As the rhythm of music fills the air, the streets of Durango, Mexico, pulse with life. The smell of sizzling tacos and sweet churros mingles with laughter as families gather to share stories of those that came before them and the obstacles they overcame — each tale a tribute to ancestors who faced adversity with resilience. For Admission Administrator and Diversity, Equity and Inclusion (DEI) Assistant Citlaly Madrid, the memories of her first visit to her parents’ hometown in Mexico are filled with vibrant scenes and new experiences. From her grandmother’s snack shop to her father’s plots of land, Madrid said each corner was filled with nostalgia and history of her family.
“When I was eight, I visited my parents’ hometown for the first time,” Madrid said. “I was able to meet my entire extended family for the first time and experience Mexico with all of my cousins. It was startling yet incredible to see where my parents grew up and experience for myself the different lifestyle there.”
Hispanic Heritage Month is celebrated from Sept. 15 through Oct. 15, coinciding with the independence days of many Latin American countries. The United States (U.S.) Congress first made the Hispanic Heritage observance a one week event in 1968 before they designated the celebration to a month in 1988, according to the Pew Research Center.
As the oldest daughter of Hispanic immigrants, Madrid said the complexity of higher education was a hurdle. Growing up in a household with immigrant parents, Madrid said she took on a larger role, and felt it was challenging to go through the college process with limited guidance.
“Navigating college as a first-generation student was difficult at times,” said Madrid. “The application process was complicated and stressful, and, once I arrived at college, I felt lost and confused. However, once I found a strong support system, college became more manageable, and now I can help my brothers through their own college experiences.”
As of 2023, 56% of all undergraduates are first-generation college students, and out of that 56%, 60% are Hispanic or Latino, according to Forbes.
History Teacher Ingrid Sierakowski faced similar challenges as a first-generation student and an immigrant. However, her lived experiences led her to create her own curriculum centered around her heritage. She was born in Guatemala, but immigrated to Los Angeles (LA) at a very young age. Raised by a single mother with the help of her grandparents, she attended a Los Angeles Unified School District school purposed for teaching immigrants. Sierakowski said the school helped her acclimate to American culture.
“I was in a classroom with a lot of kids from Latin America who didn’t know English [and] were learning about the city,” said Sierkowski. “We went on a lot of field trips [and] learned about language. So, a year of just studying English and [the] culture of Southern California.”
Sierakowski was surrounded by a close community of neighbors from Mexico, Guatemala and El Salvador. She said being raised by other figures helped her stay motivated while her mother was providing.
“My mom was working a lot [so] we’d have our neighbors babysit us,” said Sierakowski. “I grew up around [an] environment [that emphasized], ‘You’re focusing on school,’ ‘You’re focusing on maintaining the effort’ and ‘this is a sacrifice we’re all making.’ It was [a] ‘We’re all in it together’ mindset.”
Sierakowski attended the University of California, Los Angeles (UCLA), where she initially majored in English; however, she changed courses and became a history and political science major. Later, she went on to pursue a PhD at Yale University. Like Madrid, Sierakowski said she faced obstacles being a first-generation college student, but from the impact of comparing herself to students around her.
“It was challenging being the first in a lot of situations I was in, being the first in my family to go to university, or just being Guatemalan and going to Yale,” Sierakowski said. “Going [from] UCLA, which is a publicly-funded state school, to [Yale] was hard. A lot of my peers were undergrads at Yale, Harvard or Brown, so it was challenging, but it was also really rewarding to feel like, ‘Oh, I’m doing the things that I want.’”
Sierakowski said her personal experience and study of Latin American culture led her to teach Latin American Studies at the New York University (NYU) School of Professional Studies. Later, she created the Latin American Studies course under the Interdisciplinary Studies and Independent Research Department (ISIR).
“I taught in New York City, and that was the first time I taught a year-long course [about] my training in grad school [which] was about Latin America,” Sierakowski said. “That’s why I basically know everything [and] I’ve read all of the literature on it. I designed the course initially for the [New York University] class, the Latin American Studies course [at the school] is a different version of that. It’s pretty cool that Harvard-Westlake lets me do that.”
Joshua Cadenas ’26, said he decided to take the Latin American studies course because it initially intrigued him, and he realized that the class is extremely helpful in allowing him to understand more about his own culture.
“I wanted to take the class because I thought it would be interesting,” Cadenas said. “I realized how much I did not know about Latin America and its culture or even the different places on the map. It’s really cool that we have classes here that can help people learn about other cultures and also more about their own.”
Academic Resource Specialist Gabriela Herrera said she used education to overcome her challenges. She was born to an immigrant mother who arrived to the U.S. from Mexico in the 1980s.
“It’s pretty common for children of immigrants to be put into a role that doesn’t really belong to you,” Herrera said. “You’re an adult before it’s time to be an adult. You’re translating for your parents, figuring out the systems and explaining the systems to them [or] explaining to them how or why we can’t do something a certain kind of way.”
Herrera said the magnet program at her school exposed her to college options and career possibilities. After high school, she went on to attend college in Mexico for two years and returned to the United States to complete her degree. As a first-generation student, Herrera said she found it difficult to navigate the higher education system without much guidance. She said she had to be proactive in seeking out information and resources on her own.
“I knew I wanted to study psychology, so I had to figure out what [credits] transfer, what didn’t transfer, all the redos and what paperwork I needed to do,” Herrera said. “I had to do all of that and figure it out on my own. That is how I discovered I was really good at finding resources.”
Latin American and Hispanic Student Organization (LAHSO) leader Zarah Colmenares-Cifuentes ’26, is the daughter of Guatemalan and Mexican immigrants. She said her parents immigrated to the United States in their teen years and faced many struggles along the way. Colmenares-Cifuentes said once she was older, her parents taught her of the obstacles they faced as immigrants.
“They have taught me the good and bad things in life and to be grateful for any opportunities that come my way,” Colmenares-Cifuentes said. “Once I got older, they talked to me about the struggles they faced in their youth years and how coming to the U.S. was a blessing. My mom and dad came to the U.S. when they were 16 years old. Leaving their families was the biggest struggle, but they had the support from their parents and understood why they were making this decision.”
Upper School History Teacher Michelle Martinez said she was fortunate to have a supportive environment that helped her to thrive despite the challenges of being an immigrant and first-generation student. She was born in Mexico City and raised in the predominantly Hispanic, working-class Pico-Union neighborhood in LA. The neighborhood has an 81% Hispanic population, according to Statistical Atlas. Martinez said her high school helped her parents with the college process by offering classes to first-generation families.
“My parents didn’t have any information on the college process or what I needed to take in high school,” Martinez said. “Luckily, [Pacific Palisades High School] offered parent college classes to inform first-generation parents in their native languages and had counselors who understood that we didn’t have the ‘unspoken’ knowledge needed to succeed [in] that next step [of] our education. I was very privileged to be in an environment that was supportive and aware of these barriers in the early 2000s.”
Colmenares-Cifuentes said her parents hoped for their children to have a safe and less difficult life than they did while simultaneously keeping their culture alive.
“Both of my parents have always wanted their children to grow up in a safe community and not go through the conflicts they went through,” Colmenares-Cifuentes said. “My parents exposing my sister and I to these two different cultures gave us a chance to grow and learn more about the history and the challenges each one faced. Hispanic Heritage Month gives us the time to reflect on that and appreciate it.”
Abraham Avalos ’26 said he feels it is important to embrace his Hispanic culture and sharing a similar culture to teachers makes him feel more represented within the community.
“I think we should all embrace our culture and heritage more, especially at school,” Avalos said. “Having teachers who share the same Hispanic background helps with that. It’s like we’re celebrating who we are while learning, and it makes a big difference when you know your teachers understand and represent where you come from.”
Colmenares-Cifuentes said she also feels a stronger connection to teachers who share in her cultural background.
“When it comes to teachers who share the same culture as me, I find it easier to communicate with them not just in an academic way but also in a personal way,” Colmenares-Cifuentes said. “I gain a sense of trust because I know they would be able to relate or understand where I am coming from.”
Visual Arts Teacher Gustavo Godoy said he grew up in Riverside, California. His family is a blend of two contrasting cultures — immigrants on his father’s side and Midwesterners on his mother’s. He said his father’s family came to the United States from Mexico when he was a young boy, facing significant challenges. His father eventually made his way to the U.S. and pursued a college education. Godoy said his father’s commitment to education and a strong work ethic not only shaped his own life but also set the course for his family’s future.
The ‘American Dream’ is used to describe the idea that anyone can come to the U.S. and achieve success through hard work and determination, according to the Pew Research Center. Godoy said that the idea of the “American dream” was much more attainable back then than it is in today’s society.
“Back then, the ‘American dream’ was a real possibility in ways that I think are difficult for most who come across the border under similar circumstances today,” Godoy said. “I learned so much about having a strong work ethic and intellectual curiosity from my dad, who would not be where he is, and nor would I, had he not prioritized his education.”
Although Hispanic Heritage Month is a yearly celebration, the current election creates a spotlight on Hispanic immigrants. Border policy is one of the main points of discussion throughout the election, which caused many Hispanic families to feel discriminated against, according to PBS News.
“Stigmas still persist about the Latino community, particularly in this election year with the focus on migration and the border,” Martinez said. “Stereotypes hurt the Latino and immigrant community, our ability to succeed and thrive in the United States. Latinos have long contributed to the U.S., and there needs to be more effort to understand the positives of the Latin community.”
