those security roles. So, what they did was they augmented—I was part of Headquarters Battalion Third Marine Division—they augmented Marines from all across the battalion to be part of the mission. So we had guys from Truck Company who were Motor Team Marines, the guys who drove the big seven-ton trucks. We had Comm Marines (Communications) that were there. Even had like a couple admin guys, so it was almost like bakers and candlestick makers, and they just put us all into a platoon. And then it was me and another corpsman who were kind of like the medical. And so whenever they formed the platoon, we all met up and yeah, it was almost like a ragtag group of group of kids. But I mean, like, we immediately bonded, definitely on our first field op (operation). And when we were preparing for deployment, we learned a lot of like, security stuff like how to—like defensive driving and like how to conduct a convoy and all that stuff. So that was really fun. And then when we deployed—you know, like I said, even though we were in an advising role, the Filipinos, you know, they were very active in fighting the conflict there. So it was pretty frequent that there would be mass casualty events. So, a lot of times—'cause the Filipino military guys, what they would do were a lot of night operations. So a lot of times they would go out there—sometimes without even like any NVGs (night vision goggles) or night vision equipment, and there would be a lot of casualties. So of course, me and the other corpsmen, our main job was to assist in those casualties. So, we would go out there, they would evacuate a lot of the Filipino soldiers and even some of the OpFor, the opposing forces, that would get wounded, and they would evacuate them to the local military hospital there and we would assist with anything medical. So yeah, there was a lot of stressful times, a lot of high stress stuff going on. But through all of those difficult times, we bonded a lot. 00:27:19.365 --> 00:27:26.164 How did you stay in touch with family and friends? Did you choose to keep communication with them while deployed? 00:27:26.164 --> 00:28:00.634 Yeah, so luckily for me, I deployed in the 21st century, so we had Zoom—actually I don't think we had Zoom, we had Skype—so I was able to Skype my friends and family back home. I think FaceTime was still a thing back then, so yeah, I was still able to communicate that way. We had the internet in our little fob, if you wanna call it that. So overall, where we were staying at, it wasn't too bad. I wouldn't say it was like resort living, but it was (laughs)—it wasn't too bad. 00:28:00.634 --> 00:28:05.505 What did you do for recreation or when you were off duty while in the Philippines? 00:28:05.505 --> 00:30:46.815 Sure. So, down in Zamboanga, we weren't really allowed to go off base unless it was for—obviously for like official duties. So unfortunately for some of the Marines who wanted to go out and party (laughs) in Zamboanga, unfortunately they couldn't do that. So what we did mostly for recreation was workout a lot. So we had the gym, that was there on our little fob, and yeah, we just worked out a lot. I probably worked out pretty much every day, gained a lot of muscle (laughs). And then we also had like a basketball court, so we played basketball. We had one of our—one of our Marines in our platoon was a MCMAP instructor (Marine Corps Martial Arts Program), so he got me to gray belt. So that was cool. So, learned MCMAP, which is Marine Corps martial arts, and, I learned to hip toss (motions arms and laughs). So that was fun. What else did we do? Oh! So because the deployment was a joint deployment, so it was run by the Army. So how the Army likes to do deployments is if it's, I think, a six-month deployment, then you actually rate four days R&R (Rest and Recuperation). So, it was actually kind of nice. Mid-deployment, I got four days R&R, and I actually got to go visit my family in Cebu. So how they did R&R was you had to go with three other buddies whenever you do that. So most of the other Marines wanted to go to some of the more popular places in the Philippines, like Manila or Boracay, which is, you know, kind of like this resort area in the Philippines. And everybody was going there. And I was like, no, no, no. I was trying to convince my three other Liberty buddies. I'm like, let's go to Cebu. And they're like, where is that doc? I don't even know where that's at. And I'm like, no, it's in the middle of the Philippines. Like, it's a little lesser known but that's even better because then there's less tourists. And they're like, all right, doc, we'll go there. And yeah, they had a time of their life. And so yeah, we went to Cebu—they got to meet my family there, my cousins. And then we also got to take a ferry to Bohol, which is a nearby island, and that's where my dad's side of the family's from. And so they got to meet my dad's side of the family and kind of see the more rural part of Bohol in the Philippines. And yeah, it was definitely a good experience for them to see them experience that. Yeah, I don't know, it's just—it's kind of, I don't even know what the word is—but it's just kind of crazy, like seeing these two different worlds that I never thought would cross together—my military life and my family life, and like my family meeting my military friends. So that was really interesting to see. 00:30:46.815 --> 00:30:55.035 Do you recall any particularly humorous or unusual events while you were in the Philippines? 00:30:55.035 --> 00:32:10.605 Yes. Uh, I don't know how (laughs)—how inappropriate can we be with this? (Laughs.) I mean, I can—I'll keep it PG if you want me to, so—(nods, laughs, gives a thumbs up to interviewer.) Yeah, keep it PG. Okay, cool. Yeah there was a lot of humorous things. Well, for one, when we first deployed—so a lot of my Marines in the platoon are smokers. So you know it's ironic that the Corpsman (laughs) was the one who supplied them with cigarettes. But, like a lot of the Marines they have a certain—they like Marlboro Reds. And so they forgot to pack it with them–which, I don't know why they did that—but I was like, don't worry, Doc's got you. And I brought like three big cartons of Marlboro Reds. And then I was like, here you go. And then somebody else on the base was like, Is that the Corpsman passing out cigarettes? And I was like, Hey man, you know, I'm just trying to keep morale up. Like, yeah, my Marines smoke, that's okay. We're deployed but (laughs) we'll work on tobacco cessation when we get back to Garrison. So yeah, that was pretty funny. Man, yeah, there's a lot of fun times, but I don't know if I could share it for this (laughs). 00:32:10.605 --> 00:32:23.095 So let's talk about your end of service. Do you recall the day your service ended? Where were you when your service ended? 00:32:23.095 --> 00:34:04.825 Sure. So I'll backtrack a little bit. So, after I was deployed, I went back to Third Marine Division and I finished that tour in 2014. And then after that, I got stationed at Miramar at the clinic on base there. And then after that duty I met my wife, and that's when I decided I didn't want to move around anymore. I think I wanted to settle, but I still wanted to keep my foot in the door of the military. So that's when I switched over to the Reserves. So when I was in the Reserves, I served with a fourth tank battalion, and I was only there for a short while. And pretty much I just—I wanted to, like I said, I wanted to join the Reserves because I wanted to still, you know, keep my foot in the door with the military. But honestly, the Reserves was just not what I pictured the military being. I mean, no offense to the Reserves, I respect everybody in the Reserves, but it was just, it was not for me. I think if I wanted to be in the military, I probably would've just stayed active duty. So, pretty much, since I was still within my initial eight-year contract, my career counselor pretty much said like, I did have the option to drop to IRR (Individual Ready Reserve) or inactive Reserves and get out if I wanted to. And so I opted to do that. And so I decided—like I said, I got frocked to HM1 Petty Officer First Class. And shortly afterwards—like, I think maybe not even like two weeks after that—that's when I got out of the Reserves, and then that's when I decided to just stay here in California. 00:34:04.825 --> 00:34:14.000 Um, why did you decide to not return home, or where, like, where did you go? California? And then what played a role in that decision? 00:34:14.000 --> 00:35:08.465 Yeah, so I decided to stay in California because, you know, I met my wife and she's from here, and all of her family is here. And, you know, like I said, I mean, I grew up in Missouri—and nothing wrong with Missouri—but I just, that was also one of the reasons why I joined the military too, was to get outta Missouri. So, I just like the vibes here in California. It's, the weather is, you can't beat it. Yes, it's very expensive here, but luckily I've been blessed to have a job where I'm able to afford to live here. So as long as me and my family can afford to stay out here then we'll stay out here. And, like I said, since my wife's family is all here and I have kids of my own now, all the extended family, they offer their help to raise the kids and watch the kids. So instead of having to pay for daycare, we have family. So that's definitely a big reason why we stay out here. 00:35:08.465 --> 00:35:17.175 On the day when it came time for you to end your service, how were you received by your family in the community that you returned to? 00:35:17.175 --> 00:35:42.405 Yeah, so, when I got out of the military, I mean, I was already, you know, like I said, I was surrounded by my wife's family, who was here. My brother, he was actually stationed at Pendleton at the time, so my brother was here, and yeah, I mean, it was pretty much the same. Everybody was already here in California, so yeah, not too much change really. 00:35:42.405 --> 00:35:47.614 How did you readjust to civilian life? Did you work or go back to school? 00:35:47.614 --> 00:39:44.875 Yeah, so adjusting back to civilian life was actually really tough for me. Like I said, being in the military, that kind of made me have a higher standard for myself. And so when I initially got out of active duty I had a whole plan ahead of me. I was gonna go to graduate school—actually while I was active duty, I finished my bachelor's using tuition assistance. And so my plan was I wanted to go to graduate school. And so that's why I got out of active duty. And while I was gonna go to graduate school, I was gonna be in the Reserves. And then while I was in the Reserves, I was also gonna work out of town. I had a job lined up with Scripps (Scripps Health, a major healthcare system in San Diego County). And so I worked at Scripps for only about two months, and I just couldn't handle it. I think the biggest—the toughest thing for me was because, I don't know, I just felt like in the military I had almost like a sense of purpose. Like I put the uniform on and I was proud to do the work that I was doing. And no offense to Scripps, you know, I did the best job that I could, but I just felt like the job wasn't really rewarding at the end of the day. And, I almost felt like I was just another number when I was working there at Scripps. Nobody really paid attention to me or knew who I was or anything like that. And so, yeah, I ended up quitting that job. And, you know, it was, it was a little bit tough on me and my wife 'cause, you know, that was some income that was lost because of that. But, I decided to shift gears and I was gonna focus on the Reserves and do graduate school. But like I said, eventually, I didn't even like the Reserves either, so I ended up quitting that as well. And so two of my three things that I had planned after I got outta active duty fell through, and I almost felt like, you know, I was a failure. And so, that was really tough for me to deal with. I had a lot of anxiety and stress about that, and guilt. And honestly, I didn't really feel better about myself until I started graduate school at Cal State San Marcos. When I got there and started doing the whole enrollment process and I got familiar with the veteran community at Cal State—and seeing how like, great the veteran community was at Cal State, that kind of actually helped me with my transition. Even when I started graduate school, I felt like I was out of place and felt like I had like imposter syndrome. Like most of my classmates when I was going for my MPH (Master of Public Health), they were coming straight out of undergrad. A lot of them were like—well, to me they were like kids. I was like in my late twenties about to be thirty, and they were like in their early twenties, and so they were in a different stage of life from me. And like you know, I was already married and trying to start a family and stuff. So yeah, I had big imposter syndrome when I was in graduate school. But when I met with the veterans at Cal State, like meeting people like you Jason (gestures toward interviewer) and all the people at the vet center, I'd come to find that I wasn't alone. Like everybody else was going through the same struggles that I was going through when I got out of the military. For some people it was even tougher for them. Like I know some people they did their full 20, they retired outta the military, and then they're going to get their bachelor's and literally their classmates could be their kids. And so they must have felt really outta place. And so, yeah, I think just getting to bond with other veterans and realizing we were all in the same boat, that helped me realize that, yeah, I wasn't alone. 00:39:44.875 --> 00:39:47.275 Did the GI bill affect you at all? 00:39:47.275 --> 00:40:17.105 Yes. So like I said, I used mainly tuition assistance to finish my undergrad while I was active duty. But when I got out, I mainly used the GI bill for my graduate school. So, luckily that helped a lot. I was able to pay for my first graduate degree and my master's in public health. And since the GI bill I had a lot left over, that's when I decided to use it for my master's in business administration. And I also pursued that at Cal State as well. 00:40:17.105 --> 00:40:22.364 Did you continue any friendships after service? If so, for how long? 00:40:22.364 --> 00:41:30.405 Yes, definitely. I've kept in touch with almost everybody that I met in the military. I mean, I met a lot of people, but thanks to social media, I was able to keep up with most people. A lot of my friends are still in the military. I actually have one friend that's stationed out at Camp Pendleton and another friend that's about to get stationed there. And so, I still keep tabs on everybody and message them, and it's great to see them, especially even like over the years when I do see them—like a couple of my friends, they came over to the house about a month ago, and it was almost like we picked up right where we left off, and even though we hadn't seen each other for almost 13 or 14 years. So yeah, you know, just reminiscing on all the good times and the nostalgia that we had. Yeah, the friendships that I had in the military—like to this day, like, I don't know, it's definitely friendships that I almost feel like you can't really get anywhere else. 00:41:30.405 --> 00:41:33.585 Did you join any veterans organizations? 00:41:33.585 --> 00:42:40.000 Yes, so, like I said, Cal State, they had a really great veteran community there. So I got really involved at the vet center, especially my last semester at Cal State. That's when I learned about the work-study program. And so I actually worked for a semester at Cal State, and I worked with VTEC (Veterans to Energy Careers) and helped other veterans mainly with their professional development and writing resumes and stuff like that. So that was great to work with them. And right now, currently, I don't know if it's really a veteran organization, but I'm part of the Telesforo Trinidad Committee. So what that is is there's actually a ship called the USS Telesforo Trinidad that's currently—I think it's still being built—but it's the first naval ship that's gonna be named after a Filipino. So, Telesforo Trinidad was actually the first—and I believe only—Medal of Honor recipient that was Filipino. 00:42:40.000 --> 00:42:54.000 So now we're coming up on reflections. How has your service impacted your life, your community, your faith, and your family? 00:42:54.000 --> 00:44:34.000 Well, I would say joining the military was probably the best decision I ever made. I mean, for one, like I said, the GI bill was able to cover graduate school for me, and that led me to get the job that I'm at now, and it's able to provide for my family. So, the military was able to help out with that. Also, I am a disabled veteran, and so all the benefits that come with that has also been able to help out a lot with my family as well. Um, let's see—and like I said, all the connections and the friendships that I made through the military, that has been super valuable for me. Not only for networking, but just maintaining those friendships and always having a good support system. Like I said, I'm able to call my friends all over the country if I ever need anything. Like, if I fly to Arkansas, I have a friend out there. If I ever go to the east coast, I have a friend out there. So, having such a diverse network of people from the military like that, that's one of the great things about the military is, just, it's a melting pot of different people, different cultures, different walks of life, different beliefs, backgrounds. Like, I have friends from all over the country, and they really opened my perspective on a lot of things, like my political views, my personal views, my personal beliefs and everything. And I think I wouldn't have gotten that if I didn't join the military. 00:44:34.000 --> 00:44:38.934 So, what are some of the life lessons you learned from your military service? 00:44:38.934 --> 00:46:14.054 Oh, man. I've learned a lot of life lessons from the military. Um, let's see—well, for one, the military taught me how to do my taxes (laughs). So, I mean, you know, a lot of kids like, they just kind of wing it and figure it out. But luckily I had a petty officer who was kind of a leader and he was like, Hey, this is how you do TurboTax, and this is how you do this. And I was a 19-year-old kid, and I didn't even know taxes was a thing. My parents always just kind of took care of that. And so, when the end of the year came and they were like, Hey, all the sailors, did you guys do your taxes? And I was like, Oh, that's a thing? I dunno what that is. So luckily I had a mentor that kind of guided me through that. So, life lessons, a lot of pretty much how to be an adult. I got that from the military, which I feel like not a lot of people get that. They'd have to kind of find it on their own. So the military helped me grow up and it helped me mature. Honestly, the military even helped me become a good dad, a good father. Like a lot of my friends, they got married, they had kids, and I kind of saw how they raised their kids and how they had their relationships while they were in the military. And so that kind of shaped how I was gonna be as a father. So, let's see—what other life lessons? That's pretty much the main ones I can think of. 00:46:14.054 --> 00:46:22.034 What message would you like to leave future generations who will view or hear this interview? 00:46:22.034 --> 00:47:51.675 Pretty much, you know, a lot of people have different perspectives of what the military is like and what that is. Growing up, like a lot of people thought the military is you're going to just, like, it's just a job where you just go and you kill people or something like that. Or like, you go out and you be a hero. But the military is just like, it had a lot of different experiences. A lot of people ask me like, is joining the military a good decision? And honestly, it's ultimately up to you—like, what your goals are, what you wanna do with your life. I wouldn't say the military is a good or bad decision. It really just depends on what you wanna do. So for me it was a good decision. And I just want everybody to know, whenever people come and thank me for my service—you know, some people they respond with "you're welcome." I don't really like saying "you're welcome." I just like saying thank you for your support, because, you know, I'm just a person, just like everybody else is and I just got experiences that some other people haven't experienced before. So, yeah I guess I just want people to know that people in the military, veterans, were just regular people who were put into extraordinary circumstances sometimes. 00:47:51.675 --> 00:47:59.565 How did you become associated with the CSUSM campus and the North San Diego County community? 00:47:59.565 --> 00:48:55.474 Sure. Pretty much I got affiliated with Cal State because I was looking for grad schools. Actually my initial—I wanted to go to San Diego State, but that didn't quite work out (laughs), so Cal State was actually my backup, but it was a great decision. I don't regret it at all. Cal State was a great school, and that's why I went there twice, for both of my graduate programs. But I ultimately picked Cal State because of their MPH program. They had a CEPF accreditation (Council on Education for Public Health). I forget what CEPF stands for, but at the time I was pondering the idea of going back into the military as an officer. And so the program accreditations are really important, whenever you try to put in your officer packages. So, CEPH accreditation for an MPH degree was important. So that's why I pursued a degree at Cal State. 00:48:55.474 --> 00:49:13.894 So we're coming up on the conclusions. I'd like to first thank you for taking the time to share your recollections of military service. Is there anything you've always wanted to share about your service or veteran experience that you never had? 00:49:13.894 --> 00:50:05.375 Lemme see. Well, I think like the main thing I wanted to share was the experiences I had with my deployment. Like I said, it's a lesser known theater that not a lot of people know about—the conflict down in the Philippines. And back in I think 2017 or 2018, there was a big siege in a town called Marawi where, pretty much, the Abu Sayyaf had taken over this entire city, and a lot of people died. And you know, the conflict down there in the south part of the Philippines, like I said, not a lot of people know about it, but a lot of people have died. And so I just want people to be aware of what we did down there and the people that we helped. 00:50:05.375 --> 00:50:10.224 What do you wish more people knew about veterans? 00:50:10.224 --> 00:51:33.005 Pretty much, kind of what I said before, you know, veterans are just normal people who just got put into extraordinary circumstances. I mean, I know I didn't get to deploy to Iraq and Afghanistan—my brother did. My corpsman brother. He was with the Marines—or as a corpsman he was with the Marines, with the infantry. And that's what I initially wanted to do. I wanted to go over there. But unfortunately the time that I joined was in 2011, so the wars at both of those places in Iraq and Afghanistan were starting to die down. Literally right when I checked into third Marine division, the last rotation to Afghanistan from our unit had stopped. That was the—so I was asking, I was volunteering like, Hey, can I please go to Afghanistan? That's why I joined the military. I wanted to go over there, and as the Marines would say, "get some," but that didn't quite work out. But when they said that there was a deployment to the Philippines, I was like, okay, well, that's the next best thing. So, yeah, I just want people to know that veterans, even though we didn't, like, I would say a large majority of us didn't even serve in a war or in combat, but we all did our part. And, like, if even if we were put into that situation, I think we all still would've performed well. So yeah. 00:51:33.005 --> 00:51:40.675 In your unveiling of the journey, what are the lessons learned from your military experience? 00:51:40.675 --> 00:54:12.385 Lessons learned. Like I said, I learned how to be an adult in the military. So, let's see, what else? I learned how to be fiscally responsible. Let's see. Hmm. Oh, and I also—being in the military, I learned the importance of education. I had a lot of mentors in the military, and some of them were officers. So they went to school and they told me their pathway to success, if you will. And at the time when I joined the military I did a semester at Missouri State and I just felt like college isn't for me. I'm just gonna join the military, make a career out of it. And then like, when I was active duty, when I was with the Third Marine Division, I mean, we were very busy with operations and stuff, and people would mention going to school, and I'm like, I don't even know how you guys have time to go to school. And so I didn't even think about going to school, but when I got stationed at Miramar, it was considered a shore duty. So it was a little less paced for the operations side. So everybody kept saying, Hey, while you're at Miramar, you should go to school. And then I had an HM1 who was kind of like my mentor, and he went and did all of his classes and he was like, "Lacea, you need to go to school too." And I was like, "All right, all right, fine, I'll do it. I'll see how it goes." And I was I think twenty-two, twenty-three at the time, and I felt like going back to school, even though I was a good student in high school, I thought I was gonna have a hard time going back to school and learning again. So I was really nervous, and when I did my first college class, I was like, Wow, this wasn't that bad. And so I started like packing on the classes and, like I said, at the time I was still thinking about the Navy as a career, so I was just doing some classes here and there, just to kind of like build my time. I could even put those classes on my eval to make it like an eval bullet. But then I eventually saw like, oh shoot, I'm stacking more and more classes. I could actually finish my bachelor's. And so, once I finished my bachelor's, then yeah, it was just up and up from there. I was like, okay, next thing is my master's. So, yeah, the military definitely taught me the importance of education, for sure. 00:54:12.385 --> 00:54:13.844 Thank you for your time today. 00:54:13.844 --> 00:54:14.344 Cool. NOTE TRANSCRIPTION END ]]> https://rightsstatements.org/page/InC/1.0/?language=en audio Property rights reside with the university. Copyrights are retained by the &#13 ; creators of the records and their heirs. This resource is licensed for noncommercial educational use using CC NC-BY 4.0. Please contact Special Collections at archives csusm.edu if you need reproductions made. Please see the related “Preferred Citation note” for language on citing materials from this collection. &#13 ; Permission to examine Library materials is not authorization to publish or to reproduce the examined material in whole, or in part. Persons wishing to quote, publish, perform, reproduce, or otherwise make use of an item in the library’s collections must assume all responsibility for identifying and satisfying any claimants of the copyright holder. &#13 ; The researcher assumes full responsibility for use of the material and agrees to hold harmless the University Library, and California State University, against all claims, demands, costs, and expenses incurred by copyright infringement or any other legal or regulatory cause of action arising from the use of the library's materials. &#13 ; In assuming full responsibility for use of the material, the researcher also &#13 ; understands that the materials they examine may contain Social Security &#13 ; numbers, other personal identifiers, and/or sensitive material on potentially living and identifiable individuals (e.g., medical, evaluative, or personally invasive information). The researcher agrees not to record, reproduce, or disclose any Social Security number or other information of a highly personal nature that may be found. 0 https://archivesoralhistories.csusm.edu/ohms-viewer/render.php?cachefile=LetigioLaceaJan_BeyerJason_2024-11-08_access.xml LetigioLaceaJan_BeyerJason_2024-11-08_access.xml https://archivesearch.csusm.edu/repositories/3/resources/19 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lacea, Jan Michael Letigio. Interview November 8th, 2024. Description An account of the resource Jan Michael Letigio Lacea served in the Navy for eight years. He was frocked Petty Officer First Class HM1 (Hospital Corpsman First Class) before he left the service. Lacea described his service in the Philippines for Operation Enduring Freedom, and he reflected on his own identity as a Filipino American immigrant. He also recounted his return to civilian life, attending graduate school at CSU San Marcos, the support he received from the CSUSM Veterans’ Center, and the life lessons he learned from military service. Identifier An unambiguous reference to the resource within a given context SC027-072 Date A point or period of time associated with an event in the lifecycle of the resource 2024-11-08 Format The file format, physical medium, or dimensions of the resource video Creator An entity primarily responsible for making the resource Jan Michael Letigio Lacea Contributor An entity responsible for making contributions to the resource Jason Beyer Adel Bautista Marilyn Huerta Subject The topic of the resource California State University San Marcos Camp Pendleton (Calif.) Marine Corps Air Station Miramar (Calif.) Missouri State University Operation Enduring Freedom, 2001-2014 -- Philippines San Diego State University United States. Navy United States. Navy -- Hospital corpsmen Veterans -- United States Great Lakes (Ill.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant San Marcos (Calif.) Fallbrook (Calif.) Cebu City (Philippines) Springfield (Mo.) Okinawa (Japan) Louisiana San Antonio (Tex.) Zamboanga (Philippines) Manila (Philippines) Boracay (Philippines) Bohol (Philippines) Arkansas Marawi (Philippines) Iraq Afghanistan North County San Diego (Calif.) Publisher An entity responsible for making the resource available California State University San Marcos University Library Language A language of the resource English Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en" target="_blank" rel="noopener">In copyright</a> Rights Holder A person or organization owning or managing rights over the resource. Jan Michael Letigio Lacea Community history San Diego Veterans History Initiative Veteran experience Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Oral Histories Description An account of the resource Video and audio oral histories can be viewed here. Histories are listed alphabetically by last name. Individual histories are indexed and transcribed and can be searched. Publisher An entity responsible for making the resource available California State University San Marcos University Library Rights Information about rights held in and over the resource <p>Rights to oral histories vary depending on the history. The library owns the copyright to some histories, and has license to reproduce for nonprofit purposes for others. Please contact CSUSM University Library Special Collections at <a href="mailto:%20archives@csusm.edu">archives@csusm.edu</a> with any questions about use.</p> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Jennifer Ho Interviewee The person(s) being interviewed Miget (Michael) Lujan Bevacqua OHMS Object This field contains the OHMS Hyperlink (link to the XML file within the OHMS Viewer) https://archivesoralhistories.csusm.edu/ohms-viewer/render.php?cachefile=LujanBevacquaMichael_HoJennifer_2024-07-12.xml Interview Keyword This filed adds keywords to the Omeka Oral History item type. Keywords are included in the OHMS XML, this field in Omeka will allow for full data migration between OHMS XML and the Omeka Record. This field does not impact the OHMS / Omeka integration and is optional if you do not need to map the "keywords" field in the OHMS XML to the corresponding Omeka record. Chamorro language;imperialism;language revitalization OHMS Object Text This field contains the OHMS Index and / or Transcript and is what makes the contents of the OHMS object searchable in Omeka 6.0 Lujan Bevacqua, Miget (Michael). Interview July 12, 2024. SC027-089 00:00:00 SC027 California State University San Marcos University Library oral history collection CSUSM csusm Chamorro language ; Chamorro culture ; Chamorro history ; language revitalization ; Spanish colonization ; Japanese colonization ; United States/American colonization ; grandparents ; education Chamorro language ; imperialism ; language revitalization Miget (Michael) Lujan Bevacqua Jennifer Ho Moving image LujanBevacquaMichael_HoJennifer_2024-07-12.mp4 0 https://archivesoralhistories.csusm.edu/files/original/f31815d4ea546e978b499adb5f085e06.mp4 Other video This interview is conducted in English and Chamorro 0 Introduction Oral history interview of Miget (Michael) Lujan Bevacqua, July 12th 2024, by Jennifer Ho, Communities and Cultures Archivist, university Library, California State University San Marcos. 0 148 Constantly Moving Miget discusses how his early childhood was filled with moving form place to place following his father's career for the US military and US State Department. Swaziland ; Guam ; United States ; Military ; Moving 0 530 Racism in Central California Miget talks about growing up in Atasacdero, CA and the racism that he encountered while going to highschool. Racism ; Chamorro ; white ; Latino ; Atascadero--Calif. 0 906 Moving to Guam Miget talks about how it was moving to Guam to be with his grandparents after highschool. Guam ; University of Guam ; College ; education 0 1332 Connecting with His Grandmother and Chamorro Culture Miget talks about how his attitude towards learning the Chamorro language changed when he took the time to sti down with his Grandmother and practice. Language revitalization ; Chamorro culture ; Imperialism ; US policy 0 1846 Connecting with His Grandfather Miget talks about how his Grandfather was always hesitant to speak Chamorro with him and would not teach Miget his blacksmithing. Miget's Grandfather's views began to shift as he saw how dedicated to the Chamorro language and culture Miget was becoming. Trauma ; Japanese occupation ; WWII ; US occupation ; Imperialism 0 2316 Chamorro Language Classes Miget discusses how he started teaching Chamorro Language lessons in smoothie shops and coffee shops. Language revitalization ; Chamorro language ; Chamorro culture 0 2739 Creating a Chamorro Immersion Program with June and Clarissa Miget talks about how some of his students, June Pangolin and Clarissa Mendiola, approached him with the idea of creating a Chamorro immersion program. Prugraman Sinipok ; Chamorro language ; Language revitalization ; Language immersion 0 3235 Escaping the States Miget talks about how he first moved to Guam to escape the racism and feelings of being lost or not fitting in in the United States. Racism ; Cultural identity ; Education ; California 0 3666 Cultural Influences Miget talks about how Johnny Sablan, a Chamorro musician and song writer, serves as an inspiration to him to continue his language revitalization journey. Johnny Sablan ; Chamorro music ; Chamorro culture 0 4001 What is Your Vision of the Future for Chamorro Language? Miget talks about his children and the hopes and dreams he has for Chamorro culture and language in the future. Children ; Cultural identity ; Chamorro culture ; Language revitaliztion 0 Oral history Michael Lujan Bevacqua is a Chamorro educator, language teacher, and activist. In this interview, he speaks on his experiences growing up in Guam and in California, the pivotal relationship with his grandparents and his path toward embracing his heritage and community. NOTE TRANSCRIPTION BEGIN 00:00:00.155 --> 00:00:14.585 Okay, 00:00:14.585 --> 00:00:19.195 I'm, a little bit under the weather, but, feeling very good otherwise. 00:00:19.195 --> 00:00:30.585 Okay, good. Thanks for being here with me. I appreciate it. Okay, so I would like to start with your childhood. Tell me when and where you were born, and I'd love to hear about the people who raised you. 00:00:30.585 --> 00:02:28.425 Oh, yes. So I was born in the year 1980 on the island of Guam. My dad, his name's Robert Bevacqua. He, has his roots in New York, Italian American, with some German ancestry, the Bevacqua family. His father, participated in the liberation of Europe in World War II and was a career US, Air Force officer, and then retired to Hawaii after, the war. And then, so my dad spent his formative years growing up in Hawaii. My mother, was the daughter of, Joaquin Flores. My mother, Rita Luhan--Flores Luhan was the daughter of Joaquin Flores Luhan and Elizabeth de León Flores Luhan. And my great--my grandfather on my mother's side was a master blacksmith. He was a cultural, master in Guam, the last traditional, cultural, master of that type, meaning that, there used to be many blacksmiths on Guam, especially during the Spanish period in which most people survived, by living off the land, farming and so on. But after World War II and dramatic changes to life, nearly all of them did not pass on the knowledge to their children, their grandchildren, or take any apprentices. And so my grandfather was basically the youngest blacksmith before the war. He--when the Japanese invaded Guam in 1941, he was 21 years old, and he had learned blacksmithing from the age of nine from his father. And then he also learned how to weld, as a machinist from the US Navy. And so, so my mother, you know, so my, my mother's family had roots in Guam. My mother and father met in Hawaii, and, they stayed together for a number of years. They had, three children together, and then they got divorced. 00:02:28.425 --> 00:05:20.206 And so my upbringing was a lot of moving back and forth between California and Guam, sort of moving back and forth between families. And then the most fascinating phase of it was a year and a half, a two year stint, in which my dad worked for the US State Department in a US farming aid program in the 1980s. And so we did live, for less than two years, in the country of, in the southern African country of Swaziland. So I was just like five years old at that time, or a little--five or six years old. And so growing up, I don't feel like I had a particularly strong sense of my identity as a person from Guam, as a Chamorro person. Part of it was just moving around from different places. And then also part of it too was that my mother's generation and then my generation, we represented in many ways, sort of the impacts of Americanization policies, kind of put out there by the US Navy, which had taken Guam in 1898 via the Spanish American War. And so Chamorro's after World War II had kind of put into hyperdrive this push to Americanize themselves. To stop speaking their language, to sell their land, to jump into sort of the wage economy, to leave the island behind and move to the states where they could, you know, finally, touch what they could only see in JC Penny catalogs that came to the island. When I was growing up on Guam it was fascinating because the television--the ads and the shows that were shown on television were recorded on cassette tapes on the west Coast of the United States, and then they were mailed every single day to Guam. So you watched shows like Dallas or LA Law two weeks after they initially premiered in California and in the United States. And so--and then eventually this was kind of brought down to just one week, and then now you can kind of watch them because of, you know, satellite technology. You can watch them the day of and so on. But that feeling of growing up and like constantly being fed these ideas of the United States, like, especially through media, but then kind of always never being able to realize it or find it on the island. It definitely did--It definitely did a number on me, and I think a lot of others in my generation where there was this feeling like, you need to leave the island. You need to kind of forget being a Chamorro, forget Guam, you know, head out to the States. 00:05:20.206 --> 00:08:40.024 Like a case in point for that is growing up, there was always ads for a place called Raging Waters (water park in LA). And kids, my generation, like desperately wanted to go to Raging Waters. And it was ridiculous because Guam has amazing beaches and it has waterparks and water slides already. Why would there be this cachet about Raging Waters? But it is sort of this, this kind of, this lure of--this colonial lure. The United States kind of is up here, and then we're constantly striving to kind of reach it. And in--and what happens as a result is that we kind of devalue, we set aside, we throw away the things that we, the things that we have. And so when I was growing up, I didn't care much about being Chamorro. In fact, I was growing up in the 1980s at a time where what we refer to today as the Chamorro renaissance, which is kind of like the cultural awakening. The Chamorro empowerment movement, which, which, in the seventies was initially called like the Brown Power Movement after sort of similar movements in the United States. It was starting to take root, but it hadn't really reached the wider population. And so even, the word that we used to refer to ourselves was in flux. So the word that we had used, that we used for ourselves for hundreds of years, perhaps thousands of years, of course, Chamorro. But after the United States had defeated the Japanese and returned, there was this feeling that we needed to show loyalty to the United States, that a new era had begun. And so part of this came then that the leaders of the Chamorro people actually proposed renaming themselves. And so instead of Chamorro, which was difficult for Americans to comprehend, difficult for them to pronounce, which could confuse them, instead what they did is they actually had a poll--polls in the late 1940s in which they put it to villages to ask them, which of these options do you approve? And there was options like Guamerican Guamanian, Guamian, Guamese. And so one of the highest vote getters was Guamerican. But the US Navy at that time informed Chamorro leaders that you are not to call yourselves Guamericans, 'cause you're not Americans. And so the one of the--the next highest--then because of sort of the war and sort of ill feelings towards the Japanese, which had occupied the island brutally for 32 months, Guamese was absolutely out. So Guamanian is what stuck. And so for two generations, Chamorros referred to themselves in this era of Americanization, this blitz of Americanization. They referred to themselves as Guamanians. So when I was growing up, there was--the conversation was starting about whether we should keep calling ourselves Guamanians or whether we should go back to calling ourselves Chamorro. And so it was a very confusing time. 00:08:40.024 --> 00:12:20.625 But I wasn't as a young person, and even into my teens, I wasn't somebody who cared a lot about these issues because, I didn't have a strong sense of my own identity. My grandfather, I mentioned, had been a cultural master. He had trained a number of apprentices. But the fact that his grandchildren couldn't speak Chamorro or the fact that he saw us as being too Americanized and too Westernized meant that he wouldn't teach us. My grandmother always teased him saying well, (speaking in Chamorro) who raised them? We raised them. We raised them because we wanted Americans. And now we can't be angry at them. We wanted Americans, we got Americans. And now you complain when they don't--when they only wanna look out for themselves. So my grandparents were always a balance on each other. My grandfather sort of--but eventually I did develop sort of a strong connection to my cultural identity. But it happened in a number of sort of convoluted ways. And a lot of it actually happened out here in San-- not in San Diego, but here in California when I was away from the islands that, my mother, had married our dad and then divorced. She had moved us back to Guam to live with her parents. We were there for a few years. And then she had met somebody else when we were visiting her sister in California, in the Central Coast near Pismo Beach, Arroyo Grande. And so she just on a whim, because she had fallen in love, decided to move us all out there. Which was very jarring and shocking because for me, I wasn't, I didn't like love Guam. I wasn't gonna like die for Guam. But I also--California was not my home. And so when we came out to California, I liked it in some ways. I didn't like it in other ways. And this especially became, so as I moved into high school years, and I ended up in a school in a city, it's called Atascadero, which has a, like a mental, State hospital, and then it has an In-N-Out burger. And so it's--it was a very weird place for me because my mother had married a man who I had issues with at that time because they loved each other, but they also basically reinvented the Brady Bunch with us. My mom had three kids. Charles, my new stepdad had three kids, and we all lived in a three bedroom house. And then they had one more kid together. And so it was tough because, you know, for me, you know, the more that I was out in the States and as I was getting older, like I felt like I didn't belong in the States. And a lot of this I didn't share with my family because I didn't know who to talk to about this sort of thing. There was no other people from Guam in the area, just my mom, my siblings, and then my aunt who lived 40 miles south. But I would go to my--I would go to school, like the high school there, and I would get like hazed and harassed by like the white kids with the giant belt buckles and the big cowboy hats, because they saw me as being some sort of like weird Latino kid. But then I would also get harassed by Latino kids, 'cause they saw me as being like a fake Hispanic kid who wasn't like cholo enough, who wasn't--who was like fronting that I was white or--and so I was like-- it was--I was getting harassed and I was getting into fights, like on both sides. And it like really frustrated and angered me. 00:12:20.625 --> 00:15:16.945 And it eventually--like left where I like ran away from home. For a while and went to go stay with friends. And my mom, who, you know, who at that time I was very, I was not a good son. I was a very unpleasant sort of like 16-year-old to her. She was very patient. She was very loving. I don't think that she could really understand what I was feeling 'cause I think, you know, for her it's just, she's okay being out here in California. And I didn't nearly know how to talk about what I was feeling. I had no idea. But if something happened in my life though, that changed everything, was that once I-I decided to finish high school early. So I tested out of high school and then, because I hated going to high school. I went to like five different high schools in like a semester because I had trouble acclimating. I even went to like a, (coughs) excuse me--like a high school for juvenile delinquents because of my behavioral problems at that time. And so I decided to take the test in which you can just do your high school proficiency. So then I could just start going to college and then figure out what I wanted to do. And at that time, I was kinda lost. I didn't know what I wanted to do, but my, my grandparents who were in Guam, my mom's parents, you know, they were hearing about all the stuff I was going through. They had come out at one point because my grandfather had heart surgery at Stanford. And so they, they basically--my grandmother told me, just come stay with us. Just come home and stay with us. You can stay here. We have a car you can use. Just come home and stay with us. And so I just decided to. And it was--it took a few years, but eventually this is--this was a choice that completely changed my life because I wasn't --it--the homecoming wasn't like that I suddenly like got on my knees and I said, I am a Chamorro. I love my culture, I love my identity, I'm proud. But I came home and I found that I liked, even though I was, you know, I'm half Chamorro and I, you know, I'm a little bit lighter skinned than a lot of Chamorros and I can't speak Chamorro. I found that I was more comfortable and Guam than being out here. I found I liked that my family was out there, so I had roots. So if I felt like I didn't have a place to go, I still had a family. If I didn't know where I belonged, I had my grandparents and I could always kind of turn to them as like a, so even if I felt lost, I could just go hang out and, you know, just take my grandparents for a drive and take them to a funeral and then go eat lunch, you know, at a restaurant with them and just hang out with them. And then I felt like, like home. 00:15:16.945 --> 00:18:32.765 And so all of these experiences though, connecting with my grandparents really like, changed my perspective. Where I started to get more interested first in kind of the history of our people a little bit in the culture. I started to, at first when I started going to the University of Guam, I just wanted to like, take class in like English literature, I wanted to go into an MFA program for art. But towards the end of my undergrad, I started to take classes in like Guam history and Micronesian history, Pacific Island history. 'cause I realized like I wanna know more about this place that we come from. And so, like, my whole life changed when, in my last year at the University of Guam, I had to pick my foreign language requirement. And I had already taken one semester of Spanish at a community college here in California. And so I was trying to decide should I take another language or should I just take Spanish? And I was gonna take Spanish. I signed up for Spanish. And then when I got in there, it was so hard, like I realized that it had been like three years since I had taken Spanish and I had forgotten all the Spanish because the teacher just put on a telenovela and I had no idea what anybody was saying. And so I was at the breakfast table with my grandparents and my mom's oldest sister, my Auntie Eleanor. And then I was asking them, I was like, man, what language should I take? There's always this pressure to take Japanese 'cause that's for the longest time, that's the biggest bulk of the tourists to Guam, Japanese. There's all these language classes there. And so I was trying to figure out--and then my Auntie Eleanor, who was always very blunt, she said, that's a stupid question, Miget. Aren't you Chamorro? You should take Chamorro if you're Chamorro, you're not Spanish. You should take Chamorro. Aren't you a real Chamorro? And at that time, I did not feel like I was a real Chamorro at all, but I felt challenged. And so I said, okay, I'm gonna take Chamorro. And so I decided to, and I thought in my-- in sort of the smaller sort of more fragile parts of my brain, I thought I took Spanish. Chamorro was just like Spanish. We were colonized for a few hundred years. This should be easy, right? I was like the worst student in the class. I was so bad 'cause I had--a lot of the students in the class had grown up in Guam. So a lot of things they were already familiar with because in Guam, if you go to the public school, you take several years of Chamorro language. So things are very familiar. You may not be fluent, but you at least are familiar with certain songs, with certain, like pledges, certain words, vocabulary. I didn't know any of it. And so my professor, who is now a master storyteller in our culture, he teased me 'cause he knew my grandfather. And he's like, Miget, your grandfather is so very Chamorro and you are so very not Chamorro. You are a shame for your family. You bring shame to your family because I was so bad. And everyone was--and the thing is, like, I was--everyone knew me as being smart. 00:18:32.765 --> 00:19:40.635 I was always good in my classes. I was like the kid from California, like the Chamhaole Chamorro haole, the Chamorro white kid from California who talks a lot in the classes and does well, we can ask him for help with your homework. But in this class, I was so bad. And it was a very humbling experience. Some of the students who sat behind me who were pretty good in Chamorro, they would tease me. They would feed me answers and embarrass me. So there was a--there was a girl who I kind of had a crush on who sat on the other side of the class. And I would look at her sometimes and I would be like, man, Maria's so good at Chamorro and, but I'm so bad at Chamorro. I should get better at Chamorro than maybe Maria will like hang out with me or something like that. Because, you know, Maria, like, you know, she's learning to say the pray the Catholic prayers in Chamorro from her family, she's super Chamorro compared to me. And so the guys that sit behind me, they like whispered some stuff to me, and they told me to say this. And so after class, when I said it to her, it was very offensive. It's one of the most offensive things you can say in the Chamorro language, 00:19:40.635 --> 00:19:46.134 Oh no! 00:19:46.134 --> 00:19:48.868 that I said to her. And so she hasn't spoken to me since, but, 00:19:48.868 --> 00:19:49.000 You can't tell us what it is? 00:19:49.000 --> 00:19:55.000 Oh, so the word is, Chada Nana-mu, so it means it's--you're your mother's eggs, as in you're your mother's vagina. 00:19:55.000 --> 00:19:56.000 Oh dear... 00:19:56.000 --> 00:22:12.585 So it's like a, it's the equivalent of like Chamorro for 'motherfucker'. And so I didn't--I had no idea 'cause my grandparents spoke Chamorro to each other, but my grandmother was very religious and she did not allow any cursing in Chamorro in the house. So I didn't even know curse words in Chamorro. Everyone else knew at least the curse words. I didn't know that. And that was super embarrassing. But all of these experiences were important because then what I had to do is that I had to go and I had to ask my grandparents for help with my homework. And my grandfather said, no. You know, and my grandmother said, absolutely. My grandmother was very excited to help me. And so she would sit with me and sometimes she would walk me through the homework and sometimes she would just do my homework for me. And so after a few weeks, my professor would be like, Miget, why is it that your written Chamorro is so good, but your spoken Chamorro is still so bad? And I'd be like, oh, I'm just, I need time to prepare professor. I just need time to prepare and then I got it. And so my grandmother was like, she was loving it. And the more that I went through this, the more I realized that like, my grandparents spoke more to each other, but they did not speak it to their children. So part of the legacy of the 20th century when the United States came into Guam is that one of the earliest things that they proposed is that the Chamorro language be banned in public spaces. So it was banned for the most part in schools. Children were punished. You might have to drink castor oil If you drink--if you speak Chamorro. You might get slapped on the fingers with a ruler. You might have to wear a dunce cap. There was like jars akin to swear jars where you have to pay a fine if you're caught speaking Chamorro. And children were encouraged to report on each other too. So eventually some teachers, some principals, created English clubs in which Chamorro children wore badges that said, "Speak English", "English only." And then they went around finding children speaking Chamorro and then they turned them in to get them in trouble. 00:22:12.585 --> 00:24:30.825 And so this created like an atmosphere in which--my-- for people in my grandparents' generation, they could all speak Chamorro, but the idea of passing the language on to the next generation was fraught with, it was fraught with peril because the school system, the United States, all of these things, all these pressures had basically convinced you that while the language is good for you to speak to your parents, good to speak to your peers, you shouldn't be using it with your children. The language shouldn't go on. And so what we've seen since then is ever since World War II, the language just completely declines to the point now where 80% of the Chamorro people in the world cannot speak their language. Including in the Mariana's Islands and then out here. And so my--so I didn't know much of this, but, when I came to my grandmother, though, she was so eager to help me and what was beautiful about it is that I was your typical sort of 19 and 20-year-old. And I'm very upfront about it 'cause I think sometimes people can be very--sometimes people can be very idealized. I was very upfront--I'll be very upfront, like I was a 19 and 20-year-old who did not want to hang out with my grandparents all the time. I had a car, I had friends, I had other things I wanted to do. So sometimes if my grandmother said, Mike, can you take me to the store? I might make something up. So I didn't have to. Or if she said, can you take me to a funeral? I would say, oh, I have homework. And so I don't--you know, I am very real about that because I loved my grandmother, but I didn't have this strong connection to her yet. But learning Chamorro from her gave me like a very strong connection. Because the more I sat with her at the breakfast table and the dinner table, and the more that we talked and the more that she shared, the more I realized that actually I would much rather be sitting at that table with her than going to any club or any bar going and hanging out with friends. 00:24:30.825 --> 00:28:41.865 And so I decided after taking the first level of Chamorro, I took the second level of beginning Chamorro. And like the second class I was having fun. Like, I went above and beyond, you know, like we had an assignment where you had to like translate an English song in Chamorro. I worked with my grandma to translate a bunch of songs into Chamorro. So I was like, grandma, can you help me translate? "Hey Jude" (Hey Jude by The Beatles) my grandma's like, hafa enao "Hey Jude", what's, "Hey Jude", what's that? And I'm like, here, ni ta ekungok, let's listen to it. And then she listened to it and then we sat there for a while translating, "Hey Jude". And then eventually after we had the lyrics, you know, we sat there just singing it in Chamorro together. And it was so much fun. We translated "Ain't No Sunshine When She's Gone" (Ain't No Sunshine by Bill Withers) into Chamorro. And it was like glorious because I realized that my--like I had lived with my grandparents a lot. I had sat in the cars with them. I had sat next to them in churches I had sat with next to them at parties. This didn't mean I talked to them a lot. This didn't mean I knew a lot about them. But once I came to my grandmother and my grandfather and I started to ask them for help in Chamorro, suddenly my grandmother was telling me things and talking to me. And I loved it. I loved it so much. And so after I finished my two Chamorro classes, I asked my grandmother in my very broken Chamorro I said, (speaking Chamorro), can you talk to me (in) Chamorro? And my grandmother was so happy. And my grandmother then shared that when she had been a teacher before World War II in the 1930s, 1940s, she had had to punish Chamorro children for speaking the language. And she hated it. She thought it was wrong. She did not like it. But those were the rules. And the Americans created the rule and then Chamorro principles and other Chamorro teachers enforced those rules. And so she couldn't challenge it, but she was so happy. My grandmother was a quiet woman that never like very rarely ever protested or spoke out directly, but she always whispered that more people need to stand up for the Chamorro people. And so when I told her I wanted to--when I wanted to learn Chamorro, she said, more people need to learn Chamorro, this is good. My grandfather resisted at first, he did not want to speak to me in Chamorro. He would tease me. And my grandfather and me always had a tough relationship in which he was always about teasing. But this is a normal thing. People experienced different types of trauma and people have different ways of dealing with that trauma. My grandfather had been, beaten by the Japanese during World War II. He had almost been executed along with his father and siblings by the Japanese during World War II. After the war, he had become the first Chamorro US immigration Officer. And his experience, there was something that I did not fully appreciate, until years after years when he would talk more openly and grandma would talk about it. But he was constantly made to feel like he was less than because he didn't speak good English. And so he--his resistance to sort of me speaking Chamorro. So for example, my grandfather, when I would ask him to help me with my Chamorro for the first few years, he would resist it just out of sort of insecurity. Like, I can't help you. Like why you wanna learn this language, this language stupid. It's useless. You should learn a language that people want to speak. All sorts of stuff like that. And so--but I persisted and eventually it changed my grandfather too. And so, you know, one of the things that me learning Chamorro did is that, you know, getting connected to my grandparents is that then I started enjoying spending time with them. 00:28:41.865 --> 00:32:56.464 So my grandfather had a shop in which he displayed his tools and sold his blacksmithing tools at one of the night market Chamorro village areas. And, I had to go with him every Wednesday night to help sell him. I used to hate it now, I liked it. I got to help grandpa, I got to talk to people, and I got to practice my Chamorro. And then I showed more interest now in grandpa as a blacksmith too. I wanted to know about this part of our culture. And so I left, you know, when I, left in, 2004 to start my PhD out here in California, I was learning Chamorro. And I was very sad because I thought like I was gonna lose my Chamorro ability 'cause I was gonna be away from my grandparents. Because I had gotten into this flow of--with my grandparents, where like I would before if my grandma said, can you take me to a funeral this week? I would be like, oh, grandma,I have a paper. Do I can't? But now I would wake up and I'd be like, Hey grandma, is there a funeral this week that I can take you to? 'cause I was excited to go and hold her hand and meet her friends and get to practice our language and then just hear their stories and then write them down. And then, this is when I started to do like my own oral history research--is that my grandmother would go with me and then we would sit with people, and like spend the afternoon taking down their stories. And it was so much fun. And so when I went out to the States for my PhD, I thought that this was gonna kind of like ruin my Chamorro, but it actually made my-- it made me miss my grandparents a lot. I called them just about every day to keep practicing. And then within a few years I came back and my grandfather had completely changed his kind of attitude to the end of his life, my grandfather said that my Chamorro is not the same as his Chamorro. And he would--he could sometimes be very mean about that. But when I came back in 20--2008 and I was starting to work on my dissertation, like something had shifted in him because by that time that I was, you know, I was getting a name for myself as somebody who cared about culture and language and I was maybe gonna be like a professor or something. And he--and people were telling my grandfather, you should be proud Mr. Lujan of your grandson. He can speak Chamorro. And so he was starting to shift. And so in 2008, my youngest--my younger brother and me both came back to Guam. And I asked my grandfather, you know--to if he wanted our help in his blacksmith shop. And for the first time he said yes. And that was, that was very life changing because he had always said no before. And he had always done it in a way that is very reminiscent of sort of like cultural artisans in which they basically say, yes, I will teach you, but you have to show enough initiative. So like--so if you don't show that you care enough, then they're not really gonna teach you. They're gonna say they're willing to teach you. But if it's clear that you don't care enough. So like for example, if you--so some people that would ask my grandfather to teach them, he would say, come to my house at like 10 o'clock on a Sunday. And then if they showed up at 10 o'clock and they didn't bring any food with them, then he would say, nevermind, you know, if you're serious, you should come earlier. You should bring something to eat. 'cause we got to eat. And so you gotta show that you care and you have to show that you respect the person you're learning from. And so learning from my grandfather, that was very life changing. And it was frustrating at times. But part of it was that my grandfather's--sort of his insecurity, his trauma around English, his trauma dealing with racism, like, I don't know if he ever kind of dealt with it in any full way, but at least me speaking Chamorro gave him some comfort when we were in the shop. He could speak English if he wanted to, but he could also speak Chamorro. 00:32:56.464 --> 00:35:55.385 And sometimes he might tease my Chamorro, your Chamorro is not my Chamorro (speaking Chamorro). But we kept learning, making tools and it was, it was fun and it was cool. And all of this just solidified me as somebody who like cares about language, culture, history, people in like a very deep way. And so it-- and it's all because my grandparents, and it's all because of my connection to them. And it's all because I humbled myself to take the language from them, even if it may have taken a little while for my grandfather. And so I, I hold onto, (responding off camera) oh is it okay, okay. I hold onto to certain memories. 'cause now them, both of them have passed away. My grandmother passed away in 2013 and my grandfather passed away in 2015. And so I was so glad that my grandmother got to hear, one of her great-grandchildren speak Chamorro before she passed. And it was a very touching moment where we went over to visit and my oldest child who's now 17, you know, went to go, while I sat at the table with my grandfather and was talking, my oldest child who was just a young baby at that time, went over to go and sit with my grandmother in the living room. And you know, my grandmother came over after a few minutes and she put her hand on my shoulder and you know, she said to me, (speaking Chamorro) your daughter is speaking Chamorro. And I was like, yeah, (responding in Chamorro) because for me, every one of my children, from the moment they're born, I promised them (speaking Chamorro), I tell them, I will protect you with all of my life and then I will speak to you only in this language. And so my grandmother was like tearing and up and crying and she was rubbing my shoulder and I was like, (speaking Chamorro) grandma she's speaking Chamorro. And my grandmother was like, (responding in Chamorro) It's like a miracle, because after a while there's still thousands of Chamorro speakers, but they're all older. There's very few young Chamorro speakers. It's very rare to hear a baby speaking Chamorro or a child speaking Chamorro. And so I'm so glad that I got to have that moment with my grandmother to give her that moment and for me to have that moment. And even for my grandfather who towards the end of his life, he would not let go of blacksmithing even when he could no longer stand on his own. We would have to wheel him down into the shop and he was in a walker and we would've to hold him up so that he could work. 00:35:55.385 --> 00:39:31.835 And even when his eyesight started to go, he was still better at shaping blades and sharpening blades than I was. But towards the--in like the last few months of his life, he told me, you know, (speaking Chamorro) our Chamorro's not the same, but I'm happy that you're speaking Chamorro. And I think that was the best I was ever gonna get from Grandpa in terms of acknowledgement. But all of this though, basically made it so that what was something that was not important to me at all, the Chamorro language, has become something that is like supremely important to me--wanting to share.--having like that experience when I was trying to learn Chamorro in Guam in the early two thousands and having that experience of working with my grandmother and then trying to find elders to help me practice, but then realizing that fewer and fewer people can speak the language. So when I was like 21 years old, I would map out my day to always try to find the Chamorro speakers. When I go to a grocery store, who is the cashier that can speak Chamorro. And I go to them. You know, if I go to like a clinic, which is the nurse that can speak Chamorro, and then I'll try to talk to that person. And then--but realizing that for a lot of people, if they wanna learn Chamorro, it's gonna be really difficult just because they may encounter somebody--like they're--they may not have somebody who's as generous as like my grandmother. 'cause my grandmother was like the kindest soul ever. When I would like create atrocious Chamorro sentences, my grandmother would say, I wouldn't say it like that. Why don't you try saying it like this? My grandfather would just be like, it's wrong lachi' it's wrong. That's--or he would tease me, what's that? Tagalog? Is that Tagalog? He would just tease me. And most Chamorros, because of their own kind of insecurities around the language, especially being punished for speaking Chamorro, like they'll just tease. 'cause they don't want to deal with like the trauma involved. So what I did is, even though I got a degree in Ethnic Studies, which was not about language revitalization, I just decided to make language revitalization a big part of my life. I decided to make sure that my kids can speak Chamorro, but I also decided that I would help the community. And so for the past 15 years I've had free language classes in the community. At first they started off in a smoothie shop and then they started--and then they went to coffee shops. And sometimes like two people, three people would be there. I would put up a flyer or later put up just a note on Facebook saying, free Chamorro lessons, just come down. If somebody buys me a drink, I'll teach you Chamorro. And sometimes there'd be a few people, sometimes there'd be 20 people and it would ebb and flow. But for me it was just important because there's classes that you can take on Guam, you can sign up for a class in the University, but there needs to be more spaces than that. And so for me it was just like, come to a coffee shop and I'll give you--I'll just give you some lessons in Chamorro. 'cause some people don't have the money or don't have the time to go and sign up for like a full on class. 00:39:31.835 --> 00:42:00.853 And so I kept these language classes going on Guam for a very long time. And it was pretty interesting because over the years, so many people kind of filtered through them. People who were like poli-- eventual politicians, activists, radical scholars. People would come on island and just like hang out at them just to kind of see what is this language class here? And the classes would be all types because they would be basically based on like whatever people were feeling. So sometimes it would be handouts with like a formal lesson. And then sometimes if people had a little bit more fluency, we would just play games in Chamorro. So like we would play Clue in Chamorro or we would play Scrabble in Chamorro. And then, we even played Dungeons and Dragons in Chamorro. And so sometimes we would just listen to music and then translate songs. And so it would just change depending on whoever came and whoever was coming. And so it was a very--it was a wonderful organic community space for language learning. And then the pandemic happened. And at that point I had maybe like 20 or 30 people who are coming every Friday, excuse me, every Saturday to the classes. And I just put it out to them in our WhatsApp chats like, well, I don't know when this is over the pandemic. Do you just want to meet on Zoom? And everyone said yes. And I said, well, are you okay if I also just like invite people online? I'll just put it out online too and say free Chamorro classes people can sign up and, and come, and when I say sign up, you just need to get the Zoom link and then you can just join. There's no formal sign up, there's no fees. You just have to come and then hang out. And I wasn't prepared for how like successful it was. In the first year, in 2020, we broke my Zoom 'cause there was a limit that I didn't know about where you could only have a hundred people. So then I had to like upgrade my Zoom for more people. And so that was--and then at the high point, like in August of 2020, over the course of three hours, because I would offer three levels, beginner, beginner, two, and then intermediate. There was 300 people in the class. 00:42:00.853 --> 00:42:00.864 Wow. 00:42:00.864 --> 00:45:39.264 And I'm always careful because people come to the class at different stages and for different reasons. So some people come are very serious learners. They want to study. They're going to come up with a plan for learning. Other people just feel the word in Chamorro is mahalang, meaning lonely, isolated, homesick. They just don't have any Chamorros around them. Maybe they're the only Chamorro in their corner of Wyoming or Vermont and maybe they've left the islands or maybe they are somebody where their family migrated to the United States in the fifties or sixties and then erased what it means to be Chamorro. Not just the language, but then even just-- 'cause I've encountered so many students where they wouldn't even use the word Chamorro at all because of pressures to assimilate or perhaps feelings of racism that were internalized. And so students come into the classes and they just are so excited to be in a space where like, I'm a Chamorro, I don't know what it means. Is it okay to be here? And I'm like, yeah, this is a space for everybody. Like you don't have to be the smartest Chamorro. You don't have to be the best Chamorro just--and you don't even have to be Chamorro. 'cause a bunch of people have Chamorro wives or husbands or partners or they have a-- like even in the program that we have now, four of the people in our immersion program here are not Chamorro. And so from this program, it's like, it's grown huge. And when I say people join because they have different needs and they're at different points, it's so true. Some people will turn on their cameras and they will take copious notes. Other people, you know, will basically be driving, you know, driving in their car, who knows where, other people will be cooking with their family, other people--one of my favorites is when one of the students had her camera off, but sometimes when she turned it on, it was clear that she was a nurse in a hospital. So her camera accidentally went on and like, she was in the hospital in the class. And like there was like a someone they were working on. And I was just like, Hey, it's okay. Go take care of that person and then you can come back. We understand, we appreciate your love of our language and culture, but don't worry it'll be here go, go help that person. But so that's-- for me, that's-- yeah, for me, as somebody who learned the language as a second language, it's key, right? Because, languages, you know, it's key to have a variety of spaces to meet a variety of needs. Sometimes people assume that you need one space or like one proposal, and that's simply not the case. Certain types of learners can use certain types of programs of learning, but heritage learners are so different. Heritage learners of languages even--are so dramatically different because even the excitement that somebody feels in learning the language can block them in learning the language. Because what they feel like, I should, I should be able to say this. I'm Chamorro. Doesn't my DNA give me an advantage? Your DNA doesn't really give you an advantage. Like there's ways that you--there's ways that your sort of, your spiritual connection, your cultural connection, it can help you. But it's not like downloading an app. 00:45:39.264 --> 00:50:13.034 And so from,--so June (June Pangelinan), and most people that are in the immersion program that we're having here at San Marcos, they were my Zoom language students. So June Pangelinan started--and Clarissa Mendiola, they started in, 2020. And then June actually came to Guam the following year. And she met with me. 'cause I work at the, as the curator at the Guam Museum. And she met with me when I was giving a number of my language students who had come on island at the same time. She met with me after I gave them a tour of the museum. And she asked me, she said, you know, coming to Guam and then like, finding that like my family, even those who speak Chamorro won't speak Chamorro to me. And I know it's hard for people to understand because there's, there's thousands, there's still tens of thousands of Chamorro speakers. But you also have to remember that they're not there to serve you and the language. So you have to create a relationship with them. And sometimes students have trouble with that 'cause they feel like, my grandma speaks Chamorro, she should just speak to me in Chamorro. Your grandma has a lot of--there's a lot of issues involved. Like, you need to, you know, you need to make your grandma feel loved and trusted and cared for. Like your grandma probably, she may have been a survivor of World War II in Guam, the Japanese occupation, she was probably punished for speaking Chamorro. So when you say, hey, just speak to me in Chamorro, you're like bumping up against a lot of things and you can help her get past those things, but your desire for her to teach you is not enough. She's got a lot of blocks and you can help her get through those. But part of it is decentering the self, not learning through the ego, not learning through the ego. That's like, that's the danger for heritage learners learning through the ego. It's the worst. So June had had that experience where she had like prepared herself to be on Guam and then her family that spoke Chamorro, like really didn't speak Chamorro to her. Like she tried, but they wouldn't, they would just speak English to her. And it's--the dynamics are tricky. 'cause for most people you wanna be understood, right? And for most people, we have cognitive maps of the world. We see people in languages. And so if you see a particular person, a particular body, if there's a particular place, a lot of times our minds assign a language to it instinctively. And it doesn't mean you can't use any language there, but what happens is that your brain part of it will fire up and you'll enter--So like when I walk in here, oh, English, English. But when I go, you know, if I go into my grandma and grandpa's house, oh, Chamorro, Chamorro. And so having people kind of understand that. But so for June, she asked me, she's like, do you think it would be possible to create like a program, like an immersion program where students can like level up their learning? And I was like, of course. Will you help organize it? Because if you agree to help, then I will absolutely teach it and I will help organize it, but I just don't have the time or ability to like run the program. And so June, as they say in Chamorro, geftao, very, very generous, gof geftao. She took that task on in 2022. And then her and then Clarissa took the task on in 2023 the second year. And then this year we decided to bring it out to the diaspora because there are far more Chamorros that live out in the diaspora than live in the islands at this point. But there's almost no infrastructure out here for language learning. And so, it's been beautiful. It's been beautiful. Like, creating these spaces. It's also very exhausting. This type of work is so exhausting, but seeing sort of people come to the culture, come to the language, even just hearing the differences from day one to day five in terms of how much Chamorro they're using, it's difficult because we don't practice sort of like an aggressive immersion model. Because I always tell people, you know, aggressive immersion models can be effective, but they are also not fun. 00:50:13.034 --> 00:52:16.784 Like, one of our participants in the first year, Jesse Lujan Bennett, she has a--her husband is Maori and he-- she was in a Chamorro immersion program, he was in a Maori immersion program that same year. And so in our program, people were like crying every day about sort of their identity, coming to terms with things. And then Jesse asked her husband, are you guys crying every day? And he's like, no? It's a language immersion program. Why would we like do that? We're here to learn a language. And so--but it's a--one of these things is-- so one of --at least for me, the way that I see it is that it's a language and culture immersion program. And so what you're doing is you're giving people this robust connection to language and culture. You're giving them language for sure, but you are also trying to forge a connection that will increase the chances that they will continue to learn, or that they will continue to take up to Chamorro causes, whether at their work, in their family, in in life, social media, whatever. But just so that in--because--and it's kind of tricky because yeah, we're in the classroom all day and then part of me just wants to say no. Like, if you just wanna learn the language, then there has to be less space for you to talk about your feelings. But I also recognize that if you do that, then people may come away from this and say well--'cause this is the danger of second, you know, heritage learners, is that they don't have to learn the language. There's oftentimes not like a--there's a desire to learn it, perhaps like an identity based desire to learn it. But if it's unpleasant, then they simply will stop learning it. And so that's like the balance for it. If it's a bootcamp, then they'll just stop learning. 00:52:16.784 --> 00:53:31.425 And so that's the trade off. That's the trade off is trying to find a balance there where people get as much of the language as possible, but they also have the space where they can kind of come express their identity, talk about their feelings. Which unfortunately because of where they're at in their language level, has to be in English. And then--but fundamentally though, all of this puts them in a better position that they will come back to the Zoom classes to keep learning, or they will take up learning in another way in their family. Because this is about permeating the foundation of who they are as opposed--So oftentimes what we say is more than words, sort of the more aggressive language immersion models are words, words, conversation. You give people that and that's what they regurgitate. We have a more holistic model, which has its advantages, has its dis disadvantages, but it is rooted in this idea of that we are shaping sort of the larger person and their identity. So that hopefully yeah, they won't--this isn't their only experience in learning Chamorro. (Glances at the clock) Oh yeah. Five more minutes.. 00:53:31.425 --> 00:53:38.235 Oh wow! May I ask a question? 00:53:38.235 --> 00:53:38.244 Sure. 00:53:38.244 --> 00:53:55.255 I wanted to go back to 16-year-old you when your grandparents invited you to come home. What made you decide to say yes? Like what were you--where was your mind when you said yes? Was there any hesitation. 00:53:55.255 --> 00:57:24.804 At that time--there was definitely some hesitation, but at that time I was just really unhappy with sort of being in where my family was living in California and then just not knowing who I was. And not having any ability to like--not having any real answers. And, yeah. And so looking back on it, and I think part of it too, at least at that time, I was feeling frustrated with my mom and my stepdad and I wanted to kind of get a break from them and get away. And then on Guam I would be more free with my grandparents. And so I think a lot of it came down to that, just wanting to kind of get away. And I wouldn't have admitted at that time that I had questions about who I was. But, I definitely had those questions. I had no idea, like I didn't know where I fit in. And it's always been difficult for me as sort of like a--as a mixed race man with light complected, skin, dark, you know, sometimes dark features, dark hair, and then sometimes sort of passing, sometimes not passing and then never knowing when it's gonna work. So even like where my mom stayed in California in Atascadero, like I remember as a teenager looking for a job and I just went--there's a help wanted sign in like some sort of like antique store. And then I walked in and then like the owner basically says, no, not you, not your kind out. And I was just like, what? And I was just like--I mean, it was a very racially segregated town at that time. I mean, now it's a little bit more gentrified as people move up to escape cities and stuff. But at that time it was basically a lot of, farms and stuff and people that worked on the farms and people that owned the farms. And so--but it was everywhere I went. So like, I remember walking into a comic bookstore in San Luis Obispo once and I was walking around 'cause I didn't have a car 'cause my mother was working and I was waiting for her to finish. And then I just had found a stick and I was walking aong--so I was just like walking with like a stick. And then like, I walked into the store and then the owner was like, you need to get out of here. We don't allow weapons in here. And I'm like, it's just, it's just a stick. He's like, no, no. That's a deadly weapon in the right hands. And I'm like, I don't know how to use it as a deadly weapon. And he's like, you need to get outta here. And I'm just like, what? So it was like--I didn't--so this--these sorts of things happened a lot like in just these ways. That was always like surprising. And one of the things that always was hurtful for me was that my--the middle brother Jack. So there's, from my mom and my dad, there's Jack--there's me, Jack and Jeremy. And then my middle brother Jack is very white passing. And so when we would--like, so when we would go into places, like he would never get harassed or never like--but then I would sort of get like rude treatment or get followed in stores and stuff like that. And so like --and so it was just sort of like this weird thing like where do I belong? Like what is this? 00:57:24.804 --> 01:00:18.525 I don't even understand like why people hate me or don't like me. And I had--didn't have enough consciousness at that time to even like be like a brown power sort of person or like racial consciousness. It just, it just sucked. And it made me angry at my father, my white father. 'cause he definitely didn't understand a lot of that. 'cause my white father at that time, both of my parents kind of didn't understand. They just saw me as being sort of like a rebellious teen. And then even my brother didn't quite understand at that time either. And so, going to Guam made perfect sense because I--it took a little while, but I found a place where I belonged. Yeah. And that was like a great feeling. just like thinking--and I feel it here too, when my kids, who are my teenagers who are here with us, when they're go around and they sort of feel--they kind of like it that you go around in San Marcos and no one knows you. And I'm like, yeah, I know that. But then after a while, you might miss the fact that no one knows you. 'cause I start to miss that if I'm in the States for too long and you don't know anybody. I miss that. 'cause yes, it is draining and exhausting to be on a small island where lots of people know you and you have all these connections and obligations, but it's also a full life. And so for me, what I loved about going home was that I became tun Jack's--tun is a sign--a marker of respect, tun Jack Lujan's grandson. And that gave me a place, and it was a place that I struggled with sometimes, but I eventually came to like it. Representing my grandfather, representing my family. You know, I'm not the one that you go to if you want food for the party, but if you want a lecture about, you know, Guam history, I'm the one that you go to if you want research on our family background. I'm the one that you go to if you want something translated into Chamorro, I'm the one that you go to. And so finding a place that was going back to Guam was kind of the start of that. And then not knowing, you know, just all of this kind of ambiguity. And then finally realizing like going home and then standing next to my grandparents and then being their grandson, and then feeling the pressure off of me. Like, oh, I'm their grandson. This--these are my roots. And at first, not liking that a lot, but then eventually accepting it and embracing it and liking it and enjoying it a lot. But, so that's, that's one of the reasons why. 01:00:18.525 --> 01:00:42.905 Your grandparents obviously had a huge influence on you. And you also spoke briefly by your Auntie Eleanor. Can you tell me who--what other people had a profound effect on, on your life path, whether or not they were personal connections or even, public figures who you looked up to at the time, and now whether they're in your community or not? 01:00:42.905 --> 01:00:57.434 Oh, yeah. Let me think here. There's a number of people that I could definitely highlight. I'm trying to think if I want to do more language focused or-- 01:00:57.434 --> 01:01:06.105 Yeah. Maybe a, maybe a bit of both. 01:01:06.105 --> 01:03:03.485 So, yeah, one of the things that I like to do in the way that I teach and the way that I engage people is to kind of talk about sort of the figures from our history that can kind of inspire them to go past, their feelings of insecurity. So like, for example, yesterday we were focusing in the language immersion program on Chamorro music. And so we divided into groups. Groups had to sing some Chamorro songs. They also had to translate an English song into Chamorro and then sing it for everybody. And then today--oh, and then I talked about, for example, one of sort of the most famous Chamorro singers, a man named Johnny Sablan, who's still alive. And so I always use him as an example for learners, because when Johnny Sablan was 20 years old, he had already a career as like a teeny bopper recording English music in California. But he had an experience when he was going to college in Monterey, California, where he was part of like an ethnic culture club. An ethnic music club. And when his friends told him, Hey, Johnny, can you share some Guamese songs with us? And he realized, because Johnny Sablan could not speak Chamorro, he realized that he didn't know any Chamorro songs except for like religious songs, church songs. He didn't know any Chamorro songs. And so that experience, that experience basically led him then to go and seek out his elders and collect Chamorro songs. And then what he did is he sold his motorbike that he had in California, and he bought studio time. And instead of continuing to record in English, he decided to record the first ever Chamorro language album. 01:03:03.485 --> 01:05:45.505 And I told the students, and I always remind students, and I say, he did this even though he wasn't fluent in Chamorro. So he recorded elders who worked with him to pronounce the words correctly, to help him memorize the words. And even when you hear that first album you can tell that he messes up. And even the Chamorro musicians who did the backup music teased him and said, what are you doing making a Chamorro record? You can't even speak the language. You shouldn't be doing this. And he said, somebody's gotta do it. And so I always tell them, I say, I always try to highlight the figures who push against the grain, who push back, because I always say, for my students in my work, I always invoke the saying, Anggen ti hita pues håyi? if not us, then who? So if Johnny Sablan hadn't recorded that first ever Chamorro vinyl record in 1968, when would that have happened? Who would've done it? Like, who was the right person to do it? 'cause people told Johnny Sablan, you're not the right person to do it. And so I love to share stories like that. So every time I start a a new Zoom class, I always present a figure from our history who was a pioneer in the language in some way to help inspire the students. And usually there're people that I knew who inspired me as well. So for me, I remained inspired by Johnny Sablan. 'cause that idea that you would put yourself out there when you couldn't even fluently speak Chamorro, but to make a whole record and then just put it out there, it's--in Chamorro they say matatnga, brave. It's audacious. And so for language learners, you need that nowadays. You need some bravery, you need some audacious. And so I'm always--I always like to share stories like that to inspire students and say, look, Johnny Sablan is now a symbol of Chamorro culture and language. He was where you are at now. He couldn't speak Chamorro. He had a grandmother who didn't speak English. So he kind of had to pantomime and make do, and he could understand a little bit with what she said. But he struggled in Chamorro. He could not speak it, but he said that every people have an identity. Every people have a song. And even if the songs that he makes are different, that the music, the instruments have changed. It's important that the Chamorro people have music just like everybody else. 01:05:45.505 --> 01:05:53.394 And so I, I love that idea. Just like, don't get stuck up in the idea. Like, just do it. 01:05:53.394 --> 01:05:54.605 Have you ever met him? 01:05:54.605 --> 01:06:10.385 Oh yeah. Oh yeah. I know Johnny, he's still around. He's still around. I always try to sit down with an interview for him, but he's been sick for a while. So he's difficult to interview nowadays. But one of these days I'll get to sit down and just spend the afternoon with him. 01:06:10.385 --> 01:06:19.000 Oh, I hope so. I have so many more follow up questions, but I think we have to wrap up, unfortunately. 01:06:19.000 --> 01:06:20.097 Oh, no. 01:06:20.097 --> 01:06:24.813 Is there anything, feel free to (gestures at water) yeah. 01:06:24.813 --> 01:06:26.385 Oh yeah. 01:06:26.385 --> 01:06:33.224 Is there anything else that you would like to say? Anything I should have asked about? Anything you want to cover? oh, 01:06:33.224 --> 01:06:40.065 No, no. Thank you for letting me talk and ramble. 01:06:40.065 --> 01:06:42.090 Can I ask one more question? 01:06:42.090 --> 01:06:43.536 Of course. Of course. 01:06:43.536 --> 01:06:55.784 You talk about your children a lot, your four kids. What kind of world do you want to see for them? Whether Chamorro related climate, anything. Like what's your vision for them? 01:06:55.784 --> 01:08:56.185 Oh yeah. That was really one of the reasons why I started to teach the Chamorro language, was that I was speaking to my kids in Chamorro, my older kids, my current teenagers. And I was realizing though, that as they get older, there was no other kids their age that could speak Chamorro. They have no cousins that can speak Chamorro. There's some other children, 'cause there are like, immersion schools for youth that can, that are trying to bring up speakers. But in general, there was not speakers. And so I could see them that I would speak Chamorro to them, but for the rest of the world, they would just speak English and the language would kind of fade away. So I just started--so one motivation for starting just the organic community classes was just to try to get more people to speak Chamorro. And in a university, there's all sorts of issues, bureaucracy, and it can be very good to have that, but it can also be very problematic. So I just said, let's, let's do it as easy as possible, just a coffee shop and people show up and then, you know, so people take this on, not because they want credit, not because of this. People just show up because they wanna show up. And so I do feel definitely depressed at times because I know--so for example, with my two older children, they speak to each other in English. They speak to me only in Chamorro. And I only speak to them in Chamorro, but they speak to each other in English. And so it was something which I struggled with for a very long time. Trying to kind of get them more comfortable and confident in the language. But, but ultimately it's hard because there's no--studies show that, you know, that young children, they tend not to adopt the language of their families. They tend to adopt the language of their peers. 01:08:56.185 --> 01:11:29.795 And so if there's no one speaking Chamorro around them, then kids aren't gonna like be picking up Chamorro. They're not gonna be using it 'cause they don't assign it social value. And they certainly don't assign social value to something from their parents at that time. So yes. But a lot of what I do is sort of related to trying to improve things for them. I've told, so Sumåhi, my oldest is 17 and Sumåhi's very good at writing in Chamorro. She serves as the youth representative for the Chamorro Language Commission in Guam. And she does not like to acknowledge it, but is a star for all of the students here. Everyone here like adores Sumåhi. 'cause they see her as like the future of the language. And so when I talk to my older kids, I tell them it's like, you know, there's gonna be a place for you in this language, in this culture. Like, I'm, creating a place for you. It's up to you what you wanna do with it. You don't have to accept it. You don't have to do what I say. Soon you'll be old enough that you can make your own choices. But I do hope that you come home, I do hope that you keep this alive and then--'cause the idea that this language has existed for thousands of years, but then within the lifetime of my children, it could disappear. Makes me very sad. And so for my older child, she understands it more. She definitely understands it more. Although she's trying to figure out things in terms of her own life choices, like where she wants to go to college and what she wants to do. And she doesn't really like the fame that she has. 'cause people on Guam come up to her and they say, Sumåhi, you're so cool. Sumåhi, you're so cool. Can I get a picture with you? And Sumåhi's like, who are you (Speaking Chamorro). Who's this person? And so--so yes. But in time I'm hoping-- I give them the space so that they don't have to participate if they don't want to and that they can do--They--But I always tell them, I hope you find your way back. 'cause this is, you know, this makes our family special, this makes us special. And so. Yeah. 01:11:29.795 --> 01:13:46.585 'cause what I always like to tell people is there's so many different ways that you can express love of your culture, of your identity, but your language is one that cannot be replaced with other sort of exchangeable forms. So I always tease people and say that you can buy a thousand shirts that express your cultural pride. You can make a thousand recipes that express your cultural pride. You can make a thousand pieces of jewelry, get a thousand tattoos all over your body. But none of those things, and all those things are important, but none of them replace the connection that your language gives you to your past. And so the difference though is that you still cannot buy your language the way you can buy a t-shirt, where you can buy a tattoo, where you can buy food. And so that's part of my goal here, is to impress upon people that your language is an irreplaceable part of your culture. And so for those of you who are--who wanna take on the task of keeping it alive, you keep alive a connection to our ancestors that, yeah, that is actually more durable and more powerful than a lot of the other things that you can buy at a festival or online. Yeah, yeah. It's true because, for the Chamorro people, we were the first people--we were likely the first people to settle the Pacific Islands to leave somewhere in Asia, in boats, in ships, and then settle the Marianas Islands 3,500 - 4,000 years ago. And so I always try to impress upon people that what we brought with us, a lot of that has changed dramatically. But in our language, so many of the words that we use today, those are the words that were first spoken with, the first breaths that came over with those first sellers. 01:13:46.585 --> 01:14:10.524 And so it's a harder road to become fluent in your language, but it is a deeper connection. And so this is not to say that if you don't know your language, you are less of a Chamorro, but you cannot substitute your connection to your language with food tattoos or, or t-shirts. Yeah. 01:14:10.524 --> 01:14:14.045 Thank you. 01:14:14.045 --> 01:14:14.965 (Coughs) Oh, excuse me. 01:14:14.965 --> 01:14:17.604 That's Alright. Thank you so much for chatting with me today, Michael. 01:14:17.604 --> 01:14:19.425 Oh, no problem. To Michael. 01:14:19.425 --> 01:14:21.965 It was a pleasure. 01:14:21.965 --> 01:14:23.965 Oh no, thank you. NOTE TRANSCRIPTION END ]]> https://rightsstatements.org/page/InC/1.0/?language=en video Property rights reside with the university. 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The researcher agrees not to record, reproduce, or disclose any Social Security number or other information of a highly personal nature that may be found. 0 https://archivesoralhistories.csusm.edu/ohms-viewer/render.php?cachefile=LujanBevacquaMichael_HoJennifer_2024-07-12.xml LujanBevacquaMichael_HoJennifer_2024-07-12.xml https://archivesearch.csusm.edu/repositories/3/resources/19 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lujan Bevacqua, Miget (Michael). Interview July 12, 2024. Description An account of the resource Michael Lujan Bevacqua is a Chamorro educator, language teacher, and activist. In this interview, he speaks on his experiences growing up in Guam and in California, the pivotal relationship with his grandparents and his path toward embracing his heritage and community. Identifier An unambiguous reference to the resource within a given context SC027-089 Subject The topic of the resource Chamorro language Chamorro (Micronesian people) -- History Chamorro (Micronesian people) -- Social life and customs Language revival Colonization -- Spain -- Oceania Colonization -- Japan Colonization -- United States -- Guam Grandparents Education Date A point or period of time associated with an event in the lifecycle of the resource 2024-07-12 Creator An entity primarily responsible for making the resource Miget (Michael) Lujan Bevacqua Contributor An entity responsible for making contributions to the resource Jennifer Ho Robert Sheehan Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Hawaii Guam Atascadero (Calif.) San Diego (Calif.) Publisher An entity responsible for making the resource available California State University San Marcos University Library Language A language of the resource This interview is conducted in English and Chamorro Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en" target="_blank" rel="noopener">In copyright</a> Rights Holder A person or organization owning or managing rights over the resource. Miget (Michael) Lujan Bevacqua License A legal document giving official permission to do something with the resource. <a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank" rel="noopener">https://creativecommons.org/licenses/by-nc/4.0/</a> Format The file format, physical medium, or dimensions of the resource video Asian Pacific Islander Desi American experience Community history Prugraman Sinipok https://archivesoralhistories.csusm.edu/files/original/ce87bf32829b06de7c64c4eb2cb64a5b.pdf 6b89a347e47776704b3c2f7de279a7e6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Transcripts Description An account of the resource Written oral histories and transcripts are available for researchers that prefer the written word, or to see the whole interview in a document. Transcripts of <a href="https://archivesoralhistories.csusm.edu/collections/show/5">audio and video files</a> are also available as part of those video files. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Forster, James. Interview Transcript, November 22, 2024. Creator An entity primarily responsible for making the resource James Robert Forster II Contributor An entity responsible for making contributions to the resource Jason Beyer Adel Bautista Marilyn Huerta Justin Gans Date A point or period of time associated with an event in the lifecycle of the resource 2024-11-22 Publisher An entity responsible for making the resource available California State University San Marcos University Library Language A language of the resource English Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en" target="_blank" rel="noopener">In copyright</a> Rights Holder A person or organization owning or managing rights over the resource. James Robert Forster II Format The file format, physical medium, or dimensions of the resource PDF Identifier An unambiguous reference to the resource within a given context ForsterJames_BeyerJason_2024-11-22_transcript Description An account of the resource James Robert Forster II served in Korea as a crew chief and flight mechanic for the U.S. Air Force during the Vietnam War and reached his highest rank of E5 Staff Sergeant. Forster recalled the challenges of an unaccompanied tour to Korea, the strains it put on his first marriage, as well as his return home during the height of the anti-war movement. He praised the education and experiences he gained from military service, including travel, recreation, training, and the G.I. Bill. After military service, Forster worked in the insurance business and met his wife at university. He reflected on his family, travels after retirement, and the life lessons he learned from military service. License A legal document giving official permission to do something with the resource. <a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank" rel="noopener">https://creativecommons.org/licenses/by-nc/4.0/</a> Is Part Of A related resource in which the described resource is physically or logically included. San Diego Veterans History Initiative Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Korea Vietnam Wichita (Kan.) San Jose (Calif.) Sacramento (Calif.) North China Sea Osan (Korea) Kunsan (Korea) Gwangju (Korea) Daegu (Korea) Mount Fuji (Japan) Tokyo (Japan) Okinawa (Japan) Taipei (Taiwan) Taichung (Taiwan) Tampa (Fla.) Portland (Or.) San Diego (Calif.) Caribbean El Cajon (Calif.) Chicago (Ill.) Type The nature or genre of the resource text Subject The topic of the resource United States. Air Force—Veterans Vietnamese Conflict, 1961-1975 Aircraft mechanics United States. Air Force—Noncommissioned officers West Valley College (Saratoga, Calif.) McClellan Air Force Base (Calif.) Kadena Air Base (Okinawa-ken, Japan) MacDill Air Force Base (Fla.) National University (San Diego, Calif.) California State University San Marcos Community history San Diego Veterans History Initiative Veteran experience https://archivesoralhistories.csusm.edu/files/original/9600f70f23c954b3488c1fa197feb842.pdf 72423fd74f806f323203d3233232e30f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Transcripts Description An account of the resource Written oral histories and transcripts are available for researchers that prefer the written word, or to see the whole interview in a document. Transcripts of <a href="https://archivesoralhistories.csusm.edu/collections/show/5">audio and video files</a> are also available as part of those video files. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Brodowsky, Glen. Interview transcript, 2024-06-14 Description An account of the resource Interview discusses Brodowsky’s career at CSUSM, starting with his journey into academia and his experience during the early years of the university, the campus, his work in development of policy and initiatives, as well as marketing, including the campus logo. Interview also discusses Brodowsky’s work in service at the university, his relationship with past university presidents, intercultural and cross-cultural marketing, his approach to teaching both at CSUSM and abroad at Brodowsky’s visiting professorships, the Jewish Faculty and Staff Association and the campus Jewish community, and his past year as Faculty Senate Chair. Creator An entity primarily responsible for making the resource Brodowsky, Glen Contributor An entity responsible for making contributions to the resource Visintainer, Sean Sheehan, Robert Date A point or period of time associated with an event in the lifecycle of the resource 2024-06-14 Subject The topic of the resource California State University San Marcos California State University San Marcos. Administrative Building California State University San Marcos. Faculty Senate California State University San Marcos. Jewish Faculty and Staff Association California State University San Marcos. Marketing Department Cross-cultural marketing Gonzalez, Alexander Haynes, Karen S. Intercultural marketing Neufeldt, Ellen California State University San Marcos--Faculty Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant San Marcos (Calif.) Taiwan Ecuador Copenhagen (Denmark) Shanghai (China) Buffalo (N.Y.) Publisher An entity responsible for making the resource available California State University San Marcos University Library Language A language of the resource English Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en" target="_blank" rel="noopener">In copyright</a> Rights Holder A person or organization owning or managing rights over the resource. Glen Brodowsky License A legal document giving official permission to do something with the resource. <a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank" rel="noopener">https://creativecommons.org/licenses/by-nc/4.0/</a> Identifier An unambiguous reference to the resource within a given context BrodowskyGlen_VisintainerSean_2024-06-14_transcript CSUSM history Jewish experience https://archivesoralhistories.csusm.edu/files/original/13134d02db11b020ca74cefe02bf7d86.pdf 2bc5a9d5da4cccd177519f4ba03d3105 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Transcripts Description An account of the resource Written oral histories and transcripts are available for researchers that prefer the written word, or to see the whole interview in a document. Transcripts of <a href="https://archivesoralhistories.csusm.edu/collections/show/5">audio and video files</a> are also available as part of those video files. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Rafael, Joel. Interview transcript, September 23, 2025. Description An account of the resource Joel Rafael is an American singer-songwriter and folk musician from San Diego County, California. Joel has been making music with his band and solo for over fifty years. He is well known for his writing and performance in the style of Woody Guthrie. In this part two interview, Rafael discusses the evolution of his musical career and the formation of The Joel Rafael Band. Creator An entity primarily responsible for making the resource Joel Rafael Contributor An entity responsible for making contributions to the resource Jennifer Fabbi Date A point or period of time associated with an event in the lifecycle of the resource 2025-09-23 Subject The topic of the resource Songwriters -- United States San Diego Wild Animal Park Folk music festivals—United States California condor — Conservation — United States Record labels Folk music — United States — The Joel Rafael Band Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Escondido (Calif.) West (U.S.) Santa Monica (Calif.) Burbank (Calif.) Poway (Calif.) Los Angeles (Calif.) Kerrville (Texas) Publisher An entity responsible for making the resource available California State University San Marcos University Library Language A language of the resource English Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en" target="_blank" rel="noopener">In copyright</a> Rights Holder A person or organization owning or managing rights over the resource. Joel Rafael Format The file format, physical medium, or dimensions of the resource text Identifier An unambiguous reference to the resource within a given context RafaelJoel_FabbiJennifer_2025-09-23_transcript Art and artists Community history https://archivesoralhistories.csusm.edu/files/original/67921431bd6e9ca8ce1ba1d3c044d068.pdf 7cbc407be4bff4412696fcbf4fb57a8f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Transcripts Description An account of the resource Written oral histories and transcripts are available for researchers that prefer the written word, or to see the whole interview in a document. Transcripts of <a href="https://archivesoralhistories.csusm.edu/collections/show/5">audio and video files</a> are also available as part of those video files. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lacea, Jan Michael Letigio. Interview transcript, November 8, 2024. Description An account of the resource Jan Michael Letigio Lacea served in the Navy for eight years. He was frocked Petty Officer First Class HM1 (Hospital Corpsman First Class) before he left the service. Lacea described his service in the Philippines for Operation Enduring Freedom, and he reflected on his own identity as a Filipino American immigrant. He also recounted his return to civilian life, attending graduate school at CSU San Marcos, the support he received from the CSUSM Veterans’ Center, and the life lessons he learned from military service. Creator An entity primarily responsible for making the resource Jan Michael Letigio Lacea Contributor An entity responsible for making contributions to the resource Jason Beyer Adel Bautista Marilyn Huerta Justin Gans Date A point or period of time associated with an event in the lifecycle of the resource 2024-11-08 Subject The topic of the resource California State University San Marcos Camp Pendleton (Calif.) Marine Corps Air Station Miramar (Calif.) Missouri State University Operation Enduring Freedom, 2001-2014 -- Philippines San Diego State University United States. Navy United States. Navy -- Hospital corpsmen Veterans -- United States Great Lakes (Ill.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant San Marcos (Calif.) Fallbrook (Calif.) Cebu City (Philippines) Springfield (Mo.) Okinawa (Japan) Louisiana San Antonio (Tex.) Zamboanga (Philippines) Manila (Philippines) Boracay (Philippines) Bohol (Philippines) Arkansas Marawi (Philippines) Iraq Afghanistan North County San Diego (Calif.) Publisher An entity responsible for making the resource available California State University San Marcos University Library Language A language of the resource English Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en" target="_blank" rel="noopener">In copyright</a> Rights Holder A person or organization owning or managing rights over the resource. Jan Michael Letigio Lacea License A legal document giving official permission to do something with the resource. <a href="https://creativecommons.org/licenses/by-nc/4.0/">https://creativecommons.org/licenses/by-nc/4.0/</a> Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context LetigioLaceaJan_BeyerJason_2024-11-08_transcript Is Part Of A related resource in which the described resource is physically or logically included. San Diego Veterans History Initiative Asian Pacific Islander Desi American experience Community history San Diego Veterans History Initiative Veteran experience https://archivesoralhistories.csusm.edu/files/original/35797804fc33e8d010236287b48c80c3.pdf 80e41cfd585b5a8d35eb1bdf0d1c6409 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Transcripts Description An account of the resource Written oral histories and transcripts are available for researchers that prefer the written word, or to see the whole interview in a document. Transcripts of <a href="https://archivesoralhistories.csusm.edu/collections/show/5">audio and video files</a> are also available as part of those video files. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lujan Bevacqua, Miget (Michael). Interview transcript 2024-07-12. Description An account of the resource Michael Lujan Bevacqua is a Chamorro educator, language teacher, and activist. In this interview, he speaks on his experiences growing up in Guam and in California, the pivotal relationship with his grandparents and his path toward embracing his heritage and community. Creator An entity primarily responsible for making the resource Miget (Michael) Lujan Bevacqua Contributor An entity responsible for making contributions to the resource Jennifer Ho Robert Sheehan Date A point or period of time associated with an event in the lifecycle of the resource 2024-07-12 Subject The topic of the resource Chamorro language Chamorro (Micronesian people) -- History Chamorro (Micronesian people) -- Social life and customs Language revival Colonization -- Spain -- Oceania Colonization -- Japan Colonization -- United States -- Guam Grandparents Education Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Hawaii Guam Atascadero (Calif.) San Diego (Calif.) Publisher An entity responsible for making the resource available California State University San Marcos University Library Language A language of the resource This interview is conducted in English and Chamorro Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In copyright</a> Rights Holder A person or organization owning or managing rights over the resource. Miget (Michael) Lujan Bevqacqua License A legal document giving official permission to do something with the resource. <a href="https://creativecommons.org/licenses/by-nc/4.0/">https://creativecommons.org/licenses/by-nc/4.0/</a> Format The file format, physical medium, or dimensions of the resource Text Identifier An unambiguous reference to the resource within a given context LujanBevacquaMichael_HoJennifer_2025-11-21_transcript Community history https://archivesoralhistories.csusm.edu/files/original/263b2399055fdac2b7ee4b09862c9925.pdf c057803dbcbcd7c0815a75f8fc024020 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Transcripts Description An account of the resource Written oral histories and transcripts are available for researchers that prefer the written word, or to see the whole interview in a document. Transcripts of <a href="https://archivesoralhistories.csusm.edu/collections/show/5">audio and video files</a> are also available as part of those video files. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Goldberg, Merryl. Interview transcript, April 9, 2025. Description An account of the resource Dr. Merryl Goldberg is a musician, author, and professor in the School of Arts at California State University San Marcos. She is the director of Center ARTES, which encourages artistic education for every student in California curriculum. In addition to being a founding member of the Klezmer Conservatory Band, Goldberg has toured internationally as a professional saxophonist. In combination to her musical skills, she devised a secret code using sheet music that helped smuggle stories out of the Soviet Union. This oral history was created in partnership with the CSUSM History Department and made possible with the generous funding of the Ellie Johns Scholarship Fund at Rancho Santa Fe Foundation and the Library Guild of Rancho Santa Fe. Creator An entity primarily responsible for making the resource Merryl Goldberg Contributor An entity responsible for making contributions to the resource Aaron Williams Date A point or period of time associated with an event in the lifecycle of the resource 2025-04-09 Subject The topic of the resource California State University San Marcos. Center ARTES California State University San Marcos. Music California State University San Marcos. School of Arts Klezmer Conservatory Band Klezmer music Smuggling -- Soviet Union Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Boston (Mass.) San Marcos (Calif.) Soviet Union Publisher An entity responsible for making the resource available California State University San Marcos University Library Language A language of the resource English Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In copyright</a> Rights Holder A person or organization owning or managing rights over the resource. Merryl Goldberg License A legal document giving official permission to do something with the resource. <a href="https://creativecommons.org/licenses/by-nc/4.0/">https://creativecommons.org/licenses/by-nc/4.0/</a> Format The file format, physical medium, or dimensions of the resource text Identifier An unambiguous reference to the resource within a given context GoldbergMerryl_WilliamsAaron_2025-04-09_transcript Activists and activism Art and artists CSUSM history History Department internship Jewish experience Women's experience https://archivesoralhistories.csusm.edu/files/original/77642e5342fb2141d291dcb4f2a39c8f.pdf c2109654a869454e378d11e588fb884f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Transcripts Description An account of the resource Written oral histories and transcripts are available for researchers that prefer the written word, or to see the whole interview in a document. Transcripts of <a href="https://archivesoralhistories.csusm.edu/collections/show/5">audio and video files</a> are also available as part of those video files. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource HG Solomon, Lucy. Interview transcript, April 17, 2025. Description An account of the resource Oral history interview of Lucy HG Solomon, April 17, 2025. Lucy HG Solomon is a professor in the Department of Art, Media, and Design at California State University, San Marcos. In this interview, she discusses her collaborations with the League of Imaginary Scientists and with Cesar Baio as Cesar & Lois, along with how she works across art and science to talk about intersections in climate, AI, and society. She reveals the importance of cross-disciplinary exploration for students. This oral history was created in partnership with the CSUSM History Department and made possible with the generous funding of the Ellie Johns Scholarship Fund at Rancho Santa Fe Foundation and the Library Guild of Rancho Santa Fe. Creator An entity primarily responsible for making the resource Lucy HG Solomon Contributor An entity responsible for making contributions to the resource Christine Frazier Date A point or period of time associated with an event in the lifecycle of the resource 2025-04-17 Subject The topic of the resource Art and artificial intelligence Art and science Border Art Collective California State University San Marcos -- Faculty California State University San Marcos. Biology California State University San Marcos. Cognate Collective California State University San Marcos. Data and Transdisciplinary Art Laboratory California State University San Marcos. School of Arts Environmentalism in art Interdisciplinary approach in education Mars Rover Project Physarum polycephalum Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Oileán Ruaidh (Ireland) San Marcos (Calif.) Publisher An entity responsible for making the resource available California State University San Marcos University Library Language A language of the resource English Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In copyright</a> Rights Holder A person or organization owning or managing rights over the resource. Lucy HG Solomon License A legal document giving official permission to do something with the resource. <a href="https://creativecommons.org/licenses/by-nc/4.0/">https://creativecommons.org/licenses/by-nc/4.0/</a> Format The file format, physical medium, or dimensions of the resource text Identifier An unambiguous reference to the resource within a given context HGSolomonLucy_FrazierChristine_2025-04-17_transcript Art and artists CSUSM history History Department internship Women's experience https://archivesoralhistories.csusm.edu/files/original/e65b97d315ca4d4d50564b970e124827.pdf 2aacebaf11afc9c5c1d34ab0000c4551 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Transcripts Description An account of the resource Written oral histories and transcripts are available for researchers that prefer the written word, or to see the whole interview in a document. Transcripts of <a href="https://archivesoralhistories.csusm.edu/collections/show/5">audio and video files</a> are also available as part of those video files. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Mifflin, Marnie. Interview transcript, February 2023. Description An account of the resource Transcript of interview with Margaret "Marnie" Mifflin. Mifflin shares her experience living throughout Southern California as an active community member and dedicated volunteer. In this interview, she recounts working as a switchboard operator, hospital aide, bus driver, and docent in Camp Pendleton. Mifflin also discusses her marriage to a U.S. Marine, motherhood, and civic engagement. This interview was recorded as part of the North County Oral History Initiative, a partnership between California State University San Marcos and San Marcos Historical Society & Heritage Park. This initiative was generously funded by the Center for Engaged Scholarship at CSU San Marcos. Creator An entity primarily responsible for making the resource Margaret Mifflin Contributor An entity responsible for making contributions to the resource Faye Jonason Robert Mifflin Melissa Martin Date A point or period of time associated with an event in the lifecycle of the resource 2023-02-24 Subject The topic of the resource Bus drivers Camp Pendleton (Calif.) Hospitals -- Employees Marine Corps spouses Motor vehicle drivers Tour guides (Persons) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Fallbrook (Calif.) Oceanside (Calif.) San Clemente (Calif.) Publisher An entity responsible for making the resource available California State University San Marcos University Library Language A language of the resource English Source A related resource from which the described resource is derived SC-027 Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/vocab/InC/1.0/">In copyright.</a> Rights Holder A person or organization owning or managing rights over the resource. Margaret Mifflin License A legal document giving official permission to do something with the resource. <a href="https://creativecommons.org/licenses/by-nc/4.0/">https://creativecommons.org/licenses/by-nc/4.0/</a> Type The nature or genre of the resource text Identifier An unambiguous reference to the resource within a given context MifflinMargaret_JonasonFaye_2023-02-24_Transcript Community history North County Oral History Initiative Women's experience