California State University of Monterey Bay became a reality on July 8th 1994 when the Federal government passed the land of the former Ft. Ord to the state of California (the CSU system). CSUMB opened, and classes began, on August 28,1995. CSUMB promised to be a unique learning environment where various pedagogical approaches would be utilized to create a "new model of organizing, managing, and financing higher education." (Vision Statement) The two major themes, among others, that CSUMB emphazises with much vigor are multiculturalism and technology. These two fields are interwoven into all aspects of campus life and aid in the distinction of CSUMB as a university specifically designed for the 21st century.

    Of the many characteristics that illuminate CSUMB, our Vision Statement is of the utmost importance. Through our Vision Statement we are able to focus on the areas, practices, pedagogy, theories, and philosophies that set us apart from the traditional institutions of higher education. As stated in our Vision Statement: "The campus will be distinctive in serving the diverse people of California, especially the working class and historically under-educated and low-income populations The identity of the University will be framed by substantive commitment to a multilingual, multicultural, intellectual community . . . ".

    With this vision in mind it is important for our campus community to reflect this commitment to diversity and multiculturalism. As of Spring 00 the student body of CSUMB, somewhat, reflected this vision. White and Latino students represented the largest percentages of the student body at 43.3% and 25.3% respectively. Asian, African-American, and Native-American students represent 7%, 4%, and 2% of the student body respectively. At CSUMB, as with most other universities, women students are now attending and matriculating at a higher rate then male students. Women represent 61% of the student body at CSUMB. Also, keeping in line with our Vision Statement, 48% of our students are from the local tri-county area and 26 % of the student body is EOP (Extended Opportunity Program) students.

    The tri-county, served by CSUMB, includes Monterey, Santa Cruz, and San Benito Counties. These three counties, which constitute the central coast, lie in an area knows as the "Salad Bowl of the World". The central coast has earned this title by providing produce not only to the country, but also the world. The importance of agriculture in the central coast cannot be understated. The city of Salinas alone, located in Monterey County, produces an overwhelming amount of the nation's produce. The Salinas Valley produces 90% of the nation's artichokes, 80% of the lettuce, 60% of the broccoli, 50% of the cauliflower and mushrooms, and 25% of its celery. Reflecting upon these numbers it becomes very clear that the agricultural industry is of great magnitude to the local economy and identity.

    A central component to the agriculture industry is the labor force that serves as the catalyst of this multimillion-dollar industry. The people who make it possible for produce to reach the market bear the elements and endure back breaking work. The working conditions farm workers endure are often times unhealthy and dangerous. Although many strides have been made to reform the working conditions of farm workers, the brutality of the fields remains. Moreover, fieldworkers remain at the lowest level of social and economic class. Our Vision Statement speaks of, and to, the children of farm workers, as well as others.

    The children of farm workers, these first generation college students, are drawn to CSUMB for various reasons, the most significant of which are cultural in nature. Parents of first generation college students have many reservations and fears about their children going far away to college. Parents persuade their children to stay as close to home as possible, to keep the family unit in tact. The connection to their family, and the wishes of their parents play a major role in the University they chose to attend. The life experience these students bring with them-as first generation college students, students of color, students form historically disadvantaged backgrounds-makes Oral History an appropriate and effective tool to convey their stories.

    In understanding the concept of Oral History, and subsequent reasons for using it as a research tool, we must also understand the richness of the Oral History experience. The difference between Oral History and other methods of research, such as surveys, are significant. Although surveys are effective, for their purpose, they do not allow the subjects to describe their own experience. Thus, much of the true experience is lost. Oral History provides the opportunity for the interviewee to tell a story that would have never surfaced had another method been used.

    Great importance and value is placed on memory. Memory, through story, can accentuate the distinct experience of the interviewee. Out of the richness of each individual experience a common thread emerges that fuses people together. The binding force of Oral History is both powerful and extraordinary.