Interview with Jessica Puyo, March 28, 2021

Partial Transcript: Hello. Today is March 28, 2021. My name is Jay Sztuk. I was a Peace Corps Volunteer in Fiji, 1974 through 1976. And today, I'm going to be interviewing Jessica Puyo who was a Peace Corps Volunteer in Samoa from September--September 2018 to, uh, March 2020, when she was evacuated due to the COVID-19 pandemic. And in Samoa, Jessica worked in the education program.

Segment Synopsis: While in high school, Puyo traveled to Tanzania. One of the group leaders, whom Puyo respected, was joining the Peace Corps. So, Puyo decided then to join the Peace Corps after college. Puyo attended Texas Christian University and studied to become an elementary teacher.

Keywords: College majors; Coronavirus disease 2019 (COVID-19); Fort Worth (Tex.); Goals; High schools; Influences; St. Louis (Mo.); Texas Christian University; Traveling

Subjects: COVID-19 (Disease); Evacuation; International travel; Peace Corps (U.S.)--2010-2020; Peace Corps (U.S.)--Samoa; Tanzania; Universities and colleges; Volunteer workers in education

Partial Transcript: Um, I wanted to serve in a sub-Saharan African country sort of similar to Tanzania. I was originally placed in Mozambique and then a few months later, uh, the program got shut down or they never gave us details but something happened and they said, "You can't go here anymore."

Segment Synopsis: Originally, Puyo was posted to Mozambique but was later switched to Samoa.

Keywords: Applications; Applying; Changes; Cohorts; Coming home; Contact; Coronavirus disease 2019 (COVID-19); Decisions; Extensions; Friends; Host family; Learning; Peace Corps interviews; Preparation

Subjects: COVID-19 (Disease); Mozambique; Peace Corps (U.S.); Peace Corps (U.S.)--Samoa; Samoa; Tanzania

Partial Transcript: So, uh, what did the other folks in, uh, St. Louis, Missouri think about you joining the Peace Corps?

Segment Synopsis: Puyo's parents and friends were supportive of her joining Peace Corps. Puyo describes her high school trip to Tanzania. Puyo also studied in Tanzania for a semester while in college. Puyo gives further details on how she was switched from her original placement to Samoa.

Keywords: Changes; Disappointment; First generation Americans; Friends; High schools; Interests; Peace Corps offices; Study abroad; Support; Telephone calls; Traveling

Subjects: Culture; Emigration and immigration; Emotions; Ghana; Immigrants; International travel; Parents; Peace Corps (U.S.); Peace Corps (U.S.)--Samoa; Samoa; Tanzania

Partial Transcript: So, did you do any kind of pre-service training in the States or did you just jump on a plane and go to Samoa?

Segment Synopsis: After staging in Los Angeles for 2 days, Puyo's cohort flew to Samoa. Puyo had not met any Samoans before.

Keywords: Los Angeles (Calif.); Orientation; St. Louis (Mo.)

Subjects: Peace Corps (U.S.); Peace Corps (U.S.)--Samoa; Samoa

Partial Transcript: What were your first impressions of the country when you got there?

Segment Synopsis: The 24 hour trip from Los Angeles to Samoa was exhausting. The Volunteers were full of doubt about what was to come. On the last leg of the trip, females Volunteers were asked to change out of trousers and put on a dress or skirt. At the airport in Samoa, Puyo's cohort was met by the Peace Corps staff. As Puyo's cohort bused to the capital from the airport, the Samoan kids in the villages en-route were excited to see all the Volunteers. Puyo was impressed by the scenery and had a feeling of fear and awe.

Keywords: Apia (Samoa); Auckland (New Zealand); Buses; Clothes; Cohorts; Cultural differences; Excited; Fear; Kids; Los Angeles (Calif.); Peace Corps staff; Tourism; Tourists; Transportation; Traveling; Uncertainty; Villages

Subjects: Emotions; International travel; New Zealand; Peace Corps (U.S.); Peace Corps (U.S.)--Samoa; Samoa

Partial Transcript: And did you do your training there in, uh, Apia?

Segment Synopsis: Puyo's cohort stayed in Apia for a week and had training at the Peace Corps office. Puyo's cohort then moved by bus to the village of Utulaelae for the last 10 weeks of pre-service training. There, they stayed with host families. Puyo describes the traditional Samoan housing. Puyo was very comfortable with her host family during pre-service training and at her work site. At her work site, most of the people with whom Puyo interacted spoke English with her as it is one of the national languages of Samoa. Puyo feels pre-service training was adequate for her but for trainees with no background as teachers, the technical training was insufficient.

Keywords: Acclimation; Apia (Samoa); Conversations; Criticism; Cultural training; English (Language); Host families; Housing; Language skills; Language training; Medical training; National languages; Norms; Peace Corps offices; Practice teaching; Safety; Safety and security training; Technical training; Traveling; Upolu (Samoa); Utulaelae (Samoa)

Subjects: Emotions; New Zealand; Peace Corps (U.S.); Peace Corps (U.S.)--Samoa

Partial Transcript: So, do you have any, uh, memorable experiences or good stories you want to tell us, uh, about your p--about your, uh, training--

Segment Synopsis: During training, Puyo could go snorkeling every day after class and see sea turtles. At the end of training, the 5 host families on Puyo's street had a going away party for them with traditional dancing. Puyo's cohort had 27 trainees, one of whom left almost immediately. The remaining 26 trainees bonded and 18 of them made it to the time they were evacuated. Some Volunteers left for personal reasons or because of safety and security issues.

Keywords: Activities; Cohorts; Criticism; Dancing; Dangerous; Dangers; Friends; Host families; Housing; Leaving; Parties; Pre-service training; Returning; Safety and security; Special occasions

Subjects: Evacuation; Peace Corps (U.S.); Peace Corps (U.S.)--Samoa

Partial Transcript: Was your group very diverse?

Segment Synopsis: Puyo's cohort had a handful of non-white Volunteers. Their country director was a Black woman. Puyo heard anecdotes of non-white Volunteers being treated differently by the local people but Puyo did not witness any such incidents in person. One summer, Puyo did an art camp at her school based on the theme of art around the world. Puyo used this as a means to introduce the idea of diversity.

Keywords: African Americans; Black Americans; Cohorts; Hispanic Americans; Local people; Locals; Native Americans; Peace Corps directors; People of color; Questions; Racial discrimination

Subjects: Peace Corps (U.S.); Peace Corps (U.S.)--Samoa; Race discrimination; Race relations; Racism

Partial Transcript: Alright. Let's move on to your service. Now you finished, um, finished training and went off to your permanent assignment. Where was that?

Segment Synopsis: Puyo was assigned to the village of Salelavalu which is next to the ferry landing on her island of Savai'i. The town at the ferry landing had stores, shops, and restaurants which Puyo frequented. Puyo's village was within walking distance of the town. Puyo's housing had running water, electricity, and cell phone service.

Keywords: Apia (Samoa); Cell phones; Distance; Food; Running water; Salelavalu (Samoa); Savai'i (Samoa); Upolu (Samoa); Villages

Subjects: Peace Corps (U.S.); Peace Corps (U.S.)--Samoa

Partial Transcript: Um, in your village there, did, did you a-also stay with a host family there?

Segment Synopsis: Puyo describes her host family, with whom she had an excellent time. Puyo had a room of her own. Puyo was also happy with her village and school. Puyo describes some of her activities with members of her host family.

Keywords: American Samoa; Clothing; Conversations; Differences; English (Language); Gender roles; Holidays; Host family; Jobs; Lonely; Norms; Perspectives; Relationships; Samoan (Language); Sex education; Siblings; Socializing; Students

Subjects: Culture; Emotions; Interpersonal relations; Mozambique; Peace Corps (U.S.); Peace Corps (U.S.)--Samoa; Samoa; Volunteers

Partial Transcript: And, uh, like I mentioned earlier, the Peace Corps' been in Samoa for a long time. What kind of image does Peace Corps have there and, and how do, how do people generally feel about Americans?

Segment Synopsis: Puyo feels that Volunteers are respected and sometimes given deference which they don't necessarily deserve. At the same time, Volunteers lack anonymity as Samoan society is small and tight-knit. Puyo gives an example from when she was in Apia.

Keywords: Apia (Samoa); Behavior; Traveling

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

Partial Transcript: So, t-tell me about your, your work.

Segment Synopsis: Puyo would walk to school in the morning. One result of her service is that Puyo believes that it is important for teachers to live in the community in which they teach. Puyo had her own classroom. Throughout the day, Puyo would tutor small groups of students from other classes who needed extra help with English. In the first year, Puyo also set up a school library which occupied her lunch periods and afternoons. 8 computers had been donated to the school but nobody knew how to use them. So, Puyo taught computer literacy.

Keywords: Books; Changes; Co-teachers; Examinations; Exams; First Goal; Host brother; Improvements; Schedules; School systems; Students; Sustainability; Teaching English as a foreign language; Techniques; Technology

Subjects: Peace Corps (U.S.); Peace Corps (U.S.)--Samoa; School management and organization; Student activities; Tutors and tutoring; Voluntarism; Volunteer workers in education

Partial Transcript: I had, um, GLOW, stands for Girls Leading Our World. It's a Peace Corps initiative.

Segment Synopsis: Puyo had a weekly Girls Leading Our World (GLOW) club at her school and in the neighboring village. A grant from the Peace Corps helped pay for an annual GLOW conference in Samoa. Puyo served as treasurer for the conference. During her second year, Puyo was co-teaching third grade instead of tutoring.

Keywords: Adjustment; Age ranges; Bureaucracy; Changes; Cohorts; Contact; Conversations; Counterparts; Funding; Gender roles; Girls Leading Our World (GLOW); Grants; Norms; Plans; Problems; Returned Peace Corps Volunteers; Social media; Sustainability; Villages

Subjects: Culture; Finance; Health; Peace Corps (U.S.); Peace Corps (U.S.)--Samoa; Samoa; Stress (Psychology); Student activities

Partial Transcript: Uh, tell me, uh, any, um, fun thing, things that would come around your community like on holidays or special events.

Segment Synopsis: At the end of the school year in December, students are given prizes based on their class rating. The ceremony involves dancing. Near the end of Puyo's first academic year at her work site, schools were closed for 5 weeks because of a measles outbreak. Local churches would have special dance events to raise money and if she attended, Puyo would be forced to participate in the dancing.

Keywords: Churches; Dancing; Fear; Funding; Illness; Measles; Sickness; Social interactions

Subjects: Emotions; Health; Peace Corps (U.S.); Peace Corps (U.S.)--Samoa; Schools; Volunteers

Partial Transcript: So, did you get to travel much, uh, on school break or, uh, get to see more of the, uh, islands?

Segment Synopsis: At the end of 2019, Puyo traveled home for 3 weeks at Christmas time. Puyo had additional plans to travel during the school breaks of her second year but got evacuated instead.

Keywords: American Samoa; Coming home; Holidays; Leaving; Plans; Regrets; Returning; Traveling

Subjects: Fiji; International travel; New Zealand; Peace Corps (U.S.); Peace Corps (U.S.)--Samoa; Tonga

Partial Transcript: Well, uh, tell me about the evacuation.

Segment Synopsis: To address Volunteers' concerns about COVID-19, the Peace Corps office held an optional meeting on March 15, 2020 which Puyo did not attend. At the meeting, the Volunteers were informed that there was a chance that the Volunteers would be evacuated but no decision would be made for at least 2 weeks. However, all the Volunteers got an email from Jody Olsen shortly after the meeting saying that all Volunteers were being brought home. The local Peace Corps office then instructed all the Volunteers to be in the capital in 24 hours. Puyo immediately returned from the town by the ferry to her village and emotionally told the local people she was leaving the next day. Puyo just packed one suitcase as she thought she might be returning in a month. The next morning, Puyo went to school and gave away all her school supplies to her co-teachers. Puyo was on the 2:00 PM ferry and returned to Apia. After 2 days in a hotel, Puyo flew back to the U.S. There were a total of about 40 Volunteers from 2 cohorts which needed to be evacuated as soon as possible.

Keywords: Apia (Samoa); Belongings; Changes; Co-teachers; Cohorts; Coronavirus disease 2019 (COVID-19); Disease transmission; Emails; Housing; Jody Olsen; Leaving; Mosquito nets; Peace Corps directors; Peace Corps offices; Preparation; Returning; Supplies; Transportation; Traveling

Subjects: COVID-19 (Disease); Emotions; International travel; Peace Corps (U.S.); Peace Corps (U.S.)--Samoa; Volunteers

Partial Transcript: Uh, but you, ou mentioned that you're--they have internet there so you're able to stay in touch with them.

Segment Synopsis: Through the internet, Puyo is still in contact with her host family and people at her school. During her intended extension year, Puyo would have acted as Peace Corps Volunteer Liaison and would have helped train the next cohort of Volunteers.

Keywords: Co-teachers; Extensions; Host family; Peace Corps staff; Plans; Pre-service training

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

Partial Transcript: Well, once you, you got home, I'm sure you were still kind of in shock.

Segment Synopsis: Puyo moved back home with her parents. Puyo received her readjustment and evacuation allowance from the Peace Corps. Puyo felt lonely as none of her Peace Corps friends were nearby. After being home for several months, Puyo started to apply for local teaching positions.

Keywords: Applications; Applying; California; Friends; Jobs; Lonely; Missouri; Resources; Returned Peace Corps Volunteers; Support networks

Subjects: Emotions; Finance; Parents; Peace Corps (U.S.)

Partial Transcript: And, um, now it's been--well, it's been almost a year now since you, you left.

Segment Synopsis: Puyo has not applied for reinstatement as a Volunteer. Puyo might consider re-joining the Peace Corps far in the future after she retires. Puyo still plans to return to Samoa perhaps to help with Peace Corps training. Puyo has applied to graduate school at American University.

Keywords: American University; Applications; Applying; Closing borders; Coverdell program; Friends; Graduate schools; Host family; Lockdowns; Peace Corps staff; Returning; Traveling

Subjects: International travel; Peace Corps (U.S.); Retirement; Samoa; Universities and colleges; Volunteers

Partial Transcript: What are some of the things that you got out of Peace Corps and learned about yourself and, and the rest of the world?

Segment Synopsis: Puyo learned from her Peace Corps service that she prefers a unity between her job and personal life. Accordingly, Puyo lives close to where she is now teaching in Washington, D.C. Puyo also learned how to be alone. Puyo feels that her time in the Peace Corps was worthwhile and recommends it to others.

Keywords: Advice; Coronavirus disease 2019 (COVID-19); Flexibility; Personal growth; Resilience; Self-confidence

Subjects: COVID-19 (Disease); Lifestyles; Peace Corps (U.S.); Peace Corps (U.S.)--Samoa; Teachers; Washington (D.C.)