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I am inspired to possibly conduct my own research of the student affairs climate at SU during my SDA journey.
I envision my practice being active within the student affairs community and constantly challenging what academia means to underrepresented students and higher ed professionals.

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Jones, S. R., & Abes, E. S. (2016). The nature and uses of theory. In J. H. Schuh, S. R. Jones
& V. Torres (Eds.), Student Services: A Handbook for the Profession (Jossey Bass
Higher and Adult Education) (6th ed., p. 147). Jossey-Bass.

Kupo, V. L. (2014). Becoming a scholar-practitioner in student affairs. In M.B., R., & L.
(Eds.), New Directions for Student Services (Vol. 147, p. 92). Wiley Periodicals, LLC.
https://doi.org/10.1002/ss.20103

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"Regardless of the research method used to create theory, our identities, experiences, and worldviews influence theory construction" (Jones & Abes, 2016, p. 147).

Oftentimes, research is a way for us to tell our stories while validating the stories of others. The elements that make us who we are will inevitably impact the way we conduct research and interpret theories. That is usually where the passion comes from. However, we must be careful to balance our passions with how our research can benefit other populations. We aren't speaking for anyone or centering our own experiences. We aren't exploiting others for the sake of making a statement, either.

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"During a time of litigation and fear of retribution, there is a need to use research to ground arguments that support the need for critical conversations that may make individuals uncomfortable" (Kupo, 2014, p. 94).

Kupo and Rose Ann share the same vision for research: It prevents ideas from remaining stagnant. In a dynamic field such as student affairs and higher education, ideas, observations, and feelings are often left to die. Not because we choose to ignore them, but because we don't know what to do with such an abstract concept. Research highlights them, connects them to existing theories, and asks real people how these abstract concepts manifest in their lives. And when this research uncovers stories that would otherwise be hidden away, people have to talk about it.

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Academia will try to consume us whole if we are not connected to who we are.

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Academia will try to consume us whole if we are not connected to who we are.

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As a first-gen Filipino woman, I know I will face times filled with imposter syndrome, micro-aggressions, and a disassociation with my identity. I am moving into this area of student affairs with caution when it comes to preserving my identities and being proud of my accomplishments.

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"Academia wasn't for us. Student affairs was created in response to marginalized students."

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"Academia wasn't for us. Student affairs was created in response to marginalized students."

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I am not at all deterred from becoming a researcher in student affairs. However, it can feel numbing to realize that I am advancing in a field that can be inherently against me. Although learning about students' stories can be incredibly reflective, it could also be triggering. We cannot separate ourselves from our research.

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Research can help start and deepen the tough conversations that are necessary to move student affairs forward while centering voices that would otherwise be overlooked. Research empowers.

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"Diversity" and "Inclusion" are often buzz words in higher ed institutions. 

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"Diversity" and "Inclusion" are often buzz words in higher ed institutions. 

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My values and philosophies will continuously be challenged by colleges, and this will also apply to my research. Diversity in higher education is still "surface level" and communities are being overlooked in conversations and interventions.

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It is extremely important to immerse ones' self into their community in order to understand their circumstances and narratives.

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The Significance of Research in Higher Education

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The Significance of Research in Higher Education

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I am particularly interested in being a research-focused practitioner and professor of higher education. I hope to further explore the relationships between DEI and student affairs, the immigrant experience in higher education, and the ways the student affairs profession can grow and develop.

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Rose Anne's Experiences in Education and Community 

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Rose Anne's Experiences in Education and Community 

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UCLA

Research Associate at the Institute for Immigration, Globalization, & Immigration (2017 - Present)

Research Associate at the Center for the Transformation of Schools (2018-2019)

Seattle University

Research Project Manager for Dr. Thai-Huy Nguyen (2016-2017)

Coordinator, Research Associate, & Project Consultant - Center for Community Engagement (2016-2017)

Cornish College of the Arts

Resident Director (2015-2017)

Miami-Dade County Public Schools

Teacher (2012-2015)

University of Richmond

Office of Multicultural Affairs Pre-Orientation Program's Co-Chairperson (2009-2011)

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Rose Ann Gutierrez is a Ph.D. student at UCLA's Graduate School of Education and Information Studies. 

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Rose Ann Gutierrez, Ph.D. Candidate (she/her)

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Rose Ann Gutierrez, Ph.D. Candidate (she/her)

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She has held a position as a research associate at the Institute for Immigration, Globalization, & Immigration since 2017.
Focusing on Race and Ethnic Studies, her research examines the intersection between race, social stratification, and immigration in education.
Rose Ann hopes to find a tenured assistant professor position that compliments and represents her passion for racial equity and social justice.