PHILOSOPHY
In my years as an undergraduate student, finding a place for myself in academia proved to be difficult as a first-generation, xicana student. After taking a course in postcolonial studies, I found that the literature classroom felt most like home to me. The ideas and actualizations that poured out of class discussions fascinated me and showed me that I had a voice and place in a prestigious place like academia. More specifically, it motivated me to want to share this experience with other students like me.
In my years completing my Bachelor's degree at Nevada State College, I became involved with the Nepantla program where I began to mentor and support first-generation college students of color in the English literature classroom. As a course assistant, my job was to create workshops, meet one-on-one, and facilitate my students’ learning of the content and writing taught during class. During class, workshops, and office hours I listened to their stories of emigrating to the US, managing school and full-time jobs, and taking care of the elders in their family. Through this role, I aimed to help my students navigate the difficult journey that is college and as I saw my students carry themselves with purpose, solidarity, and grit, my affirmation to become an educator solidified.
My hopes to bring academic awareness to migrant and undocumented narratives in my research extends to my goal of becoming a professor and innovating the classroom as I will create an empowering environment for those who have been historically silenced. I hope to instill in my students a spirit of perseverance that mirrors migrant and undocumented narratives: aquí estamos y no nos vamos (we are here to stay and we are not going away).
In my years completing my Bachelor's degree at Nevada State College, I became involved with the Nepantla program where I began to mentor and support first-generation college students of color in the English literature classroom. As a course assistant, my job was to create workshops, meet one-on-one, and facilitate my students’ learning of the content and writing taught during class. During class, workshops, and office hours I listened to their stories of emigrating to the US, managing school and full-time jobs, and taking care of the elders in their family. Through this role, I aimed to help my students navigate the difficult journey that is college and as I saw my students carry themselves with purpose, solidarity, and grit, my affirmation to become an educator solidified.
My hopes to bring academic awareness to migrant and undocumented narratives in my research extends to my goal of becoming a professor and innovating the classroom as I will create an empowering environment for those who have been historically silenced. I hope to instill in my students a spirit of perseverance that mirrors migrant and undocumented narratives: aquí estamos y no nos vamos (we are here to stay and we are not going away).
Teaching Experience
Undergraduate Courses
2021 - Spanish 1, Spanish 2, Spanish 3: Instructor. Supervisor: Juliet Falce-Robinson, PhD.
Undergraduate Courses supported
2019 - 2018 - English 100: Composition I Enhanced: Course and Workshop Assistant. Supervisor: Laura E. Decker, PhD.
2019 - 2017 - English 102: Race, Class, and Gender in the United States: Course Assistant. Supervisor: Leila Pazargadi, PhD.
2019 - 2017 - English 102: Race, Class, and Gender in the United States: Course Assistant. Supervisor: Leila Pazargadi, PhD.