9 10 208 https://archivesoralhistories.csusm.edu/files/original/f1954c51e658c7c1490af7202f3dbde2.pdf 5ca2c1981c17983bb5b3e2fb65211dd5 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 Taitingfong, David. Interview Transcript August 30th, 2024. Description An account of the resource David Taitingfong is a member of the Chamorro community and involved with the group Prugraman Sinipok, which teaches a two week Chamorro language immersion program. David describes his involvement with Prugraman Sinipok and how his interest in sharing the Chamorro lanugage and culture has shaped his life. Creator An entity primarily responsible for making the resource David Taitingfong Contributor An entity responsible for making contributions to the resource Robert Sheehan Date A point or period of time associated with an event in the lifecycle of the resource 2025-07-22 Subject The topic of the resource Language revival Chamorro language Chamorro (Micronesian people) -- History Chamorro (Micronesian people) -- Social life and customs Colonization -- Spain -- Oceania Colonization -- Japan Colonization -- United States -- Guam Decolonization -- Guam Publisher An entity responsible for making the resource available California State University San Marcos University Library Language A language of the resource 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. David Taitingfong 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 TaitingfongDavid_SheehanRobert_2025-07-22_Transcript Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Guam, United States San Diego (Calif.) Asian Pacific Islander Desi American experience Community history Prugraman Sinipok https://archivesoralhistories.csusm.edu/files/original/5b0f05f2cf213129ba63269ce29c982c.pdf e70f492593d23d2cab0d1ff78b24ba9c 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 White, Alex. Interview transcript, April 8, 2024 Description An account of the resource Alex White is a Chamorro activist who experienced a two week long Chamorro immersion program histed by the Prugraman Sinipok organization. In this interview, he speaks on his experiences growing up in Colorado, his engagement with Chamorro culture, and his path to learning the Chamorro language. Creator An entity primarily responsible for making the resource Alex White Contributor An entity responsible for making contributions to the resource Robert Sheehan Date A point or period of time associated with an event in the lifecycle of the resource 2024-04-08 Subject The topic of the resource Language revival Chamorro language Chamorro (Micronesian people) -- History Chamorro (Micronesian people) -- Social life and customs Colonization -- Spain -- Oceania Colonization -- Japan Colonization -- United States -- Guam Decolonization -- Guam Publisher An entity responsible for making the resource available California State University San Marcos University Library Language A language of the resource 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. Alex White 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> Identifier An unambiguous reference to the resource within a given context WhiteAlex_SheehanRobert_2025-07-22_transcript Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Guam San Diego County (Calif.) Colorado Type The nature or genre of the resource text Asian Pacific Islander Desi American experience Community history Prugraman Sinipok https://archivesoralhistories.csusm.edu/files/original/e39a7269adfb6f617332ddb8b0f26292.pdf 93a95fbeaad3844a182564173482e50e 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 Gilmore, Geoffrey. Interview transcript, April 14th, 2021. Description An account of the resource Dr. Geoffrey Gilmore played a key role in the development of the Black Student Center at CSUSM. In this interview, Gilmore touches on the issues of Black people within academic spaces and his experience helping students to succeed on a university level. Dr. Gilmore also discusses his own history as he moved from Los Angeles to Seattle, and back to California. Creator An entity primarily responsible for making the resource Geoffrey Gilmore Contributor An entity responsible for making contributions to the resource Sierra Jenkins Date A point or period of time associated with an event in the lifecycle of the resource 2021-04-14 Subject The topic of the resource Activism, Student Anti-Black Racism California State University San Marcos, Black Student Center Student Success, Black Black experience in America Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Los Angeles (Calif.) Seattle (Wash.) 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." target="_blank" rel="noopener">In copyright</a> Rights Holder A person or organization owning or managing rights over the resource. Geoffrey Gilmore Format The file format, physical medium, or dimensions of the resource text Identifier An unambiguous reference to the resource within a given context GilmoreGeoffrey_JenkinsSierra_2021-04-14_transcript Is Part Of A related resource in which the described resource is physically or logically included. Black Student Center Oral History Project Black experience Black Student Center Oral History Project https://archivesoralhistories.csusm.edu/files/original/5c41e45a9e19b8754a22c3428a572fc2.mp4 e282ae6225774ef6b527980b1089ce42 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> 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 history of Karen Schaffman, June 5, 2025 Creator An entity primarily responsible for making the resource Karen Schaffman 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 2025-06-05 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. Karen Schaffman License A legal document giving official permission to do something with the resource. https://creativecommons.org/licenses/by-nc/4.0/ Description An account of the resource Dr. Karen Schaffman is a Professor of Dance at California State University San Marcos since 2002. She has been pivotal to the development of the Dance program at CSUSM. For Karen dancing is a transformative, healing and transgressive force for self-awareness, political change and social communication. In this interview, Schaffman covers her early exposure to dance, her formal education, international work, and her time at CSUSM. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Connecticut Amherst (Mass.) Riverside (Calif.) San Francisco (Calif.) Holland Germany San Marcos (Calif.) Subject The topic of the resource Higher education Dance Study and teaching Improvisation in dance Movement education California State University San Marcos -- Faculty Type The nature or genre of the resource moving image Art and artists CSUSM history Women's experience https://archivesoralhistories.csusm.edu/files/original/7dcf86c4fe6bc8b429316d83d49b9a41.mp4 4b944af44d5690584c9a4c8d3ca857cd 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 history of David Taitingfong, August 30, 2024 Description An account of the resource David Taitingfong is a member of the Chamorro community and involved with the group Prugraman Sinipok, which teaches a two week Chamorro language immersion program. David describes his involvement with Prugraman Sinipok and how his interest in sharing the Chamorro lanugage and culture has shaped his life. Creator An entity primarily responsible for making the resource David Taitingfong Contributor An entity responsible for making contributions to the resource Robert Sheehan Date A point or period of time associated with an event in the lifecycle of the resource 2024-08-30 Subject The topic of the resource Language revival Chamorro language Chamorro (Micronesian people) -- History Chamorro (Micronesian people) -- Social life and customs Colonization -- Spain -- Oceania Colonization -- Japan Colonization -- United States -- Guam Decolonization -- Guam Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Guam, United States 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"><strong>In copyright</strong></a> Rights Holder A person or organization owning or managing rights over the resource. David Taitingfong License A legal document giving official permission to do something with the resource. https://creativecommons.org/licenses/by-nc/4.0/ Type The nature or genre of the resource Audio file Identifier An unambiguous reference to the resource within a given context TaitingfongDavid_SheehanRobert_2024-08-30 Is Part Of A related resource in which the described resource is physically or logically included. community history https://archivesoralhistories.csusm.edu/files/original/b428ee31bab3ba47aa9b2353b1ee70e4.pdf 88bb2f40eee9163df7c45f0134d9cf7f 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 Stevenson, Ariel. Interview transcript, April 15, 2021. Description An account of the resource Ariel Stevenson works in the Office of Inclusive Excellence at California State University San Marcos where she works closely with students to increase the diversity on campus. Stevenson has been on campus for 15 years. In this interview Stevenson discusses her impact on campus, including the way she helped get the Black Student Center open through student impact and support. She also discusses her experience as a Black student and CSUSM employee. Creator An entity primarily responsible for making the resource Ariel Stevenson Contributor An entity responsible for making contributions to the resource Ayana Ford Date A point or period of time associated with an event in the lifecycle of the resource 2021-04-15 Subject The topic of the resource Activism, Student Anti-Black Racism California State University San Marcos, Black Student Center California State University San Marcos, Office of Inclusive Excellence Student success, Black 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.) Farrell (Penn.) Warren (Ohio) Reading (Penn.) 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. Ariel Stevenson Format The file format, physical medium, or dimensions of the resource text Identifier An unambiguous reference to the resource within a given context StevensonAriel_FordAyana_2021-04-15_transcript Is Part Of A related resource in which the described resource is physically or logically included. Black Student Center Oral History Project Black experience Black Student Center Oral History Project https://archivesoralhistories.csusm.edu/files/original/7544e0fd4dd9179f144e1eb4d985afb4.pdf aa25757789fa26e5e45dc03a2a2c51dd 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 Johnson, Jamaéla. Interview transcript, April 30, 2021. Description An account of the resource Jamaéla Johnson is an alumna of California State University San Marcos. While at CSUSM, she worked in various capacities on campus with the Gender Equity Center, the Black Student Union, and Associated Students Incorporated (ASI). Much of her work involved talking and working with fellow students regarding their shared needs around campus. In her interview, Johnson discusses her roles in advocating for the Black Student Center, as well as the journey towards the Center's opening. Creator An entity primarily responsible for making the resource Jamaéla Johnson Contributor An entity responsible for making contributions to the resource Ayana Ford Date A point or period of time associated with an event in the lifecycle of the resource 2021-04-30 Subject The topic of the resource Black experience in America California State University San Marcos, Associated Students Incorporated California State University San Marcos, Black Student Center California State University San Marcos--Students 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.) 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. Jamaéla Johnson Format The file format, physical medium, or dimensions of the resource text Identifier An unambiguous reference to the resource within a given context JohnsonJamaéla_FordAyana_2021-04-30_transcript Is Part Of A related resource in which the described resource is physically or logically included. Black Student Center Oral History Project Black experience Black Student Center Oral History Project https://archivesoralhistories.csusm.edu/files/original/f9051e89eaf3907515a0840ab7845661.pdf b10d29ee67186d73e18da3f3f54052eb 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 Cull, Lynda. Interview transcript, May 11, 2017. Description An account of the resource Oral history interview of Lynda Cull on May 11, 2017 at Stone World Bistro and Gardens, Escondido, CA. Cull is a home brewer and financial consultant specializing in the beer industry. In this interview, Lynda discusses how she got into home brewing and her career as a financial professional in the brewing industry. She speaks to her experience with brewing groups in the San Diego area and as a woman in the brewing industry. Creator An entity primarily responsible for making the resource Lynda Cull Contributor An entity responsible for making contributions to the resource Judith Downie Date A point or period of time associated with an event in the lifecycle of the resource 2017-05-11 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" title="In copyright">https://rightsstatements.org/page/InC/1.0/?language=en</a> Rights Holder A person or organization owning or managing rights over the resource. California State University San Marcos Format The file format, physical medium, or dimensions of the resource text Identifier An unambiguous reference to the resource within a given context CullLynda_DownieJudith_2017-05-11_ADAtranscript Subject The topic of the resource Brewing industry -- California -- History Microbreweries -- California -- San Diego County Home brewing 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.). San Diego (Calif.), Spain Brewchive(r) Community history Women's experience https://archivesoralhistories.csusm.edu/files/original/b7e2e7222d260ca5443d68b16165a3cd.pdf 906ec8914dc64d4d28d2752d91f3e08a 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 Macchia, Jerry. Interview transcript, May 13, 1992. Description An account of the resource Transcript of interview conducted May 12, 1992 by CSUSM Library Dean Marion Reid with Green Tiger Press owner/publisher Jerry Macchia. In his interview, Macchia speaks to his experience in taking over Green Tiger Press in 1986; his work before taking over Green Tiger Press with a forklift company in Michigan; shifting from a printing house to a publisher model; the Press's original owners, Harold and Sandra Darling and Harold Leigh; and the general history of the Press, its logo and name, and business operations. Macchia delves into the sale of Green Tiger Press to Simon & Schuster in detail, and discusses his involvement in leasing the San Marcos, California former Green Tiger building to California State University San Marcos, where the university's Foundation operations were housed, as well as overflow shelving for the library. Creator An entity primarily responsible for making the resource Jerry Macchia Contributor An entity responsible for making contributions to the resource Marion Reid Sean Visintainer Date A point or period of time associated with an event in the lifecycle of the resource 1992-05-13 Subject The topic of the resource California State University San Marcos California State University San Marcos. Foundation California State University San Marcos. University Library Green Tiger Press Publishers and publishing -- California -- San Diego -- History Simon and Schuster (Inc.) 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 Diego (Calif.) 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> Format The file format, physical medium, or dimensions of the resource text Identifier An unambiguous reference to the resource within a given context SC060-01 MacchiaJerry_ReidMarion_1992-05-13_transcript Community history CSUSM history 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 Ayana Ford Interviewee The person(s) being interviewed Jamaéla Johnson 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=JohnsonJamaela_FordAyana_2021-04-30_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. CSUSM Alumni;Black Student Center;Black Alumni;Black Hair Movement;, Black Lives Matter;Historically Black Colleges and Universities 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 Johnson, Jamaéla. Interview April 30th, 2021. SC027-06 01:27:19 SC027 California State University San Marcos University Library oral history collection CSUSM This oral history was made possible in collaboration with the Black Student Center and with generous funding from the Instructionally Related Activities fund. csusm CSUSM Alumni ; Black Student Center ; Black Alumni ; Black Hair Movement ; , Black Lives Matter ; Historically Black Colleges and Universities Jamaéla Johnson Ayana Ford moving image JohnsonJamaela_FordAyana_2021-04-30_access.mp4 0 https://archivesoralhistories.csusm.edu/files/original/d1cb5006f34388220bea424317dbad95.mp4 Other video 0 Introduction Oral history interview of Jamaéla Johnson, April 30th, 2021, by Ayana Ford, University Library, California State University San Marcos. 0 ["[\"[\\\"\\\"]\"]"] 41 Childhood Johnson briefly discusses her childhood in southeastern region of San Diego and her appreciation for growing up with people who look like her. southeastern San Diego ; only child ; culturally dense 0 [""] 128 Discovering an understanding of Blackness Johnson speaks about how her experience in school including her first teachers of color contributed to her belief that she was capable of excelling in education. values ; gifted and talented education ; GATE ; academics ; teachers of color ; potential 0 ["[\"\"]"] 284 Learning about Black history and the Black experience in childhood and adolescence Johnson talks about her exposure to Black history in school, which was superficial at first but became deeper as she as she got into high school and joined the Black Coal and Rose Society. Black history ; Rosa Parks ; Malcom X ; Black Coal and Rose Society ; Black History Month ; Garrett Morgan ; Ida B. Wells ; Civil Rights Movement ; Dr. Martin Luther King, Jr. 0 ["[\"[\\\"[\\\\\\\"[\\\\\\\\\\\\\\\"[\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\"\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\"]\\\\\\\\\\\\\\\"]\\\\\\\"]\\\"]\"]"] 493 Personal impact of Black activism and social justice movements Johnson reflects on how the Civil Rights Movement, Black feminism, and the natural hair movement played an important part in her identity development. Civil Rights Movement ; natural hair movement ; Black feminism ; Women's Center, Gender Equity Center, Historically Black Colleges and Universities ; HBCUs 0 ["[\"\"]"] 1314 Impact of the Black Lives Matter movement Johnson discusses her early recollections of the Black Lives Matter movement, with the death of Trayvon Martin. She talks about the impact of police brutality and her identity formation around being a Black student in a predominantly white institution. Black Lives Matter ; Trayvon Martin trial ; police brutality ; predominantly white institution 0 [""] 1590 Johnson’s role in the establishment of the Black Student Center Johnson speaks about her role as Vice President of Student University Affairs for Associate Students Incorporated (ASI) and how this role afforded her the ability to listen to students needs and understand their desires for a Black Student Center. She was able to then convey this information to the campus administration. During this time, she was also a member of the first all-women of color executive team for ASI. Black Student Center ; Associated Students Incorporated ; diversity and inclusion ; student advocacy ; Tiffaney Boyd ; Bianca Garcia ; Black African American fraternities and sororities ; leadership ; women of color 0 [""] 2080 Vision of the students and faculty for the Black Student Center Johnson discusses the top three priorities for a Black Student Center: community, mentorship, and scholarship. community ; mentorship ; scholarship ; vision ; Black Student Center 0 [""] 2289 University Administration’s vision for the Black Student Center Johnson speaks about two administrative priorities for the Black Student Center: acknowledging student voices and creating a vehicle for student success of some of CSUSM’s most vulnerable populations. She also discusses other campus centers that could be used as a blueprint for the Black Student Center. student success ; resolution ; blueprint ; Women's Center ; Gender Equity Center ; LGBTQ Pride Center ; California Indian Culture and Sovereignty Center ; Latinx Center 0 [""] 2452 Opposition to the creation of the Black Student Center Johnson reflects on the opposing viewpoints and tensions preceding the approval of the Black Student Center. During this time, ASI passed a resolution in favor of creating a Black Student Center but not without opposing viewpoints being shared. A list of demands was also created and sent to University administration. Black Student Center ; resistance to change ; finances ; Compton Cookout ; Black Lives Matter ; Black Power movement ; Black Student Union ; demands ; resolution ; opposing views ; task force ; Associated Students Incorporated ; heightened police presence 0 [""] 3334 The process of opening the Black Student Center Johnson discusses the lead up to the opening of the Black Student Center, including the development of a task force, budget approval, and allocated physical space. task force ; budget ; Black Student Center ; University Student Union ; physical space ; renovation 0 [""] 3561 The Black Student Center Grand Opening Johnson reflects on the grand opening of the Center, her transition from student to staff, and sitting in on the first Black Student Center director search. grand opening ; rewarding ; transition to staff ; Akilah Green ; Tiffaney Boyd ; director 0 [""] 3676 Leaders on the Black Student Center project, their contributions, and unsung heroes Johnson lists organizations and people who were instrumental in the development of the Black Student Center and reflects on the connections she made through the process. Movimiento Estudiantil Chicano de Aztlán ; MEChA ; Kai Guzman ; Dr. Sharon Elise ; Geoffrey Gilmore ; Dr. Dang Chonwerawong ; Akilah Green ; Tiffaney Boyd ; Bianca Garcia ; Louis Adamsel ; Jake Northington ; Daniel Fare ; Dr. Lorena Checa ; President Karen Haynes ; graduation ; connections 0 [""] 4033 Early focus of the Black Student Center’s initiatives, programming, events Johnson lists some of the early initiatives of the Black Student Center including collaborations to bring in prominent Black speakers and connections with local community colleges. University Hour ; Unity Hour ; community building, community colleges ; Miracosta College ; Tulsa Race Riots ; Black Wall Street ; Dr. Cornell West ; Black Faculty and Staff Association ; collaboration ; Black Panther Party ; women’s appreciation 0 [""] 4479 Insight on the main purpose of establishing the Black Student Center and its role as students return to campus post-Covid Johnson discusses how the main purpose of the Black Student Center is to have a space for Black students, faculty, and staff to be able to meet and fellowship with one another. This will be even more important as people return to campus post-Covid closure. fellowship ; Covid ; return to campus ; one-stop shop 0 [""] 4643 The Black Student Center's impact on the campus community Johnson talks about how the Black Student Center is bringing awareness to topics that affect Black people and exposing people within the campus community to specific topics and conversations. Black Student Center ; campus community ; natural hair ; Black Lives Matter ; policy ; community-based learning ; police brutality 0 [""] 4804 Personal impact of the Black Student Center on Johnson Johnson reflects on how the process and the development of the Black Student Center impacted her, leading her to believe in herself and in support of a village. She also talks about how she learned to never take no for an answer. support ; doubts ; fears ; potential ; persistence 0 [""] 4958 Future expectations of the Black Student Center Johnson shares what she would like to see for the Black Student Center in the future, including space expansion, increased funding for staffing, and additional partnerships. space expansion ; funding ; staffing ; recruitment ; Black Faculty and Staff Association ; partnerships ; Omega Psi Phi ; Sigma Gamma Rho 0 ["[\"\"]"] 5144 Johnson's final thoughts about the Black Student Center In conclusion, Johnson shares her hopes that the Black Student Center will continue to fulfill its purpose, expand, and endure over time. purpose ; endurance ; expansion ; future 0 [""] Oral history Jamaéla Johnson is an alumna of California State University San Marcos. While at CSUSM, she worked in various capacities on campus with the Gender Equity Center, the Black Student Union, and Associated Students Incorporated (ASI). Much of her work involved talking and working with fellow students regarding their shared needs around campus. In her interview, Johnson discusses her roles in advocating for the Black Student Center, as well as the journey towards the Center's opening. NOTE TRANSCRIPTION BEGIN 00:00:00.000 --> 00:00:25.000 Today is Friday, April 30th, 2021 at 11:05 a.m. I am Ayana Ford, a student at CSU (California State University) San Marcos, and today I'm interviewing Jamaéla Johnson for the Black Student Center Oral History Project, a collaboration with CSUSM Black Student Center and the CSU (San Marcos) University Library Special Collections. Thank you for being here. Is it okay if we start with talking with-- 00:00:25.000 --> 00:00:27.000 Thank you for having me. 00:00:27.000 --> 00:00:33.000 Is it okay if we start by talking about your childhood, when and where were you born? 00:00:33.000 --> 00:01:51.000 Oh sure. You just said, when was I born? When and where? Okay. I was born on (redacted), which happens to be (redacted). In San Diego to my lovely parents, Joe and Shirley Johnson, and I was the only child. So, growing up in San Diego, specifically the southeastern region of San Diego, where it's primarily Black and Latino population was very, I would say culturally dense, and I appreciated being able to grow up around folks that look like me and even from just different cultures and backgrounds, where I was able to experience a lot that I feel influenced my childhood. 00:01:51.000 --> 00:02:07.000 So that actually brings me to my next question. So, it helps you culturally, so you were saying, it helped you to culturally grow up. So how specifically when it comes to like understanding of your culture and your Blackness, how did your childhood affect it? 00:02:07.000 --> 00:04:31.000 I think it definitely was beneficial to be within a community and be brought up in a school system that reflected the things that I valued as a person, as a Black woman or a Black girl at the time and being able to be in, there was a program when I was growing up in elementary school called the GATE program (gifted and talented education), and it was like the gifted and talented, like something and where you were on this, like special track, where you, I guess were grouped with other students that scored in the same standardized test range as you--We were afforded different opportunities and field trips and to help cope with, not cope, but to help pair with the things that we were learning in the classroom and so being in that program exposed me to students that look like me that were excelling essentially in school and academics, as well as being able to see and be with my first teachers of color, and I think that was very pivotal in establishing my foundation with growing, and the different school systems that I attended afterwards, with just knowing who I was and knowing and having, I guess, faith and belief in my potential as well as the capabilities that I had to excel in education. And so, I think that was very, just very critical and just super-duper important basically (laughs) to the, I feel like who I have developed as today. 00:04:31.000 --> 00:04:43.000 Okay. So, were you taught a lot about Black history and the Black experience in your childhood particularly, like in your lessons, et cetera? 00:04:43.000 --> 00:07:53.000 In my childhood I would say that I was exposed to a good amount of Black history, but I think it was very, you know, like the kind of like superficial level or key coders within, like the Civil Rights Movement and things like that. So you have your, Dr. Martin Luther King, Rosa Parks, a little bit of Malcolm X, and I think as growing up within, I would say high school going into college is when I got to learn a lot more about, like my people as African American history by taking like I remember in high school I was a part of a (word inaudible) called, Black Coal and Rose Society--shout out to Miss Shaunda--that we, during Black History Month, we were, we decided to participate in this like Black history presentation, and she challenged us to try to research Black African Americans, like individuals that we didn't already know, that weren't the people that were usually in conversations when talking about Black history. And so, with that, that's when I was able to dive a little deeper in my research on the internet and be exposed to folks like Garrett Morgan and Ida B. Wells and just dive in deeper to see that there were more people that contributed to this movement. And then from there being able to go to college and select my classes to be able to deliberately take like an African American history course or even just from the past but also like modern day history, as well, with folks that are continuing to contribute to this movement and us as a people. So that was, that was very exciting but I felt like I got kind of my foundation with having conversations with my parents and specifically my grandparents that told me about their experiences with growing up in the rural South in like Monticello and Selma, Arkansas, and their experience in cotton fields and on farms and things like that and then being able to build upon that once I was able to go to like high school and then in college. 00:07:53.000 --> 00:07:57.000 Ok. So, how-- 00:07:57.000 --> 00:08:00.000 I hope I’m like – oh, sorry (laughing) 00:08:00.000 --> 00:08:14.000 (laughing) You’re okay. How has the Black social justice and activism, such as Cvil Rights Movement, feminism, the natural hair movement, and the Black Lives Matter movement affected you? 00:08:14.000 --> 00:08:24.000 Oh, that is a question. Let me make sure I have all the movements-- 00:08:24.000 --> 00:08:26.000 We can go— 00:08:26.000 --> 00:08:31.000 --that you listed. So, you said the natural hair, civil rights. 00:08:31.000 --> 00:08:35.000 We can go one at a time if you want. So, we can start off with the Civil Rights Movement. 00:08:35.000 --> 00:10:24.000 Okay. Let's do the--okay. There we go. The Civil Rights Movement, gosh, I feel like that is such a pivotal point in our history, both being like African American, Black, as well as just American history. Just that I feel like Black African American folks went to, went through, in order to get like simple liberties that were afforded to them, and I think that was like, that influenced what I do today to be able to speak up, and if I feel like there is something that's not right like in my heart or even in my gut, to be able to stand on the shoulders of, to be, like to address it and feel confident about that when doing so because knowing about what folks went through, through the Civil Rights Movement with like, with voting rights and just being able to be people and be recognized as human beings, mind you, this is in like the 1950s and sixties, which is fairly recent. So, it's hard to not be able to look back in that particular movement because it was just like so, so, so close (laughs) for a lack of a better word, but yeah. 00:10:24.000 --> 00:10:30.000 So, how about the feminism and the natural hair movement? How did those directly affect you? 00:10:30.000 --> 00:14:07.000 Feminism, especially Black feminism, plays such a major role in my identity development especially with coming to a, to San Marcos and not really being exposed to like the feminist movement or even knowing, having an idea about what that was. I never knew until I stepped foot on campus and, in particular, within the Women's Center at the time. So I began undergrad in 2011, yes, August of 2011, at Cal State San Marcos and, that my freshman year was when I decided to apply to the Women's Center that was on campus and so, fortunately, I guess I must’ve said something right because I was hired, I believe my title was like the Communications and Outreach Specialist and I just love, absolutely loved the environment that my supervisor at the time, her name was, (unclear) that she cultivated within the space, where it was so welcoming to folks that identified as women but also folks that didn't and wanted to also learn about the everyday struggles and theories within like feminism, and then she also opened the space for us as a staff to get connected with one another but also continue to strengthen our knowledge base and development as feminists within this space. And so, I felt like that was just so like crucial in my identity development and being able to recognize and bring on that identity within me so I really, I truly appreciate that opportunity as my first job ever was on campus at the, at Cal State San Marcos Women's Center, now Gender Equity Center, and being able to spend some of my most formative developmental years within that space. That I think led to just a lot of, I put it into words, but just being around folks that were just like-minded and were basically just like bad-ass feminists, like that's just what they were and being able to really back behind that movement and it was folks of all different shapes, colors, creeds, everything, men, women, transgender individuals, like you name it. 00:14:07.000 --> 00:14:09.000 Mmm-hmm. 00:14:09.000 --> 00:21:42.000 Just being able to be a part of [unclear] and like, well, we can say, like, when I tell you it just exposed my whole mind, I'm like, We can talk about like sexual orientation and all this stuff? Like what? I cannot believe this. This is how I knew I was like in a total different world. But it was so freeing and just being in that space and Take Back the Night, like all these events that are probably--I don't know if they still do them now--but just all of these events about women empowerment and about embracing survivors and believing survivors and just about terminology with inclusive language and just all that stuff. I never looked guys in such a critical sense before being a part of the Women's Center, and I'm all like, Wow. Just like how, like, it's like the patriarchy is (unclear) in the language. I'm like, Oh my gosh. (laughs) So just coming from there and then just with the feminist and even Black feminism leading into the natural hair journey, I can remember this like it was yesterday, my God. So, being a part of the Women's Center, Gender Equity Center, for like my sophomore and junior year goes, and then, I believe, that’s when I started thinking about—no--that's when, during that same time I was also involved in the Black Student Union, and one of my good, good, good friends, her name is Akilah Green, she was the President of Blacks, of the Black Student Union, and I was the Vice President of Black Student Union, but Akilah was somebody that I always had looked up to. ‘Cause I remember like my first year on campus going to U-Hour (University Hour), and I see this bold, vibrant personality in the middle of the quad which is like in front of the library because we didn't have a student union at the time--in front of the library--and she is just like, has so much energy, she's like, that way and I'm like, Who is this person and how can I be her? Because she has this, all this energy, this liveliness and I was like, I want to be her friend. So, from that initial moment to us being a part of the Black Student Union and being a part of the leadership within the Black Student Union, we were able to kind of like mash our strengths together and say, Hey, like, this is happening in our community--we like, we always talked about Historically Black Colleges and Universities, which are HBCUs for short, and so I remember she was like, I'm going to a HBCU, I'm going to HBCU, and I remember I was like, What is a HBCU? At the time (unclear) like colleges or universities were, and I was like, what? And so, fortunately for me, she never transferred to an HBCU, which led us to like the leadership of the Black Student Union, and so, since we weren't able to go to those campuses as students, we’re like Well, let's bring some of that culture here to Cal State San Marcos. And so, I think that's when she developed the brainchild of having a natural hair show. So, I believe it was in 2015 or fourteen--it was either 2014 or fifteen. I think it was fifteen, though, when the Black Student Union had our first natural hair show and the first one I remember was a short presentation including two videos of, I remember it was like two controversial like hair-related things that happened in the news, where either somebody was getting like their hair cut, I don't know if it was their dreads or something else. It wasn't the wrestling one because that actually happened way after, but it was two controversial videos and then there was a presentation about where not loving your hair stemmed from to like modern day and then going into the natural hair movement and so hair show it was about that. The first half we had that and then we had a runway, where students and like staff, faculty, and community members can participate with being a model in the runway portion, which was like the second half and then I think at the end is when we had like a small little circle, where we were able to come together and talk about natural hair remedies, what type of products are good for certain hair textures and some things like--And we just had this heart-to-heart circle and so mind you, for the first natural hair show, it was maybe like fifteen people, maybe fifteen people, and it was all women at the time and where, I have attended like recently where it has just expanded so much, where there's been so many like different (student identity and inclusion) centers and stuff that have also took that on and being able to add to it and develop it from that. But, I'll never forget that that first initial natural hair show and the purpose behind it and the empowerment that I received from that, which planted the baby seed in my head like, I've got to cut my hair, so that didn't come ‘til like about (audio cuts out) to your chop, but I felt like that was definitely a very pivotal moment with attending that first natural hair show to be able to embrace my natural hair texture, to be able to gain the confidence enough to be on that journey and know that I wasn't by myself. So, if I did decide to do the big chop and what, and the things that come with that--both positive and negative--that I had a village around me. So, I feel like with those two movements in particular, the feminist movement combined with the natural hair movement, that helped me find my safe space, or my brave space, to be able to engage in both of those things. 00:21:42.000 --> 00:21:52.000 Oh, wow. I'm so glad you're able to find that space. So, how did the Black Lives Matter movement affect you? 00:21:52.000 --> 00:26:24.000 Wow. The Black Lives Matter movement, my goodness. Gosh, just like the other things that I've mentioned I think it's like a compilation of everything, Civil Rights Movement, Black feminism, natural hair movement, Black Lives Matter. Like it's kinda’ like the (unclear) of all those things combined, and for, me with the Black Lives Matter, the first time I really heard about it, the movement was in 2012 and that was tensions around the Trayvon Martin trial, the what had happened, everything, so that's when I first started hearing about the Black Lives Matter movement. And then from 2012 to now it's still very relevant and very, I feel, necessary. Gosh, especially in the world that we're currently living in with police brutality and--not like that's been a recent development because police brutality has been around for centuries, like centuries, well before I even got here, honestly probably well before even founders of the Black Lives Matter movement was even alive. But for that to be something that is still, something that we're still fighting for and just to be recognized as human beings and for just having that movement to be able to like to reflect those thoughts and things. I think it's very important for folks that are growing up now, especially Black folks that are growing up now, to be able to have something to hold onto and I think that's what the Black Lives Matter movement represents is for folks that look like us to be able to grapple onto that and that's like a support system. But I think with the Black Lives Matter movement, it really influenced my, the way I looked at myself at a predominantly white institution as a Black student and being more conscious of who I was on campus and what community I identified with and so at the time, where the Black Lives Matter movement was gaining more traction within the media was when like--and then and allies and folks was like, Hey, like this is also affecting us as well. This is not just in Florida. This is not just in freaking Ferguson, Missouri. This is not just in these rural are, areas that are so far away from us, like this actually happens here in like our state, as well, and so from that movement is where I feel like Black students especially had to be on a kind of like a united front and realize that we need a community, we need a space, we need support on this campus and at the time the Black population--the Black student population at Cal State San Marcos--was like 3%. And I don't think much has changed since then, but we're like, We're a part of this 3%, and even though we're like a small percentage, we still want to be recognized, we still want our voices to be heard, and we need to be supported as such. 00:26:24.000 --> 00:26:31.000 So, what role did you play in the establishment in the Black Student Center? 00:26:31.000 --> 00:34:22.000 What role did I play? Hmm. (laughs]) That is a good question. For me, I would say overall I feel like I played the role of the sound board for a lot of the students on campus. I say this because at the time before the establishment of the Black Student Center, I was a part of Associated Students Incorporated (ASI), which is the student governing body at Cal State San Marcos, and I remember my first position within student government was the student Rep At-Large for Diversity and Inclusion. I think that that was the title then. And I really, and I think I was the first person because they went into like this whole like title changing, role changing thing through ASI and it was the first time within that title was being available for students and so, I was able to run for that and got voted in that position and that position, in itself, I feel like helped catapult me in this whole student advocacy and policy kind of realm that I wasn't necessarily exposed to before. So, being able to serve in that position afforded me the opportunity to be able to serve on different university committees, where the only student representation might have been just me. And so, being able to be in those meetings with like vice presidents and associate vice presidents and deans and different staff on campus, to be able to be that student voice that is all through a diversity lens, that was just amazing. Both an amazing opportunity, an opportunity, but also a frustrating opportunity, as well, because just being sometimes the only student voice there and thinking that some of these conversations or some of these topics that I'm bringing up that, Of course, you all should know about this. I thought this was like common knowledge, but at the time and in those spaces, knowing that actually it wasn't common knowledge and being able to have patience but also the courage to actually say something within those meetings, in those spaces, too. So I think with that position kind of helped expose me to that--to those spaces—and from there, I was like, I really like being a part of these conversations, because I felt like I was being able to enact change through that, by bringing student voices to the table, but also bringing light to voices that are not necessarily always looked at or have been in the margins and being able to bring those voices as well to those settings. So that was such a great experience and that led me to staying a part of student government and then eventually running for the Vice President of University--Student and University Affairs--and so that was the year, I think that year was 2015-16, where myself, Tiffaney Boyd, and Bianca Garcia made up the first all-women of color exec team, and so that was what, like five years ago. Yeah. The first all-women of color exec team, us three. So, Tiffaney Boyd served as President and CEO of ASI. I served as the Vice President of Student University Affairs, and then Bianca Garcia served as the Executive Vice President. And so, within our roles, we were able I feel like to do things that we had set our minds to do at the beginning of our campaign, and I would say before even beginning my role as VP--the acronym is VP SUA--as VP SUA, I had already, I already knew what the conversations were on campus. I knew what students were talking about. I knew what students were passionate about, what they were yearning for. And I was like, I remember making a list--I think it was like maybe the summer before we started our term--of the top priorities, for me like myself, and for the students that I had conversations with was about having a Black Student Center on campus, a Black space, to be able to have Black African American fraternities and sororities on campus either--at the time it was like either/or--and then it was those, I think those are like the primarily two biggest things within that list and, being able to see both of those things come to fruition from like the very beginning until like the end of our term and graduating (unclear) things that are still on campus today, I think was extremely, extremely rewarding and as we mentioned I feel like all of those steps from like the beginning to, from like elementary school to like high school and then eventually to college, the people that I was able to meet it and so I would say at the time, I was VP student, VP SUA, but I would say like the role that I played with students that wanted this to be done and I felt like I tried to do everything within my power and within my role to be able to make that happen or at least have folks hear us out. 00:34:22.000 --> 00:34:30.000 So, what do you think was the vision from the students and the faculty for the Black Student Center? 00:34:30.000 --> 00:37:47.000 The vision, I--let's see. I think the top three priorities that the students and faculty had for the Black Student Center was number one, a space to be able to develop community ; number two, the opportunity for mentorship, a space where students, faculty, and staff could come together ; and then also number three, I would just say that priority would, was scholarship. Community, mentorship, and then scholarship. Those were like the three main priorities that I remember hearing from students, staff, and faculty was to be able to have this space that could encompass all three. I remember having conversations with folks within the Black Faculty and Staff Association (BFSA), with faculty of color within various departments on campus, as well as Black and actually just students of color on campus to say that they wanted a space where they were given permission to be themselves. And I think that was something that before the Black Student Center, didn't exist on campus. There were different centers that played a role in trying to help and create and open that space for Black students, but I felt like there was just something missing, and so I think with the creation of the Black Student Center, it created that space for students, faculty, and staff and then being able with that space comes mentorship because there's this one focal point, where all these populations can come together. And then with like scholarship, to be able to have like this entity, this institutionalized entity, that can potentially fundraise and have, and be able to give out like scholarships eventually, and be able to help fund students with their academics and things like that. So, I think those were, that was the vision and the priorities for students, faculty, and staff on campus of the Black Student Center. 00:37:47.000 --> 00:37:55.000 So, to kind of piggyback off that, what do you think the university administration communicated was their vision? 00:37:55.000 --> 00:38:00.000 What do I think the university’s vision was? 00:38:00.000 --> 00:38:05.000 Yeah. The administration. 00:38:05.000 --> 00:40:39.000 Hmm. The administration. I think their vision was for the Black Student Center was student success. I think that with the administration, they heard our voices, they heard ASI’s resolution, they heard actual student voices at town hall meetings, they heard these in staff meetings with faculty and staff. I think they heard us and they acknowledged us by being able to support us or actually come together as a team to be able to bring this student center to fruition, and I think for the university administrators, for them, I think it was number one, acknowledging that--acknowledging us and our voice--and then number two, also being able to be, the Center being a vehicle for student success of some of our most vulnerable populations. And I think that was probably, I think that was like the two biggest things of what they saw the Black Student Center being as. Because it wasn't the first and nor do I think it will be the last student services center that will be on campus. But I feel like they've had a necessary blueprint with the Women's Center, now Gender Equity Center, the LGBTQ Pride Center, and the California, California Indian (Culture and) Sovereignty Center. Like they've seen these centers and how they can be resources and support for student success and so I just think it was just a, a natural but also inevitable direction into the, into the development of the Latino (Latinx) Center that is there now and the Black Student Center as well. 00:40:39.000 --> 00:40:52.000 So, do you know of any pushback or anything external or internal that going, people were trying to go against the opening of Black Student Center? 00:40:52.000 --> 00:55:25.000 Shoot, the opening of it, there was pushback before it was even a, a thought (laughs). Before it was even a thought. Oh gosh, and it's so funny cause kind of look at, I feel like I haven't really thought about this and so like reflected on just the steps that took to get there. But, wow, yeah there was pushback, and I think it was something that wasn't surprising because I think with change there's always, there's always some resistance to change. And so, with the Black Student Center, I feel like throughout it all, we had more support than opposition with the Black Student Center and from its infancy stage of when--let me think, let me think-- the infancy stage. So, I would bring that back to from going back to when I was telling you that I had made, at the beginning of my term as VP, I remember it even with seeing that on paper and trying to like say like this is going to happen, there was doubts even then ‘cause I'm like, ‘cause even with like with these spaces cost money and at the time we were like, Okay, we're already paying so much for tuition. Students don't want to pay no more fees. The university is like kind of gridlock right now because, you know, the recession and all this stuff like it was like and so for the, even for us to even think of the possibility of establishing a Black Student Center there were all those things that it was already going against it as far as doubts in the mind. But once you know different political and social movements started to gain traction and more Black student voices were being highlighted within campuses, and I remember there was like right down the street at the University of California, San Diego, UCSD, they had the Compton Cookout. They had the Compton Cookout where it was like predominantly white students. I think it was like a white fraternity decided to throw this party where they did blackface and had like durags and bandanas and like it just the whole playing different stereotypes and tropes of like the Black community and different things like that. And this was a campus that was literally like thirty-two miles away us and from that and having the Black Lives Matter movement and having all these police brutality cases and incidents and all this happening and gaining traction it actually almost reminded me of the 1960s, like Black Power movement, where you saw like a lot of Black and African American students at universities, like making their voices heard, fighting back with administration and making demands and being free to who they wanted to be. So, it kind of reminded me--I think that we're in this moment like right now. It has come full circle, and the movement that we're doing is like Black Lives Matters now and so it's just crazy to see how that evolved from there. So, like from that having all of this and having students like around the nation, Black students around the nation making demands and like, You know what, we're not asking permission anymore. Like we're not asking permission, and we need these things to happen in order for us to be successful. And so, from that environment and then going into specifically at Cal State San Marcos, President Karen Haynes had a town hall meeting about, I think it was about student success and retention, and I remember there were students there, were some students there that had organized to address the President about what are these things that, what are you and your administration governance at Cal State San Marcos. And so many students were coming up to let their voice be heard by asking these direct questions to the President of the university at the time. And I remember with, walking into that meeting because, of course, I had my hat on as the VP of Student University Affairs, so, I'm here representing ASI and so was a lot of my other--I'm there to represent ASI and hear what students had to say. So, just being there and feeling just the energy in the room, but then also walking in and noticing that there are like police officers on the roof and there's like heightened police security because I guess people just assume that this was going to be a very tense town hall meeting. And I'm all like, These are students. These are students. What was the point of having all this heightened police security? And like, that was like the first time I ever seen police officers like on the roof. Our UPD (University Police Department) on the roof and like just in the surrounding areas and feel like the town--the town hall was at, is it University Hall 101? It's like that big like lecture--Oh, it's not University Hall, it’s Academic Hall. Yeah, all this, like police everywhere, but in the hall being able to be in there and see that, and I feel like that was also kind of like, whether they knew it or not, or whether it wasn't intentional or not, that was also like something like a tactic to be like of intimidation. Like you're coming to this town hall where you kind of want to express how your experience as a Black student on this campus and you're like sitting here asking the university and its administration about how they're going to support you and then you have all this police presence. So, I think that was also an example of just kind of some pushback and whether it was intentional or not, no one knows for sure. But that was just something that it still impacts, you know, the environment. And then, so from that initial town hall to like the Black Student Union at the time writing like a letter, which wasn't necessarily a list of demands, or was it? I can't quite remember, but I know it was like the Black Student Center, I mean, not the Black Student Center, Black Student Union kind of writing this organized letter like a formal letter of everything that was kind of communicated within that town hall written on paper to send to (unclear). So, like after that town hall, she was like, I hear you, reached out to like the Black Student Union and was like, can you formalize all of your requests, write them down in a document or a letter, and be able to deliver it to my office? And so, the Black Student Union was able to do that and within that letter was the formation of a Black Student Center among other things. I can't really remember what it was word-for-word, but (unclear) the letter off to President Haynes and then I think like about like a month or so later, she addressed the campus community that she was putting together a Black Student Center Task Force that would look into the funding options and to be able to develop basically like a blueprint and everything about the formation of a possible center. So, once that happened, it was like, Oh, wow, that’s (unclear) to this. And then at the same point in time, I believe the ASI—'cause one role that the student government can play is that if there is something that we would want university administration to support, like an initiative that we would want university administration to support--we do what is called a resolution, and so at that moment, and I believe it was like February of 2016, is when we had our (unclear) in where one of the things on the agenda was a Black Student Center resolution. And so, there was this support resolution that was like backed by various faculty, departments, student organizations--both on campus and off campus--even statewide that was backed, everything on this and I think you can actually look at the resolution on Cal State San Marcos’ website. They have a list of resolutions there. But it was backed by so many people, and it was supported by just people both on and off campus. And so, I remember having this AS general body meeting in February, mind you it’s Black History Month, and that's when tensions arose, like that--if pushback was coming to a head, it was at that meeting. And that's where we saw, you know, our supporters and then we also saw people that opposed it as well. Not necessarily the guests that were there but also members of our (ASI) board that represented the different colleges that were on our campus that were, that opposed the resolution. And so, that was by far like the tensest board meeting I had ever attended. And that's where we saw it on our board that clearly stated that like, that slavery didn't build the foundation of our nation. Like, you can just see like the different opposing views and arguments just within the room and yeah, it is, it's just so hard to articulate at this moment. But just being there and being present and listening to opposition’s arguments, and I hear the voices of the folks that supported the resolution, but in the end, after all that deliberation, the resolution ended up passing and so we were able to send that resolution to also President Haynes as like the official like stamp of student voices that this is what the student body wants and accompanied with the Black Student Union (BSU) letter of like demands and stuff like that. And so, from that, it was the Task Force developed and so many people served on that community, that committee and from there, I think from there that's when things started, you know, kind of steam rolling ahead. But yeah, I feel like there was pushback from like the very beginning from even getting it from just this thought or idea or vision to the actual fruition of it. 00:55:25.000 --> 00:55:35.000 So, after that the Black Student Center was opened--after all the deliberation? 00:55:35.000 --> 00:58:27.000 So after, let's see, so we had the town hall meeting, there was the ASI meeting for, to pass the resolution. There was the BSU letter of like demands and then the Task Force was created and then after the Task Force and the budgetary things were kind of outlined, it went to another committee within the university, I think it was the university’s like, I forget, I forget what the acronym is now, but it was like the university's budgetary committee, and then it passed then, and then that's when like, the construction and stuff started for the Black Student Center. So, at this time, the University Student Union was already created, and it was already up and running and where the Black Student Center sits now (unclear) tranquility room, it was two tranquility rooms and like, an extra kitchen area, I think for that, I think it's that Jazzman’s, Jazzman's coffee shop there. And then, so they ended up relocating like the tranquility room and things, and like (unclear) of like the space, because the goal was to have it a part, to be with the rest of the student centers. So, since there was no more room on the third floor of the University Student Union because I believe it's like the Pride Center, Gender Equity Center, the Latino (Latinx) Center, because before the Latino(x) Center that was a social justice and diversity library in that space. So, they had renovated that space, made that to, made that the Latino(x) center and then there was the Cross-Cultural Center. Since all those spaces were taken up on that third floor, they had renovated that fourth-floor section to be, to house the Black Student Center. And so construction, reconstruction for that I believe started in, started in 2016. Yeah. Like starting in 2016. And then yeah, it was ready for like the grand opening that following year. 00:58:27.000 --> 00:58:34.000 And were you able to attend that grand opening? (technical difficulties) 00:58:34.000 --> 00:58:35.000 --Sorry? 00:58:35.000 --> 00:58:38.000 Sorry. Oh, no, no continue. Sorry. You cut off oddly. 00:58:38.000 --> 00:59:18.000 Oh, oh, okay. I said, so it does kind of seem a little fast, but I think all in all it was about like a three-year process, and I think what made it a little easier, too--and I won't necessarily say easier--but I feel like there was already kind of like a foundation and blueprint kind of laid out with the Latino(x) Center that had been created like I think a year or two before. So, they kind of engaged in the same process. Yeah. But you were saying about the grand opening? 00:59:18.000 --> 00:59:23.000 I was just asking, were you able to attend? 00:59:23.000 --> 01:01:03.000 I was and that was such a great experience. I was also able to sit in on the initial hiring cycle for the first Director of the Black Student Center. Because fortunately after I graduated, I was able to land a job in the Global Education Office on campus and so, I was able to transition from a student to staff and sit in on those meetings and hiring presentations. So, I was able to meet and connect with the Director of the, the first Director of the Black Student Center, and then I was able to attend the grand opening of the center, which happened to be in February of 2017, I believe, with Akilah (Green), who I said was so instrumental and connected me with (technical difficulties, unclear) on campus and (Tiffaney) Boyd, who was the sitting President while I was VP of ASI. And we were able to have, to share a few words at the ceremony and be a part of the whole, the whole celebration. And so, that was very, very rewarding to see something that I feel like we had put so much energy into to finally come back to campus and see it as an actual space. 01:01:03.000 --> 01:01:16.000 So, to kind of go back here. So, do you have any specific names or groups of people that you want to say, talk about who like helped with the opening of the Black Student Center? 01:01:16.000 --> 01:06:35.000 Oh my gosh. Oh, I wish I could like, could have thought about this to write down a list! But, oh my gosh, goodness, I am going to start from, let's see from the, I would say from like the bottom up because it was (grass)roots initiative. First, I would like to thank, or I would like to give recognition to the student organizations that helped support the Black Student Center initiative, and there was so many, there was, and if I forget anybody charge it to my head and not my heart, please. It was the feminist was, it was the, what was that? What was that collective called? Of course, it was the Black Student Union. It was MEChA (Movimiento Estudiantil Chicano de Aztlán) at the time. It was KA, I think it was Come Along, Come Along Alliance. I'm probably butchering that name, but KA. It was like a coalition of social justice something. It was a student organization that they contributed a lot. Specific names: Karen Guzman (transitioned to Kai Guzman) she was instrumental. Or--instrumental. Her pronouns are they now, so they, they were instrumental in helping to articulate and be at the forefront of voicing their specific experience on campus. They were just able to just share their support with, with the initiative. So big shout out to--oh, and they don't go by Karen Guzman anymore. It's Kai. Yes. Big shout out to Kai! Shout out to or bringing recognition to our Sociology Department. I believe she was the chair at the time, Dr. Sharon Elise, and Geoffrey Gilmore, doctor--Oh my gosh. The list goes on. Dr. Dang (Chonwerawong), she's no longer at the university anymore, but she was over like student support like services (Student Academic Support Services) and stuff like that. Dr. Dang. Gosh. Akilah Green, Tiffaney Boyd, Bianca Garcia, Louis Adamsel, Jake Northington, Daniel Fare, just, gosh there's so many people. But those folks as well as even the support of our administrators, such as Dr. Lorena Checa and President Haynes, President Karen Haynes, for being able to hear our voices and acknowledge them and also being able to support that. Yeah, gosh, I--that's so crazy. I'm totally blanking, but there was, there was so many people, so many people. I remember reflecting after like graduation how, after everything has settled down, and really thinking about like my journey as the student and the connections that I made and even how those connections and relationships played a role into like the development of the Center, and it was like, if I would have never did this, and I would have never met this person and this person, and we would’ve never been there in order to have this occur and like—so, I think the universe and God works in just extraordinary, amazing ways and just to see how everything just the small things and the intricacy of how relationships and building bridges can lead to so many, so many things. So, yeah, that's all, that's what I can remember for now, but as I mentioned, if I forget anyone, please charge it to my head and not my heart. 01:06:35.000 --> 01:06:54.000 (unclear) So can you tell me a little bit about the early initiatives and programs and events that the Black Student Center focused on after its opening? 01:06:54.000 --> 01:11:36.000 Gosh, let me think. I think that--I could remember a lot more--but that was like four years ago, and I guess I have a horrible memory. But I believe the events and stuff that the Black Student Center focused on was building community. So, with University Hour being a thing, so I think it was like Tuesdays and Thursdays from the hours of twelve and one is like a no class period and so having events that built community within that timeframe so that students can come and visit the space and also be able to meet people. I think that was like a big thing and so there were different, what were the talks called? There was like a series that they would have, (unclear) of a weekly thing where students could come. I think right now they have something called Unity Hour but before that, it was something else like (unclear) lunch and learn or something like that. I don't know. But I know that was a thing also with being able to bridge partnerships with the local community colleges. So, for Black African American students that were transferring to cultivate that relationship with the campuses there, so that way there will be a good transition, where students know like when they come to campus that this is a resource for them. I know that was a big thing and specifically with the Umoja program that was at MiraCosta (College) and then also being able to bring folks on campus like different speakers and things like that. I remember like a comedy show, where this pretty big comedian came, and that was pretty cool. Being able to attend an event with the Black Panther Party. So, members of the Black Panther Party came, and that was an event. Also, about the Tulsa, the Tulsa Race Riots that happened and so like Black Wall Street, with the city (district) of Greenwood (Tulsa, Oklahoma) so being able to have representatives that are a part of that history to come and actually shed light on that event that happened for foundations that are associated with that. Being able to see and take a picture with Dr. Cornell West. I thought I would never, ever like meet him before. And so, then being able to help and—also, I won't say that the Black Student Center was the sole department to put on these events--but they were able to work with in collaboration with other departments on campus as well. So, like the Office of Inclusive Excellence and (unclear) and all those different departments, too, they were able to collaborate together, as well as the Black Faculty and Staff Association. But to bring these prominent Black folks on campus and have students be able to meet these people or be able to hear like kind of what they have to say, give advice and things like that, so opening that opportunity, that's what they were able to do that bring those events, those larger scale events to campus, too. So, I would say like in the beginning the Center primarily focused on community building, making sure folks knew that the Center was there and for them to utilize, and also being able to bring these big names to campus and building relationships with the local community colleges in in the area. 01:11:36.000 --> 01:11:39.000 So-- 01:11:39.000 --> 01:12:44.000 Oh, I would say, before I forget--because I remember this--I would say, one of the events that still sticks with me today, one of the first ones that the Black Student Center did was a Black women's appreciation luncheon, and that was our first time a center had held that on campus that I believe (unclear) Black women and where I was able to see a good amount of Black staff and faculty on campus that were able to come into the Black Student Center, like for the first time, and then actually receive a certification, not a certification, but a certificate and like free lunch of being appreciated. And so, I really appreciated that moment and being able to be a part of that. 01:12:44.000 --> 01:12:55.000 (Unclear) Do you know any of like wrinkles or problems that happened during the early days of the Black Student Center? 01:12:55.000 --> 01:14:28.000 Any wrinkles or problems? Let's see. Any wrinkles or problems. You know. Hmm. Not that I can really remember because in my experience at the time I was a staff, so I wasn't able to be in this space as much as like students were or other folks were, so I didn't really hear like too much about, especially if anything negative was happening in the Center. So as far as there being any like, can't really say too much about that because I wasn't, I wasn't privy to the information or anything like that. I think, only one thing that I can think of is like, I think just the formalities of hiring for student assistants. I think, I don't know if, yeah, how that went, but that's just stuff that I heard. 01:14:28.000 --> 01:14:38.000 Okay. So, in your opinion, what do you think the main purpose of the Center's creation was? 01:14:38.000 --> 01:15:34.000 For me, I think the main purpose of the Black Student Center was to have a space for Black students, Black faculty, and Black staff to be able to meet and fellowship with one another. And with that, with folks being able to come in this space to build this community, I think, led and leads to mentorship, scholarship, and other opportunities that we’re not necessarily privy to when we're in our silos. But I think the Center creates that space for us to really come together and be able to, a knowledge tank basically and exchange knowledge with one another. 01:15:34.000 --> 01:15:38.000 Do you feel like that purpose is being accomplished as right now? 01:15:38.000 --> 01:16:50.000 Right now it's kind of hard ‘cause we're in Covid times, and you know, folks aren't necessarily on campus as of yet, but I think that if it's not being done right now, I think it's going to be even crucial for when students do return to campus and for students that are anticipating on applying to Cal State San Marcos, for those students to know that this is a space that they can come to when they need help, when they need support, when they need resources, when they need to be connected to somebody on campus. I feel like the Black Student Center should be that one-stop shop for those students that are looking for those answers. Yeah, I think the role that the Black Student Center plays is going to be even more important as students start to come back to campus, Black students just start to come back to campus and staff and faculty for that matter. 01:16:50.000 --> 01:17:00.000 So, do you, how do you think the Black Student Center affected the community, the campus community as a whole? 01:17:00.000 --> 01:19:46.000 As of right now? I think it has, gosh, I mean, that's kind of hard to say because I'm not on campus anymore, but I think what I could gather from just the different like emails and social media postings is that they're bringing awareness to topics that affect Black people, certain things that, and I think that is helping to expose folks within the campus community that haven't had the opportunity to engage in those types of topics or conversations, for them to be able to have the ability to now and present that space for them to be able to engage in those types of things as well. Like talking about natural hair and talking about even different policies and legislations that maybe other folks within the campus community didn't know about, weren't aware about or didn't know how that impacts, you know, students or Black students specifically. That's one thing, but also about just other different topics that we talk about with how important community-based learning is to Black people like and being able to explore their research (unclear) when they apply that to within the classroom or even outside of the classroom. Also, about just different, you know, current events that happened, um, within the world. So specifically like with the Black Lives Matter movement and police brutality and the different cases that are associated with that--being able to have that space to talk about those things, not just within our community but also within the campus community as well, to see how other folks are dealing with these types of things that happen and for there to be healthy conversations that can come with that. 01:19:46.000 --> 01:19:56.000 So how has the Black Student Center impacted you personally? I know you’ve touched on it a bit, but-- 01:19:56.000 --> 01:22:29.000 Yeah, Black Student Center impacted me personally. I would say it’s more like, I guess, theoretical than like literally because I wasn't able to experience this, the space, as a current student. But just the process and the development of this, of the Center, it had impacted me in so many ways to believe in myself and my potential, to believe in the support and the village, how necessary it is to have a village around you and have folks and relationships of support. It has also impacted me in a way to know that (technical difficulties) used to love and it's from, I first heard it from A Cinderella Story with like Hilary Duff. But I think someone had told me that somebody else has said it somewhere but anyways, I think it was like Babe Ruth or something. I don't know, but it's a baseball like analogy and it's, “Never let the fear of striking out keep you from playing the game.” And for that, I could say that is applicable for the Center because, as I mentioned before, on that little piece of paper like there were so many doubts and fears that came with for that to even potentially be a thing. To not let in those doubts and fears, keep me from being a voice for students, being able to build and nurture those relationships on campus and not taking no for an answer. And I think that has helped to, the Black Center, the Black Student Center has helped to reinforce, to reinforce the power in my potential and even the folks around me and like leave your mark on campus. 01:22:29.000 --> 01:22:38.000 So, you've seen it grow and evolve. So, what do you want next, to see next for the Black Student Center? 01:22:38.000 --> 01:25:30.000 I would like to see the Black Student Center expand in space. I would like to see more funding put towards the Black Student Center to support additional roles within the space. So, for there to be like a Director and Associate Director, a coordinator, graduate assistants, student assistants, a team of volunteers. I would like to see for more funding to be put towards the Center to expand the staffing, as I just mentioned. I would like to see the Black Student Center really pushed to go against the grain, to tap into different areas that are not necessarily looked at on an everyday basis to continue strengthening the relationships that the university has with the community colleges but specifically with the Black organizations on those campuses to increase, you know, the Black student population to push them in a role in recruitment of Black faculty and staff, to be able to work in partnership with the Black Faculty and Staff Association as well as like other entities on campus like Omega Psi Phi, Incorporated, and Sigma Gamma Rho, Incorporated, to do like a Black student orientation or even a high school conference or with the Black Student Center, honestly, there are so many avenues that it could go down that will ultimately lead to student success, specifically with our Black students. And so, I'm just excited to see direct--the direction that they take especially after students return to campus. And just seeing the continuation of the events and programs that they already have as well as being able to tap into other workshops and things that they haven't necessarily explored yet, too. 01:25:30.000 --> 01:25:36.000 Well, those are all my questions for today. If you have, do you have anything else to add or anything you would like to say? 01:25:36.000 --> 01:27:03.000 I would say, well, let's see, is there anything else I would say? I think the last thing that I would say is that I truly and dearly hope that the essence of the Black Student Center continues to fulfill its purpose at Cal State San Marcos. And I hope that it will endure forever and when I go back and visit the campus like ten, twenty years from now that it is not in the same area with the same dimensions that it before I was, I mean, after I was a student, or during the time I was a student, but that it has expanded and its initiatives have expanded and it is still present, it's still a presence and dynamic as ever on the campus. So that is, that is one thing that I hope for, for the Black Student Center is that it stays and remains like on campus fulfilling its purpose. 01:27:03.000 --> 01:27:09.000 Well, I'm glad. Thank you so much for allowing me to interview today. It was a wonderful interview. Thank you so much. 01:27:09.000 --> 01:27:16.000 You're welcome. Thank you. Gosh, you got my wheels turning today. (laughs) 01:27:16.000 --> 01:27:18.500 I'm glad. 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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Title A name given to the resource Johnson, Jamaéla. Interview April 30th, 2021. Description An account of the resource Jamaéla Johnson is an alumna of California State University San Marcos. While at CSUSM, she worked in various capacities on campus with the Gender Equity Center, the Black Student Union, and Associated Students Incorporated (ASI). Much of her work involved talking and working with fellow students regarding their shared needs around campus. In her interview, Johnson discusses her roles in advocating for the Black Student Center, as well as the journey towards the Center's opening. Identifier An unambiguous reference to the resource within a given context SC027-06 Date A point or period of time associated with an event in the lifecycle of the resource 2021-04-30 Format The file format, physical medium, or dimensions of the resource video Creator An entity primarily responsible for making the resource Jamaéla Johnson Contributor An entity responsible for making contributions to the resource Ayana Ford Subject The topic of the resource Black experience in America California State University San Marcos, Associated Students Incorporated California State University San Marcos, Black Student Center California State University San Marcos--Students 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.) 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. Jamaéla Johnson Type The nature or genre of the resource moving image Is Part Of A related resource in which the described resource is physically or logically included. <span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW102966250 BCX0"><span class="NormalTextRun SCXW102966250 BCX0">Black Student Center Oral History Project</span></span><span class="EOP SCXW102966250 BCX0" data-ccp-props="{}">&nbsp;</span> Black experience Black Student Center Oral History Project