There is something very special about formulating a scientific question and embarking on the investigative process. This privilege, however, has been limited to a few. I am committed to opening our community, rejecting false meritocracies. All students can be scientists — we need these voices to promote development for all, and we can make real change now (if we truly want).

I believe creating an inclusive environment starts with self-awareness: what are my biases and how can I work on these? It requires engaging in conversations with labs and peers that might generate discomfort and using these as growth opportunities. It requires recognizing the obstacles and privileges that shape my scientist identity.

As a Latina woman and first-generation college student, it has been instrumental to find other scientists that I identified with. I hope to be that familiar face in the crowd for the younger generation.

As I navigated the educational system, I was exposed to a range of different teaching and mentorship styles. In observing these styles, I felt the educators that were most successful were those open to evolving in the process. For me, this is encapsulated in the quote from the pedagogical thinker:

At the core of my teaching and mentoring philosophy are three principles:

1. Promote equality among individuals through trust and commitment.
2. Link people to the scientific question to promote critical reflection.
3. Transform critical reflection into further group action.

These principles enable students to express their opinions and build new knowledge, unleashing creativity while nurturing the sense of belonging that will foster responsive citizens in whichever career they desire to pursue.

I embrace two mentoring styles drawn from my previous experiences as a mentee and a mentor: instrumental support — which offers practical scientific and career guidance — and psychosocial support, which focuses on emotional and personal development.

As a mentor, I connect students with their research and career interests and help them develop a set of skills, obtain hands-on experience, and build a network of mentors. When doing so, I always keep in mind that each person has a unique identity. It"s critical to hear their voices and support their growth — helping them develop emotional intelligence, confidence in who they are, and the ability to learn from challenges (even apparent failures).

Creating a safe space for students to express their feelings and needs is a priority — and one that helps me continue evolving and improving as a mentor.