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{\an2}I am Joseph Bernardo, {\an2}and I'm interviewing Charles Mason {\an2}for the Inclusive History and Images Project, {\an2}a project which seeks to recover the histories

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{\an2}of the diverse members of the LMU family. {\an2}We are on the LMU campus in the Creative Studio -- {\an2}Creative Spaces Studios. {\an2}And today is July 14, 2022.

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{\an2}Mr. Mason, do you give me permission {\an2}to interview you {\an2}for the Inclusive History and Images Project? {\an2}And do you allow the recording to be used in accordance

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{\an2}with the stated goals of the project? {\an2}Absolutely. Absolutely. Happy to be here. {\an2}And certainly, call me Charles. {\an2}Charles, thank you.

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{\an2}So, for... {\an2}I want to start off with some biographical questions {\an2}for the interview. {\an2}What is your full name?

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{\an2}Name is Charles Mason Jr. {\an2}When and where were you born? {\an2}Born in Los Angeles... {\an2}a long time ago,

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{\an2}in February, February 15th -- day after Valentine's Day. {\an2}Where is your hometown or the area in which you grew up? {\an2}Grew up in Los Angeles, {\an2}specifically South Central Los Angeles,

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{\an2}known as South L.A. {\an2}Currently live in Inglewood. {\an2}What's your current position at LMU? {\an2}My position is Associate Director,

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{\an2}Transfer Admissions, Diversity and Inclusion. {\an2}And how do you identify yourself? {\an2}I identify myself as African American, Black male. {\an2}Alright.

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{\an2}So, now we're going to go into some questions {\an2}about your experiences here in LMU. {\an2}How did you first get acquainted with the university? {\an2}Was telling Father Engh this story.

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{\an2}I've always had this interest {\an2}and passion with colleges and universities {\an2}and really started the college admissions kind of process {\an2}when I was in middle school or high school,

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{\an2}just really intrigued with colleges and universities -- {\an2}certainly UCLA, SC. {\an2}And I used to watch this TV show {\an2}that really highlighted private colleges

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{\an2}in Los Angeles every Saturday, {\an2}and I would, rather than go out and play basketball, {\an2}I would watch this show. {\an2}And then one day it highlighted Loyola Marymount University.

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{\an2}And I had kind of heard of LMU, but not really familiar. {\an2}So, I watched this show and I remember Father Merrifield {\an2}was the president at the time, and he talked about LMU, {\an2}and I became more and more fascinated with LMU.

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{\an2}Fast forward, as I started {\an2}looking at colleges and universities, {\an2}I had friends who went to school here {\an2}and became more interested in LMU,

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{\an2}never knowing that I would have the opportunity to work here, {\an2}but really intrigued with the college admissions process. {\an2}And came full circle from that TV show {\an2}talking about LMU, highlighting LMU.

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{\an2}Now I've been working here. {\an2}So, when and where, you know, did you get the position {\an2}here at LMU? {\an2}I got the position

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{\an2}in November of 1990. {\an2}I saw the position. {\an2}At that time, there were want ads. {\an2}L.A. Times had this admissions college position open.

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{\an2}I decided to apply. Prior to that, {\an2}I was kind of a career counselor and became fascinated with, {\an2}"Well, should I go ahead and apply?" {\an2}And I applied.

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{\an2}The first interview I actually missed {\an2}because I was a counselor working with students {\an2}and women who were looking to go into education. {\an2}I had a meeting and overlapped

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{\an2}and missed the meeting, or the interview, and rescheduled. {\an2}Came for the interview, all-day interview, {\an2}and more and more I interviewed people, {\an2}more and more excited I actually got about the position,

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{\an3}but didn't really think I would actually be awarded the position {\an2}or offered the position. {\an2}And here I am. {\an2}[Bernardo] Was it with admissions?

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{\an2}It was admissions. {\an2}I interviewed with admissions, {\an2}student affairs. {\an2}I remember interviewing with Seth Thompson --

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{\an2}Dr. Thompson was the dean of liberal arts -- {\an2}and Barbara Busse, Dr. Barbara Busse, {\an2}who was at the time associate vice president. {\an2}And during the interview, I enjoyed talking to them

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{\an3}and talking about my experience {\an2}and talking about what I knew about LMU. {\an2}And I said, "Nah, I won't get the position," {\an3}but really enjoyed the process, the interview, all-day process.

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{\an2}So, it was a lot of fun, {\an2}but didn't think I'd get the job. {\an2}(laughs) Why not? {\an2}Just, you know, I was just so excited about talking

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{\an2}and, you know, talking with the people here. {\an2}But I said, "Oh, they'll probably get somebody else," {\an2}you know, just kind of doubting myself. {\an3}But again, enjoyed the process.

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{\an2}So, why did you decide to work here? {\an2}I was intrigued. The more I studied about LMU {\an2}and got familiar with LMU {\an2}and I knew people who went to school here,

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{\an2}I decided to, you know, take the shot and do the interview. {\an3}And upon being offered the job, {\an2}I thought there were great possibilities. {\an2}You know, and looking at the Jesuit mission,

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{\an2}the tradition of Jesuit education. {\an2}And the people I knew who went to school here {\an2}and people who had graduated from here, {\an2}they were people that were so well-rounded

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{\an2}and really articulate and really well-educated, {\an2}and that passion to serve others, {\an2}to help others, to be men and women for others. {\an2}All of that came full circle for me, and I'm like, hey --

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{\an2}when I got offered the position, {\an2}really didn't think twice. I'm like, {\an2}"Yep, I'd be happy to work here, honored to work here." {\an2}So, you've been here since 1990.

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{\an2}Did you have any -- did you develop any mentors here? {\an2}Absolutely. Absolutely. {\an3}The late, great Dr. John Davis, {\an2}who taught sociology chair of African American studies.

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{\an2}He was a mentor. {\an2}There were others within the community {\an2}who had went to school here who kind of mentored me {\an2}and gave me kind of insight into LMU.

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{\an2}But here on the campus, Dr. John Davis, {\an2}as well as Dr. Cheryl Grills, who started here before I did. {\an2}And Dr. Grills is known worldwide, {\an2}and she's still here, thank goodness, teaching

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{\an2}in the so-- actually, psychology department, {\an2}but taught in African American studies. {\an2}And she really has had a presence {\an2}and still has a presence in the African American community,

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{\an2}but known worldwide for her expertise in psychology. {\an2}How did those relationships, you know, develop? {\an2}Mentorship relationships. {\an2}Just talking to them and being aware of their involvement

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{\an2}within the African American community here in Los Angeles {\an2}and knowing of them at that time. {\an2}And then once I got here, just really picking their brain {\an2}and talking to them about the community,

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{\an2}about the institution, and those things were really beneficial, {\an2}and still beneficial, in the case of Dr. Grills. {\an2}You know, we talk. She's so busy {\an2}all over the place, but we talk from time to time.

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{\an2}And, you know, I think one of the greatest accomplishments {\an2}of her many accomplishments here at LMU {\an2}was coordinating the Kente Graduation ceremony {\an2}for African American students.

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{\an2}And that has been absolutely amazing every time. {\an2}You know, being on the front end {\an2}and working with students as they come in {\an2}out of high school as an admissions counselor,

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{\an2}and then the ultimate program is the Kente Graduation. {\an2}We just had that in May, and watching those young people, {\an2}you know, go through the process here at LMU {\an2}and initially working with some of them

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{\an2}as early as elementary school. {\an2}There's a current young lady who works here at the campus. {\an2}I met her through her father's involvement {\an2}with the 100 Black Men,

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{\an2}who are one of our partners here at LMU. {\an2}And she was eight, nine years old {\an2}when she would come to the campus. {\an2}And I would tease her and say,

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{\an2}"You're gonna come to school here." {\an2}Fast forward, now she's in a master's program. {\an2}You know, just seeing that whole process from high school {\an2}and early on and coming to school here

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{\an2}and seeing them graduate and just, you know, {\an2}seeing Dr. Grills pretty much head up that program {\an2}since the inception. {\an2}It's just been, you know...

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{\an2}If I had to write a movie or a book, {\an2}I'd just write about my experience here at LMU {\an2}and the mentors, the students, and it's just been phenomenal. {\an2}Yeah, well, this is what we're trying to do, is, like,

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{\an2}you know, capture a little bit of that movie or book {\an2}about your experience. {\an2}Where on campus have you felt most at home? {\an2}And why?

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{\an2}Within admissions, working with the students. {\an2}Certainly, there I spend days and nights {\an2}and months and years in the admissions office. {\an2}And then programming,

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{\an2}working with the students in their programs, {\an2}you know, from Kente to the overnight program {\an2}to the one-on-one meetings. {\an2}You know, certainly in admissions

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{\an2}and in the programming that we've done with students. {\an2}[Bernardo] Mm-hmm. {\an2}How about organizations? {\an2}What organizations were you a part of here on campus?

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{\an2}Here on campus, I've been a moderator, {\an2}mentor for the Black Student Union organization {\an2}that exists. {\an2}We've had Brothers of Consciousness,

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{\an2}an African American male organization. {\an2}Even been a part of the advisory committee {\an3}with the Sisters in Solidarity, {\an2}you know, the Black female organization there.

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{\an2}Working with the historical Black fraternities, sororities, {\an2}working with them and being an advisor. {\an2}And then the African American Alumni Association. {\an2}I've been blessed to work with the majority of Black students

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{\an2}who came to LMU in the '90s. {\an2}I think that was the highest number we've ever had. {\an2}Thus they transitioned in from being students {\an2}to being members of the alumni association.

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{\an2}So, being kind of an advisor to those groups, {\an2}and other groups on the campus, too. {\an2}You know, students of color organizations {\an2}like the mentor groups and being an advisor there,

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{\an2}to MEChA, {\an2}to the Asian Pacific Islander student programs {\an2}and organizations, being there to advise them {\an2}and being an ear of support and help for them.

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{\an2}So, that's been my role to help out the students. {\an2}So, you've been so involved with so many organizations here. {\an2}How has that shaped your experience here at LMU? {\an3}Oh, it's rewarding, absolutely.

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{\an2}Coming in nervous and unsure of themselves {\an2}and then watching them grow from week to week, {\an2}month to month, year to year, {\an2}and then leave here, graduate, become professionals.

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{\an2}You know, one of the programs I really was part of {\an2}kind of the founding group, {\an2}was The Learning Community, the TLC program. {\an2}You know, just being a part and watching that development

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{\an2}and watching them grow in from becoming from men {\an2}and, you know, men and women {\an2}from, you know, being boys and girls. {\an2}Just seeing that whole process has been phenomenal.

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{\an2}So, you've been at LMU for over three decades now. {\an2}How have you seen LMU change over time? {\an2}Changed over time. When I started here, {\an2}I think my specific job was, you know,

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{\an2}recruiting African American students. {\an2}And at the time, as a student here in Los Angeles, {\an2}I remember when there was really {\an2}a robust Black student population,

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{\an2}maybe eight, nine, ten percent, and then going down, {\an2}when I started the job, maybe two percent. {\an2}And we're not that far from, you know, {\an2}a predominantly African American community.

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{\an2}And Inglewood certainly is a community of people of color. {\an2}And just wondering, well, hey, {\an2}we have Westchester High School right down the street -- {\an2}substantial number of students of color.

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{\an2}St. Bernard High School, Inglewood, Morningside. {\an2}And I was just curious as to why {\an2}we weren't getting more of those students. {\an2}And they opted for UCLA, USC,

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{\an2}and historical Black colleges {\an2}and colleges outside of the L.A. area. {\an2}And I was just like, "Well, you know, {\an2}we've got to really do some work in that area."

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{\an2}And when I started here, {\an2}and I know the people who were working in that position {\an2}prior to me getting the position, {\an2}you know, and I talked to them, and more than anybody else,

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{\an2}the students themselves felt empowered. {\an2}You know, and they would help me {\an2}go all over Los Angeles and Los Angeles County, {\an2}even in Northern California, in the Bay Area.

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{\an2}They would assist me in terms of recruiting. {\an2}And we would travel all over the place {\an2}on weekends and weekdays and afternoons, evenings, {\an2}and they took part in that

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{\an2}and ownership of that recruitment effort. {\an2}I was kind of like the point guard, {\an2}so to speak, but they took initiative. {\an2}They would have students come up here,

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{\an2}you know, after hours and mentor these students {\an2}and talk to the students, not only about LMU, {\an2}but what it was like being a Black African American student {\an2}in college at the time

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{\an2}as a predominantly white institution. {\an2}And so, you know, a lot of them {\an2}I attribute to the recruitment efforts {\an2}then and now, you know, in terms of being out there.

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{\an2}The alums are very engaged in our recruitment efforts, {\an2}as are the current students {\an2}and the ones that came before them. {\an2}So, that was the greatest experience,

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{\an2}you know, having -- partnering with those students {\an2}and then those students being empowered {\an2}and taking on responsibility {\an2}over and beyond, you know, being a student here.

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{\an2}They were really engaged in that process. {\an2}Why do you think there was a decline from ten percent {\an2}to close to two percent during that time? {\an2}I would say being a private institution

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{\an2}and costing more than the Cal States and the UCs {\an2}and in some cases the historical Black colleges. {\an2}But I think we have done a lot in terms of being {\an2}more visible in the community

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{\an2}as well as, you know, as the numbers increase {\an2}and our students coming to school here, {\an2}alumni base has increased. {\an2}And, you know, people being out there and exposing,

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{\an2}you know, the greatness of LMU and the institution itself {\an2}and the community, the communities of color, {\an2}and specifically the African American community. {\an2}What are some of the high points and challenges

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{\an2}of being an African American male on campus? {\an2}I would say, no question about it, {\an2}when you look at the percentages, {\an2}they were small when I started here.

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{\an2}African American males on the campus, I think {\an2}it's always been close to three-to-one, {\an2}Black females to males, {\an2}and maybe a little bit around that same number now.

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{\an2}And the challenges, you know, {\an2}the perception about being an African American male. {\an3}There were times when I started here I had to show my I.D. card, {\an2}you know, so that people would -- they hadn't seen me

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{\an2}and wouldn't know that I wasn't just, {\an2}you know, on the campus -- I actually work here. {\an2}And perception, stereotypes in the classroom. {\an2}And we really mentor the males

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{\an2}to make sure that they felt welcomed here, {\an2}they had a community here, {\an2}and connected them with faculty and staff on the campus {\an2}so that they would feel, you know,

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{\an2}a sense of belonging here on the campus. {\an2}But, you know, there were times, you know, people would see me {\an2}and kind of ask me, "Well, where are you from? {\an2}Who are you with?"

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{\an2}And some people who worked here. You know, that kind of thing. {\an2}So, as time has gone on, it's gotten much, much better. {\an2}But in the beginning, you know, it was kind of like... {\an2}You know, it was some challenges, needless to say.

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{\an2}You know, and I would work late on the campus, {\an2}you know, and outside the campus. {\an2}When I started this job, at the time, {\an2}my mother and father were alive.

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{\an2}And they would-- they, you know, pretty much moved here from, {\an2}you know, from the South and came to Los Angeles. {\an2}And one of the areas that they would warn me, {\an2}warn me about was Westchester,

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{\an2}predominantly white community here. {\an2}And they would say, "Hey, when you're traveling, you know, {\an2}especially late at night, make sure you got your wallet, {\an2}your I.D., LMU, your license, and all that

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{\an2}so in case you have been stopped..." {\an2}And a few times, I have been stopped leaving the campus {\an2}at, you know, midnight and sometimes 10:00, 11:00. {\an2}You know, and it got to the point

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{\an2}where I think some of the officers {\an2}kind of knew who I were, who were patrolling the area. {\an2}And I know for a fact there are LAPD {\an2}who live in the area, then and now.

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{\an2}So, you know, just making sure that I was aware. {\an2}And the students, the males specifically, {\an2}were aware to make sure you got your I.D., {\an2}both license as well as LMU I.D.

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{\an3}When do you think that changed? {\an2}And how do you think that changed? {\an2}Was there specific, like, LMU policies {\an2}that shifted towards a more welcoming environment or...?

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{\an2}Absolutely. Absolutely. {\an2}You know, when I started here, {\an2}it was difficult for Black students {\an2}to really candidly have parties on the campus,

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{\an2}and they would congregate in my office. {\an2}And, you know, I'd tell them, "Hey, you know, {\an2}you guys can hang out in the office here. {\an2}Just make sure everything is secure."

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{\an2}And, you know, just conversation we would have. {\an2}And I think gradually, you know, our offices on the campus, {\an2}specifically student affairs, {\an2}realized that there needed to be a place

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{\an2}where Black students can congregate and get together, {\an2}beyond their dorm rooms. {\an3}And so there were more and more activities for Black students. {\an2}We had people, we had an office of Black Student Services,

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{\an2}and the students got together there. {\an2}But I would be on the campus so late, {\an2}I remember students walking around the campus {\an2}over the weekends when they didn't leave the campus

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{\an2}and go home, and some of them were from out of state. {\an2}They would congregate in my office, {\an2}Office of Black Student Services. {\an2}And, you know, they would go to parties in and around SC

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{\an2}that, you know, the organizations would sponsor. {\an2}And so that helped a lot. {\an2}But gradually, I think there was a -- it became more {\an2}and more welcoming with the BSU and the other organizations.

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{\an2}The fraternities and sororities would be on campus. {\an2}So, it got better as we went through the '90s. {\an2}You know, a lot better. {\an2}[Bernardo] Mm-hmm.

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{\an2}Were you involved in any kind of student or community activism {\an2}during your time at LMU? {\an2}And what, specifically? {\an3}Yeah, I worked with and continue to work with the 100 Black Men.

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{\an2}And they have a component of the Young Black Scholars Program {\an2}working with them, and I'm a member of the 100 Black Men. {\an2}Your traditional organizations like the NAACP, {\an2}and they have a Youth & College division.

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{\an2}Certainly, the fraternities and sororities {\an2}were having mentor programs and being involved with them, {\an2}community-based organizations. {\an2}You know, the Watts Labor Action Community Agency

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{\an2}that had youth programs and other organizations. {\an2}And without question, heart and soul, {\an2}my involvement and involvement within the community {\an2}has been with the churches.

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{\an2}And we still have relationships with First AME Church {\an2}and other denominations, Church of God in Christ, {\an2}and those mentor programming. {\an2}And being involved with those programs

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{\an2}and, you know, doing outreach and talking about {\an2}college admissions to those organizations. {\an2}And, you know, not necessarily emphasizing LMU, {\an2}but certainly they're going to be aware of LMU.

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{\an2}The fact that we -- me, as well as students -- {\an2}were doing presentations {\an2}to the various churches within the community. {\an2}So, that kind of involvement, I think, is necessary

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{\an2}and can and has been continued, you know. {\an2}We do a lot of outreach, you know, to those programs. {\an3}And me being directly involved, I think, has made a difference. {\an2}Do you remember any protests

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{\an2}or any kind of specific campaigns {\an2}dealing with the African American {\an2}or African American community during your time here? {\an2}Absolutely. I was here in 1992

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{\an2}during the Rodney King rebellion, revolt. {\an2}And our students were so involved in that. {\an2}You know, students of all backgrounds, {\an2}you know, diversity, was really, really involved in that.

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{\an2}And, you know, being involved with First AME, {\an2}being involved with all the community efforts {\an2}that took place in 1992. {\an2}Fast forward to 2020.

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{\an2}Our amazing students who were involved in the the demands. {\an2}were so involved. {\an2}They worked with Community Coalition {\an2}and, you know, did fundraising --

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{\an2}$50,000 of fundraising for Community Coalition, {\an2}and really initiated a lot of the efforts {\an2}in terms of diversity. {\an2}So, from '92 to 2020, and in between,

00:20:01.340 - 00:20:16.150

{\an2}our student groups on campus and Black student organizations, {\an2}and just an amazing group of all different organizations, {\an2}of students of color and beyond. {\an2}You know, white students were involved in those efforts.

00:20:16.150 - 00:20:28.700

{\an2}And it really made an impact not only to LMU, {\an2}but the community involved, {\an3}speaking to the mission of LMU being men and women for others. {\an2}You know, so students really live that Jesuit experience

00:20:28.700 - 00:20:37.000

{\an2}and that Jesuit commitment {\an2}of being men and women for others {\an2}and being out there and serving and being leaders. {\an2}You know, those two periods of time

00:20:37.000 - 00:20:46.010

{\an2}specifically stand out in my mind {\an2}in terms of our student activism, {\an2}in '92 and in 2020. {\an2}What are some similarities and differences

00:20:46.010 - 00:20:55.320

{\an2}between the two different periods? {\an2}I think that, you know, {\an2}when students come to school here, {\an2}they pride themselves on the scholarship,

00:20:55.320 - 00:21:09.770

{\an3}the academic excellence of LMU. {\an2}But it goes hand-in-hand with that commitment {\an2}to make a difference in the world, to be leaders. {\an2}And I saw students from '92 really take leadership

00:21:09.770 - 00:21:22.750

{\an2}in the community and be involved in helping others. {\an2}Same thing in 2020. {\an2}The group of specifically five Black students {\an2}that really initiated great efforts in the community.

00:21:22.750 - 00:21:32.660

{\an2}(voice breaking) And I see them. {\an2}I do get too emotional, {\an2}but I see them doing the work. {\an2}In 2020, the Black students would call me.

00:21:32.660 - 00:21:41.940

{\an2}They said, "We're meeting all night {\an2}around Community Coalition {\an2}and the effort at LMU for diversity." {\an2}All night.

00:21:41.940 - 00:21:49.410

{\an2}And were like, "What should we do?" {\an2}I'm sorry. {\an2}[Bernardo] That's fine. {\an2}Well, Dr. Bradley, Stefan Bradley,

00:21:49.410 - 00:22:01.990

{\an2}Brad Stone, and other faculty and staff {\an2}who were there for them and helped them. {\an2}And I really apologize. {\an2}But just knowing them, from seeing them day to day,

00:22:01.990 - 00:22:17.640

{\an2}doing the work in '92, in 2020, in their off time. {\an2}And they were going to class, staying up all night, {\an2}organizing and talking and working, you know. {\an2}And those two groups...

00:22:17.640 - 00:22:27.950

{\an2}they'll ever, ever, ever be in my heart and mind {\an2}for the work that they did. {\an2}Because being a student and growing up in college, {\an2}I was doing the same kind of things that they were doing,

00:22:27.950 - 00:22:36.960

{\an2}and it really connected with me. {\an2}So, don't mean to be too emotional, but... {\an2}[Bernardo] That's fine. {\an2}I work with these students now and see them.

00:22:36.960 - 00:22:49.900

{\an2}And not only that activism, but that academic excellence. {\an2}They're doing great things, from being involved in, {\an2}you know, academics and pursuing their doctorate degrees {\an2}and their master's degrees.

00:22:49.900 - 00:22:58.310

{\an2}And, you know, that's been really the grace {\an2}for me working here and seeing those students {\an2}and working with those students. {\an2}I didn't mean to break down,

00:22:58.310 - 00:23:07.890

{\an2}but, you know, just talking about that experience, {\an2}and seeing them in my mind and their heart. {\an2}You want to take a break? {\an2}Oh, yeah. That would be helpful.

00:23:07.890 - 00:23:16.100

{\an2}Sorry, I don't have any tissue on me. {\an2}No, it's alright. {\an2}I didn't know I would break down, start crying. {\an2}No, you're perfectly fine. This is great.

00:23:19.030 - 00:23:26.240

{\an2}[man] Yeah, just take as long as you want. {\an2}I'm just gonna keep recording, {\an2}but obviously we'll just cut this portion of it out. {\an2}Yeah.

00:23:26.240 - 00:23:35.050

{\an2}No, I should be fine, {\an2}as long as I don't talk about the students. {\an2}(laughs) {\an2}I'm gonna use my extra tie here as a napkin.

00:23:35.050 - 00:23:45.960

{\an2}[man] Joe, I'm gonna turn the mic off again, {\an2}but just know that, you know, we're rolling. {\an2}So, whenever you guys are feeling up to go back in, {\an2}you can just keep going.

00:23:45.960 - 00:23:53.430

{\an2}Okay. Okay. {\an2}You're good? {\an2}I should be fine. No more breakdowns. {\an2}No, that's fine. That's fine.

00:23:54.970 - 00:24:08.180

{\an2}(sighs) {\an2}Alright. {\an2}Alright. {\an2}What has been your most memorable success

00:24:08.180 - 00:24:17.390

{\an2}or accomplishment here at LMU? {\an2}Without question, {\an3}working with the students when they come in out of high school {\an2}or come in from a community college.

00:24:17.390 - 00:24:29.740

{\an2}And the Kente Graduation and seeing them. {\an2}And then the regular graduation, the university graduation, {\an2}being around and seeing them and their families {\an2}and remembering how they weren't sure of themselves.

00:24:29.740 - 00:24:40.950

{\an2}And, you know, just talking to them from... {\an2}It runs the gamut, {\an2}from seeing them come here and seeing that, {\an2}you know, family members might pass away

00:24:40.950 - 00:24:53.260

{\an2}and still endure and stay focused, and not having money. {\an2}You know, full disclosure, {\an2}I remember just giving students money {\an2}because they didn't have enough food to eat at home

00:24:53.260 - 00:25:03.370

{\an2}and didn't have food here on the campus. {\an2}And I would buy them food, and just everything in between. {\an2}You know, all of that. {\an2}And watching them come here and still endure

00:25:03.370 - 00:25:13.250

{\an2}and still stay focused and still be motivated. {\an2}And then when it reaches the point {\an2}where they get that degree, {\an2}and seeing them emerge as great young people,

00:25:13.250 - 00:25:21.190

{\an2}along with the activism {\an2}and, you know, the efforts to make a difference. {\an2}All of that comes full circle for me, {\an2}and it's just amazing.

00:25:21.190 - 00:25:30.960

{\an2}And sometimes I don't even come to the graduation {\an2}'cause I might break down and start crying again, you know? {\an2}But that's been it, without question. {\an2}That's been absolutely it.

00:25:30.960 - 00:25:40.940

{\an2}What's been kind of the most memorable challenge {\an2}or frustration at LMU? {\an2}I would say working with students {\an2}who were just stellar,

00:25:40.940 - 00:25:50.080

{\an2}from character to academic achievement, {\an2}motivated and driven, {\an2}and we just can't get enough money {\an2}to help them come to school here.

00:25:50.080 - 00:26:00.830

{\an2}You know, and I mean, {\an2}it's, you know, from the poorest of poor {\an2}to the ones who are very, extremely wealthy, {\an2}you know, but it doesn't work out for them.

00:26:00.830 - 00:26:11.100

{\an2}You know, I remember working with students {\an2}who had gotten all A's from preschool {\an2}all the way up to the high school. {\an2}And it just -- and to come to school here,

00:26:11.100 - 00:26:19.810

{\an2}and it just didn't work out for them. {\an2}You know, it's been kind of disappointing {\an2}and they just had a lot going on in their family. {\an2}In some cases,

00:26:19.810 - 00:26:34.330

{\an2}honestly, they become caught up in the alcohol {\an2}and the other things, the demons out there, and not achieve. {\an2}But I think the financial side and sometimes, you know, {\an2}working with students who just weren't ready for college,

00:26:34.330 - 00:26:43.970

{\an2}you know, and I tried to help them and support them. {\an2}But a lot of students, you know, {\an2}it's sometimes just not meant to happen. {\an2}But that financial aspect, you know,

00:26:43.970 - 00:26:57.850

{\an2}and they end up going other places -- {\an2}in some cases, don't end up going to college at all. {\an2}So, that's been it for me. {\an2}What historical event, on or off campus --

00:26:57.850 - 00:27:11.270

{\an2}and you mentioned the '92 uprising {\an2}as well as the 2020 kind of racial reckoning. {\an2}What historical event has affected you the most {\an2}during your time at LMU?

00:27:11.270 - 00:27:22.210

{\an2}I would say... {\an2}most recent, the 2020 situation, you know, {\an2}involving George Floyd, you know. {\an2}And, you know, I could say COVID,

00:27:22.210 - 00:27:38.260

{\an2}and that was in and of itself just amazing. {\an2}I would say the 2020 situation {\an2}and working with students around that incident. {\an2}And also in 2020,

00:27:38.260 - 00:27:48.900

{\an2}when we were told to leave the campus in March {\an2}and we didn't know how long we were going to be gone. {\an2}And we were at the point where we were working {\an2}with admitted Black students

00:27:48.900 - 00:28:01.920

{\an2}who were coming in out of high school. {\an2}And COVID hit, and we were strategizing in admissions {\an2}and then working with the students. {\an2}How were we going to outreach to these students?

00:28:01.920 - 00:28:16.860

{\an2}And my student workers just were amazing. {\an2}We had Zoom meetings with Black students, and other students, {\an2}but specifically targeting Black students. {\an3}And we would have Zoom meetings

00:28:16.860 - 00:28:26.270

{\an2}almost three or four times a week {\an2}with students who had been admitted all over the country. {\an2}All over the country. {\an2}And we -- I'll never forget this.

00:28:26.270 - 00:28:39.350

{\an2}I had a team of about 12, 15 students, actually, {\an2}who were students here at LMU, {\an2}and we would have Zoom meetings and we were all locked down. {\an2}And we would meet with students over Zoom

00:28:39.350 - 00:28:50.360

{\an2}for hours on end {\an2}just to help each other, support each other. {\an2}And them more than anybody else. {\an2}They would stay on the Zoom meeting for hours on end

00:28:50.360 - 00:29:01.580

{\an2}and talk about life, {\an2}talk about LMU, talk about life some more. {\an2}And that bonding, that connecting was amazing. {\an2}I'll give you a story.

00:29:01.580 - 00:29:14.290

{\an2}In November, we had gotten down to the students {\an2}who were going to be coming. So, there's a process -- {\an2}students who were admitted, reaching out to them, {\an2}and then students who were making the decision.

00:29:14.290 - 00:29:27.230

{\an2}And it was in, I guess, going into November, {\an2}these students had been admitted. {\an2}And I asked our student workers, I said, {\an2}"You guys want to go on Zoom and connect with students?"

00:29:27.230 - 00:29:40.110

{\an2}And actually, this was a cycle. {\an2}They had been admitted, and reaching out to them. {\an2}And the students were on Zoom {\an2}the night before Thanksgiving, Wednesday night.

00:29:40.110 - 00:29:48.760

{\an2}I said, "You guys want to do a special Zoom meeting?" {\an2}And they're like, "Yeah," across the country. {\an2}And we must have had about, {\an2}I don't know, hundreds of students

00:29:48.760 - 00:29:57.830

{\an2}who joined the Zoom meeting {\an2}with the LMU students and me. {\an2}And I said to them, "Hey, you guys, you want to meet {\an2}with the students?" and they were like,

00:29:57.830 - 00:30:08.380

{\an2}"Yeah, we'll meet with them over Zoom." {\an2}I kid you not. We had a Zoom meeting. {\an2}It started at 7:00 Pacific Standard Time. {\an2}So it's 8:00 -- it's 9:00 -- I take that back.

00:30:08.380 - 00:30:22.790

{\an2}It's 10:00 on the East Coast and across the country. {\an2}And they stayed on the Zoom meeting {\an2}from, I guess, 7:00 {\an2}until about 1:00 in the morning.

00:30:22.790 - 00:30:31.160

{\an2}They were on there. I went to bed about 10:00. {\an2}I'm like, "I'm off of here. You guys can meet and talk." {\an2}-[Bernardo] (chuckles) -[Mason] I got up. {\an2}It was like, I don't know -- I don't know what time it was.

00:30:31.160 - 00:30:43.740

{\an2}They were still -- And there was a good number of students {\an2}they were still on Zoom -- over 100 students, {\an2}just talking back and forth about fashion, {\an2}about pop culture, about rappers, about academics.

00:30:43.740 - 00:30:54.250

{\an2}Just that whole experience. That whole experience. {\an2}So that kind of conversation, {\an2}especially during the COVID period of time, {\an2}was just electric. It was astounding, you know?

00:30:54.250 - 00:31:04.360

{\an2}And that bonding, no matter whether they came to school here {\an2}or went to other colleges and universities, {\an2}that level of commitment, {\an2}that level of connection and bonding, you know,

00:31:04.360 - 00:31:16.840

{\an2}I'll never forget that. Never forget that. {\an2}And the work that they did during 2020. {\an2}In terms of racial diversity, {\an2}specifically for the African American here --

00:31:16.840 - 00:31:28.360

{\an2}African American community here at LMU, {\an2}what has been that community for you? {\an2}Oh, it's been, I think -- you know, {\an2}the efforts that the university has made,

00:31:28.360 - 00:31:38.070

{\an2}we've come a long way. {\an2}And that bonding, that connecting, that building {\an2}a sense of family and community, and you know -- {\an2}and the university has been sensitive to that

00:31:38.070 - 00:31:49.440

{\an2}and being supportive and being really resourceful {\an2}in helping and building that family and that community. {\an2}You know, and the programing that we've done, {\an2}I think that people often

00:31:49.440 - 00:32:00.020

{\an2}equate our programing, our outreach, {\an2}and our efforts amongst the students, {\an2}faculty, staff and community, it's like being at an HBCU. {\an2}[Bernardo] Mm-mm.

00:32:00.020 - 00:32:10.160

{\an2}You know, and it can't be done alone. {\an2}We can have the will and commitment {\an2}in our hearts and soul, {\an2}but the university has helped to generate that kind of effort

00:32:10.160 - 00:32:22.240

{\an2}and provide the resources for that sense of community {\an2}and belonging within the community. {\an2}But, you know, people like Dr. Grills and Dr. Stone, {\an2}who are still here, and the students and the alumni

00:32:22.240 - 00:32:37.760

{\an2}have created that sense of, within the university, a PWI, {\an2}that sense of, you know, a Black institution within a PWI, {\an2}that sense of family and community. {\an2}I think that that has been the great experience.

00:32:37.760 - 00:32:48.040

{\an2}You know, and what we do is have this kind of, you know, {\an2}I guess, this kind of -- {\an2}create a community where, you know, {\an2}if you see a Black student, speak to him;

00:32:48.040 - 00:32:57.310

{\an2}if you see a Black faculty member, {\an2}you know, speak to him; or a staff member. {\an2}You know, whether they want to speak or not, {\an2}to build that sense of community and family.

00:32:57.310 - 00:33:10.020

{\an2}[Bernardo] Mm-hmm. What more can the university do? {\an2}I would say, you know, I think {\an2}that people have kind of duplicated what we've done {\an2}in the Black community here, at UCLA and USC.

00:33:10.020 - 00:33:21.200

{\an2}We have a Black student overnight for incoming freshmen. {\an2}I think we need to do more to build, {\an2}and that's one of the reasons {\an2}I've been involved with the transfer community,

00:33:21.200 - 00:33:29.410

{\an2}because it's a different mindset, {\an2}because they have responsibility and thing. {\an2}But building a stronger community {\an3}amongst our transfer population

00:33:29.410 - 00:33:40.820

{\an2}and enhancing, you know, what we have, you know, {\an2}from our prospective Black student programming {\an2}to, you know, doing receptions {\an2}and making sure that people understand,

00:33:40.820 - 00:33:50.200

{\an2}you know, the sense of community that exists here, {\an2}the mission of LMU. {\an2}And I think, when the Black community is more familiar, {\an2}they see us being Catholic

00:33:50.200 - 00:34:06.010

{\an2}and maybe not familiar because they're not Catholic, {\an2}but seeing the principles of the Jesuit tradition {\an2}being, again, the men and women for others, {\an2}you know, being open to service and being open to leadership,

00:34:06.010 - 00:34:20.890

{\an2}those things really resonate within the Black community. {\an2}There's a long tradition of leadership {\an2}from a Martin Luther King to a Dr. Joseph Lowery, {\an2}who, you know, was with the SCLC,

00:34:20.890 - 00:34:30.170

{\an2}to others who have been involved, {\an2}you know, in the community. {\an2}I mean, stellar community members, {\an2}not only within L.A., but throughout the country.

00:34:30.170 - 00:34:40.850

{\an2}And we've had people, you know, who are nationwide known {\an2}who have been on the campus. {\an2}So building that sense of community, {\an2}the university being open to having --

00:34:40.850 - 00:34:47.690

{\an2}you know, we've had Maxine Waters on the campus, {\an2}who's considered a leader {\an2}in the Black community nationwide, {\an2}not only just being a congresswoman.

00:34:47.690 - 00:34:56.760

{\an2}-And this is her district. -Mm-hmm. {\an2}You know, and people know Maxine Waters. {\an2}I think the university can be more open {\an2}to bringing examples, from a young person

00:34:56.760 - 00:35:05.710

{\an2}like Issa Rae and others who are out there, {\an2}being more willing to embrace these people {\an2}and having them come on campus, {\an2}not only for the Black community,

00:35:05.710 - 00:35:16.120

{\an2}but for speaking to that tradition {\an2}of what the Jesuits established. -[Bernardo] Mm-hmm. {\an2}You know, again, you know, being men and women for others {\an2}and the service component, being open

00:35:16.120 - 00:35:26.990

{\an2}to bringing those kind of people on the campus, {\an2}and then being more visible in the community. {\an2}When I look at programs, honestly, {\an2}that USC has within the community itself,

00:35:26.990 - 00:35:36.800

{\an2}you know, in terms of not only outreach {\an2}but entrepreneurship and business, {\an2}and I think that we could do the same kinds of things, {\an2}encompassing the community.

00:35:36.800 - 00:35:46.710

{\an2}There's a Black newspaper, the "L.A. Sentinel," {\an2}in Los Angeles. -Mm-hmm. {\an2}I know the publisher, I know his son. {\an2}You know, engaging with them and doing more outreach

00:35:46.710 - 00:35:57.420

{\an2}and partnering with the Black community, {\an2}you know, beyond just the diversity inclusion efforts {\an2}that are out there, {\an2}just establishing a real serious relationship.

00:35:57.420 - 00:36:08.770

{\an2}I look at what UCLA does. {\an2}They're doing a specific program this summer with Black males. {\an2}You know, we can do more of that kind of thing. {\an2}We're doing some, but we could do more,

00:36:08.770 - 00:36:18.910

{\an2}partnering with the 100 Black Men. {\an2}And I'd like to see the university {\an2}do those kinds of projects and programs. {\an2}We have people who are on the board of trustees

00:36:18.910 - 00:36:28.960

{\an2}who are really open to that kind of thing -- {\an2}you know, not Black members of the board of trustees -- {\an2}who are working with partnering, {\an2}along with being the university of the Silicon Beach,

00:36:28.960 - 00:36:38.230

{\an2}partnering with a Google and a YouTube {\an2}and those companies -- just a collective partnership {\an2}between the community, LMU, {\an2}and these companies and corporations.

00:36:38.230 - 00:36:47.940

{\an2}Mm-hmm. {\an2}How does your time at LMU inform {\an2}where you are and who you are today? {\an2}Great impact.

00:36:47.940 - 00:36:59.120

{\an2}I see myself from being in high school, {\an2}being involved in the L.A. citywide-Blacks high school, {\an2}Black student union organizations; {\an2}in college, being a student,

00:36:59.120 - 00:37:12.070

{\an2}part of the national Black-student organization then, {\an2}and then coming to LMU and being involved {\an2}to the level and degree within the Black community {\an2}and working with the people here on the campus --

00:37:12.070 - 00:37:21.380

{\an2}I mean, it's really had a great impact. {\an2}You know, I've been offered jobs at other institutions. {\an2}I could not take those jobs, {\an2}because I know what the mission is here.

00:37:21.380 - 00:37:30.020

{\an2}I know what the community is here, {\an2}the commitment of the university. {\an2}And we can always do more. {\an2}And I think the university is willing to do more.

00:37:30.020 - 00:37:40.160

{\an2}You know, this is the best place for me. {\an2}It's shaped who I am and enhanced me as a person. {\an2}It really, really has. {\an2}You know, and this is kind of like,

00:37:40.160 - 00:37:50.740

{\an2}you know, where I want to be and where I will be, {\an2}and where I would, at the end, would only work here. {\an3}I love working in the community and doing the same kind of work. {\an2}[Bernardo] Mm-hmm, mm-hmm.

00:37:50.740 - 00:38:02.250

{\an2}So I've grown a great deal, substantially, {\an2}and I'm at peace with where I am and the people I work with {\an2}and the commitment of the university. {\an2}And you know, the Jesuit tradition is to do more.

00:38:02.250 - 00:38:12.890

{\an3}The Magis -- do more, seek more, you know, for the greater good. {\an2}[Bernardo] Mm-hmm, mm-hmm. {\an2}Any final thoughts that you'd like to share before we end? {\an2}I was just excited

00:38:12.890 - 00:38:25.740

{\an2}when Father Engh told me about this program, {\an2}to be a part of it and to make a contribution, {\an3}and you know, I'm just happy to be a contributor to the efforts. {\an2}And you know, LMU has come a long way,

00:38:25.740 - 00:38:34.280

{\an2}but I'm not surprised. You know, given the mission {\an2}and given who we are and what we're about, {\an2}it just makes sense. {\an2}The transition has been great, and I think

00:38:34.280 - 00:38:45.130

{\an2}that it will be a great future for the university {\an2}and those who come, you know, as students {\an2}and those who work here and will graduate from here. {\an2}-[Bernardo] Yeah. -So it's a pleasure.

00:38:45.130 - 00:38:53.770

{\an2}Sorry I had to break down and get so emotional. {\an2}Normally, when I'm playing sports, {\an2}I'm not emotional. My former teammates {\an2}will see me get that emotional, they'll be like,

00:38:53.770 - 00:39:03.610

{\an2}"That's not the person we know." -[Bernardo] (chuckles) {\an2}He talked a lot of trash, a lot of stuff. {\an2}But it's been a great experience, absolutely. {\an2}And I want to thank you for allowing me to just,

00:39:03.610 - 00:39:12.750

{\an2}you know, tell my story about my experience here at LMU. {\an2}Of course, of course. And you've been {\an2}a great contributor here at LMU, so... {\an2}-Well, thank you. -Thank you very much, Mr. Mason.

00:39:12.750 - 00:39:20.490

{\an2}-Thank you. -Alright. {\an2}Check out that part about those tears, though. {\an2}(both laugh) {\an2}-Can't have people see me cry. -(chuckles)