At a young age, my grandparents taught me the importance of education. They shared their dreams of one day their hard labor paying off for their children and grandchildren. They constantly valued my work ethic and dedication for school and reminded me that I was accomplishing their vision when they mustered up faith and moved to the United States. As a result, I have had the privilege of completing my Bachelor's and Master's degrees from The University of Arizona (UArizona), and I am currently pursuing a Doctorate of Philosophy in Higher Education to explore college access and outreach programs in post-secondary education in depth. My professional work experiences in student affairs and college outreach have fueled my research interests and solidified my passion for continuing to assist students and families in reaching and surpassing their educational goals. My professional journey into access and outreach began working for the Office of Early Academic Outreach, serving low-income, first-generation, college-bound students. I coordinated two initiatives: Cultural College Days (Hispanic/LatinX, Native American, African American, and Asian Pacific American) and Cubs to Wildcats. The Cultural College Days are four unique, one-day events programmed specifically for different minority communities where future students and their families are welcomed onto campus to explore and learn more about the UA community. Programs like this bring culturally sensitive and community role models to showcase our value to all students. My current role as UArizona, Project Director for the Upward Bound within the College of Education continues to allow me to work with first-generation, low-income students from Pueblo and Cholla High School in the Tucson Unified School District but in a different capacity. My work in Upward Bound directly impacts a cohort of students with holistic programming that will help them graduate from high school, enter higher education through a community college or four-year university, and earn a baccalaureate degree. This position is particularly fascinating because it allows me to record the impact of longitudinal programming and assess college-going cultures and student relationships while providing academic and social support. Through my experiences in EAO and Upward Bound, I have become familiar with the challenges underserved students and communities face in preparing for post-secondary education, specifically the LatinX community. However, much more can be done to understand the complexities of college access. As a result, in my Ph.D. studies, I continue to explore the challenges students experience, the different approaches Upward Bound as a program brings to their academic experience, and how it empowers students. In addition, my work has taught me the importance of working with students and families through a funds of knowledge (FoK) approach, which I use in my research. FoK is an asset-based approach that understands all students and communities have resources they draw on and can be tapped into to facilitate and enhance their educational success. The possibilities for furthering my research on this topic are endless. I am eager to contribute and further my knowledge of college access. I seek to explore the experiences of LatinX first-generation students. My research and career aspiration will utilize your funds to impact the LatinX community by impacting students and families. My scholarship will also help me inform institutions of higher education and practitioners on ways to better serve LatinX students to and through post-secondary education and increase the number of LatinX folx in decision-making positions. I aspire to bridge a more comprehensive understanding of research and practice to contribute to LatinX and first-generation communities significantly. If awarded, I would love to support other first-generation with technology funds to help their success in higher education.

At a young age, my grandparents taught me the importance of education. They shared their dreams of their hard labor paying off for their children and grandchildren one day. They constantly valued my work ethic and dedication for school and reminded me that I was accomplishing their vision when they mustered up faith and moved to the United States. As a result, I have completed my Bachelor’s and Master’s degrees from The University of Arizona (UArizona). I am currently pursuing a Doctorate of Philosophy in Higher Education to explore in-depth college access and outreach programs in postsecondary education. My professional work experiences in student affairs and college outreach have solidified my interest and passion for continuing to assist students and families in reaching and surpassing their educational goals. My professional journey into access and outreach began working for the Office of Early Academic Outreach, serving low-income, first-generation, college-bound students. I coordinated two initiatives: Cultural College Days (Hispanic/LatinX, Native American, African American, and Asian Pacific American) and Cubs to Wildcats. The Cultural College Days are four unique, one-day events programmed specifically for different minority communities. Future students and their families are welcomed onto campus to explore and learn more about what the UA community offers. In addition, these programs bring in culturally sensitive and community role models to showcase our value to all students. Along with the Cultural College Days, I coordinated Cubs to Wildcats, a program designed for middle school students and families to learn more about how they can use their high school courses and activities to prepare for college. Sharing college knowledge through this program allowed me to work closely with students and families in the classroom setting to showcase the opportunities available at the UArizona as an attainable goal and option for local Tucson students. My objective was to demystify the college application process and requirements. Each experience has exposed me to the student’s way of learning, life experiences, values, support systems, customs, and culture. Through my work under The Office of Early Academic Outreach, I learned that it is essential to use an asset-based approach by including family, language, experiences, culture, and skillsets to be able to engage families about college as a possibility. My current role as UArizona, Project Director for the Upward Bound within the College of Education, allows me to work with first-generation, low-income students from Pueblo and Cholla High School in the Tucson Unified School District but in a different capacity. My work in Upward Bound directly impacts a cohort of students with holistic programming that will help them graduate from high school, enter higher education through a community college or four-year university, and earn a baccalaureate degree. This position is particularly fascinating because it allows me to record the impact of longitudinal programming and assess college-going cultures and student relationships while providing academic and social support. Through my experiences in EAO and Upward Bound, I have become familiar with the challenges underserved students and communities face in preparing for postsecondary education, specifically the LatinX community. However, much more can be done to understand the complexities of college access. As a result, in my Ph.D. studies, I continue to explore the challenges students experience, the different approaches Upward Bound as a program brings to their academic background and how it serves to empower students. In addition, my work has taught me the importance of working with students and families through a funds of knowledge (FoK) approach, which I use in my research. FoK is an asset-based approach that understands all students and communities have resources they draw on and can be tapped into to facilitate and enhance their educational success. I aim to conduct meaningful research, which I have begun, in understanding students’ social networks, communities’ funds of knowledge, and understanding college pathways within Upward Bound. This experience has been enjoyable as it allows me to dive deeper into students’ perspectives as they navigate everyday challenges, pandemics, and power structures while attempting to live out their family’s dream for them. I envision the possibilities of furthering my research on this topic are endless. I am eager to contribute and further my knowledge of college access. In addition, I seek to explore the experiences of Latino first-generation students to impact the LatinX community. As a college access practitioner and researcher, I look forward to bridging a broader understanding of research and practice for a more significant contribution to LatinX and first-generation communities.

At a young age, my grandparents taught me the importance of education. They constantly valued my work ethic and dedication for school and reminded me that I was accomplishing their vision when they mustered up faith and moved to the United States. As a result, I have completed my Bachelor’s and Master’s degrees from The University of Arizona (UArizona). I am currently pursuing a Ph.D. to explore in-depth college access and outreach programs in postsecondary education. My professional work experiences in student affairs and college outreach have solidified my interest and passion for continuing to assist students and families in reaching and surpassing their educational goals. My professional journey into access and outreach began working for the Office of Early Academic Outreach, serving low-income, first-generation, college-bound students. I coordinated two initiatives: Cultural College Days (Hispanic/LatinX, Native American, African American, and Asian Pacific American) and Cubs to Wildcats. The Cultural College Days are four unique, one-day events programmed specifically for different minority communities. Future students and their families are welcomed onto campus to explore and learn more about what the UA community offers. In addition, these programs bring in culturally sensitive and community role models to showcase our value to all students. My current role as UArizona, Project Director for the Upward Bound within the College of Education, allows me to work with first-generation, low-income students from Pueblo and Cholla High School in the Tucson Unified School District but in a different capacity. My work in Upward Bound directly impacts a cohort of students with holistic programming that will help them graduate from high school, enter higher education through a community college or four-year university, and earn a baccalaureate degree. This position is particularly fascinating because it allows me to record the impact of longitudinal programming and assess college-going cultures and student relationships while providing academic and social support. Through my experiences in EAO and Upward Bound, I have become familiar with the challenges underserved students and communities face in preparing for postsecondary education, specifically the LatinX community. However, much more can be done to understand the complexities of college access. As a result, in my Ph.D. studies, I continue to explore the challenges students experience, the different approaches Upward Bound as a program brings to their academic background and how it serves to empower students. In addition, my work has taught me the importance of working with students and families through a funds of knowledge (FoK) approach, which I use in my research. FoK is an asset-based approach that understands all students and communities have resources that they draw on and can be tapped into to facilitate and enhance their educational success. My goal is to conduct meaningful research, in understanding students’ social networks, communities’ funds of knowledge, and understanding college pathways within Upward Bound. This experience will allows me to dive deeper into students’ perspectives as they navigate everyday challenges, pandemics, and structures of power while attempting to live out their family’s dream for them.

At a young age, my grandparents taught me the importance of education. They shared their dreams of their hard labor paying off for their children and grandchildren one day. They constantly valued my work ethic and dedication for school and reminded me that I was accomplishing their vision when they mustered up faith and moved to the United States. As a result, I have completed my Bachelor’s and Master’s degrees from The University of Arizona (UArizona). I am currently pursuing a Doctorate of Philosophy in Higher Education to explore in-depth college access and outreach programs in postsecondary education. My professional work experiences in student affairs and college outreach have solidified my interest and passion for continuing to assist students and families in reaching and surpassing their educational goals. My professional journey into access and outreach began working for the Office of Early Academic Outreach, serving low-income, first-generation, college-bound students. I coordinated two initiatives: Cultural College Days (Hispanic/LatinX, Native American, African American, and Asian Pacific American) and Cubs to Wildcats. The Cultural College Days are four unique, one-day events programmed specifically for different minority communities. Future students and their families are welcomed onto campus to explore and learn more about what the UA community offers. In addition, these programs bring in culturally sensitive and community role models to showcase our value to all students. Through my experiences in EAO I have become familiar with the challenges underserved students and communities face in preparing for postsecondary education, specifically the Asian community. However, much more can be done to understand the complexities of college access. As a result, in my Ph.D. studies, I continue to explore the challenges students experience, the different approaches Upward Bound as a program brings to their academic background and how it serves to empower students. In addition, my work has taught me the importance of working with students and families through a funds of knowledge (FoK) approach, which I use in my research. FoK is an asset-based approach that understands all students and communities have resources that they draw on and can be tapped into to facilitate and enhance their educational success. My goal is to conduct meaningful research, which I have begun, in understanding students’ social networks, communities’ funds of knowledge, and understanding college pathways within Upward Bound. This experience has been interesting as it allows me to dive deeper into students’ perspectives as they navigate everyday challenges, pandemics, and structures of power while attempting to live out their family’s dream for them. I envision the possibilities of furthering my research on this topic are endless. I am eager to contribute and further my knowledge of college access. In addition, I seek to explore the experiences of first-generation students to impact the Asian community. As a college access practitioner and researcher, I look forward to bridging a broader understanding of research and practice for a more significant contribution to Asian and first-generation communities.

The most helpful piece of financial advice I have ever received is to live within my means. As a student from a low-income family, it is always on my mind to be able to buy material things that my family never would be able to afford. When credit-cards are luring me in, I remember that it is critical to leave within my means and not be a slave to credit cards.

At a young age, my grandparents taught me the importance of education. They constantly valued my work ethic and dedication for school and reminded me that I was accomplishing their vision when they mustered up faith and moved to the United States. I am currently pursuing a Doctorate of Philosophy in Higher Education to explore in-depth college access and outreach programs in postsecondary education. Many structures are in place when helping students of Latinx background succeed in college that is not often helpful. My goal is to conduct meaningful research, which I have begun, in understanding students’ social networks, communities’ funds of knowledge, and understanding college pathways within Upward Bound. This experience will allow me to dive deeper into students’ perspectives as they navigate everyday challenges, pandemics, and structures of power while attempting to live out their family’s dream for them. As a college access practitioner and researcher, I look forward to bridging a broader understanding of research and practice for a more significant contribution to LatinX and first-generation communities.

My favorite book is Four Agreements. This book gives the reader four Toltec ways of life that allow for a fulfilled journey. This book has allowed me to cope through difficult situations and is relevant to my life no matter the stage in which i find myself. Through this book I have found myself learning to be impeccable with my word, not to take anything personal, not to make assumptions, and to always do my best.

Over the years, I have had a variety of educators that have shared their gold nuggets. While they have all in some way impacted my life, the wisest thing I have ever heard is to be impeccable with my word. While this is simple, I have learned that it is powerful. As an educator myself, I have realized that our minds are soaking all words. When we speak words of love, they have the power to change a person's trajectory, mood, and experience. As a child, I was always filled with words of love and truth, and because of that, I believe I was able to achieve significant educational measures. As the years grew, the words I began to say to myself were not always of love, and that started the days when I navigated anxiety, self-doubt, and even depression. However, I took various courses in college with a professor who believed in this idea - being impeccable with our words. She shared how she read it in a book, The Four Agreements, and was testing that specific agreement in her first year of teaching. She spoke life into us daily. That was my best semester in history. I took risks, gained opportunities, and released any negative self-doubt. Since then, I have attempted to remind myself of this daily. Being impeccable with my words have opened many doors full of life, meaning, and joy.

At a young age, my grandparents taught me the importance of education. They shared their dreams of one day their hard labor paying off for their children and grandchildren. They constantly valued my work ethic and dedication for school and reminded me that I was accomplishing their vision when they mustered up faith and moved to the United States. I have had the privilege of completing my Bachelor’s and Master’s degree from The University of Arizona (UArizona), and I am currently pursuing a Doctorate of Philosophy in Higher Education to explore college access and outreach programs in postsecondary education in depth. My current role as UArizona, Project Director for the Upward Bound at UArizona, allows me to work with first generation, low-income students from Pueblo and Cholla High School in the Tucson Unified School District. My work in Upward Bound is directly impacting a cohort of students with holistic programming that will help them graduate from high school, enter higher education through community college or four-year university, and earn a baccalaureate degree. What is particularly fascinating about this position is that it allows me to record the impact of longitudinal programming, assess college-going cultures, and student relationships while providing academic and social support. I have become familiar with the challenges underserved students and communities face in preparing for postsecondary education, specifically the LatinX community. As a result, in my Ph.D. studies, I continue to explore the challenges students’ experience, the different approaches Upward Bound as a program brings to their academic experience and how it serves to empower students. My work has taught me the importance of working with students and families through a funds of knowledge (FoK) approach in which I use in my research. FoK is an asset-based approach that understands all students and communities have resources that they draw on and can be tapped into to facilitate and enhance their educational success. Furthermore, this position has also allowed me the opportunity to collaborate with faculty from Center for the Study of Higher Education and to conduct meaningful research. I am currently working closely with Dr. Gary Rhoades who is the Upward Bound Principal Investigator. We have worked closely in completing the IRB process and in understanding of students’ social networks, communities’ funds of knowledge and understanding college pathways within Upward Bound. This experience has been interesting as it allows me to dive deeper into students’ perspectives as they navigate everyday challenges, pandemics, and structures of power while attempting to live out their family’s dream for them. I am eager to contribute and further my knowledge of college access. I believe education can change an individual, that can change a community, that can change the world. I seek to explore the experiences of Latino first-generation students and bridge a wider understanding of research and practice for a greater contribution to both LatinX and first-generation communities.

At a young age, my grandparents taught me the importance of education. They shared their dreams of one day their hard labor paying off for their children and grandchildren. They constantly valued my work ethic and dedication for school and reminded me that I was accomplishing their vision when they mustered up faith and moved to the United States. I have had the privilege of completing my Bachelor’s and Master’s degree from The University of Arizona (UArizona), and I am currently pursuing a Doctorate of Philosophy in Higher Education to explore college access and outreach programs in postsecondary education in depth. My current role as UArizona, Project Director for the Upward Bound at UArizona, allows me to work with first generation, low-income students from Pueblo and Cholla High School in the Tucson Unified School District. My work in Upward Bound is directly impacting a cohort of students with holistic programming that will help them graduate from high school, enter higher education through community college or four-year university, and earn a baccalaureate degree. What is particularly fascinating about this position is that it allows me to record the impact of longitudinal programming, assess college-going cultures, and student relationships while providing academic and social support. I have become familiar with the challenges underserved students and communities face in preparing for postsecondary education, specifically the LatinX community. As a result, in my Ph.D. studies, I continue to explore the challenges students’ experience, the different approaches Upward Bound as a program brings to their academic experience and how it serves to empower students. I am eager to contribute and further my knowledge of college access. I seek to explore the experiences of Latino first-generation students and bridge a wider understanding of research and practice for a greater contribution to both LatinX and first-generation communities.