At just 15 years old, Julian Martinez fled his war-torn home country of Nicaragua as a refugee.

“It was very difficult,” Martinez said. “You have to grow up fast — you don’t have time to be a teenager and do the things most teenagers do. It force[s] you to become an adult when you’re a child.” 

Prior to moving to the U.S., Martinez spoke very little English. But when he arrived, school required him to quickly learn the language. He continued his education by attending college in Connecticut and San Diego. 

“Since I struggled to get my education, I sympathize with students, minority students, who are struggling with their education mostly because we don’t have the support system from our families,” Martinez said.

Eventually, Martinez graduated college — the first in his family to do so — and he did it all by himself. Despite the many obstacles along the way, Martinez was and is fueled by curiosity and a desire to pursue the unknown.

Now, as a teacher at Burlingame, Martinez is able to use his story to inspire students and show them that they, too, can push through challenging circumstances.

“Being a teacher alone is being a role model,” Martinez said.

Students see that you can become anything, a teacher or a counselor or a professional, and not just the stereotypical jobs for Hispanic people.

“I want to be a role model for minority students so they can be inspired to overcome any obstacles they have,” Martinez said. 

When living in Nicaragua, Martinez celebrated Independence Day on Sept. 15 with parades, flowers, and white and blue decorations. At Burlingame, he gets to share these traditions with students throughout the year.

“Teaching a language is not just teaching grammar, it is about teaching culture as well,” Martinez said. “We don’t just celebrate in September, but we celebrate the whole year.”

Sophomore Andrea Figueroa Tostado’s parents grew up next door to each other in Mexico. After getting married and having Figueroa Tostado’s two older siblings, they decided to move to America. 

When they reached America in their 20s, Figueroa’s parents did not speak any English, making it difficult for them to find jobs. Yet they persevered, hoping that America would provide their children with better education and more opportunities. Eventually, Figueroa’s parents were able to find jobs: her mother worked at a factory making mattresses, and her father worked at a bakery.

Figuera’s parents primarily spoke Spanish at home, so she didn’t learn much English until she reached elementary school.

“When I was a kid, it was a bit hard in school because my first language was Spanish,” Figueroa said.

Despite the challenge of learning English later than her peers, Figueroa finds that being bilingual is beneficial in her everyday life.

“In stores and stuff, if someone doesn’t speak English as well as I do, I always help them out,” Figueroa said. “I think it’s a really nice benefit. I can definitely help out a lot of people.”

Although Figueroa’s family doesn’t do much to celebrate Hispanic Heritage Month, she still believes it is an important month to observe. 

“I think it’s a really good opportunity for people to learn about my culture,” Figueroa said. “It highlights what people have gone through, like coming over [to America]. It’s really nice to have this month.”

Senior Abby Sanchez’s parents immigrated to America at different stages of their lives; her mom when she was five, and her dad when he was 20. Previously, both her parents lived in small rural towns in Mexico, where the only job opportunities within 50 miles were agricultural.

Sanchez’s parents had completely different experiences as immigrants. Her mother’s parents decided to bring their family to America to offer more opportunities to their children. They specifically chose San Francisco for its public schools, which were better than the private schools in Mexico. 

Sanchez’s father, on the other hand, immigrated to California alone when he was 20. Previously, he worked as a schoolteacher in Mexico, but was not  valued or appreciated, and so he looked to the United States for a better career. 

Last year, in 2021, student success coordinator Leslie Escoto approached Sanchez about starting a Latinx club at Burlingame. Sanchez, took the offer and became the president of the school’s first Latinx club in a decade.

“In a way, [the Latinx club] resembles this year’s theme,” Sanchez said. “I wanted to connect Latino students at BHS and allow for a common space, as well as for allies that feel that gravitate towards and appreciate the Latino community.”

 Throughout Hispanic Heritage Month, Sachez’s family talks about the importance of Mexican history, specifically its indigenous roots.

“We talk about the importance of certain achievements in history. Like when Mexico was freed from Spain,” Sanchez said. “It is important to highlight the danger and the effect of colonization… We have to recognize and look back on what was taken away, and remember actual Mexican history. We talk about traditions that are Indigenous not just the ones with Spanish history.”

Aside from reflecting on Mexico’s history, Sanchez emphasized the importance of celebrating the month in America, not just in Hispanic nations.

“I think it’s important because in the past in the United States, Hispanic people, Latino people, were marginalized,” Sanchez said. “We were segregated and endured traumatic things. It’s important that we recognize the month to remember our history in America. Remember that we are visible.”

Academic counselor Earvin Buckner has always been surrounded by his Latino side. Living in Guatemala from first to sixth grade, Buckner was raised primarily by his Latina mother and grandparents.

In the 1950s, Buckner’s grandparents made the tough decision to immigrate to the United States due to a declining political climate in Guatemala. The family — including Buckner’s mom, who was just eight years old — moved to Santa Clara, California, where a family friend lived.

“The family friend who was already a citizen helped them get through that process of citizenship, so it was pretty smooth,” Buckner said. 

Born in the United States, Buckner grew up immersed in Hispanic and Latino culture and would make annual trips back to Guatemala as a young child. 

However, starting in first grade, Buckner and his sister moved to Guatemala with their grandparents to attend a rigorous private school. Buckner returned back to the South Bay to complete his high school education and pave a clear path to college in America. 

Inspired by his own high school mentor Buckner quickly realized that he wanted to go into high school counseling, and he believes that his Latino background has benefitted him in his career.

“Parents who feel comfortable reaching out to me in Spanish with a specific issue, whether it’s feeling like they’re not being heard, or like they might be treated differently, whether it’s socially economically, or their ethnic background, I feel lucky that I’ve been able to sort of give them a voice and empower them,” Buckner said. 

It’s not just parents who feel this empowerment from Buckner; students also look up to him on campus. 

“As a counselor, it’s nice that I’m able to also, hopefully, serve as a role model,” Buckner said. “To say, ‘Hey, you know, I was in your shoes’ or, ‘I was, the only Latino kid or black kid in my college or in my high school class.’ Just showing [students] that you can do or achieve something beyond what is typically expected by society.”