Mike Ferrer

Partial Transcript: Hello my name is Walter Thomas-Patterson, and I am here with Mike Ferrer to interview him as part of the Latino Veterans Oral History Project, and for the record can you state your name and birth date

Segment Synopsis: Ferrer states his name and birthdate. The interview setting is the Lorain Historical Society.

Keywords: Latino Veterans; Oral History Project.; Lorain Historical Society

Partial Transcript: Where were you born and where did you grow up

Segment Synopsis: Ferrer discusses his early life and his family growing up as being one of four boys living. His family lived in the boroughs of Manhattan and Queens in New York. He stated that his biological father was mostly out-of-the-picture; Ferrer recalled one time when his father picked him up from school, which was a notable event. Ferrer stated that his mother was from Sabana Grande, a small town in Puerto Rico; she was the one who mainly raised him.

His upbringing in New York during the 1960s was chaotic. He recalls "playing on the roofs of Manhattan, gangs everywhere, people threatening to take your lunch money,” and that his schooling was marked by inconsistency: “we switched schools every year, year-and-a-half maybe.” Ferrer stated that his schools in New York were predominantly African-American. He stated that in reference to his childhood in New York City: “you never think you’re having a bad childhood when you have so many crumpled buildings to play in.”

Keywords: Lorain.; Sabana Grande, Puerto Rico; childhood; Manhattan, New York

Partial Transcript: We came to Lorain for a very strange reason.

Segment Synopsis: The family moved out of New York City after one of his brothers started robbing department stores and was eventually caught by police. His mother, determined to not have another one of her children descend into crime, decided to move the family to Lorain, Ohio, where his grandmother lived.

Ferrer explained that his upbringing living in South Lorain was “docile” compared to the streets of New York. Ferrer recalls being amazed by the grassy lawns that dotted the sidewalks in his neighborhood, and his perception of less crime. His mother remarried while they were in Ohio, and Ferrer started working for his Uncle who owned a bakery.

Ferrer added that more broadly during his childhood, his family tended to avoid discussing difficult or uncomfortable topics; “we never dealt with issues, we never discussed problems,” he stated. The general expectation was to toughen up and face the circumstances you were given, he reiterated.

He stated that during high school, although he had trouble with tardiness, he was able to immerse himself in theater and take classes on Shakespeare and Greek.

Keywords: Shakespeare; crime; family; friends; high school; theater; Migration

Partial Transcript: How was race talked about in your early life?

Segment Synopsis: He mentions that he never remembers being subject to racism in New York: “I do not ever remember being subjected to racism. It was always ‘punk kid,’ but never ‘punk, Puerto Rican kid.’

Keywords: African-Americans; New York City; racism; race

Partial Transcript: What was your experience in College?

Segment Synopsis: Ferrer says that he did not consider applying to college, and he envisioned himself staying near his home and playing basketball post-high school. However, his mother and his English teacher worked together and applied to Bowling Green State University for him. Ferrer recalled receiving a letter in the mail with his acceptance.

During his time at Bowling Green, Ferrer became involved in the Latino Student Union at Bowling Green, where he wrote speeches and other literature for their activities.

He noted that he became more distant from his Puerto Rican identity in College, stating that he struggled to reconcile the version of obedience that his mother and relatives taught him when speaking to authority figures (teachers and cops): “they always looked down at the ground,” which Ferrer assumed meant “they were either afraid or they were ashamed to be Hispanic.” Ferrer explained that his perception of hispanic subservience troubled him during college, and that as a result, his Puerto Rican identity became a source of shame. “I don’t wanna be Hispanic in college because I’m not subservient to anybody.” Ferrer clarified that his name gained a variety of ethnic connotations as a result: “so Ferrer was either French or Italian. . . but never Puerto Rican.” He says that the only people that knew he was Hispanic were his fellow classmates in the Latino Student Union.

Keywords: Bowling Green State University; Hispanic identity; Latino Student Union; College

Partial Transcript: It was my last semester, and we were partyin.

Segment Synopsis: Ferrer said that he struggled during his final semester in college; he was failing his courses and hanging out with friends who would party late into the night. One day during his final semester, he stumbled upon a military recruiter stationed on his college campus, and recalled addressing the recruiter: “yo man, if you can get me out of this semester in a week, I will join the military.” Ferrer said that his decision to join the military was not motivated by a patriotic duty; rather, he saw it as an opportunity to escape his current circumstances. He traveled to Ft. Jackson in North Carolina to prepare for Basic Training, which he described as quite comfortable relative to what came next.

After his time in North Carolina, Ferrer traveled to Ft. Campbell Kentucky for Basic Training for six weeks. He recalls being roused from his barracks early in the morning and whisked onto a bus to Fort Campbell. Upon arriving at Fort Campbell Kentucky, he recalled encountering drill sergeants for the first time, who rushed on the bus and started yelling. This experience was emblematic of what the next six weeks became for him. According to Ferrer, this time, “was the scariest time of my life, but it was also the first time I understood what discipline was.”

Later, Ferrer recalled how his time in Basic Training helped him clarify the difference between obedience through fear, which his mother instilled in him, and obedience through discipline, which he began to internalize during basic training.

Partial Transcript: When I get back to the barracks, there is this guy standing by the shower.

Segment Synopsis: During his time in advanced individual training, which came after basic training, Ferrer was recruited to join the Commander and Chief’s Guard, which is the personal escort of the United States President. Ferrer recalled receiving a top-secret White House Clearance for this job.

Ferrer said there were a number of different roles he was expected to carry out on a daily basis. He took part in ceremonies and events involving the president. He saluted the president if, for example, the president was entering or leaving a specific area. He was also expected to march by the presidential motorcade.

If a U.S. soldier was killed in action, his unit was expected to carry the casket of the deceased. Ferrer participated in Arlington National Cemetery Memorials and remembers standing by the Tomb of the Unknown Soldier. Once a year, he took part in putting flags in front of every single gravestone in Arlington National Cemetery, which he remembered being an especially tedious task.

In addition to his roles in Washington D.C, Ferrer remembered participating in ceremonies in Virginia to welcome foreign dignitaries to the United States, who arrived at different Virginia military bases. He remembered the tremendous amount of preparation and attention-to-detail he had to practice to be prepared.

Beyond his ceremonial roles, Ferrer participated in a traveling show called the “Spirit of America.” as part of the Commander and Chief’s Guard. They would travel the country and perform military reenactments of the Revolutionary War—dressing up as colonial and British soldiers and firing their prop muskets at one another. Ferrer recalled the elaborate choreography and presentation skills that these shows involved.

Serving in the Commander and Chief’s Guard was a sought-after position, and Ferrer said that if soldiers dropped their rifle, then they were transferred out of the unit Korea. This was a common occurrence for many soldiers, Ferrer stated, because they could easily pass out if they locked their knees while standing.

Ferrer eventually left the Commander and Chief’s Guard after his daughter was born.

Keywords: Arlington National Cemetery; Washington D.C.; Commander and Chief’s Guard

Partial Transcript: When I got out, I decided I’m gonna go back to college.

Segment Synopsis: Ferrer explained that after being discharged from the military, he was more mature; he received straight A’s in his final semester and graduated. He said that his experience in the military was transformative because of the lessons it taught him about discipline. He started grant-writing for local organizations, but initially struggled to find his calling. Fortunately however, he was offered a job as director of the youth center in Lorain. Even though he took a significant pay cut, he quickly fell in love with his job. Most notably, he started a theater program that ran successfully for fifteen years.

Partial Transcript: Can you describe how your time in the military informed your work?

Segment Synopsis: “In the military, you cannot fail,” Ferrer declared, “You assume that every mission you were given, you were going to do.” The rigid nature of the military command structure, where failure was not an option, motivated his later desire to work with underprivileged kids in Lorain who were vulnerable to joining organized crime. Ferrer inserted this sense of order into his teaching practice. Additionally, he incorporated the physicality of military instruction into his positions as a community organizer in Lorain.

Ferrer described that on a psychological level, his ability to distance himself from negative and destructive thoughts that would previously feel overwhelming were another critical lesson from the military. His ability to dissociate from feelings of anger is a key psychological practice that he has passed on to his mentees.

Keywords: mentorship.; theater; workforce development agency; Military discipline

Partial Transcript: I think any experience can be good or bad, it depends on who your mentors are; who your associates are; who you hang out with, how easily it is for people to get on your head.

Segment Synopsis: Ferrer emphasized that the military was not a cure-all for society ills, but it was an opportunity for building character and responsibility. It helped develop young people’s sense of pride, but crucially, only if those buy into the structure that it provides: “It’s what you make of it,” Ferrer said. Ferrer added that from his perception, the military played a crucial role in removing kids he knew from toxic home lives, where they were especially vulnerable: "In my book, the military has saved 27 kids.” Ferrer summarized that he doesn’t attach a value-judgment to the military, rather, it gives people an opportunity, and they can choose what they want to make with that.

Keywords: military and character building; opportunity; Family

Partial Transcript: Now everywhere I go and everything I do, there is not a person I know who doesn’t know that I’m Puerto Rican.

Segment Synopsis: Ferrer said that his views on race have changed as compared to when he was younger. He says he had a better understanding of how unconscious bias impacts treatment of Latinos in the United States, and said he was frustrated by how people lack a recognition of their own bias. He stated that he does not experience racism in his life. On the topic of military in politics, Ferrer said he tries to remain neutral; he said that on a personal level, he carries his own beliefs on the military.

Keywords: racism; unconscious bias; Race

Partial Transcript: No one teaches me as much as these young people.

Segment Synopsis: Ferrer described the kinds of lessons he had learned throughout his life in service, as well as the values he seeks to uphold. He said that he sees himself “as a life-long learner,” and the enduring relevance that young people hold in shaping his own life. He said that his life-long dedication to service has only energized him to continue working with kids as long as he can.

Keywords: senior citizens; service.; LCCC (Lorain County Community College)

Partial Transcript: What’s your message for future generations?

Segment Synopsis: Ferrer emphasized the importance of listening to your heart and finding friends that care about you. Ferrer said it is crucial to be able to distinguish between acquaintances, or people you just know, to real friends, who can aid you during a difficult time. He described showing his mentees optical illusions that challenge their decision-making abilities; it takes time for the viewer to see the various pictures within the illusions, and through this process, Ferrer said he helps them realize the downside in jumping to conclusions: “Let things filter in,” Ferrer emphasized, “Don’t trust family for everything.

Keywords: family; mentorship; Friendship