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Pre-school: Mexico (lived there for 2 years)

Kinder: Mexico (moved back to US. mid year) (at age 6)

K-3rd: Orange County

3rd-5th: moved to Upland at age 8

Middle school 6th: Upland (moved mid year)

Middle school 7th and 8th: moved to Fontana

High School: completed all 4 years at the same school (Fontana) (class of 2010)

Community College: 1 yr, mom was sick during this time. Decided to drop out because school was not for me. started working full-time.

Private CTE program: Decided I wanted to do some type of education and went back to school and did a CTE program. 8 month program (year 2014)

Community college: went back to school at age 25 (class of 2019)

University: transferred to UCR at age 27 (class of 2021)

Grad School: School Counseling program at age 30 (class of 2024)

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A shaping/shifting period in my education was when I decided to give college another chance. I realized that if I focused and dedicated time to school I could academically succeed in it. Going back to school has been one of the hardest yet best decisions.

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Entry#2: Reflect on your racial and ethnic identity in college: 

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Entry#2: Reflect on your racial and ethnic identity in college: 

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*What ideas did you have about your social racial and ethnic identity during this point in your schooling?

During my college experience, I believed that Hispanic people were not college-material since I thought it was for affluent white people.

*What school involvement, experience, people, and external factors also shaped your racial and ethnic identity development in college?

I believe this to be so because of the racial dominance in professional settings. Growing up only white people had a profession, I would hardly ever see a Hispanic in a professional setting. A wealthy Hispanic has always been associated with the "negative business" not with an educational background.

*What models might have supported your development in this area?

gallegos model, We associate ourselves with our racial culture and background.

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5 years ago while I was driving home at night I realized that I wasn't able to see clearly. I can't recall when this issue arose but I do remember when I recognized it as an issue. I started noticing that it affected my daily life unconsciously I had adapted my life to my limited vision. I would sit at the front of the class or use big signs to guide me when I was driving. It wasn't until I went to get my vision checked that they found out that I needed glasses. Although I don't require accommodations other than corrective lenses. I do recognize having some type of impairment can be challenging. Knowing the resources on campus and seeking/advocating for your needs is a big factor in the student's academic success. As a counselor, it is important to keep this in mind when guiding students. The Americans with Disabilities Act (ADA) was created and implemented for a purpose and it is our job a school counselors to best accommodate students and their needs.

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I remember I was in 3rd grade when I found out there were other religions aside from Catholicism. I was shamed by my classmates because I was Catholic and not Christian. At the moment I felt embarrassed but as I grew older I learned to embrace my religion. Through my journey in college my faith was "tested" I remember taking a philosophy class in community college and it made me question a lot of things regarding my religion. This questioning became a spiraling effect that led me to distance myself from church. I did not distance myself from my religion or faith but I did distance myself from the systemic factors of my religion. Now I can say that my faith and religion are at a better, healthier, and more rooted stance within my and in my life overall. I am a woman of God and I live my life intensionally serving to the best of my ability.

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Entry#3: Sexual and Gender Identity Development

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Entry#3: Sexual and Gender Identity Development

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My educational journey is non-traditional, therefore when I started my higher ed journey I was 25 years old. At this age I had a sense of my "adult self". Although I was pretty confident and knew my sexual identity and gender identity. What I can say developed through my educational journey is what the role of my identity entailed. I would say it was more of a "mature" comprehension of my role. Fro example, I was not only a girl, I was not a woman in academia and my perspective and standards for sexual identity changed. I no longer just wanted to be a student or a professional I also wanted to be a mother and wife which is another level to my sexual identity. I would say that D'Augelli's Model of sexual identity development best aligns with my personal experience.

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Americans with Disabilities Act (ADA) theories: (ie. Erikson, Josselson, Marcia, etc) What theory resonated with you the most? Drawing from one of the theories from the chapter, think about how one of these theories (and identify which developmental phase applies) might help to explain a period in your life in college- perhaps compare your first vs. last.

Reflective thinker,

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I've been in school for a LONG time now! As I compare my time in college from the beginning to now, a lot has changed. I believe a big factor in my change was turning 25! When I turned 25 I started to think about family and started to want more for myself and my future family. My choices and career path changed after this realization. I believe that Kohlberg's theory alignes the most with my something helped me transition from one way of thinking to another.

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I believe that when I started my college journey I can honestly say I was at the Identity Acceptance stage because I knew who I was within my gender and I accepted myself in that role. Currently, I believe I am at the Identity Synthesis I have fully accepted myself and now know who I am within my role and know what that defines for me. Although it has been a long process, I am at a point where I am so confident and comfortable within my own skin and presence. Age 32 and I am fully flourishing in every sense.