Interview with Veronica Corsaro, March 26, 2021

Partial Transcript: Today is March 26--[audio drops out]--21. This is Randolph Adams who served in the Dominican Republic from 1966 to--[audio drops out]--. I'm interviewing Veronica Corsaro who was a Peace Corps Volunteer in Mongolia from May 2015 to August 2017. Veronica worked in the TEFL sector.

Segment Synopsis: Corsaro grew up in Bloomington, Indiana where her father was a professor of sociology. Because of her father's work, Corsaro became used to living abroad. As a college student, Corsaro twice studied abroad, including a semester in Cairo, Egypt. Corsaro had completed law school and had yet to begin a career when she actively considered joining Peace Corps. Corsaro did her undergraduate studies at New York University and finished law school at Indiana University.

Keywords: Bloomington (Ind.); Cairo (Egypt); Fathers; Graduate schools; Indiana University; New York University; Professors; Study abroad; Teaching English as a foreign language (TEFL); Traveling; Undergraduate education; Volunteering

Subjects: Altruism; Careers; Childhood; Education, Higher; Interests; International travel; Italy; Middle East; Motivation; Peace Corps (U.S.)--2010-2020; Peace Corps (U.S.)--Mongolia; Universities and colleges; Volunteer workers in education

Partial Transcript: When did you actually, uh, begin your application process?

Segment Synopsis: Corsaro submitted her Peace Corps application after finishing law school. On her application, which she found long and broad, Corsaro requested not to be sent to any place where malaria was a problem. Following an interview, Corsaro was sent a list of countries to which Volunteers would likely be sent in the near future. Corsaro was asked to rank these places according to her preferences and Corsaro put Mongolia first.

Keywords: Applications; Applying; Malaria; Peace Corps interviews

Subjects: Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: So, once you received the invitation, what was your reaction?

Segment Synopsis: Before receiving the invitation, Corsaro had felt in limbo. The invitation brought her relief and a desire to move on.

Keywords: Uncertainty; Waiting periods

Subjects: Emotions; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: Well, given you had, what, about 5 months to pre-prepare, were you able to do any preparation?

Segment Synopsis: Corsaro moved out of her apartment and said her goodbyes. Corsaro got most of the items on the lists sent by the Peace Corps and downsized her other belongings. Corsaro learned the Cyrillic alphabet which is used in Mongolia. Corsaro watched a couple of Mongolian movies.

Keywords: Alphabets; Belongings; Learning; Waiting periods

Subjects: Language and languages; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: Uh, and what was the reaction of your parents?

Segment Synopsis: Corsaro's parents, who were divorced, were supportive and not surprised. Being apart from her for 2 years would be somewhat difficult for Corsaro's parents but overall, they valued travel and were happy for her, especially as Mongolia was seen as a relatively safe place. None of Corsaro's friends joined the Peace Corps. Before joining, Corsaro had had little contact with Returned Peace Corps Volunteers. When she joined the Peace Corps, Corsaro was 27 years old.

Keywords: Ages; Difficult; Friends; Indiana; Michigan; New York City (N.Y.); Recruiting; Returned Peace Corps Volunteers; Safety; Support; Wisconsin

Subjects: Egypt; Emotions; Families.; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: You left in 2015, and you went to pre-service training. It was in-country?

Segment Synopsis: Corsaro's cohort began with about 130 trainees who were divided among 3 sectors: teaching English as a foreign language, health, and community and youth development. Corsaro's pre-service training took place in and around Darkhan, Mongolia. The trainees stayed with host families in small villages. Corsaro comments that the Mongolian language is very hard for speakers of English to learn. During her Peace Corps application interview, it was suggested that Corsaro get some teaching experience. Consequently, she taught a citizenship class in Brooklyn. Corsaro's role in Mongolia was to train other teachers of English.

Keywords: Arabic (Language); Books; Brooklyn (N.Y.); Cohorts; Cultural training; Darkhan (Mongolia); Difficult; Expectations; Holidays; Host families; Italian (Language); Korean (Language); Language training; Mongolian (Language); Peace Corps staff; Problems; Questions; Relationships; Safety; Spanish (Language); Students; Sustainability; Teaching English as a foreign language (TEFL); Technical training; Techniques; Traveling

Subjects: International travel; Language and languages; Manners and customs; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Teachers; Teaching; Voluntarism; Volunteer workers in community development; Volunteer workers in community health services; Volunteer workers in education; Volunteers

Partial Transcript: Let's get back to your family. What was, uh, your living situation like, both physically and, and interacting with the family?

Segment Synopsis: Corsaro describes her pre-service host family, her living situation, and some of the activities they did together. During her Peace Corps service, Corsaro's scariest moment was initially being dropped off at her host family's place. But, overall, things worked out well with Corsaro and her host family. Corsaro describes the village of several hundred people where she spent pre-service training. Corsaro found the adaptation and inherent loss of independence during pre-service training to be personally challenging.

Keywords: Activities; Adaptation; Adjustment; Amenities; Challenges; Changes; Cohorts; Cultural training; Darkhan (Mongolia); Difficult; Foods; Living conditions; Living situations; Outhouses; Population; Practice teaching; Scared; Second Goal; Villages

Subjects: Acculturation; Emotions; Interpersonal relations; Lifestyles; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: At, at what point during your training were you, uh, informed of where your site would be?

Segment Synopsis: The trainees were able to state some of their location preferences before receiving their work sites at the end of pre-service training. The background check for Corsaro and several others in her cohort had not been completed by the end of pre-service training. So, they did not officially take part in the swearing-in ceremony but were still sent out on assignment. Corsaro was driven to Murun along with other Volunteers assigned to Khovsgol Province. Arrangements for Corsaro's housing had already been made in Murun.

Keywords: Arrangements; Background checks; Cohorts; Counterparts; Darkhan (Mongolia); Housing; Khovsgol (Mongolia); Murun (Mongolia); Pre-service training; Problems; Swearing in; Traveling

Subjects: Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: So, start with your, your own living condition.

Segment Synopsis: Corsaro describes her housing and living situation. Corsaro's accommodations had electricity, a refrigerator, and a wood-burning stove. Corsaro could communicate via cell phone and during her second year also had wi-fi connectivity. Corsaro describes the family in whose accommodations she stayed. Corsaro often received care packages from her parents. Corsaro got along well with her host family.

Keywords: Amenities; Care packages; Cell phones; Changes; Communication; Host family; Housing; Khovsgol (Mongolia); Living alone; Living arrangements; Living conditions; Living situations; Mail; Safety; Technology

Subjects: Interpersonal relations; Manners and customs; Mongolia; Parents; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: The town I was in was called Murun. Uh, it had, I believe, about 30,000 residents which for Mongolia is a--is big.

Segment Synopsis: Corsaro describes the town where she was assigned. Because Murun was near Khovsgol Lake, a major tourist attraction, Corsaro had access to a greater variety of food than other places in Mongolia.

Keywords: Advantages; Darkhan (Mongolia); Differences; Erdenet (Mongolia); Food; Khovsgol (Mongolia); Khovsgol Lake (Mongolia); Murun (Mongolia); Population; Sukhbaatar (Mongolia); Tourism; Tourists; Ulaanbaatar (Mongolia)

Subjects: Culture; Lifestyles; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: The school I was assigned to was called Aviyas School which means "Talent School" and its big thing was that it specifically specialized for students who were--had some kind of performing art talent like singing or, um, playing an instrument, or s--or dancing, things like that.

Segment Synopsis: Corsaro's school, with around 400 students, was relatively small. Corsaro was the first Volunteer assigned to the school. The school administration generally did not give Corsaro a set teaching schedule. Class schedules were often changed partly because the school was physically too small. Corsaro had meetings with groups of teachers and with individual teachers. Corsaro set up additional clubs for the students. Corsaro found things at the school chaotic. Corsaro worked with 4 teachers of English at the school. These teachers showed varying degrees of interest in receiving Corsaro's assistance.

Keywords: Changes; Classes; Classrooms; Co-teachers; Counterparts; Differences; Flexibility; Interests; Plans; Problems; Schedules; Secondary projects; Site visits; Teaching English as a foreign language (TEFL)

Subjects: Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; School management and organization; Student activities; Teachers; Teaching; Voluntarism; Volunteers

Partial Transcript: What role did Peace Corps staff play, if any, during your two years?

Segment Synopsis: In addition to pre-service training, Corsaro received in-service training during her first winter there. For in-service training, Corsaro traveled to Ulaanbaatar with a counterpart. That was followed by mid-service training. A Peace Corps security officer in the capital could be contacted by phone if necessary. Corsaro felt mostly autonomous as the capital was 14 hours away by bus. A Peace Corps staff member visited Corsaro about once per semester. Corsaro's main security issue was the numerous dogs which ran loose.

Keywords: Autonomy; Counterparts; Cultural differences; Dangerous; Dangers; Distance; In-service training; Isolation; Mid-service training; Pre-service training; Safety; Scared; Site visits; Telephone calls; Transportation; Traveling; Ulaanbaatar (Mongolia)

Subjects: Emotions; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: What about, uh, social relationships? Uh, did you hang out with the teachers or your family?

Segment Synopsis: Corsaro visited the homes of some of her co-teachers. Corsaro also attended several hair cutting ceremonies where a child's hair is cut for the first time. Corsaro spent time with her host family and let their kids use her computer. Many local social events involved drinking alcohol, which Corsaro usually avoided.

Keywords: Alcohol; Challenges; Co-teachers; Holidays; Host brothers; Host family; Host sisters; Safety; Special occasions

Subjects: Culture; Interpersonal relations; Lifestyles; Manners and customs; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: Uh, were there Volunteers near you or were you the only Volunteer in town?

Segment Synopsis: There were 4 other Volunteers assigned to Corsaro's town. In addition, other local Volunteers would come into town and visit on weekends. The Volunteers helped each other out with special community activities.

Keywords: Activities; Close of Service; Cohorts; Community involvement; Extensions; Murun (Mongolia); Site mates; Site visits; Traveling

Subjects: Interpersonal relations; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: The way you described your first year, did that continue your second year in terms of schedule changing and times and--

Segment Synopsis: By her second year, Corsaro had gotten more used to the schedule changes at her school. One of Corsaro's counterparts left because of pregnancy. But, Corsaro got along well with their replacement. Corsaro says her expectations regarding her service had become more realistic.

Keywords: Acclimation; Counterparts; Expectations; Schedules

Subjects: Acculturation; Interpersonal relations; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: What do you think your, your greatest challenge was?

Segment Synopsis: Corsaro comments that Peace Corps had been active in Mongolia for many years before her arrival and has made positive changes and has a positive reputation there. Corsaro believes that her greatest challenge was to have realistic expectations of how she could contribute to her community. Corsaro believes that she helped lay the groundwork at her school for the next Volunteer. On a more personal note, it was a challenge for Corsaro to lie to the local people and hide her sexuality while in Mongolia.

Keywords: Expectations; History; Impact; LGBTQ+ Volunteers; LGBTQ+ people; Local people; Locals; Pre-service training; Preparation; Questions; Regrets; Reputations; Safety; Sexual identity; Sexual orientation; Sustainability

Subjects: Emotions; Homophobia; Homosexuality; Interpersonal relations; Manners and customs; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Sexual minorities--Identity; Sexual orientation; Voluntarism; Volunteers

Partial Transcript: I actually have a series of questions about diversity. Are you interested in expanding?

Segment Synopsis: Corsaro says that prevalent public opinion in Mongolia continues to oppose homosexuality. However, while Corsaro was there, discrimination based on sexual orientation was made illegal. Corsaro believes that younger people there are more open-minded on the subject. For security reasons, Corsaro felt that she needed to conceal her sexual orientation from the Mongolians but not from other non-native Peace Corps staff or from other Volunteers.

Keywords: Assumptions; Attitudes; Changes; Difficult; Discrimination; Doctors; Identity; LGBTQ+ Volunteers; LGBTQ+ community; LGBTQ+ people; Peace Corps staff; Reforms; Regrets; Risks; Safety; Sexual identity; Sexual orientation; Young people

Subjects: Emotions; Homophobia; Interpersonal relations; Kazakhstan; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Russia; Voluntarism; Volunteers

Partial Transcript: Being a Peace Corps Volunteer inevitably shapes how you view yourself and how you view the world.

Segment Synopsis: Corsaro is proud of herself for having completed her Peace Corps service. Serving in the Peace Corps has broadened Corsaro's perspectives. Others currently around Corsaro have difficulty understanding what she experienced as a Volunteer.

Keywords: Awareness; Changes; Difficult; Identity; Personal growth; Understanding

Subjects: Emotions; Lifestyles; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: Did you, uh, encounter any sort of discrimination, uh, not necessarily with yourself, but, uh, other Volunteers?

Segment Synopsis: Corsaro reports that Black Volunteers encountered a lot of racism in Mongolia. For historical reasons, Mongolians also have negative feelings towards China and Chinese people. Asian Americans tended to pass as Mongolians.

Keywords: Advice; African Americans; Asian Americans; Barack Obama; Black Americans; Blending in; Foreigners; History; Leaving; Post-colonial; Questions; Racial slurs; Special occasions

Subjects: China; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Race discrimination; Race relations; Racism; Russia; Voluntarism; Volunteers

Partial Transcript: Sort of, if you could remember your most memorable moment as a Volunteer.

Segment Synopsis: During pre-service training, Corsaro attended Naadam, a traditional summer festival in Mongolia. When Corsaro returned to her host family's house, she felt ill and went to sleep. When she woke up, Corsaro went outside at night and found her host family singing beautifully.

Keywords: Host family; Illness; Pre-service training; Sickness; Special occasions

Subjects: Culture; Interpersonal relations; Manners and customs; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: So, starting with relationships. What, what lessons learned do you think you, uh, took away from your service related to relationships?

Segment Synopsis: Corsaro feels she got valuable experience communicating with people in a professional, cross cultural setting. Compared to English, expressing ideas in Mongolian is more blunt. Corsaro learned to be more understanding of people trying to communicate in an unfamiliar situation.

Keywords: Acclimation; Challenges; Communication; English (Language); Isolation; Mongolian (Language); Understanding

Subjects: Acculturation; Intercultural communication; Interpersonal relations; Language and languages; Manners and customs; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: The second, uh, concept about development. Uh, social change. Any lessons learned, take aways for you?

Segment Synopsis: Corsaro says that meaningful social change takes time. Over a Volunteer's 2 years of service, it might be possible to see incremental social change on which others can build.

Keywords: Differences; Lifestyles; Manners and customs; Social change

Subjects: Culture; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: The third area is, is cultural influence, um--the importance of it or how it affects, uh, the work.

Segment Synopsis: Corsaro says that one's approach to work cannot be separated from one's culture. Corsaro comments that Mongolia is still transitioning to a more democratic society after having been dominated by the Soviet Union. This has created many economic challenges. Mongolians need to decide what elements of Soviet influence to retain.

Keywords: Challenges; Changes; Counterparts; Cultural differences; English (Language); Holidays; Identity; Russian (Language); Transition periods

Subjects: Asia; Culture; Language and languages; Lifestyles; Manners and customs; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Russia; Soviet Union; Voluntarism; Volunteers

Partial Transcript: How would you sum up your Peace Corps service?

Segment Synopsis: As advertised, Corsaro found Peace Corps service unique, challenging, frustrating, and rewarding. Corsaro appreciated her host family and community. Corsaro learned to be resilient when faced with uncertainty and chaotic challenges.

Keywords: Community; Host family; Resilience; Returned Peace Corps Volunteers; Uncertainty

Subjects: Emotions; Interpersonal relations; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers

Partial Transcript: Uh, did the Peace Corps experience have any influence on, uh, your plans for your future? And, and, uh, what was the effect of Peace Corps service on your life?

Segment Synopsis: Readjusting to the U.S. was hard for Corsaro as it took time for her to find an understanding, supportive community comparable to what she had in Mongolia. People in the U.S. had trouble relating to her Peace Corps service. Because of her Peace Corps service, Corsaro has become more self-confident, independent, and open to change.

Keywords: Adjustment; Career paths; Coming home; Community; Difficult; Independence; Jobs; Marriage; Mothers; Orientation; Re-entry; Self-confidence; Support; Traveling; Understanding

Subjects: Acculturation; International travel; Lifestyles; Mongolia; Peace Corps (U.S.); Peace Corps (U.S.)--Mongolia; Voluntarism; Volunteers