Luz Gonzalez: Beating the Bush Down

Her journey from fieldworker to educator took courage and hard work. Now the chair of the Department of Chicano and Latin American Studies, Dr. Luz Gonzalez knows the value of education. At 18 she left the fields to attend college. The oldest of six children, her goals are dominated by family. The kidney Gonzalez donated for her father, who suffered from diabetes, did not save him. In spite of her loss, Gonzalez hasn't slowed down. She is dedicated to her students and to the university. Serving on numerous department, school, and university committees, directing the Faculty Mentoring Program, and spearheading community projects like the Cesaer Chavez monument, she keeps a tight schedule. Recently she spoke with April Schulthies of University Relations.

Q. What do you consider your major achievements?

A. I think my most important accomplishment was being able to complete four degrees, and later hold a full-time job, while never neglecting my family, specifically my father. I had promised myself that no matter what, he would always come first and I would spend every free moment by his side and I did. In retrospect, I also think that helping my parents and the community understand the value of an education was another one of my major accomplishments. I was the second woman in my extended family to attend college. Today, seeing young women from my hometown walk across campus serves as a daily reminder that I did a good job of showing my family members - through my life - that education does not change our morals, values, traditions, and commitment to our family.

Q. What do you think the Chicano and Latin American Studies program means to Latinos in the Valley?

A. It means representation. It means a voice. It means a partnership with an institution of higher learning. I have often referred to our department as the "nest" for Latino students. Students come to us seeking academic support and guidance as well as help with professional and personal matters. Also, the community turns to us for direction at times. People seek us out to get our opinion or get us involved with issues ranging from politics to choosing an academic major for their children. To see parents relax and feel comfortable about letting their children out of their nest and into ours is a rewarding feeling.

Q. What are your goals for the program? What drives you?

A. My goals are to continue to promote an awareness of the historical and cultural roots of Latinos in the United States, to cultivate an appreciation of ethnic and national differences among all people, and to provide a curriculum that critically analyzes the Chicano and Latin American experience. Today, what drives me is the need to continue to recruit and enroll Chicano/Latino students on campus. I want these students to rub elbows with students from different ethnic backgrounds. As for the future, someday I may go into politics. I enjoy a good debate. I appreciate different points of view and I value the freedom to try to change them. I think I could make a difference in Congress.

Q. It seems as if making a difference is really important to you. What kinds of differences are you trying to make? What are you trying to accomplish?

A. I think it's bringing in a voice of reason to certain topics. I tend to look at a situation from a practical standpoint. Dr. Virginia Richardson - a role model and mentor to me while I was working on my doctoral program [at the University of Arizona] - always said that what she liked the most about me was that I was very practical. She would often say, "Luz doesn't beat around the bush." In fact, the joke among my peers was that, "Luz doesn't beat around the bush, she beats the bush down." Take the issue of bilingual education, for instance. Misinformation was splashed all over the media, giving the public the impression that the goal is to maintain the Spanish language, when it's really about keeping children abreast of the curriculum while they learn English. Also, I think it is better to let undocumented students stay in college. If we leave them in school and provide mentors and role models, they will graduate, become taxpayers, and give back to the community.

Q. What interests you in the faculty mentoring program that you're involved in?

A. The program was conceived out of the Chancellor's Office in 1986. Research showed that undergraduate students who were mentored by professors had a better chance of completing their degree and pursuing graduate work. I was asked to serve as director of the program in 1992. Lea Ybarra, who directed the program for five years, encouraged me. I was reluctant at first because I thought it might take away from time with my family. Six years later, I am glad I accepted the position, because I enjoy working with students and their faculty mentors. In the program, the students enroll first in the Freshman Orientation Seminar course during the fall, where they meet their faculty mentor. We bring in role models from the community and introduce the students to faculty, administrators, staff and university life. The course helps students believe in themselves.

Q. Your mentoring work must keep you very busy. What is your typical day like?

A. I have a difficult time following a set schedule. I may block out a couple of hours in the day to work on my administrative chores, but it never works out that way. I end up doing my paperwork late at night because the day is consumed by committee meetings, task force meetings, faculty meetings, and students' scheduled and unscheduled meetings not to mention community work. Early in my career I started out with the "open door" policy. That didn't work because students were knocking on my door as late as 9 and 10 p.m. As a result, I moved to a "closed door" policy, but students come in and open it anyway.

Q. You're also known for your work with the men's basketball team. What is your role, exactly?

A. I serve as a faculty mentor for them. In fact, I started mentoring several students who, I later learned, were athletes in such programs as football, track and field, basketball and baseball. My work with basketball players began with Kendric Brooks. Kendric was scheduled to meet with me every Tuesday at two o'clock sharp. He made every meeting that semester and continued to meet with me after the semester was over. In fact, after awhile, Kendric would stop by to take a break between classes, to study, to chat, or to find a corner and sleep before heading off to basketball practice. His G.P.A. improved dramatically. Before long, I began to meet other student-athletes in the basketball program who wanted to know what this whole "mentoring thing" was about. My goal with them, like all other students, is to show them that professors care about their educational needs.

Q. You've talked about your father and how he was one of your priorities before you lost him. Tell us about him and how he motivated you to succeed.

A. Dad was dedicated to his family. No matter how many blisters he had on his feet, due to diabetes, he was still working in the fields and providing for us. The only time he and I had difficulty was when I broke the news to him that I wanted to go to college. He had nightmares that I would get into accidents. He also worried that I might lose my cultural values. I remember that night before I started college, in August of 1975, he swore that he would never buy me a car. By November of that year, he already wanted me to look at a used car. That was the kind of dad he was. He tried to put up a hard front, but we knew that he was the biggest marshmallow around

My father earned my love. It was my choice to make Dad my priority. By the time I started college, his body was deteriorating.

I learned early on that in order to properly care for him I needed to be a strong, assertive, educated woman. Most importantly, I needed to speak the language that doctors spoke. So I studied every medical condition his body developed and made sure he got the best care.

Q. You donated a kidney for him, but the operation wasn't successful. What other sacrifices have you made in your life?

A. I guess I don't consider them sacrifices, because I have always had a choice. In Dad's case I was fortunate to be able to give my father hope. Like my dad, I have never been able to put my needs first. I put off things that are important to me to make time for other people, especially students. I guess this comes in part from being the oldest of six children and taking on the role of a third parent. You learn to put everything aside and focus on the emergency of the moment. I carried this into my profession. I constantly tell students that if they sacrifice now by pursuing an education, they will be better equipped to help their families.

Q. What do see yourself accomplishing in the year 2000 and beyond?

A. Wherever I go, I see my students in professional careers. I recently ran into the superintendent of Parlier [School District] at a presentation. He just got hired - his name is Al Sanchez. He told me I was his role model. I think what I'd like to see is more students as they enjoy success. I really believe we have a tremendous campus here. Someday I'd like to see the President of the United States say, "You were my mentor."