Interview with Mercy Hernandez, September 2, 2020

Partial Transcript: Today is September 2nd, 2020. This is Randolph Adams, who served in the Dominican Republic from 1966 to 1969.

Segment Synopsis: Hernandez says she was always curious about other cultures. In college at California State University, San Bernardino she studied anthropology. Her passion about cultures and people seemed to fit Peace Corps. None of her family had traveled out of the U.S. She wanted to be different. She investigated the requirements for Peace Corps and looked for experiences to be more presentable. She was accepted in August 2016. She was most interested in Morocco but there were no suitable positions in education. Her mother did not want her to go to Africa. She left in March 2017. After graduation in December 2016 she organized her debts and other affairs, then completed security and medical checks. She was very excited and cried at acceptance. Her mother was less excited, not feeling it would be safe. Her mother began to feel better about it during her service. Some family were indifferent, but friends were supportive. She did not know any other volunteers.

Keywords: Application process; Applications; Applying; Background checks; College majors; Culture; Education; Education volunteers; Family; Fears; Georgia; Interviews; Invitations; Legal paperwork; Morocco; Mothers; Peace Corps interviews; Safety; Undergraduate education

Subjects: Culture; Families; Friendship; Georgia; International travel; Peace Corps (U.S.); Republic of Georgia; Universities and colleges

Partial Transcript: So now we're in-country.

Segment Synopsis: Hernandez says she was not prepared for the cold in Georgia. Training provided what she needed. Language training was 4 hours a day. Her host mother, a widow, was kind and helpful. Hernandez did not have teaching experience so the technical training filled in her gaps. It included lesson plans, multi-level learning, logistics for Peace Corps data, and assessments. Advice on classroom management was just saying hitting students was common. Cross-cultural training challenged biases that she was not aware she had. Concepts of wealth were different. Hot water, a clothes dryer, and a modern toilet were amenities she had taken for granted. Her host mother tried to help her find what she liked to eat and to try foods Hernandez fixed with ingredients from home. Her permanent host family incorporated her in community activities. Integration with students was good. They hugged her a lot. Safety and security were never concerns. Other volunteers experienced sexual harassment and abuse of alcohol, causing a risk. Training was 100% adequate to know about handling harassment and good communication. Female hygiene and virginity were discussed. Being a member of the LGBTQ+ community was to be hidden. Overall she felt well trained, and prepared to grow.

Keywords: Adaptability; Adaptation; Adjustment; America; Americans; Care packages; Climate; Cultural differences; Cultural training; Culture; Customs; Diversity; Diversity in the Peace Corps; Drinking; Education; Family; Food; Food culture; Gender roles; Georgian (Language); Homosexuality; Host families; Host mothers; Houses; Housing; Invitations; Kids; LGBTQ+; LGBTQ+ community; Language skills; Language training; Languages; Living conditions; Living situations; Local languages; Local people; Locals; Mothers; On-site training; Personal growth; Pre-service training; Relationships; Safety; Teacher training; Technical training; Weather

Subjects: Acculturation; Culture; Families; Food habits; Friendship; Georgia; Interpersonal relations; Interpersonal relations and culture; Language and culture; Language and languages; Lifestyles; Manners and customs; Peace Corps (U.S.); Peace Corps (U.S.)--Georgia; Peace Corps (U.S.)--Republic of Georgia; Republic of Georgia; Social norms; Teaching

Partial Transcript: When did you learn about where you were going to be assigned?

Segment Synopsis: After arrival in March and swearing-in in May, Hernandez learned of her site in late May or early June. The town was Kurdghelauri, with about 2000 people. She could walk to Telavi, a town 5 minutes away. She had gone briefly to meet the school staff and her host family. The host family had a mother, father, two sisters, a grandfather, and a grandmother. Some volunteers moved from host families to be on their own later, but she was satisfied there, with running water and internet. She had not wanted to live with an adult male but says that her host father was awesome, and always supportive of her and of his family. They spoke broken English and the sisters improved. A family aunt who lived in the U.S. and spoke fluent English came for a wedding. The village had one paved road so there was less walking in mud than the training site. People were hospitable. There were few amenities, only a small market. Telavi had restaurants, a theater, police stations, a castle, and a bank. She could meet with other volunteers there.

Keywords: English (Language); Family; Georgia; Host families; Host family; Host fathers; Host mothers; Host sisters; Houses; Housing; Languages; Living conditions; Living situation; Population; Relationships; Safety; Sites

Subjects: Acculturation; Families; Georgia; Interpersonal communication and culture; Interpersonal relations; Language and culture; Language and languages; Lifestyles; Manners and customs; Peace Corps (U.S.); Peace Corps (U.S.)--Georgia; Peace Corps (U.S.)--Republic of Georgia; Republic of Georgia

Partial Transcript: Take me through a, a typical day of teaching.

Segment Synopsis: Hernandez says there was no heat in her room; temperatures were often in the negative teens. She would go to the kitchen at about 6:30 in the morning where it was warmer to dress, then have breakfast. School was 5 minutes away, with classes starting at 8. Kids in her classes, grades 1 through 8, would tackle her with hugs. She discussed lessons with teachers. Classes ended at 2 when she went home to plan lessons, and have dinner. English teachers were those she spoke to most. One fellow teacher who did crochet became a friend since that was Hernandez's hobby also. At a party outside of school she met teachers. Interactions were healthy. Three other volunteers were nearby and another not far. She also socialized with a neighbor who became a good friend. Her English was good. The community was good. Her leisure included knitting, crochet, reading (Telavi had an American Corner where she borrowed books), and she went to restaurants.

Keywords: Activities; Classes; Co-teachers; Daily routines; English (Language); English teachers; Family; Georgia; Host families; Host family; Housing; Invitations; Kids; Language barriers; Language skills; Languages; Living conditions; Living situation; Local people; Locals; Schools; Teachers; Teaching

Subjects: Acculturation; Families; Food habits; Friendship; Georgia; Interpersonal relations; Language and languages; Lifestyles; Manners and customs; Peace Corps (U.S.); Peace Corps (U.S.)--Georgia; Peace Corps (U.S.)--Republic of Georgia; Republic of Georgia; Schools; Teachers; Teaching

Partial Transcript: The, uh, term of your service was cut short because of the virus, so, um, in that, uh, year period did you ever take vacation, or were you waiting?

Segment Synopsis: Hernandez's service was cut short because of medical issues, not COVID-19. She did take a vacation in December, 2017. She went home for Christmas, and returned to a warmer Georgia. The most memorable incident was when a student, who spoke no English, was distraught. She left class after an altercation with some boys. The volunteer learned that the girl was suicidal after losing her mother. Having experienced depression herself, Hernandez felt compelled to do something. She hugged the student for a long time. While there was a language barrier, the next day the girl said thank you and seemed much better. The impact on one person is important. The country director had said that the impact of service can never be measured. Hernandez believes there was an impact. Students still communicate that they want her back, and she misses them.

Keywords: Classes; Coronavirus disease 2019 (COVID‑19); English (Language); Family; Georgia; Georgian (Language); Kids; Language barriers; Language skills; Languages; Leaving; Local people; Locals; Mothers; Relationships; Schools; Teachers

Subjects: Acculturation; COVID-19 (Disease); Georgia; International travel; Interpersonal communication and culture; Interpersonal relations; Language and languages; Manners and customs; Peace Corps (U.S.); Peace Corps (U.S.)--Georgia; Peace Corps (U.S.)--Republic of Georgia; Republic of Georgia; Schools

Partial Transcript: So what did your anthropology add to this service?

Segment Synopsis: Hernandez says that from her service she became aware of egocentricity. Georgians taught her much about compassion, hospitality, and family values. Georgians did not understand that she is Mexican American. She is not what they expected of a typical American. She showed them Mexican culture and the fact that Americans are diverse. In the U.S. she speaks a lot about Georgia. She is working on a pen pal program. She says that her experience was life affirming. She would do it again unhesitatingly. Peace Corps can change lives and bring people together. She says that the view that it is modern colonialism is not what she or most volunteers feel.

Keywords: America; Americans; Cultural differences; Family; First Goal; Food; Food culture; Georgia; Goals; Latinx; Mexican Americans; Personal growth; Relationships; Schools; Second Goal; Third Goal

Subjects: Culture; Families; Friendship; Georgia; Interpersonal communication and culture; Interpersonal relations; Interpersonal relations and culture; Lifestyles; Mexico; Peace Corps (U.S.); Peace Corps (U.S.)--Georgia; Peace Corps (U.S.)--Republic of Georgia; Republic of Georgia; Schools

Partial Transcript: Now I know you were--you said you were medically evacuated. I'm more interested in your view of Peace Corps', uh, support in being able to, to, uh, help you through your issues and back to the U.S.

Segment Synopsis: Hernandez says that Peace Corps was pretty efficient when she was medically evacuated. She reached out to the medical officer who said to come in. She was put in the hospital for four days until travel arrangements could be made. At home, she was re-evaluated at a hospital. The only criticism she had was that follow up treatment was short. Peace Corps limited it.

Keywords: Evacuations; Family; Georgia; Leaving; Peace Corps staff; Safety; Telephone calls

Subjects: Hospitals; International travel; Peace Corps (Georgia); Peace Corps (U.S.); Peace Corps (U.S.)--Georgia; Peace Corps (U.S.)--Republic of Georgia; Republic of Georgia; Travel

Partial Transcript: So at this stage, um, assuming Peace Corps goes back into operation, um, do you see yourself reapplying to Peace Corps, or ready to move on?

Segment Synopsis: Hernandez says that she would return to Peace Corps. She is still dreaming of Morocco, for the adventure and making an impact. Religion is important in Georgia, but not to her. As a woman, she was expected to protect herself. She says she had to tone down her free spirited nature. They never identified her as Latina and she never felt Mexican growing up. She began to connect to the culture in college. In Georgia she missed Mexican food and received some supplies from her mother. Georgians eat eggplant and fish, which she does not like. In Telavi she could go to a variety of restaurants. The Peace Corps staff never seemed to notice she was part Mexican. Another volunteer she befriended had a similar background. Service did not shift her perception of her identity. She began to see a sense of entitlement and egocentrism as an American. She wishes the U.S. had more Georgian values. In Georgia, she was asked her opinion of President Trump. Peace Corps had said to be careful of what she said. She just said she did not vote for him and Georgians found it puzzling that Americans chose him. She never felt discrimination from Georgians. It is a very hospitable culture. Other volunteers did gossip some. She would encourage visiting Georgia. It is European without tourism, with good wine. It is a hidden gem.

Keywords: Adaptability; Adaptation; Adjustment; American; Americans; Care packages; Cultural differences; Culture; Customs; Diversity; Diversity in the Peace Corps; Drinking; Ethnicity; Food; Food culture; Gender roles; Georgia; Latinx; Local people; Locals

Subjects: Culture; Food habits; Georgia; Lifestyles; Manners and customs; Peace Corps (Georgia); Peace Corps (U.S.); Peace Corps (U.S.)--Georgia; Peace Corps (U.S.)--Republic of Georgia; Republic of Georgia; Social norms; Travel