Cody Wilcox

11/29/2015
EDU 280 1006
Immigrant Interview Paper

My Conversation with Fortunato Paullo

On Saturday, November 28th, 2015, I met with a friend of my father, a Mr. Fortunato
Paullo, or more commonly known by his nickname, Forty. Forty works alongside my father as
an engineer for the international company CH2M Hill. CH2M Hill has offices located all
throughout North America, Latin America, Europe, the Middle East, India, and the Asian Pacific.
It is no surprise that company with such a global reach has a diverse and varied staff with
employees from many different cultures. It is of vital importance that students are given a
multicultural education to best prepare them for such a diverse work environment, as the
textbook, Multicultural Education of Children and Adolescents, states: a basic goal of all
multicultural education should be development of the knowledge, skills, and attitudes necessary
to function in a culturally diverse society and to promote social justice for all people.
(Manning, 2000, p. 8)
Forty has come to the United States from Sudan. However, Mr. Paullo was not originally
from Sudan, rather, he was born in the country of Ethiopia. Ethiopia is well known for its coffee
and its tradition of long distance runners. The nation, which holds its capitol city in Addis Adaba

(which in English translates to New Flower), has never been colonized and boasts the second
largest population in Africa with 100 million citizens. Forty tells me that Ethiopia is a truly
beautiful country; yet, unfortunately, his family was forced to leave their homeland behind in the
midst of a civil war. The Paullo family arrived in Port Sudan, Sudan, but their troubles were not a
thing of the past. As Christians Fortys family met adversity in their new refuge. Forty is an
example of the importance of religion in the life of the African American culture, church
membership for children is an integral aspect of African American family life. (Manning, 2000,
p. 65)
Culture is defined in Multicultural Education as: peoples values, language, religion,
ideals, artistic expressions, patterns of social and interpersonal relationships, and ways of
perceiving, behaving, and thinking. (Manning, 2000, p. 65) In Sudan, Forty was still able to
connect with his Ethiopian culture as a member of a small Ethiopian community where Ethiopian
food, drink and language were embraced. Growing up in an Ethiopian community in Sudan and
later immigrating to the United States, Forty is a good example of the importance of identity
formation. As educators we must show children and adolescents that people may have several
identities at once. (Manning, 2000, p. 39) Ethiopia itself is a nation filled with diverse cultures.
In the African country there are over 80 different ethnic groups which speak over 200 different
languages; however, the most common of these languages, that most Ethiopians speak, are
Oromo, Tigrinya, and Amharic, the official language of the country. Ethiopian families are large,
consisting of 6-12 members including parents, children, and extended family. The father is
regarded as the head of the family and the mother is tasked with enforcing rules for the children.
Forty says that children in Ethiopian culture are expected to: respect their elders, be obedient, not
to question authority, and not to interrupt their parent/elder while they are talking. It is important

to understand the family dynamics of culturally diverse students. To understand the family
allows for a cooperative relationship between parents/caretakers and the school, parental
interest and participation in schools and classrooms has a positive influence on academic
achievement. (Manning, 2000, p. 229)
Fearing the Ethiopian government, Fortys family were without the option of returning to
their home country. Yet, the family still felt threatened as practicing Christians in the Islamic
nation of Sudan. Tired of living in fear, the Paullo family applied for immigration to the United
States for freedom of religion. Forty believed at an early age that he could make a better life for
himself in the U.S. if he worked hard and pursued an education. The family waited 7 long,
frustrating years to move along in the immigration process. Forty remembers the people who
worked for the Embassy made the process challenging, asking for the same paperwork multiple
times without explanation. Finally, the family arrived in San Diego in May of 1990. Forty was
amazed by how beautiful and green the city was. After a year in the country his family were
granted a green card and had to wait an additional five years to apply for citizenship. The
application at the time Forty applied cost $250 and the test included an interview, as well as
reading and writing portions. Forty is proud to say that he is a United States citizen.
Forty says there was culture shock when he arrived in the U.S. He was amazed at the
amount of freedom that Americans enjoy. Growing up in Sudan he had not though such freedom
existed. Forty witnessed people protest and question authority and go unpunished. He was
amazed by the freedom of speech and the freedom of religion. Forty says he doesnt have a
particular favorite part of life in the United States because the quality of life significantly greater
and safer compared to wear he grew up. To quote Forty directly, Everything is my favorite here.
I love the fact that freedom is for everyone. The law applies to everyone in the same way. I love

that there is many opportunities. If you work hard and get an education you can live the
American Dream. Where I came from, you dream, alright, but it stays as a dream. Here your
dream can become reality. No more living in FEAR that's my favorite.

Works Cited:
Manning, M., & Baruth, L. (2000). Multicultural education of children and adolescents (3rd
ed., p. 8, 25, 39, 65, 229). Boston: Allyn and Bacon.