When I first heard that Princeton requires all A.B. students, or those who plan to earn a Bachelor of Arts, to obtain — at minimum — a 107/108-level proficiency in a foreign language, I just felt bummed out and a little frustrated. Up to that point, I had already taken three years of elementary Spanish and thought my foreign-language time had peacefully come to an end. Well… I was wrong. So, after taking Princeton’s Spanish placement test during my pre-frosh summer, I grudgingly signed up for Spanish 101 and sighed at the thought of the three long semesters ahead of me — side note: I actually placed into Spanish 102, but that was just because of my lucky guessing skills! ;) 

Spanish 101 was my very first class at Princeton. As I walked into that McCosh Hall classroom, I honestly felt like Dorothy experiencing the Land of Oz for the first time, not just because I was entering my first class on my first day of college, but mainly due to the daunting narrative I had created in my head: “This is Princeton-level Spanish; this is not rural high-school Spanish where you may spend a whole month or two trying to master a set of vocabulary or reviewing one verb tense.” Needless to say, I was hesitant of “Princeton Spanish,” having no earthly idea of what to expect and not really knowing if I wanted to find out.

Upon meeting and getting to know my professors and classmates, though, all my fears were thrown out the window. My Spanish 101 class consisted of two professors, with one in charge of teaching the first month of class and the other one leading from then on. Both of my professors were from Spain and did a phenomenal job at teaching us beginners the foundations of Spanish, like the alphabet, common verbs, and common cultural customs. They were well aware of our toddler-like level of comprehension and were always very encouraging of us, helping us to not only notice our mistakes but to also genuinely learn from them. Thus, as my classmates and I grew to embrace our imperfections, we simultaneously grew closer to one another. In Spanish 101, most conversations revolve around personal interests and day-to-day routines, so as classes went by, my classmates and I gained a stronger understanding and appreciation of both Spanish and each other. By the end of the semester, I had developed a real desire to know Spanish, not just seeing the language as a “requirement” but rather as a radiant world of growth, and I know that is largely thanks to the wonderful professors and classmates who continually challenged and supported me. 

Now, as freshman year comes to a close, so does my time in Spanish 102. Spanish 102 has been just as impactful and family-like as Spanish 101 and more! Because we are now no longer toddlers, our Spanish 102 classes are taught solely in Spanish. I can gladly say that my ability to both comprehend and speak Spanish have substantially improved through the immersive environment of Spanish 102. Every week, we take part in an “improvisational exercise” where each of us is assigned a role and has a one-on-one 10-minute conversation in Spanish with another classmate who has an opposing role — role A with role B. The role-A students do not know the situation of the role-B students — and vice versa — so there never fails to be lots of laughs! I always enjoy these exercises because they enable us to practice recently-covered vocabulary and grammar in a fun yet instructive manner. As a result, just like Spanish 101, I have so much love and gratitude for my Spanish 102 peeps! My outstanding professor is from Mexico, and my classmates are from diverse backgrounds and are involved in a range of activities across campus. I am beyond grateful for the progress and memories I have made through my Spanish 102 class. 

So, if you cannot tell, my perception of Spanish has changed drastically since arriving at Princeton. What I once saw as “three painful semesters,” I now see as “three transformative semesters.” I have enjoyed my Spanish classes so much that I am even considering studying abroad next year in a Spanish-speaking country or possibly minoring in Spanish! Who would have thought that a language requirement of all things would open up a whole new avenue of interest?

Learning a new language, as my professors say, is a “productive struggle.” I still have a great deal to learn, and regardless of where I end up in my Spanish journey, I will always be thankful that Princeton helped me reconsider an area of interest I was ready to leave behind. 

As a Nigerian-American from Prince George’s County, Maryland — home to a large community of Nigerians — I spent most of my childhood in spaces where I could embrace and celebrate my cultural identity. Thus, coming to Princeton — an area with a demographic quite different from my hometown — I initially worried that I’d be unable to find spaces where I could be myself and celebrate my heritage. Fortunately, upon arriving at Princeton, I discovered that this campus is home to many affinity groups, all of which take pride in hosting events with the primary purpose of cultural celebration. Moreover, the first few weeks on campus have been filled with many of these kinds of events — a perfect way to get back into the bustle of things!

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During our first week on campus, the Black Student Union hosted its annual B[l]ack Together event — an outdoor gathering filled with food, post-summer reunions, guest speakers, and affirmations. Yearly, B[l]ack Together serves as a space where Black students can make new friends, network with Black professors and like-minded peers, learn about what it looks like to be Black on campus, and receive words of affirmation as the semester starts. I know so many friend groups that have formed following this event. This year, it was so beautiful to see the first-year students explore this space of solidarity during their first week on campus.

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The next weekend was filled with many different events. As Ethiopians worldwide celebrated the Ethiopian New Year, Princeton’s Ethiopian and Eritrean Student Association hosted a New Year celebration. This event was a beautiful melange of food, Ethiopian music, dancing, and displays of identity. Seeing my Ethiopian friends don their traditional clothing and celebrate their heritage — even so far from home — was wonderful. 

Simultaneously, Princeton’s Society for African Internationals welcomed diasporic students to campus with a welcome dinner. My Nigerian friends and I enthusiastically attended, given the presence of Jollof rice, puff puff, and more of our cultural cuisine — cuisine we often do not have access to during the school year. This event also proved to be a perfect opportunity to meet and network with African international students who were curious about the experience of being African at Princeton.

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Last but certainly not least, Princeton’s Carribean Connection hosted their annual and long-anticipated Rep Yuh Flag event — a night of dancing and music where students from all over the diaspora don flags from their mother countries and celebrate their identities. Last year, I met some of my best friends on campus through this event, and I was beyond excited to participate in it again. Wearing my Nigerian flag on my waist, I spent the night dancing to Caribbean and African music with my friends, feeling immensely proud and rooted in where I come from.

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From language tables where students can speak and practice their native languages to spaces devoted wholly to celebrating our diverse identities, Princeton constantly proves itself as a space where I can not only celebrate my own identity but also learn more about the identities of my peers. With Nigerian Independence Day around the corner, I look forward to celebrating my culture with my Nigerian friends and introducing my beautiful culture to my non-Nigerian peers!

Mentorship and advising have been some of the most meaningful aspects of my time at Princeton. Being on the receiving end of this kind of guidance has allowed me to feel more connected to the campus community at large. This support has been a conglomeration of mentors and advisers from all over the University, ranging from my residential college staff over at Mathey College to professors willing to lend a listening ear, and even upperclassmen. These individuals have helped me grow not only as a student but as a young professional and young adult as well.

The Princeton University Mentoring Program (PUMP) is one of the many mentorship opportunities available to students. It is housed within the Carl A. Fields Center on campus, which is the focal point for many affinity spaces and cultural communities on campus. PUMP seeks to provide valuable support and resources to first-year students of color in order to help them navigate Princeton with confidence. Through PUMP, participating first-years are matched with one peer mentor (either a sophomore, a junior, or a senior) and one alumni mentor. Throughout the school year, mentees form close bonds with their peer mentors and periodically meet with their alumni mentors virtually.

The process for forming these matches is typically carried out by the PUMP coordinator within the Carl A. Fields Center staff. All PUMP participants submit a form early in the school year outlining their personal and career interests. They are then matched according to compatibility. My junior year, this meant being matched with a first-year who was interested in learning more about the Politics Department, and being matched with an alumna currently attending law school—something both my mentee and I were interested in pursuing.

PUMP members participate in a variety of activities. The core of the program is the time spent one-on-one between mentees and their mentors. Each pair receives a small stipend each month to encourage them to get a small meal together on Nassau Street, or to use as they see fit (some might even use it to go kayaking near campus). Pairs are encouraged to meet a few times each month and maintain consistent communication. One of the pillars of peer mentorship relies on approachability and dependability, and that is cultivated through these frequent interactions, where mentees can ask questions about their academics or campus life more generally. As a peer mentor, you are responsible for staying up to date on knowledge surrounding potential resources that may be helpful for your mentee. Additionally, the PUMP executive board hosts a variety of monthly workshops, meetings, and social events for both mentees and mentors. Some examples include an event discussing internship opportunities, a presentation on campus resources and offices, and painting nights. Often, delicious catering from nearby restaurants is provided.

Altogether, PUMP helps students acclimate to the academic and cultural dynamics of the University in a space meant to feel like home. Many students go on to maintain their friendships with past mentors over the years—a testament to the impact that the program has for those who participate. Although I have stepped down from my position as a peer mentor this year, I leave with fond memories of the program and hope that first-year students continue taking advantage of such an amazing resource and community on campus.

Ever since my first year at Princeton, I knew I wanted to study abroad. I wasn’t entirely sure where it would be, but I was certain it would be a significant part of my Princeton experience. Hearing upperclassmen talk about their semesters in Oxford, Australia, Spain, or Kenya filled me with excitement and a touch of apprehension. While the idea of studying abroad thrilled me, the unknown aspects were intimidating. What would it be like to leave campus for an entire semester? How much financial support would I receive? How would I make friends in a foreign place?

Part of my anxiety stemmed from overthinking, but deeper down, I worried about how my identity would be perceived abroad. At Princeton, I had access to incredible resources that supported First-Generation Low-Income (FGLI) students, like the Emma Bloomberg Center and Latine students through the Carl A. Fields Center. These spaces offered me comfort and community and I was unsure if I would find similar support systems while abroad. 

Financial Aid

My first introduction to the DIS - Study Abroad Scandinavia (Copenhagen) program came during a meeting with the Scholars Institute Fellows Program (SIFP). A mentor shared their experiences in Copenhagen, Denmark, making it sound like an experience everyone should have. Inspired, I immediately researched the program and soon scheduled a meeting with Jordan, a study abroad advisor. Jordan was exceptionally helpful, addressing all my concerns about studying abroad. One significant issue was covering up-front expenses, such as the flight and enrollment deposit, before receiving my Princeton grant. I couldn't afford these costs, but Jordan worked with the financial aid office to arrange an early release of funds, allowing me to purchase my ticket. This kind of support was invaluable and I’m deeply grateful for Jordan’s help throughout this process.

Budgeting

Once I arrived in Copenhagen, budgeting became a priority. Known for being one of the most expensive cities in the world, Copenhagen presented a financial challenge right from the start. The program provided a grocery card, but I initially made the mistake of shopping at pricier stores. I soon learned that Netto was the go-to market for budget-friendly groceries. Adjusting to the city's 25% sales tax and identifying the best places to shop and eat took some time, but I eventually found my way. Additionally, my program provided a transportation card covering two zones, which allowed me to explore different parts of the city. Despite the initial price shock, I gradually adapted to life in Copenhagen.

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Making Friends

One of my biggest concerns was finding people to connect with. The thought of being completely alone in a new country was daunting. Fortunately, I quickly met an amazing group of friends. These were the people I cooked with, traveled with and shared countless memorable moments. Even now, a month after our program ended, we still keep in touch. Making these new friends was one of the best parts of studying abroad. The DIS program attracts students from various universities across the U.S., and while some brought hundreds from their schools, Princeton had only five students, none of whom I knew beforehand. This pushed me to create new connections and build my community. I started a baking club and frequently hosted gatherings in my apartment, which helped me get to know people and form lasting friendships.

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Enjoying a New Experience

People often romanticize studying abroad and for good reason—it's one of the best experiences I’ve ever had. However, the worries and apprehensions that come with leaving the familiar are valid. It’s important not to let these feelings prevent you from seizing new opportunities, exploring new places and discovering new aspects of yourself. Studying abroad taught me so much and deepened my appreciation for everything I have at Princeton. The most important thing to remember is that no matter where you go, Princeton will always be there for you when you return.

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One of my favorite things about Princeton is the opportunity to meet with students from diverse backgrounds and engage with different facets of your identity. Coming into Princeton, I knew I wanted to find a space where I felt comfortable engaging in my identity as an individual with a disability, which is how I found Princeton’s AccessAbility Center. Now working as one of the center’s fellows, I get to advocate and celebrate the disabled community at Princeton in a space where I feel at home.

Founded in 2017, the AccessAbility Center (AccessAbility Center | Office of Disability Services (princeton.edu)) is a physical space in the Frist Campus Center designed to raise awareness for students with disabilities. Unlike the Office of Disability Services (ODS) (Office of Disability Services (princeton.edu)) that focuses on the logistics of accommodations, the AccessAbility Center is a student-run space designed to build community around disability through study breaks, student spotlights, and education programs hosted by the fellows. The fellows are a group of approximately six undergraduate students selected based on their passion and ideas for disability advocacy on campus who determine what events the center holds. When we aren’t hosting events at the center, students can take advantage of the quiet study room, adjustable desks, and comfortable seating areas designed to accommodate a wide range of individuals.

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When I was searching for schools, I knew I wanted a place where disability was not only accommodated but also celebrated as I navigated having a chronic illness in college. I am glad to say I have found that place through the AccessAbility Center. Through our student spotlights, we invite students who are connected to disability (whether it is through research, lived experience, or witnessed experience) an opportunity to share with other community members openly. Providing the opportunity for disability to become more visible on campus has been one of my greatest joys and was something I did not experience before coming to Princeton. I even met one of my closest friends while attending a student spotlight focused on concussions, allowing us to connect over our shared experience of brain injury.

Beyond our center-run events, we also collaborate with other peer groups on campus like the Peer Health Advisors and Residential College Advisors to discuss how we can adapt their programming to include all of the students at Princeton, regardless of ability. We also just rolled out our Allies for Access training program which has enabled members of the broader Princeton community the opportunity to hear directly from students about how they can best support campus members living with a disability. Advocating for the identity of disability to become more visible on campus is one of the reasons why I am so proud to work in the AccessAbility Center.

The five other fellows (Meet Our Fellows | Office of Disability Services (princeton.edu)) with whom I have the pleasure of working have made me feel at home at Princeton and supported me every step of the way. As I finish my second year as a fellow, I feel incredibly grateful to have found a community and place on campus where disability is celebrated, and I cannot wait to see how it continues to grow during the remainder of my time at Princeton and beyond.

On campus, I am a part of the leadership team for the Princeton Latin American Student Association (PLASA). PLASA is the largest of the many Latine student organizations on campus. The leadership team consists of eight different committees and elected officers who work together to host a wide variety of events for Latine students. These events range from professional development workshops to informal brunches and other exciting social events.

Although a large focus for PLASA has traditionally revolved around programming during Latine Heritage Month at the start of the fall semester, PLASA recently organized the inaugural Latine History Series. This series aimed to increase the number of events hosted during the spring semester, as well as to commemorate the work of Latine activists who have paved the way for current generations of student leaders.

The theme for this year was Women in Activism, and we organized three weekends of events. The first weekend centered around the role that storytelling plays within activism, particularly the power of sharing personal narratives within activist spaces. As the Chair of the Hermanitas Committee, my committee and I were largely responsible for planning and executing this weekend’s events. On Friday night, we hosted “Tiempo de Cuentos,” an intimate event that brought together students to share their own creative works related to the series’ theme. We listened to each other read poems and short stories while enjoying light snacks. The following day, we hosted “Why Would I Mispronounce My Own Name?: A Performance by Irma Herrera and Panel Discussion.” We welcomed Irma Herrera and her one-woman show, coordinated a panel discussion between her and other local activists, and hosted a reception immediately after. It was lovely to be in community with so many other students and engage in discussions about our collective experiences with Latinidad.

The second weekend consisted of a panel discussion and reception with Latine alumni whose careers center on advocacy and activism. During the last weekend, PLASA welcomed American labor leader and civil rights activist, Dolores Huerta, to give a guest lecture. Some of us even had the opportunity to attend a small reception with her before the lecture.

Although there were many logistics to consider when planning the series, it was also extremely fun to work as a team and explore the behind the scenes involved in carrying out these kinds of events. For the Hermanitas Committee, this involved applying for funding from the University, purchasing food and ordering catering services, coordinating with campus theater staff, reaching out to networks of local activists, and working closely with our guest to secure her travel and lodging. This is a testament to the sort of resources and support available to student leaders interested in hosting all kinds of functions.

The Latine History Series represents only some of many opportunities to come into community with other Latine students. Joining the PLASA leadership team and getting to help create events for the broader campus community has been one of the most rewarding experiences during my time at Princeton and has greatly contributed to my sense of belonging on campus. I look forward to continuing to work with this team in the upcoming year and welcoming new first-year Latines to campus in the fall.

At Princeton, there are several places to find community. In your residential college, in clubs, in classes. But when there’s a gap to be filled, and students can’t find exactly what they’re looking for, it becomes all the more important for them to make that community for themselves. 

This is precisely what I experienced over the course of the past year. Being a proud Filipino, I recall seeking out any sort of Filipino club when I first came to Princeton. I knew that there were fellow students here that shared my heritage, but it was just a matter of finding them and connecting with them.

I was so glad to hear that there were other students (shoutout to the Qua sisters!), who felt the same way and had already gotten the ball rolling. Thus, the Princeton Filipino Community (PFC) was born. Though versions of the club had existed in prior years, the club had been dormant for some time. The idea first started gaining traction again towards the end of my sophomore year, and it was at the beginning of my junior year when I saw these ideas really come to fruition. 

Over the past few months, we have made huge strides in establishing our tight-knit Filipino family on campus, and I’m honored to have been even a small part in that. This past semester, I served on the leadership team of PFC as the Social Media Manager and have gotten to help plan some of our first few events of the year. 

For instance, our kickoff dinner this past September was super successful. I remember walking out of it being so incredibly happy—“just good vibes” was the phrase that I used to describe the feeling to my friends. Even more significantly, it was also cool to meet a ton of other Filipino undergraduates, graduate students, and faculty alike. I’ve gained so many more familiar faces to say hi to around campus and, for that, I’m grateful!

During our club events, we partake in all the classic activities of our country: from Halo-Halo making; to creating traditional Filipino Christmas lanterns known as parols; and, of course, singing karaoke! Our meetings are also always filled with delicious, authentic Filipino food, so it’s the perfect time to experience a taste of home while at college. Not to mention, all these things are funded by the University! With monetary help from Princeton’s Projects Board, the funding branch of our Undergraduate Student Government (USG), student organizations like ours are really able to thrive.

Though I won’t be serving as an officer next semester, I’m so glad to have been involved in PFC’s revival, and I’m excited to see what else is to come for our club!

When I was researching and applying to colleges my senior year, it was important for me to have a Muslim community on campus – a place that I could be accepted and be supported with my identity as a practicing Muslim woman. And while I am thankful to attend Princeton for many reasons, it is the Muslim community here on campus that has had the greatest impact on my experience here.

The Muslim community on campus is smaller than other religious groups, but we are a closely knit family. There isn’t a day that I don’t go to Murray-Dodge, the Office of Religious Life on campus, to see my friends and snack on the free cookies in the basement. As Muslims are obligated to pray five times a day, I am often running to – as it is affectionately known to many of us on campus – “MD” to quickly catch a congregated prayer in the prayer room on the third floor.

I am also the Events Coordinator for the Muslim Students Association, which is an organization I love dearly. Our events range from Muslim Monologues, an open-mic style event to invite members of the community to discuss various aspects of their faith, to more casual events of community cooking and ummah nights. I look forward to Friday afternoons the most, to the weekly Jummah prayer, where the corresponding sermon revitalizes both my spirit and heart – and there are always samosas after.

Another of my favorite times throughout the year is the month of Ramadan, the holy month of fasting, reflection, and prayer. Prior to my first Ramadan on campus last year, I was concerned about how I would practice my faith under the day-to-day workload of Princeton. I can now say that was the least of my concerns – the previous Ramadan ended up being the most spiritual and community-focused Ramadan of my life! From breaking my fast daily with friends to late nights in the Frist MPR in prayer, it was an experience that felt both completing and connecting. Many of my professors were aware of Ramadan and were also very understanding with extended deadlines and general aid. As I write this, I am even more excited for the upcoming Ramadan.

Truly, without the Muslim community, I would not have been able to call the Princeton campus home. They are my family here, and I love each of them dearly – even when they distract me from work. Feel free to come to any of our meetings, Muslim or not, as we simply are a community with a love of love to give.  

Without a doubt, every student at Princeton will tell you there was one class that completely changed their perspective on a topic, a field of study or even life. Courses like these are available at Princeton, they make you reevaluate what you think you know and even spark curiosity to learn something new. As Hispanic/Latinx Heritage Month comes to an end, I’d like to share one of my professors from the Latino Studies program that has challenged me to think critically about the way I view Latinx representation not only in media and literature but also my past education and narratives I’ve consumed. In my sophomore fall semester, I took “Introduction to Latino/a/x Studies” with the amazing Dr. Keishla Rivera-Lopez, a lecturer in the Effron Center for the Study of America. The course explored themes such as identity, culture, belonging and Latinidad. She has taught me countless lessons through her courses and with each one, my intellectual curiosity has grown. I invited Professor Rivera-Lopez to share more about her experience as a Latina professor at Princeton, how she came up with such interesting/engaging courses and what her main goals are in teaching Latino/a/x Studies courses.

Read Dr. Rivera-Lopez's piece, 'A Brief Reflection on Teaching, Impact and Latinx Representation.'

An introduction from blogger Melissa Ruiz '25: 

Without a doubt, every student at Princeton will tell you there was one class that completely changed their perspective on a topic, a field of study or even life. Courses like these are available at Princeton, they make you reevaluate what you think you know and even spark curiosity to learn something new. As Hispanic/Latinx Heritage Month comes to an end, I’d like to share one of my professors from the Latino Studies program that has challenged me to think critically about the way I view Latinx representation not only in media and literature but also my past education and narratives I’ve consumed. In my sophomore fall semester, I took “Introduction to Latino/a/x Studies” with the amazing Dr. Keishla Rivera-Lopez, a lecturer in the Effron Center for the Study of America. The course explored themes such as identity, culture, belonging and Latinidad. She has taught me countless lessons through her courses and with each one, my intellectual curiosity has grown. I invited Professor Rivera-Lopez to share more about her experience as a Latina professor at Princeton, how she came up with such interesting/engaging courses and what her main goals are in teaching Latino/a/x Studies courses.

Dr. Rivera-Lopez

My short time at Princeton has been the most impactful and memorable teaching experience for me. It is in these classrooms, through dialogues that I realized my students have a hunger for more, more discussions about the popular culture or media that is supposed to represent us though many times it falls short and disappoints us. Though, sometimes, there are glowing renditions of our culture that give us immense pride. My students want more book and film recommendations that can, hopefully, endeavor to fill the gaps of knowledge they were deprived of in our primary and secondary education systems. They ask if I’ll be teaching more classes to satisfy their intellectual questions, which, in turn, makes me feel very needed and valued at this institution. This idea of more is not a coincidence when it seems like we’re often excluded from the curriculum or in other facets of society, and these moments remind us we’re often offered less. So, it seems my role here has been to provide more to my students, and it reminds me a lot of my experiences as an undergraduate seeking more knowledge and information regarding my homeland and culture to not only be included, but done so in an authentic and positive light. I know what it felt like to not see my history or my communities represented in mandatory literature or history classes throughout my education or that I belonged in those conversations or spaces. I had an immense feeling that learning my history and culture was a personal project, a solo trip I had to take and fulfill for myself. So, I majored in Latino and Caribbean Studies and immersed myself into finding out more.

My students’ introspective natures remind me of myself - this is why I went to graduate school and pursued a career in academia in the first place. As an undergraduate in a “Latino Literature” course, I rediscovered a passion for reading when I was no longer required to reread the same books and narratives that were recycled year after year in my high school education. I was finally not bored in a literature class and felt like I had to make up for years of no exposure. It untapped a desire for more in me - this is why I see myself in my students. This class cultivated a new worldview and way of understanding how and why my family came here - my dad in Brooklyn and my mother in Chicago and later settling in New Jersey within a Puerto Rican and Dominican enclave. I learned these enclaves aren’t a coincidence - they erupt from waves of migrants, like my family, who had to leave their homelands. I reflect on the meaning of education and its accessibility because most of my family hasn’t received a college education. I think about how I represent my own family history in the classroom as a first generation scholar, a Puerto Rican woman from an urban working class city, a Latina in academia and how it has given me a unique approach to teaching. Being a Latina is deeply rooted in my pedagogical approach and scholarship. 

And, within the liminality of representation or course offerings, I hope my classroom is a space for interesting and thought-provoking dialogue, one that offers historical context about migration and labor that help my students better understand Latino communities and activism while also providing nuances about culture and identity that help them better define and construct Latinidad for themselves. I hope my classrooms are a safe space to discuss the current happenings within Latino music, aesthetics, literature, and media so my students feel represented in the classroom and can discuss how iterations of the past inform the present. Or, why, for example, we can, and we do, discuss big cultural icons like Bad Bunny, Karol G, Cardi B, JLo, etc. in productive and meaningful ways.

I believe representation weighs heavily in the way a college experience is shaped and felt, so my job here in front of the classroom isn’t miniscule. I want to underscore the reason I have the role to be in front of the classroom in the first place is because of a dedicated and passionate professor, Dr. Yomaira Figueroa-Vasquez, who became my mentor and invested in me while I was an undergrad. Mentorship is critical to the retention and success of working-class, underrepresented, and first-gen students. She also taught me an invaluable lesson outside of the classroom - my history and experiences matter and, I too, belong in institutions, like academia, even though they don’t necessarily always make space for our stories, contributions, or us. Furthermore, I’m proud to be here and be able to do this work. This rhetoric pushed me through many moments of doubt, imposter syndrome, and hardship in graduate school, and now, as I navigate academia.

I am so lucky to be in conversation with and teach students because I learn so much from them. Their kind words and honest feedback make me feel truly valued and appreciated as a Latina at an ivy league institution. Though it is an enormous task, I endeavor to impact my students through in-class instruction, mentorship and dialogue that emulates the way my mentor helped and shaped me. Ultimately, my students inspire and motivate me to keep developing courses and different projects to maintain their engagement and interests. I am thankful for their contributions to class discussions, intentional reading, and their feedback that lets me know what my classes mean to them. I hope I can fulfill their need(s) for more in their quest to obtain and understand Latino Studies discourses of culture, literature, and histories.