As a Hispanic woman raised in a lower middle class family just 45 minutes from the U.S.-Mexico border, my personal and professional perspective is deeply influenced by both my American and Mexican identities. This duality constantly shapes how I view education, community, and social justice. Growing up immersed in a mix of cultures, languages, and values has given me resilience but also made me aware of the inequalities faced by marginalized communities, especially Latino youth. My positionality serves as a bridge between two nations, teaching me to navigate the circumstances of privilege and oppression while aiming to empower others with similar backgrounds.

My intersectional background influences my approach to teaching, earning, and advocacy. Growing up near the border and frequently traveling to Mexico to visit family has constantly exposed me to the struggles immigrant families encounter, such as language barriers, limited access to resources, and cultural misrepresentation in schools. These experiences motivate my dedication to fostering equitable learning environments that recognize and validate students. As Conner and Rosen (2016) describe “Intersectionality has been important in lifting up the leadership of people who have been marginalized in past social justice struggles (such as women in struggle for racial justice), understanding how multiple oppressions reinforce one another (such as racism and sexism), and in building an analysis that recognizes that in order to end one form of oppression, all oppression must be ended” (p.45). This quote stood out to me because it highlights how race, gender, and class intersect to influence the educational outcomes of the youth I work with, and also how these factors have shaped me. Recognizing intersectionality helps me appreciate the complexity of the students I serve rather than seeing them through a single narrative.

As a behavior technician and advocate for youth, my pedagogical approach emphasized empowerment, empathy, and representation. I strive to design learning experiences that connect students' cultural realities and strengths. Mainly focusing on the needs of the students that isn’t solely based or driven by academics, but addressing that social-emotional piece that is needed for the student to thrive. My Mexican-American identity guides me to view education not just as academic instruction but as a means of liberation and identity affirmation. The idea that “Organizing efforts like these seek to mobilize youth toward meaningful social change, and they simultaneously work to support young people’s needs to develop their leadership capacity” (Delgado & Staples, 2008, p. 12) reflects how I view my role in education and youth advocacy. Supporting Latino students means helping them find their voices, understand their power, and engage in collective action to challenge inequities that affect their communities.

In practice, my positionality influences what and how I teach and engage with students. I value interacting with students and discussing content that highlights diverse histories and perspectives, including stories of migration, struggle, and resilience that reflect their experiences. My instructional approach incorporates culturally responsive activities that help students connect personal experiences with broader social issues. I also prioritize critical reflection, encouraging students to question systems of power and see themselves as active agents in creating a more just world. I focus heavily on positive self-talk and self-reflection, helping students recognize their qualities, develop them, and build confidence and self-advocacy because they matter. Their choices and backgrounds do not define them; instead, they enrich who they are.

Ultimately, my intersecting identities as a Hispanic woman, borderlands resident, and classroom behavior technician inspire me to create inclusive classrooms where students feel valued and empowered. I want my students, especially Latino youth, to know that their stories matter and that their bilingual and bicultural identities are assets, not barriers. My personal experiences remind me that education is not neutral; it can either reinforce inequities or challenge them. By applying cultural and critical pedagogies, I aim to do the latter to stand alongside my students in the pursuit of liberation, dignity, and justice.