Led by the center director, Felisha Herrera Villarreal, PhD, the Research & Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE) is a collaborative research center comprised of postdoctoral research fellows, graduate and undergraduate research analysts, and research affiliates. Our mission is to promote scientific and applied research, training, and the exchange of information that contribute to the knowledge and understanding of P-20 educational trajectories and the contexts that engage and support students from diverse backgrounds. The RES Institute unites scholars who research important topics pertaining to equity in education to collaborate on funded research projects.

CURRENT + PAST PROJECTS

ED-SYSTEMS: Education Systems Yielding Science, Technology, Engineering & Math Success (NSF DUE-1644990; SDSU UGP)

HSI-STEM: HSI STEM Transitions, Experiences, and Mobility (NSF DUE-1832528)

NSF INCLUDES ALRISE Alliance: Accelerate Latinx Representation In STEM Education
with Institutional Intentionality and Capacity Building for Experiential Learning (NSF HRD-2120021)

Felisha Herrera Villarreal, PhD is the Director of the Research & Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). She is also an associate professor of Postsecondary Education and Community College Leadership and affiliated faculty in the Joint PhD Program at San Diego State University (SDSU). Prior to joining SDSU, she served as an assistant professor of Community College Leadership and affiliated faculty in Public Policy at Oregon State University from 2012-2015. Dr. Herrera Villarreal completed her Ph.D. in Education (emphasis in Higher Education & Organizational Change) at the University of California, Los Angeles (UCLA), where she was a research analyst for the UCLA Higher Education Research Institute (HERI). She also earned a master’s degree from UCLA, master’s and bachelor’s degrees from the University of New Mexico (UNM) and an associate’s degree from UNM-Taos (branch community college). Her scholarship is enhanced by nearly two decades of experience as a higher education professional at two- and four-year institutions, several Minority-Serving Institutions/Hispanic-Serving Institutions, including faculty and professional positions in student affairs, institutional research, and administration.  Her work is also informed by her own educational history as a community college graduate, low-income, first-generation college student, and motherscholar.

Dr. Herrera Villarreal is a consummate scholar, who has published in top tier, peer-reviewed journals, including: American Educational Research Journal (AERJ), Journal of Higher Education (JHE), Research in Higher Education (RIHE), and The Review of Higher Education (RHE), and has procured over $14 million in funding to support her research. She serves or has served as the PI for several large-scale research projects, including NSF funded projects—ED-SYSTEMS (NSF DUE-1644990) and HSI-STEM (NSF DUE-1832528)—investigating the role of community colleges and Hispanic Serving Institutions (HSIs) in science, technology, engineering, and mathematics (STEM) and as Co-PI for ADAPT: A Pedagogical Decision-Making Study (NSF HRD-1759947) and NSF INCLUDES Alliance: ALRISE – Accelerate Latinx Representation In STEM Education with Institutional Intentionality and Capacity Building for Experiential Learning (NSF HRD-2120021). To inform system-wide change, her research employs advanced statistical techniques, including multilevel modeling. spatial analysis and social network analysis, to examine contextual factors—institutional (structure, process, and policy), geographic, demographic, political and economic contexts—that impact postsecondary outcomes for students of color. Her work encompasses several strands of scholarship including student mobility; community college pathways; underrepresented students in STEM; and a critical examination of policy issues related to diversity & equity in education.

Victoria C. Rodriguez-Operana, Ph.D. (she/her/hers) is a lead Postdoctoral Research Fellow for the Research and Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). Dr. Rodriguez-Operana co-leads RES-ISTE on multiple NSF-funded projects examining the role of community colleges and minority-serving institutions such as Hispanic-Serving Institutions (HSIs) in the STEM pathways and experiences of minoritized students of color: ED-SYSTEMS (NSF DUE-1644990), HSI-STEM (NSF DUE-1832528), and NSF INCLUDES ALRISE Alliance (HRD-2120021). She also teaches courses in Human Developmental Sciences at the University of California, San Diego (UCSD). 

With more than a decade of research experience in education, psychology, and human development, and publications in the Hispanic Educational Technology Services Online Journal,  Journal of Early Adolescence, Journal of Adolescent Research, and Asian American Journal of Psychology, her research examines how social identities and relationships within proximal contexts (e.g., family, school) influence the developmental outcomes (e.g., academic, social, psychological) of students of color. Prior to joining RES-ISTE, Dr. Rodriguez-Operana was a member of UCLA’s Children’s Understanding of Economic and Social Inequality Lab and worked on several projects, including studies examining: persistence among community college students in CalWORKs, psychosocial benefits of racial/ethnic diversity in urban schools, children’s social identity development, and an elementary school dual-language immersion program. Her mixed-methods dissertation examined how family, peer, and school-based relationships shape the academic achievement and psychological adjustment of Filipina/x/o American adolescents, an understudied segment of the Asian American/ Pacific Islander population. Dr. Rodriguez-Operana’s research reflects her commitment to understanding how to best serve students in the community, including how institutions and institutional agents support the academic success and well-being of individuals from diverse backgrounds and life experiences. 

As the granddaughter of Filipino and CHamoru families who arrived in California by way of the U.S. Navy, Dr. Rodriguez-Operana was born and raised in San Diego. She grew up attending Hispanic-serving schools in the South Bay Union School District and Sweetwater Union High School District. With some general education courses completed at Southwestern College, Dr. Rodriguez-Operana earned her B.A. in Psychology from UCSD and completed her M.A. and Ph.D. in Education with an emphasis in Human Development and Psychology at the University of California, Los Angeles (UCLA). 

SDSU Postdoc Spotlight (September 2022)

SDSU News Feature: Postdoc Brings Research Expertise and Mentorship to RES-ISTE Team

¿Qué pasa, HSIs? Season 3, Ep. 6 : Learning with RESISTE: STEM Servingness Research

Daniela Hernandez (she/her/ella) is a first-year Master’s student at San Diego State University in the Postsecondary Educational Leadership: Student Affairs program. Daniela is a first-generation transfer student who recently graduated from SDSU, where she obtained her Bachelor’s degree in Interdisciplinary Studies with a minor in Leadership. As an undergraduate, she was engaged in SDSU’s Summer Undergraduate Research Program with Dr. Herrera Villarreal, Dr. Rodriguez-Operana, and their team at the Research and Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). Her research investigated the effects of federal and state legislation on servingness for students of STEM attending Hispanic Serving Institutions. She is a Mexican American from a small low-income border town called Calexico. After graduating from high school, she attended Imperial Valley College. Here, her love for serving students flourished through her work with CAL-SOAP helping high school students with achieving their postsecondary goals. In addition, Daniela also served as Vice-President for her community college Associated Student Government where she led instrumental efforts in changing the school’s mascot and advocating for all athletes to improve their sport facilities. After transferring to SDSU, she continued with her work with high school students and served as the Outreach and Recruitment Co-Chair for the EOP Student Advisory Board. Now she works as a research analyst with RESISTE and a graduate assistant with the Tritons First Center at the University of California, San Diego. Daniela plans to continue her studies into a doctoral program in hopes of continuing her scholarship in higher education policy and legislation.

Elizabeth Nguyen (she/her) is a PhD student in the Joint Doctoral Program at San Diego State University and Claremont Graduate University. Her parents escaped from Vietnam to give her a better life in the States. Although she was born in the US, her parents emphasized the importance of Vietnamese culture and language and because of that she speaks fluently in Vietnamese.

She is a first-generation college student where she attended Illinois Central College (ICC) and earned an Associate’s Degree in Chemistry. She continued her studies at Bradley University where she earned her bachelor’s degree in Chemistry. During her studies at Bradley, she was a teacher assistant (TA) for several general chemistry and biochemistry labs. It was here where she fell in love with teaching and decided to continue with her studies to obtain a Master’s Degree in Organic Chemistry so that she could teach at the Community College level. She was an adjunct chemistry instructor at ICC for 2 years, and also a chemistry teacher at Upward Bound during those 2 summers. Her experiences at Upward Bound is part of the research that she wants to focus on for her PhD dissertation. She remembered how low-income minority students had a strong interest in her summer Upward Bound chemistry class and always wondered why these students did not chose STEM as part of their career pathway even though they had such great potential.

After 10 years of teaching part-time as an adjunct chemistry instructor at Miramar College and being a full-time mom to 2 young boys, she decided that she wanted help students not only inside but also outside the classroom. During her experience as a STEM professor, she has not seen any emphasis of women and scientists of color in her chemistry textbooks. She also observed that many of her minority students are not successful in the introduction general chemistry classes. This was part of the reason why she wanted to go back to graduate school because she wants to investigate why minority students are not doing well in STEM community college classes and what can STEM professors do to help these students. She is very excited and honored to be a research analyst for RE-SISTE at SDSU that focuses on community college pathways for underrepresented students in STEM.

Griselda Paredes (she/her/ella) is a Ph.D Student in the Joint Doctoral Program with Claremont Graduate University and San Diego State University. A daughter of Mexican Immigrants, she was raised in a small agricultural town in Northern California (Sutter County), and was the first in her family to go to college. No stranger to demanding academic settings, she has more than 8 years of experience working at a variety of higher education departments around the country. These institutions include University of Rochester, University of Massachusetts, Dartmouth, Stanford, the College of San Mateo and Cañada College. Her dedication to service has helped develop notable student affairs programs. As a former Lecturer at Chico State, a Hispanic Serving Institution, she taught an upper-division, sociology course in grant writing focused on developing social service initiatives.  

Griselda is proud to be serving as a Research Analyst in the Research & Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE) at San Diego State University.  Griselda is committed to work centered on fostering culturally engaging campus environments and advancing educational equity in higher education. In her free time Griselda enjoys jaripeos, live music, traveling and spending time with her familia. 

Griselda holds a Master of Science in Education Administration w/specialization in Higher Education Student Affairs From the University of Rochester, a Bachelor of Arts in Bachelor of Arts in Sociology from California State University, Chico and Sociology from California State University, Chico and an Associate of Arts and Social Sciences from Butte Community College. Griselda is recipient of the San Diego State University College of Graduate Studies University Graduate Fellowship (UGF) and the California State University Chancellor's Doctoral Incentive Program (CDIP).

Melissa Cabrera (she/her/hers) is a first-year Master’s student at San Diego State University in the Postsecondary Educational Leadership: Student Affairs program. Melissa is a recent graduate of the University of San Diego, where she received her Bachelor’s degree in Sociology and Communication Studies. As an undergraduate student, she was involved in student leadership through her role as a resident assistant, first-generation student club president, and other club executive board roles. Melissa also participated in the McNair Scholars program, during which she had the opportunity to conduct research projects with faculty mentors. Her first research project investigated the communication strategies people are most likely to employ to reduce uncertainty in face-to-face interactions, and how that might be impacted by demographics. Her second research project focused on the ways students from marginalized groups are impacted by diversity initiatives in higher education. This research sparked her interest in higher education and the experiences of students with marginalized identities in postsecondary institutions. As a Latina first-generation student, Melissa is a strong advocate for accessible and equitable education and she is eager to be able to conduct education-focused research with the RESISTE team.

Judith Hernández Chapar, Ph.D. (she/her/hers) serves as Dean of Student Support at Bellevue College. Previously, she was a Postdoctoral Research Fellow of the Research and Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE).  Dr. Hernández Chapar completed her Ph.D. in Education from Oregon State University with an emphasis on Community College Leadership. Her dissertation focused on the engagement experiences between Institutional Agents and Students of Color who were enroll at two-year community colleges. She earned her Masters of Social Work from Eastern Washington University and a Bachelors of Art in Women Studies as well as a Bachelors of Art in Psychology from Washington State University. Prior to joining the RES-ISTE team, Dr. Hernández Chapar served as an educational leader in the community college setting, serving as an Associate Dean of First Year Experience directing a Federal Title III grant at South Puget Sound Community College. Formerly, she worked as a Director of TRiO Programs at Lower Columbia College, where she secured over 1.8 million dollars in grant funding.  

Pablo Cuellar (they/them/theirs) is currently a research assistant with San Ysidro Health Center working on a collaborative research project between the SYH and UCSD . At the start of the pandemic, they joined the County of San Diego’s HHSA in their COVID-19 public health efforts. They worked for nearly two years as a case investigator and contact tracer. During this time, they were also working as an undergraduate research assistant with Dr. Jerel Calzo’s Action Research on Community Health Equity and Stigma (ARCHES) lab at SDSU on a variety of LGBTQ+ related public health research projects till June 2022. They graduated from SDSU in 2021 with a Bachelor’s Degree in Women’s Studies and minors in both Biology and Sociology. Pablo’s passionate about addressing health disparities among members of marginalized and vulnerable communities. They’re especially interested in community based participatory research and learning what insights science and technology studies can bring to the field of public health. They intend to apply to a Masters of Public Health program for the Fall 2023 cycle. Outside of work, they enjoy volunteering their time at the UCSD Student-Run Free Clinic as a patient assistance program enroller and as a medical advocate with Otay Mesa Detention Resistance. As well as ride motorcycles and grow watermelons!

Julio Fregoso, Ph.D. (he/him/his/el) is a Postdoctoral Research Fellow for the Research and Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). Dr. Julio Fregoso is part of the NSF INCLUDES Alliance: ALRISE – Accelerate Latinx Representation In STEM Education with Institutional Intentionality and Capacity Building for Experiential Learning (NSF HRD-2120021), examining the role that community colleges play in STEM pathways for Latinx students’ Experiential Learning outcomes. Prior to joining RES-ISTE, Dr. Fregoso was a research analyst for the Cooperative Institutional Research Program (CIRP) housed within the Higher Education Research Institute (HERI) at the University of California, Los Angeles (UCLA). As a doctoral student researcher for CIRP, he collaborated with other CIRP faculty and staff on survey (re)designs, publications of descriptive reports from CIRP surveys, and provided support for yearly CIRP Data Institutes to higher education professionals looking to understand the design, analysis, and reporting process of CIRP data. Additionally, Dr. Fregoso was on an NSF-IUSE Grant (Award 1432804) that sought to support pedagogical approaches for Underrepresented Racial Minority Students (URM) and their retention within STEM disciplines at UCLA. Dr. Fregoso served as an adjunct faculty counselor for California community colleges for seven years and has been in the field of higher education (professionally) for 10 years. 

Dr. Julio Fregoso’s research interests focus on community colleges, transfer student outcomes, and contingent faculty experiences, particularly those for contingent faculty of color. Dr. Fregoso is interested in using critical quantitative approaches to both study and survey (re)designs in efforts to create, discuss, and provide accurate measures for racialized experiences of: community college and transfer students, as well as contingent faculty of color experiences. 

Dr. Fregoso, a first-generation college student, began his undergraduate journey at Mt. San Antonio College (Mt. SAC) where he earned two Associate of Art’s Degrees, followed by completing his baccalaureate program in Sociology from the University of California, San Diego (UCSD). Dr. Fregoso has a Master of Science in Counseling: Student Development in Higher Education from Long Beach State (LBSU/CSULB). He completed his second Master’s (M.A.) and Ph.D. in Education, with an emphasis in Higher Education and Organizational Change (HEOC) at UCLA. His Master’s thesis study focused on the associate and transfer aspirations for Black and Latinx Males enrolled in California Community Colleges. His dissertation examined the graduate degree aspirations of community college transfer students of color across the United States.

Diane Gaskin, M.A. (They/Elle/She) works in Residential Education as a Resident Director at UC Davis. Diane in partnership with various departments and centers supports three Living Learning Communities (LLC’s) Middle East, North Africa and South Asia (MENASA) LLC , African & African American (AAA) LLC, and Health Sciences LLC. In addition to their professional role, they serve as a Directorate member and Co-Chair for the Foundations Mentoring Program (FMP) through ACPA’s Pan African Network, a Co-Chair for Latinx Inclusion in partnership with NASPA’s Gender & Sexuality Knowledge Community (GSKC) and Latinx/a/o KC, and a Member at Large for ACPA’s Latinx Network. Previously, they served as a Research Analyst at the Research and Equity Scholarship Institute (RESISTE). Their research interests are focused on the educational journey from junior high through higher education for students of color, LGBTQ+, low income, and first-generation student populations. 

Their lived experience and undergraduate involvement as a student leader influenced their student activism and current research interest. Since completing their bachelor’s degree at UC San Diego, Diane has taught a First-Year University Seminar for commuter students pursuing a degree in psychology through Student Life & Leadership at San Diego State University. Their goal is to pursue a doctoral degree, and help institutions become student ready by improving policies and resources for marginalized and underrepresented populations through research.

Diane obtained their B.A. in Psychology from UC San Diego and their Master’s in Postsecondary Educational Leadership with a Specialization in Student Affairs from San Diego State University.

Gabriela Kovats Sánchez, Ph.D. (she/her/ella/meeña) is a postdoctoral scholar in Public Scholarship and Engagement at the University of California, Davis. Her research critically examines “Latinidad" in U.S. education and Hispanic Serving Institutions, with a focus on migrant and diasporic Indigenous communities from Abya Yala (Latin America), particularly Ñuu Savi (Mixtec) and Bene Xhon/Binnizá (Zapotec) students. Raised between Guerrero, Mexico, and California's Central Valley, she integrates her transnational upbringing with community participation to address colonial and historical power dynamics between Indigenous and mestizx/Xicanx collaborators, emphasizing relational, reciprocal, and community-engaged teaching, learning, and research.

Amalia (Krystal) Lira, Ph.D. (she/her/ella) was previously a Postdoctoral Research Fellow for the Research and Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). Dr. Krystal Lira contributed to RESISTE's HSI-STEM and ALRISE projects (Accelerate Latinx Representation In STEM Education with Institutional Intentionality and Capacity Building for Experiential Learning (NSF HRD-2120021). The goal of this project is to understand the role that community colleges play in STEM pathways for Latinx students’ experiential learning outcomes. Prior to joining RES-ISTE, Dr. Lira was a lead research assistant on two federally funded projects (NSF & NIH) investigating the effects of motivation, curriculum, and campus support programs on students’ persistence and achievement outcomes in STEM fields. During her doctoral studies at Michigan State University, Dr. Lira served as the equity graduate assistant in the Educational Psychology and Educational Technology program where she worked with the program director to implement equitable program structures and interrupt various forms of systemic oppression. Dr. Lira is passionate about teaching and mentoring and has taught undergraduate and graduate level courses for over 5 years and has served as a mentor for various undergraduate research training experiences (e.g., SROP at MSU; UURAF at MSU). Dr. Lira’s research focuses on understanding how social and personal identities, and the intersection of those identities, can help broaden participation of diverse student in STEM fields.

Dr. Lira is a first-generation, Mexican American woman from Los Angeles, CA. She initially pursued her interests in education and psychology at Cerritos Community College, and later transferred to California State University, Long Beach (CSULB) where she earned her B.A. in Psychology. Dr. Lira earned her PhD in Educational Psychology and Educational Technology from Michigan State University (Go Green!).

Briana Márquez (she/her) is a graduate student at CSU Northridge pursuing her M.S. in Counseling, option in College Counseling & Student Services, and will graduate in December 2024. She currently works at Pasadena City College as the FYE Center Support Lead and at Occidental College as a success coach for the Disability Services Office. She was also a mental health intern at Glendale Community College, providing therapy for students. Briana received her undergraduate degree in Communication and a minor in Counseling and Social Change from San Diego State University. Her time at SDSU as the lead Pride House mentor, where she worked and mentored LGBTQ+ identified first-year commuter students, and having worked alongside the RE-SISTE team as an undergraduate mentor, was a pivotal factor in her educational journey. Briana recognized the importance and influence of institutional agents on a student's journey and success in higher education. Being connected with women of color mentors in the student affairs field helped her realize her potential and hopes to be that for other students. She hopes to work at a Pride Center or any specialized program that supports students of color and LGBTQ+ students to thrive and succeed in academia and beyond.

Arlyn Y. Moreno Luna, MPP (she/her/hers) is currently a doctoral student in the Critical Studies of Race, Class, and Gender program at UC Berkeley’s Graduate School of Education. Her scholarly interests include access and equity in higher education for students of color, student experiences when transferring from community college to four-year institutions, and bachelor's degree attainment for students who begin post-secondary education at a community college. She previously served as the program manager of the Diversity and Inclusion Science Initiative at Arizona State University. She received both her Honors Bachelor of Science in BioResource Research in 2013 and a Master of Public Policy, Social Justice (focus) degree in 2015 from Oregon State University.

Silvia Nadalet currently serves as Dean of the School of Mathematics, Science & Engineering at Southwestern College. Dr. Nadalet graduated with a doctorate in education from San Diego State University and previously held a position as research analyst with the Research & Equity Scholarship Institute (RESISTE).

Melissa A. Navarro Martell, Ph.D. (ella/she/her(s)), is an award-winning researcher and associate tenured professor in the Department of Dual Language and English Learner Education at San Diego State University. Her research and teaching have advanced the field of bilingual science education with numerous publications detailing how to prepare critically conscious multilingual educators on the sociopolitical, ideological, cultural, and linguistic considerations for equitable STEM teaching, specifically in dual-language education.

Dr. Navarro Martell currently serves as one of SDSU’s Academic Senators. Her research portfolio clearly calls for collective action regarding the need to decolonize math and science education to approach it from an anti-racist perspective. She holds a California teaching credential and is a former 4th—and 8th-grade social-justice math and science Spanish/English dual-language teacher. Her experiences as an immigrant 6th-grade student from Tijuana, México, inspired her path as an educator who understands multilingual learners.

My legal name is Michelle Antoinette Trejo Parsons – please call me Toni (she/her/hers). I am a Latina from East Los Angeles, but moved down to the San Diego area when I was 19 years old to finish my degree at SDSU (I ended up with three) – the most recent being my Doctorate in Education with an emphasis in Community College Leadership. I defended my dissertation in May 2020. My research focused on the degree aspirations of STEM majors that started their post-secondary education at a community college.

 I have been a contract faculty member at San Diego Mesa College in the mathematics department since 2005. During that time I have served as a faculty leader through various positions including Curriculum Chair, Senate Treasurer, Department Chair, Basic Skills Math Coordinator, New Faculty Institute Mentor, Department Outcomes Coordinator, and Mesa Pathways Coordinator. I have also served at the state level on the Basic Skills, Curriculum and CTE Leadership Committees as well as the BOG Strong Workforce Task Force in 2015. Outside of my professional realm, I am a mother of two amazing children. They keep me very busy and feeling young. My husband and I couldn’t be prouder.

Samantha Prado Robledo, PhD (she/her/ella) is a first-generation college student and second-generation Mexican American. She attained a bachelor’s and master’s degree in Sociology at California State University San Marcos and a PhD in Education Studies with a Critical Gender Studies concentration at UC San Diego. Dr. Prado has served the community in this past decade as an instructor county-wide at Continuing Education programs as well as in community college and university Sociology lecturer capacity. She has also engaged in research efforts that focus educational equity and underrepresented student access to higher education.

Alexis Reynoso (she/her/ella) is a first-year master’s student at the George Washing University, where she is pursuing a master's in public health with a concentration in Epidemiology. Her main interest is to address health inequalities and ensure fair access to healthcare for the immigrant population, specifically for those who are undocumented. Alexis has a passion for fostering inclusive healthcare for all. Ultimately, she plans to pursue a career in policy that will allow her to contribute effectively to communicating research findings. She aspires to bridge the gap between researchers, policymakers, and communities affected by public health issues. As the daughter of immigrants, she understands the importance of ensuring that underrepresented groups have access to and receive proper health care. Alexis serves as a graduate fellow for the Im/migrant Well-Being Scholar Collaborative at the GW Cisneros Institute, where she helps disseminate research to advocate for the immigrant community. Alexis received a B.S. in Public Health from San Diego State University, where she was an undergraduate research fellow at the Research & Equity Scholarship Institute on Student Trajectory Education (RESISTE). She engaged in ongoing research projects funded by the National Science Foundation to investigate the impact of state and federal legislation on STEM education at Hispanic-serving institutions, focusing on the factors influencing student success.

Ariana Romero, M.A. (she/her) Ariana Romero (Ari) is a Ph.D. Candidate in the Higher Education Administration and Policy program at UC Riverside. Her research interests focus on college pathways, DEI initiatives, peer interactions, and placemaking within universities. She transferred from Riverside Community College to California State University, Fullerton, where she earned her B.S. in Human Services. She completed her master's degree at San Diego State University in the Postsecondary Educational Leadership: Specialization in Student Affairs program. Ariana has worked with and developed organizations that specifically cater to underrepresented communities. She aims to build a body of meaningful research and mentor young scholars to increase the presence of currently underrepresented groups in academia. Ariana enjoys writing poetry, creating art, hiking, spending time with loved ones, gardening, and practicing her photography skills in her spare time.

Michelle Ruiz (she/her/hers) guides instructors through the design process of developing online courses at UC Berkeley’s School of Public Health. Michelle also oversees the implementation of educational technology in the online courses of both, the Online Masters of Public Health and the University of California – Mexico Health Initiative. Before joining Berkeley Public Health she was an instructional designer at the University of San Francisco where she designed online academic programs about Climate Change, Health, and Nursing. Prior to moving to the bay area, Michelle was a research analyst and designer for RESISTE at San Diego State University. She supported the development of RESISTE’s logo and branding elements. She is now pursuing a doctorate in learning technologies (EdD) from Pepperdine University. Michelle earned her MA in digital technologies for teaching and learning from the University of San Francisco, and her BA in Interdisciplinary Computing and the Arts from UC San Diego

Maria Shoka (she/her/hers) is a masters student in Political Science interested in advancing equity in education through policy. She is continuing her work with RESISTE that she started as a research fellow in the Summer Undergraduate Research Program (SURP) at San Diego State University (SDSU). Maria recently earned her B.A. in Social Science with an emphasis on Political Science and a minor in International Security and Conflict Resolution. Besides working as an undergraduate research fellow, Maria served as a political science tutor at Cuyamaca College in El Cajon and as a paralegal intern for the San Diego Office of the Primary Public Defender, Juvenile Division. She also served as President of SDSU Refugee Aid Initiative and the Social Events Coordinator of the SDSU Middle Eastern and North African Student Association. Her passion for helping people, especially those with diverse backgrounds, and for creating an inclusive community is reflected in her current/previous occupations and her leadership roles at SDSU. As a transfer student, Maria is well-aware of the obstacles many students encounter when transferring from a community college to a university, which is why she wants to provide support to other transfer students during this challenging process. 

Lateefah Spires Brown is a science educator and doctoral candidate in San Diego State University’s Community College Educational Leadership Program. Lateefah’s dissertation was entitled, “The On- and Off-Campus Kinship Networks of Black Women Undergraduates in STEM.” This study explored how Black women undergraduate students majoring in STEM engage in kinship networks to cultivate relationships on- and off- campus that positively impact their undergraduate experiences.

Rosa A. Tejeda (she/her/ella)  is a graduate from the Post-Secondary Educational Leadership: Student Affairs Masters Program at San Diego State University (℅ 22). During her time as a graduate student she was a research assistant for the RESISTE team where she focused on Latinx STEM Students Experiences with Experiential Learning Opportunities at HSI’s and non-HSI’s. During her time there she was also able to present on the research at SDSU’s Student Research Symposium with her co-presenter, and fellow RESISTE researcher Heather Thorogood. Rosa was also a graduate assistant for the Raza Resource Centro at UC San Diego. During both her time at the Centro and RESISTE, Rosa was able to learn more about her own Latinx identity, and become empowered by her other intersecting identities. After graduating, Rosa took some time off before entering her role at UC San Diego as the Triton Firsts Program Coordinator where she is able to push UC-wide first-generation initiatives. This was a circle back to her roots of working with first-generation students like herself.  Rosa hopes to pursue her Ph.D in higher education and/or urban studies. Rosa’s growing interest in urban studies comes from her experience being a student from an urban neighborhood and navigating higher education institutions. Rosa hopes that she will be able to pursue her Ph.D back home in Los Angeles.

Heather Thorogood-Farias (she/her) graduated with a Bachelor of Science degree in Chemistry Emphasis in Biochemistry with a minor in Honors in Interdisciplinary Studies at San Diego State University. Heather is working as an Associate Analytical Scientist at STA Pharmaceutical. The job consists of a fast paced and cGMP (Good Manufacturing Processes) environment, performing analytical testing, and coordinating with other laboratory associates. Furthermore, she was an Undergraduate Research Fellow that worked directly with Dr. Herrera Villarreal, Dr. Rodriguez-Operana and the team at the Research and Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). She participated in multiple projects and presentations that focused on STEM students’ struggles in two-year and four-year institutions, student trajectories and experiential learning. Heather is Mexican/American and has lived in Tijuana, Mexico most of her life. She pursued her dreams in the United States and has been able to speak about her struggles in the STEM field and educational differences coming from another country. RESISTE provided an opportunity to learn more about students that come from a similar background, to find a connection with them and a skillset that has helped her to succeed in the STEM field.

Dr. Beto Vasquez serves as Director of STEM Outreach & Community Engagement with UC San Diego’s Center for Research on Educational Equity, Assessment and Teaching Excellence (CREATE), an educational research center with equity at its core. Through his various roles at UC San Diego and as an adjunct faculty (biology) at the community college, Dr. Vasquez spearheads efforts to increase diversity in STEM (Science, Technology, Engineering & Math), and access to resources for disenfranchised communities via innovative P-20 grants, initiatives and collaborations. He is very active in the community and has assisted with designing program and events (supporting education, social justice, justice reform, formerly incarcerated populations and minoritized students in STEM). He has worked in local government, education and the non-profit sectors.

Elizabeth Vazquez (she/her/ella) is a recent graduate of San Diego State University’s Master’s in Postsecondary Educational Leadership: Specialization in Student Affairs (PELSA) program. During her time in the PELSA program, Elizabeth served as Discussion Leader for the undergraduate course Exploring Leadership at SDSU, a graduate assistant for SDSU’s Compact Scholars Program, and as a research analyst at RESISTE. Elizabeth received her Bachelor of Arts degree in Chicana/o Studies from the University of California, Santa Barbara (UCSB). Before attending UCSB, Elizabeth attended community college for three years. It was during this pivotal time where Elizabeth was mentored by and exposed to women of color in the field of Student Affairs for the first time. This moment influenced Elizabeth’s goal to contribute to the retention of underrepresented students in higher education. As an undergraduate, Elizabeth served as a peer mentor for the Educational Opportunity Program, worked for UCSB’s Summer Orientation program, and a mentor for UCSB’s Transfer Student Center. For her senior research project, she examined the key factors of a successful transfer from community college students who participated in the PUENTE program. Elizabeth is excited to continue her journey in higher education by pursuing roles in student affairs!

Anthony Villarreal is a second year PhD student at San Diego State University and Claremont Graduate University’s Joint Doctoral Program in Education. He earned a master's degree in Counseling from Lewis and Clark College and a bachelor's degree from Portland State University. Prior to pursuing a PhD, Anthony’s seven-year career in education primarily entailed working with students promoting college access, guiding students in the transition from high school to college, particularly for underrepresented, low-income, and first generation students. His professional experience includes school counseling at the middle/high school level in both Oregon and California; college outreach through GEAR UP, Upward Bound, and SDSU’s Compact for Success; educational policy development at the local/state level as an active member of the Oregon High School Emerging Bilingual Consortium and as a data specialist analyst for the Oregon Migrant Education Service Center; and as a residential counselor working with undocumented youth. Drawing from professional and personal experience as the eldest son of immigrant parents from Nayarit and as a low-income, first generation college student. His dissertation research is focused on promoting educational outcomes for students in “new Latino destinations”. His broader research agenda investigates several strands of inquiry pertinent to Latino communities. He currently is involved in research studies examining on peer-mentoring for Latino youth; defining educational spaces that promote Latino student outcomes; and STEM pathways for underrepresented students.

Marlena Vi Wolfgramm, Ph.D. (She/Her), recently completed her 3-year Postdoctoral Research at the Council of Graduate Schools in Washington, D.C. She earned her Ph.D. at San Diego State University and Claremont Graduate University Joint Doctoral Program in Education. Marlena was a Senior Research Analyst at the Research & Equity Scholarship Institute on Student Trajectories in Education (RESISTE). She majored in STEM and transferred from community college to UC Santa Cruz, earning her B.A. in Psychobiology. Marlena then returned to her hometown of Oakland, CA, where she taught secondary science and earned an M.A. in Education with an emphasis in teaching at Mills College. Her research focuses on the navigation of Native Hawaiian and Pacific Islanders (NHPIs) in STEM (Science, Technology, Engineering, Mathematics) through their educational trajectories and experiences, given their status as a highly marginalized population in STEM. Dr. Wolfgramm aims to disaggregate research on Pacific Islanders from Asian Americans to highlight how NHPIs have been underserved and overlooked while emphasizing their cultural identity, values, and ways of knowing. Her research interests include NHPIs in higher education, Pacific Islander Studies, Critical Race Theory, Graduate Education, PhD Career Pathways, and Minority Serving Institutions.

Melo-Jean Yap, Ph.D (she/her/ze/zir) is the Senior Education Research Consultant at the Johns Hopkins University (JHU)’s Center for Teaching Excellence. In her current role, she leads education research efforts and program evaluations of JHU faculty grants (approximately totaling $7 million) that aim to improve student outcomes. As a queer, gender-expansive woman of color, first-generation college graduate from a working-class immigrant family, ze highly values holistic and critical approaches to research involving historically excluded groups in STEM fields via mixed methods techniques. Recently, she co-organized an AAAI Symposium on “Advancing Diversity in AI Research and Education” since she always champions diversity, equity, inclusion, belonging, and justice in STEM education. 

Previously, she was the Learning and Impact Manager at Hack the Hood, an edtech non-profit that teaches Python programming and sociotechnical issues (e.g., algorithmic bias) to Black and Brown youth ages 16-25. Zir connection to RESISTE is also initially as postdoc research fellow for NSF ADAPT (Dr. Herrera was a Co-PI in this grant) and then as the Principal Investigator for the grant, “Influential Networks for Women of Color in STEM Community College Pathways” (NSF DUE-1937777). 

Ze earned zir Ph.D in Education at UCLA; M.S. Biology at California State University, Los Angeles; a double major in B.S. Physiology and B.A. Black Studies (now Africana Studies) at San Francisco State University; and A.A. Liberal Studies at Diablo Valley College. She also recently obtained an Executive Certificate in Organizational Leadership from the Johns Hopkins Carey Business School. A versatile change management leader with a knack for lifelong learning, she is also a Professional Scrum Master I (PSM I) and a Lean Six Sigma Green Belt. Melo loves to eat flavorful cuisines, dance around, watch movies, travel, and play with zir senior rescue dogs.

María José Zeledón Pérez (she/her/ella) was born and raised in Costa Rica. She began her career as an educator when she was a graduate student at San Diego State University where she later pursued her doctorate in Educational Leadership with a concentration in Community College Leadership (CCLEAD). Her dissertation is titled Bridging success for STEM students of color: Factors that predict interactions with institutional agents at community colleges HSI and Non-HSI. For 14 years Dr. Zeledón-Pérez worked as part-time faculty in the community college system and in 2018, she was hired full time at San Diego City College as a professor in the Communication Studies Department. Dr. Zeledón-Pérez worked with the PUENTE project and coordinated the World Cultures Program and the American Federation of Teachers Guild (AFT) Mentors and Mentees Program at City College. In 2022 she became the Academic Senate President and she is currently the Area D representative for the Academic Senate of California Community Colleges (ASCCC) for the 2023-25 term. She is also the chair for the ASCCC Online Education committee as well as the chair for the ASCCC Equity and Diversity Action Committee.  She is a research affiliate for the Research and Equity Scholarship Institute on Student Trajectories in Education (RESISTE) at SDSU and has been a guest editor for the Community College Journal of Research and Practice (CCJRP), graduate student’s special edition. She also volunteers as the Past-President for the SDSU Community College Leadership Alumni Group and is a member of the California Federation of Teachers (CFT) Part-Time Faculty Committee for the 2023-25 term. Dr. Zeledón-Pérez is a transformational leader who collaborates to ensure that our institutional systems and culture are based on social justice and equitable practices.

Daniela Ortega-Ramos (ella/she/her) is a second-year undergraduate student at San Diego State University. She is currently pursuing her bachelor's in Criminal Justice with a double minor in Sociology and U.S.-Mexican Border Studies. Daniela is a first-generation, Mexican American student. Though born in Oakland, California, Daniela lived in Guadalajara, Mexico for most of her childhood allowing her to understand and connect with both parts of her culture. 

Daniela is strongly committed to serving her community in Oakland and was previously involved in volunteer work such as making cards for elders in retirement homes, participating in the Alameda County Food Bank to help feed the homeless, and spent her morning weekends cleaning the local lake. Despite the love she has for her hometown, the disparities that she witnessed in her city motivated her to pursue her education in a place full of opportunities.  

At San Diego State University, Daniela is currently involved in the SDSU Latinx Pre-Law Society, the Latinx Student Union, and SDSU’s Research and Equity Scholarship Institute on Student Trajectories in Education (RESISTE). At RESISTE, she will be engaged in collaborative STEM education research and contribute to projects funded by the National Science Foundation. Broadly, these projects examine STEM experiences and pathways through community colleges and Hispanic-Serving Institutions, with an emphasis on structures for serving Latine and other minoritized students in STEM. During her experience at RESISTE, Daniela’s personal goals include strengthening her research skills, especially in writing and analyzing. She also wants to further understand how the policies in the education system serve as an injustice or justice for students, affecting the overall pathway of Latine students. 

Through Daniela’s pathway of engaging in her hometown and campus, the connection she feels with her culture ultimately inspired her long-term goals. After completing her bachelor’s at SDSU, Daniela plans to attend law school and become an immigration lawyer.  

Daniela Hernandez (she/her/ella) is an undergraduate first-generation transfer student at San Diego State University, who is pursuing her Bachelor's degree in Interdisciplinary Studies with an emphasis in Political Science, Counseling and School Psychology, and Communication. Engaged in SDSU’s Summer Undergraduate Research Program, Daniela is working as an undergraduate research fellow with Dr. Herrera Villarreal, Dr. Rodriguez-Operana, and their team at the Research and Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). Her research interests include educational experiences within marginalized communities, minority student leadership at the college level, and the effects of financial policies within the higher education system. She is a Mexican American from a small low-income border town called Calexico. After graduating from high school, she attended Imperial Valley College. Here, her love for serving students flourished through her work with CALSOAP helping high school students with achieving their postsecondary goals. In addition, Daniela also served as Vice-President for her community college Associated Student Government where she led instrumental efforts in changing the school’s mascot and advocating for all athletes to improve their sport facilities. After transferring to SDSU, she continued with her work with high school students and currently serves as the Outreach and Recruitment Co-Chair for the EOP Student Advisory Board. Daniela plans to continue her studies and will apply to graduate school to earn her Master’s degree in Postsecondary Educational Leadership in Student Affairs in hopes to continue to give back to her community.

Alexis Reynoso (she/her) is a senior public health student at San Diego State University and participating in SDSU’s Summer Undergraduate Research Program as an undergraduate research fellow for the Research & Equity Scholarship Institute (RESISTE).  Alexis seeks to use her valuable experience with the RESISTE team to further understand the experiences of undocumented Latinx students in STEM programs. She is especially interested in understanding how policies (including those related to financial aid) may be modified to best support marginalized students.

As a public health student, her main interest is in the health needs of minoritized populations in the U.S. who are often underserved and underrepresented in the field. Alexis has a passion for fostering inclusive healthcare for all. Ultimately, she plans to pursue a career in policy that will allow her to contribute to the fight against health care inequities for minoritized groups. As the daughter of immigrants, she understands  the importance of ensuring that underrepresented groups have access to and receive proper health care. In addition to her research with RESISTE, Alexis is currently working in clinical research, focusing on phase one studies related to metabolic diseases. As an intern for the County of San Diego, she collaborated closely with the Quality Improvement Management team. During this internship, Alexis developed skills in analyzing performance metrics, which allowed her to construct strategic plans and operational measures to help the success of the six branches of the Health and Human Services Agency.

Beyond research, Alexis is part of the SDSU HSI affairs, dedicating herself to create a safe space and a sense of belonging for Latinx and students of color. Recognizing the importance of supporting fellow students, Alexis hopes to assist them in navigating their educational journey at SDSU, providing valuable guidance and support along the way.

2022-23

Maria Shoka (she/her/hers) is an undergraduate student at San Diego State University where she is pursuing her B.A. in Social Science with an emphasis on Political Science and a minor in International Security and Conflict Resolution. Maria is working as an undergraduate research fellow with Dr. Herrera Villarreal and her team at the Research and Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). Besides working as an undergraduate research fellow, Maria is employed as a political science tutor at Cuyamaca College in El Cajon and as a paralegal intern for the San Diego Office of the Primary Public Defender, Juvenile Division. She is also the current President of SDSU Refugee Aid Initiative as well as the Social Events Coordinator of the SDSU Middle Eastern and North African Student Association. Her passion for helping people, especially those with diverse backgrounds, and for creating an inclusive community is reflected in her current occupations and her leadership roles at SDSU. As a transfer student, Maria is well-aware of the obstacles many students encounter when transferring from a community college to a university, which is why she wants to provide support to other transfer students during this challenging process. Maria plans to either obtain a Master’s degree or pursue a career in law after completing her undergraduate education.

2020-22

Ana Hernandez is an undergraduate first-generation transfer student at San Diego State University, who is pursuing her Bachelor’s degree in Chicana & Chicano Studies. Ana is working as an undergraduate research fellow with Dr. Herrera Villarreal and her team at the Research and Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). Her research interest includes educational experiences and outcomes of first-generation, low-income, students of color in community colleges as well as the disproportionate representation of school administrators/staff/and teachers in relation to the students that attend those institutions and what must be done to ensure equitable opportunities for all. Ana currently works for San Diego Continuing Education in English as a Second Language (ESL) department as an Instructional Assistant as well as at TLC Social Services as an ILS and Respite Care coach. Ana plans on applying to graduate school to earn her Master’s degree in Education & Counseling with hopes of returning to her educational roots at the community colleges.

Heather Thorogood was an undergraduate student at San Diego State University who recently graduated with a Bachelor of Science degree in Chemistry Emphasis in Biochemistry with a minor in Honors in Interdisciplinary Studies. Heather is working as an Assistant Analytical Scientist at STA Pharmaceuticals. The job consists of a fast paced and cGMP (Good Manufacturing Processes) environment, performing analytical testing, and coordinating with other laboratory associates. Furthermore, she was an Undergraduate Research Fellow that worked directly with Dr. Herrera Villarreal, Dr. Rodriguez-Operana and the team at the Research and Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). She participated in multiple projects and presentations that focused on STEM students’ struggles in two-year and four-year institutions, student trajectories and experiential learning. She was also part of an Undergraduate Research Program in a Bioanalytical Chemistry Lab with Dr. Harrison at SDSU. This research program is involved in analyzing biological mechanisms of gut microbiota using analytical techniques, particularly mass spectrometry (MS) based metabolomics. Heather used to be an Undergraduate Teacher’s Assistant for Principles of Organismal Biology Laboratory. She assisted students to answer questions, find organisms, keep a lab in good, clean, safe conditions, and present pre-lab lectures. Heather is Mexican/American, bilingual (Spanish and English) and has lived in Tijuana, Mexico most of her life. She decided to pursue her dreams in the United States. She is open to speak about her struggles to advance in the STEM field and how difficult it is to adapt to educational differences coming from another country.

2019-2020

Pablo Cuellar is an undergraduate student at San Diego State University, who is pursuing their Bachelor’s degree in Women’s Studies with minors in Biology and Sociology respectively. Pablo is working as an undergraduate research fellow with Dr. Herrera Villarreal, Dr. Rodriguez-Operana, and their team at the Research and Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). Their research interests stem from their early days at SDSU as a biology major working at The Pride Center and informed by their Women’s Studies major and lived experience as a first-generation queer Latinx student. This includes how students of color, low-income, first-generation, queer individuals navigate STEM fields in higher education, as well as the decimation of scientism and neoliberalism in the current day, and how it affects trans folk, POCs, and queer individuals. They currently are involved in the Dignified Learning Project, a group that aims to make education equitable for all students through advocacy, training and outreach activities. Pablo is also part of Pride House mentor program at the Pride Center at SDSU where they work with and mentor LGBTQ+ identified first-year, commuter students in addition to organizing programs per their needs. They hope to continue their education by pursing a Ph.D. in Feminist Studies at UCSC as well as an MD to pursue work addressing the health needs of low-income LGBTQIA communities.

2018-19

Aileen Cerrillos is an undergraduate student at San Diego State University, who is pursuing her Bachelor's degree in Sociology. Aileen works as an undergraduate research fellow with Dr. Herrera Villarreal and her team at the RES Insititute. Aileen is a student activist at SDSU and served as the 2017-18 Chairperson for the Association of Chicana Activists (AChA). She led AChA's annual high school conference designed to empower young Latinas through higher education. She also helped create many events for Chicanx students to explore cultural and political issues on campus. Currently, Aileen works for the SDSU Pride Center as a Peer Educator Lead, where she creates programming by and for the QTPOC (Queer and/or Trans People of Color) community. Her research interests are informed by her work and lived experiences as a first-generation Latinx student, including reforming the public higher education system, navigating academia as a student of color, and understanding the role of student activism at universities and educational institutions. Aileen hopes to continue pursuing her commitment to the success of diverse students by pursuing a Master's in Post-Secondary Education Leadership and a Doctorate in Education.

Briana Márquez (she/her/ella) is an undergraduate student at San Diego State University who is pursuing her Bachelors of Arts degree in Communication with a minor in Counseling and Social Change. Briana is working with Dr. Herrera as an undergraduate research fellow for the Research and Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). Her research interests focus on the narratives of people of color, low income, first generation, queer individuals and how identities that are composed of our cultural, historical, political, and personal experiences navigate how we make meaning of the world. She currently is the Vice President of the Counseling and Social Change Club and is involved in many honor societies including the communication major honor society, Lambda Phi Eta, honor society, Phi Eta Sigma, and the National Society of Collegiate Scholars. Briana is also the lead Pride House mentor at the Pride Center at SDSU where she works and mentors LGBTQ+ identified first-year, commuter students in addition to organizing programs per their needs. Her hopes for the future are to further her education and continue serving underrepresented communities.

Princess Dela Cruz is an undergraduate student at the University of California, San Diego where she is pursuing her Bachelor of Science degree in Human Developmental Sciences and a minor in Ethnic Studies. Prin is working as an undergraduate research fellow with Dr. Herrera Villarreal, Dr. Rodriguez-Operana, and their team at the Research and Equity Scholarship Institute on Student Trajectories in Education. Her research interests include social development among children and adolescents, cultural and familial influences in education, experiences of first generation college students, and supporting community health among underrepresented minorities. She is currently a member of Alpha Epsilon Delta, a pre-health honor society at UCSD, where she is involved with community service at the Bannister Family House. Princess plans on taking a gap year after completing her undergraduate education to work in the community health field serving low-income communities before applying to graduate school to pursue her master’s degree in Public Health.

Maryana Saoor is an undergraduate student at University of California, San Diego (UCSD) where she is pursuing her bachelor’s degree in Human Biology with a minor in Human Development. Maryana is working as an undergraduate research fellow with Dr. Herrera Villarreal, Dr. Rodriguez-Operana and the team at the Research and Equity Scholarship Institute on Student Trajectories in Education (RES-ISTE). Maryana moved to the United States from the Middle East when she was fifteen years old. She is a first-generation college student and a second-language learner. Maryana’s difficult moments shaped her character. From a young age, she learned great life lessons that led her to appreciate even the little things in life. Maryana attended several community colleges before transferring to UCSD, allowing her to understand the barriers faced by underrepresented minorities in STEM at 2- and 4-year institutions. Informed by her personal experiences in higher education, Maryana hopes that her work with the RES-ISTE team will help make community colleges a better place for students. Maryana loves sharing her experiences with others, and helping others fulfill their dreams. Maryana’s research interests include human health, cultural and familial influences in education, prenatal health, experiences of first-generation college students, enhancing community health among underrepresented minorities and low-income families. Maryana’s dream career is to become a pediatrician. In addition to her research with the RES-ISTE team, she is currently a researcher at UC San Diego Health- Pediatrics where she works on finding ways to prevent diseases passed to infants through lactation. Maryana plans to apply to medical school after obtaining her bachelor’s degree.