Ronald’s Student Story

This story was originally written in Spanish.

Meet Ronald

Ronald arrived in Chicago five years ago with his family in search of new opportunities. Although he was born in the United States, he spent most of his childhood in Honduras after moving there at six-years-old. Before settling in Chicago, Ronald lived in Houston, where he attended high school for one year in ninth grade. He later moved to Chicago, where he continued and completed his high school education. Now, Ronald lives in Chicago with his family, reflecting on the differences in educational systems and adapting to his new environment. He is interested in studying civil and mechanical engineering and is currently enrolled at a community college in northwest Chicago.

Ronald’s Path to College

“Bueno, apoyar a la gente que está aquí en Estados Unidos a buscar una educación es muy importante, ya que mucha gente quiere eso para sobresalir, tener un mejor futuro y una buena carrera [Well, supporting people here in the United States to seek an education is very important because many people want that to excel, have a better future, and pursue a good career].”

Ronald and his family came to Chicago in search of better opportunities. “Vine con mi familia a vivir aquí en Chicago porque, bueno, desde pequeño supe que aquí (Estados Unidos) la vida es un poco diferente que allá (Honduras). La educación es buena, hay mucho trabajo y oportunidades después. [I came with my family to live here in Chicago because, well, from a young age, I knew that life here (in the United States) is a little different than over there (Honduras). The education is good, there’s a lot of work, and opportunities afterward].” However, his path to adaptation was filled with challenges, marked by the COVID-19 pandemic and cultural and educational differences between Honduras and the United States.

Before moving to Chicago, Ronald and his family lived in Houston, where they faced economic difficulties during the pandemic. “Nosotros en Houston, no teníamos familiares, sino conocidos que nos daban un hogar. Obviamente, teníamos que pagar la renta [We didn’t have family in Houston, only acquaintances who gave us a home. Of course, we had to pay rent],” Ronald recalled. “Cuando llegó el COVID, ya no teníamos mucho dinero. Se habían cerrado los trabajos, todo era virtual. Nada salía de la casa. Entonces, decidimos ir para Chicago porque ahí tenemos más familiares que nos brindaron un poco más de ayuda [When COVID came, we didn’t have much money. The jobs shut down, everything was virtual. Nothing left the house. So, we decided to move to Chicago because we have more family there who gave us a bit more help].”

“Cuando llegó el COVID, ya no teníamos mucho dinero. Se habían cerrado los trabajos, todo era virtual. Nada salía de la casa. Entonces, decidimos ir para Chicago porque ahí tenemos más familiares que nos brindaron un poco más de ayuda [When COVID came, we didn’t have much money. The jobs shut down, everything was virtual. Nothing left the house. So, we decided to move to Chicago because we have more family there who gave us a bit more help].”

Once in Chicago, Ronald and his family found the support they needed thanks to his uncle, who offered them a place to stay temporarily. “Un tío mío que no conocía desde hace mucho tiempo nos ayudó. Nos brindó su hogar por un tiempito para que pudiéramos buscarnos otra casa. Básicamente, gracias a él, recibimos un poquito de ayuda y, ya después, nos volvimos independientes [An uncle of mine, who I hadn’t known for a long time, helped us. He offered us his home for a little while so we could find another house. Thanks to him, we received a bit of help, and afterward, we became independent].”

The pandemic also had a significant impact on his education, as Ronald had to adapt to virtual learning. “La verdad es que fue demasiado difícil, triste, porque uno no podía salir. Tenías que estar encerrado todo el día en la casa, solo podíamos estar en el patio. Era muy raro y difícil porque uno no está acostumbrado a eso [Honestly, it was really hard, sad, because you couldn’t go out. You had to stay inside the house all day, only going to the yard. It was very strange and hard because you’re not used to that].”

Comparing his high school experience in Honduras with that in the United States, Ronald noted key differences that shaped his learning. “Pues la educación, pues bien, porque apoyan. No tienes que pagar algunas escuelas y en cambio de Honduras, sí se tiene que pagar mensualidad, comprar libros, muchos cuadernos y eso [The education here is good because they support you. You don’t have to pay for some schools, whereas in Honduras, you do have to pay monthly, buy books, many notebooks, and so on],” he explained. “Solo hay veces que se usa mucho lo que es la computadora, y allá no [Over there, you don’t use computers much, and here you do].”

To navigate this new stage, Ronald relied on the close support of his cousins. “Mis primos, bueno, ellos son los que, pues sí, van a la escuela. Ellos me ayudaron con eso [My cousins, well, they are the ones who go to school. They helped me with that],” he said. This support provided him with a solid foundation for navigating the educational system and fostering a sense of belonging.

“Mis primos, bueno, ellos son los que, pues sí, van a la escuela. Ellos me ayudaron con eso [My cousins, well, they are the ones who go to school. They helped me with that].”

Another key factor in his adaptation was his experience in English Learners (EL) classes. Ronald recalls how these classes helped him learn the language. “La verdad que bien, porque pues te están enseñando lo importante del inglés, cómo hablarlo, cómo decirlo, pronunciarlo, leerlo, escribirlo, todo eso. Pues es una ayuda para que aprenda más el idioma [Honestly, it was good because they’re teaching you the important things about English, how to speak it, how to say it, pronounce it, read it, write it — all of that. It’s a big help to learn the language].” Despite the challenges, Ronald persevered and graduated high school in Chicago, demonstrating resilience in the face of adversity.

Navigating College

Today, Ronald is working and studying simultaneously, achieving the goals he set for himself after graduating. “Mi plan era después de graduarme de high school trabajar y seguir estudiando. Pues, seguir estudiando también. Bueno, eso es lo que estoy haciendo también [My plan was, after graduating high school, to work and keep studying. Well, that’s what I’m doing now, too].” With resilience and the support of his family, Ronald has managed to overcome initial barriers and plan his future.

Although he didn’t initially consider attending college, Ronald decided to continue his education. “No fue algo que planeé desde el principio. En realidad, no quería seguir estudiando, sino trabajar. Pero luego pensé, no, mejor sigo estudiando mientras pueda [It wasn’t something I planned from the beginning. In reality, I didn’t want to keep studying; I wanted to work. But then I thought, no, it’s better to keep studying while I can].”

“No fue algo que planeé desde el principio. En realidad, no quería seguir estudiando, sino trabajar. Pero luego pensé, no, mejor sigo estudiando mientras pueda [It wasn’t something I planned from the beginning. In reality, I didn’t want to keep studying; I wanted to work. But then I thought, no, it’s better to keep studying while I can].”

Regarding his future plans, Ronald has two clear areas of interest: civil and mechanical engineering. “Son dos cosas que me llaman la atención y me interesan.. Me gustan los carros, y también me gustaría aprender más sobre eso [They’re two things that catch my attention and interest me. I like cars, and I’d also like to learn more about that].” To begin this path, he chose a school nearby that offered convenience and academic options aligned with his goals. “Además, me hablaron muy bien de ahí porque ofrecen muchas clases que me interesan [Also, I heard great things about it because they offer many classes I’m interested in],” he explained.

When Ronald began his college journey, he had many concerns, primarily because it was an entirely unfamiliar territory for him and his family. “No sabía qué hacer. No sabía qué era lo primero que iba a hacer porque nunca he estado en la universidad [I didn’t know what to do. I didn’t know what the first thing to do was because I had never been to college],” he explained. Ronald feared that college would be very different from high school, and although he found that it was, he soon learned how to adapt. “Ya supe cómo reconocer eso [I figured it out],” he added.

“No sabía qué hacer. No sabía qué era lo primero que iba a hacer porque nunca he estado en la universidad [I didn’t know what to do. I didn’t know what the first thing to do was because I had never been to college].”

Socially, Ronald also faced some challenges. “Aquí la gente es un poco más diferente que en mi país. Las culturas no son iguales [People here are a bit different than in my country. The cultures aren’t the same],” he noted. However, he found a sense of community by connecting with other Hondurans. “Hacíamos amigos rápido. Nos decíamos de dónde éramos para ver si vivíamos cerca y así nos conectábamos [We made friends quickly. We’d tell each other where we were from to see if we lived nearby, and that’s how we connected],” he recalled. Gradually, his social circle grew through his friends’ friends, giving him comfort in this new stage.

Financially, Ronald benefited from the FAFSA program, which allowed him to cover his college costs because he was born in the United States. This support was key for him to focus on his studies and activities without being overly worried about economic difficulties.

Outside of his studies, Ronald found soccer in order to relax and stay active. “Me encanta ese deporte. Lo juego mucho [I love that sport. I play it a lot],” he said enthusiastically. Although he initially played outdoors, he joined an indoor league due to the cold. This hobby not only allowed him to enjoy something he was passionate about but also to meet new people and balance his academic responsibilities with his personal life. Ronald decided to join his college’s sports club, which gave him opportunities to connect with other students who share his interests.

“Me encanta ese deporte. Lo juego mucho [I love that sport. I play it a lot].”

The Support That Helped Ronald

• For Ronald, the emotional support he received was essential for advancing his education and pursuing a promising future. He acknowledges that the U.S. educational system, along with the help of teachers and family members, plays a crucial role in students’ personal and professional development. “Bueno, apoyar a la gente que está aquí en Estados Unidos a buscar una educación es muy importante, ya que mucha gente quiere eso para sobresalir, tener un mejor futuro y una buena carrera [Well, supporting people here in the United States to seek an education is very important because many people want that to excel, have a better future, and pursue a good career],” he said. For him, education is a tool that opens doors to better opportunities.
• Ronald also emphasizes the importance of moral and academic support in the educational process. He believes that, for many people, receiving the support of a teacher or school can make the difference between moving forward or falling behind. “Mucha gente ocupa apoyo de algún maestro, que los dejen estudiar una carrera o terminar la secundaria, por lo menos [Many people need support from a teacher, for them to let them study a career or at least finish high school],” he explained. This support not only motivates students to keep going but also strengthens their determination to achieve goals that might have once seemed out of reach.

Ronald’s Hopes for the Field

• Ronald dreams of a future where more people can access the support they need to achieve their educational goals. He firmly believes in the importance of creating spaces and programs that encourage students to continue studying and develop their potential. “Para eso están la escuela y la educación, para tener un buen futuro más adelante [That’s what schools and education are for, to have a good future later on],” he stated. According to Ronald, investing in people’s education is investing in their future and the well-being of their communities.
• Ronald hopes that the educational system continues to prioritize equal opportunities, especially for those facing cultural or economic barriers. “Mucha gente no se quiere dejar atrás y tienen buenos motivos para su futuro [Many people don’t want to be left behind and have good reasons for their future],” he mentioned. He hopes that with the right support, more students will find the inspiration and resources they need to persevere, highlighting that even the smallest achievements can be the first step toward significant changes in their lives.