I was born and raised in El Paso/El Chuco, Texas. 

Living on the frontera helped me understand the concept of living in different worlds and being able to navigate the language, social, cultural nuances of these sister cities as I crossed the literal and figurative borders of the region and the generational expectations. 

Beneath my beloved sky I learned to love food, art, music, history, and my culture. I developed a rebellious nature, like those who planned and conspired during the Mexican Revolution. I learned to listen and show gratitude to nature and all she provides as did Teresita Urrea when she healed the masses in what is now downtown El Paso. I formed an adventurous nature as I explored my region in my insatiable search for knowledge and connection to the land. 

In 2012 I earned my bachelor's degree from the University of Texas at El Paso in Chicana/o Studies with a Minor in History.

I build a depth of social, cultural, and historical knowledge that fueled my academic curiosity and helped me find a sense of self.

I participated in the student organization Movimiento Estudiantil Chicano de Aztlán, where I worked with faculty and peers to address systemic lapses in academic accessibility for Chicano/Hispano students. We celebrated and uplifted culture and the youth to ensure that self-determination was rooted in academia. We also worked with the community and our elders to ensure that we fortified the connections and kept the univesity accessible to the community.

In 2016 I earned my Master's of Arts in Education under the Language, Literacy, and Sociocultural Studies Department. My educational emphasis was in Educational Thought and Sociocultural Studies. Through my studies I investigated the educational system and its shortfalls for students from disenfranchised groups.

My graduate thesis examined poverty, it's cyclical nature, and how early childhood poverty has lasting effects on the growing brain. I then examined the connection to standardized testing and was able find a connection to less desirable outcomes with students who experienced poverty at any/all stages of childhood. I posited that moving towards a hoilistic educational model and other forms of assessment would be most beneficial to all students.