Karen Richman’s Speech at Latino Studies Certificate Ceremony
May 17, 2024
A warmest welcome, bien venidos—to our faculty, our seniors, parents, uncles, aunts, grandmothers, grandfathers, sisters and brothers and friends. I am so happy to introduce our students and say a few words to them and about them before calling on each one to step up and read their own statements about the meaning of Latino Studies to them.
In my role as Director of the Undergraduate Program, I have had the privilege of advising you on program requirements, course selection, internships, and other academic opportunities. I have also been fortunate to teach many of you and in turn, learn with and from you, in my own Latino Studies classes. Several of you were in my Caribbean Diasporas and Latino Health courses. Others were students in my summer internship course, CCLP, which offered a means for you to apply what you learned in Latino Studies classrooms to the real worlds of policy, advocacy, arts, healthcare, and education. Three of you pursued senior thesis projects under my direction: Jessica Ashman--on racism and colorism in the Dominican Republic, Elizabeth Gonzalez—on gentrification’s effects on Latinos in London and Chicago and Matthew Smolka--on Latino workers’ access to healthcare.
These 3 students were, however, only some of the Latino Studies seniors who completed theses on original research, at least ten others did: Alán Avalos, Sofia Casillas, Miranda Colón, Bobby Fitzpatrick, Chris Hernández, Paola Ortiz, Lulu Romero, Julia Ruelle, Irasema Trujillo, Sofia Villamil ( am I forgetting anyone?). 43% of our students did theses--a remarkable level of scholarly engagement, research initiative and sense of purpose. To appreciate the magnitude of this number, consider that it is 5 times the ratio in the College of Arts and Letters. On May 2, eight of you who conducted research related to Latino topics presented at our 2nd annual senior thesis presentation. This “tradition” was started by two of last year’s seniors. Sofia Casillas was there as a junior, and with her characteristic competence and creativity, she expanded and improved upon the program with me. As a result, the event had all features of a successful, inspiring, academic workshop: poised, professional scholars presenting their original research, a packed audience of engaged students and faculty ready with questions for a lively discussion, conferral of an award-- the José Limón Prize for the best undergraduate paper in Latino Studies--was given to Sofia for her excellent thesis on the overlooked, local factors influencing national Latino voting trends. And, of course, a joyous, celebratory meal was the finale of this defacto mini-conference.
As you already surmised, this group of Latino Studies seniors is exceptional! The university at large seems to think so: 6 students’ stories are profiled on the commencement web page; two are about our students: Alán and Elizabeth.
There is something else--closely linked to your scholarship--that makes your class very special: your leadership. Because you have left a transformative mark everywhere I look, if I were to fully list all the examples, the ceremony wouldn’t begin for at least another hour! Therefore, I’ll briefly summarize your leadership in three areas: 1). Service to and advocacy for the local Latino community and the community at large, 2). mentorship and community-building on campus and 3). promotion of the Latino Studies minor and major programs.
First, is your leadership of student clubs, including LSA and CASH to work to uplift vulnerable persons whether at La Casa de Amistad, Saint Margaret’s House, Sister Maura Brannick Clinic, the global human rights clinic or the Monterrosa Law firm. It is SCIA’s advocacy at the Indiana state level for legislation for immigrants’ drivers’ licenses and the club’s in-depth programming to create awareness of structural injustice toward immigrants at the national level and mobilize support through practical action.
Second is your mentorship and support to fellow students on campus, especially in academic fields that are unused to a minority presence. To quote Alán from his profile on the commencement website, “There is a long way for the Latino community to go to be fairly represented in education and in STEM fields. The opportunities are not always there, but the potential is. And I hope that I was able to make a difference...” Senior Dominic Blanco, president of the Hispanic engineering club, recognized a comparable mentoring need in the College of Science, which led to the founding of a new, combined club, SOLES. In February, Dominic sent me the clubs’ promotional flyer with headshots of the six student officers and a text whose words speak for themselves, so I quote them to you:
"Come join us… to hear from upperclassmen and their journeys on being Latinos in STEM at Notre Dame! We will explore their challenges, inspirations, moments of doubt, perseverance, support systems, discernment processes, and advice for current students facing similar challenges or uncertainties. We will then break into small groups so you can ask them more specific questions on their major and career path. --SHPE and SOLES."
If we move from science and engineering to culture, the arts, dance, and music, we find abundant examples of your leadership. Two major events this spring were impressive displays of planning, organization, communication, energy, solidarity and, of course, amazing talent. In March, Sylvia Garcia, Iliana Gamboa, and Irasema Trujillo reconstructed a Quinceañera, providing a thorough education in and celebration of the Latina rite of passage. It involved a deep respect for the tradition with meticulous attention to aesthetic and ritual detail, not to mention virtuoso performances of authentic, Mexican regional musical and dance genres. And, just one month later, Paula Ortiz joined these same leaders collaborated to organize Latin Expressions, a grand fiesta of dance and music featuring more performances of traditional and contemporary forms, including some original choreography and music.
The third and final area that benefitted from your leadership was the Latino Studies program itself. The growth in the program to the largest enrollment yet, at 101 students, owes much to your initiative to serve as ambassadors for the program, reaching out to prospective students and encouraging them to consider the Latino Studies minor or supplementary major. To take just two examples from the past few weeks of the ways you took initiative to promote Latino Studies: 1). I received an email from Dominic, e-introducing me to few younger engineering students he has taken under his compassionate wing. He recommended they meet me; now two of them are in our program; and 2). Matthew has met with 2 pre-med, Latino Studies students to share his experience of bridging the two academic programs. Just the other day, he was sitting on my couch helping a junior, pre-med, Latino Studies student in her discernment of a senior thesis project.
Many of you answered my call to help at formal recruitment events. At our fall open house for first year students, for example, you came and talked to a roomful of potential students about your reasons for being in Latino Studies You have stood many times at our program tables at large recruitment events sharing your enthusiasm for Latino Studies with visitors. At our admitted student events, it has been especially poignant to listen to you greeting with the parents in Spanish, making them feel truly welcome here. Alán, Clayton, Iliana, Irasema, Mela, Paola, Sofia, Victor, and Yesenia, thank you.
To conclude and sum up the significance of your awesome combination scholarly spirit and leadership at Notre Dame, I am thinking about what Luis Fraga might say. Our esteemed director of the Institute for Latino Studies could not be present this evening. He is on medical leave. You can read his inspiring message to the graduates is on the first page of the graduation booklet. Professor Fraga regularly teaches a unique course, “Latinos in the Future of America: Building Transformative Leadership.” The course explores the development of Latino leaders (who have visited us at the Institute) like his former Stanford student, Joaquín Castro and the Bronx-born, Supreme Court Justice, Sonia Sotomayor. The students’ final assignment on the syllabus, as I understand it, is the writing of their own ten-year plan for becoming a leader in/for the Latino community. Based on what I have concluded about this Latino Studies class of 2024, one of the texts for “Latinos in the Future of America” could be written about you. You are the “textbook” on young, transformative leaders for the Latino community and for country and global world at large. We are honored to have taught you, advised you and nurtured your development. We will watch in proud, knowing awe as you continue to lead the way. Congratulations to the Latino Studies senior leaders!