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Reflection on My Autoethnography Artifact
Reflection on My Autoethnography Artifact
The autoethnography project, completed during my second semester in the Higher Education Administration program, was an opening experience in my educational journey. This project, which required a deep self-reflection on where I have been and where I am at, offered me invaluable insights and personal growth and helped me realize where I want to go.
My Journey in Higher Education
My Journey in Higher Education
Hello, I'm Julian Modesto Chavez, born on February 6, 1986, in Waco, Texas. I am the second of three brothers. Despite the many hardships we faced growing up low-income in the rural town of Abbott, Texas, I have always maintained a positive outlook on life. To understand who I am, it is important to know where I come from and what I have been through. My diverse background attests to my personal strengths and my commitment to obtaining a higher education, which has helped me better understand myself and the world we live in. Please join me as I offer a glimpse into my life.
Growing up in the Dallas-Fort Worth area of Texas, I was influenced by my parents' diverse backgrounds and their unique challenges. My mother, the youngest of four faced an emotionally challenging childhood. Despite this, she raised us with lots of love and care, though she had a rebellious streak and a short temper.
My father, a migrant worker from Zacatecas, Mexico, is emotionally distant and rarely shares much with us. However, my mother ensured we were immersed in both cultures, bridging the gap between our diverse heritage. Despite cultural differences, poverty was a constant in our lives.
Every summer, we visited my family in El Refugio, Zacatecas, Mexico. Education there was limited to one classroom teaching up to the third grade, and we had no running water or indoor plumbing. We planted beans in the field, butchered our own animals, and washed our clothes in the river. These visits taught me about my culture and highlighted the disparities between my family in Mexico and the States. I realized that education extended beyond the classroom, as we gained valuable lessons from nature and our environment. This is where I developed my love for nature and education.
Despite family struggles, personal hardships, and societal prejudices, I graduated high school in 2003 with a fierce determination to break the cycle. The journey was far from easy—my mom's incarceration and the responsibility of becoming my brother's guardian nearly derailed my path. But giving up was never an option for me. I enrolled at Northwest Vista College, where I earned an Associate's degree in Science in 2011. During my time there, I served as the president of OUTspoken, a student organization dedicated to diversity and LGBTQIA+ rights. This role helped me forge a deep connection with my college, transforming my experience from merely attending classes to being invested in an institution that was equally invested in me.
Transitioning to the University of Texas at San Antonio (UTSA), I pursued a Bachelor of Science in Environmental Science, facing challenges that tested my resilience and determination. Balancing work, studies, and personal growth, I discovered a newfound strength within myself. A pivotal moment came during an internship with the USDA, where I assisted with a study on forest fires in New Mexico. It was here that Dr. Janis Bush first recognized me as a scientist, marking a significant realization of my potential. Working with UTSA professors, I solidified my place in the scientific community and understood the importance of diversity in STEM fields. My time at UTSA was a transformative experience. I finally met others who believed in me as much as I believed in myself.
I was fortunate to secure a position at UTSA, where I spent three years researching Monarch Butterflies. During this time, I saw firsthand how underrepresented minorities are in the science community. Working at a higher education institution gave me the chance to contribute to research and introduce diverse perspectives to our department. As I immersed myself in scientific research, I realized that I could do more by addressing the lack of diversity in STEM fields.
I recognized that the transformative power of education needed to be shared with the community, even though I wasn’t sure how to approach it. I felt I lacked the vocabulary or confidence—or perhaps both—but I decided to pursue a Master’s degree in Higher Education Administration. This decision was driven by my desire to better understand the students I aimed to support and to find my place within the field of higher education.
I’ve actively engaged with our student body to better understand their needs and experiences. I’ve created a tutoring program and developed inclusive training and departmental hiring processes to promote diversity in the sciences. By building connections with stakeholders, I’ve established a robust outreach and volunteer program in our department. This initiative includes tutoring programs, outreach programs, summer camps, and numerous opportunities for students to envision themselves as the leaders and scientists they are.
My goal has been to share our passion for science with the community and provide meaningful experiences that inspire and empower our students. I am dedicated to advocating for the rights of our students, and they know they can count on me to stand up for them.
As I continue my journey, both personally and professionally, I envision a future where inclusivity thrives in higher education. I deeply believe that education is a fundamental human right and am committed to inspiring others through the power of shared stories. These stories challenge single narratives, empower individuals, reshape our history, and foster a more inclusive and just future. My natural optimism helps me build connections with students, colleagues, and the broader community.
In pursuing a Ph.D. in Higher Education Administration, I aim to see higher education institutions become nurturing spaces where every student can picture themselves as a leader, no matter their background or future goals. My mission is to inspire, uplift, and contribute to a brighter world for all. I believe that leaders in higher education should reflect the diverse student population they serve. As an underrepresented minority, I am dedicated to sharing my story and paving the way for the leaders of tomorrow.
In reflecting on my journey, it’s clear that every challenge and triumph has shaped my path and fueled my passion for education. From overcoming personal hardships and advocating for diversity to fostering inclusive environments and inspiring the next generation of leaders, each experience has reinforced my belief in the transformative power of education. As I move forward I will continue to create spaces where every student feels valued, empowered, and capable of achieving their fullest potential. By embracing and promoting diversity, sharing our collective stories, and championing inclusivity, I aim to contribute to a higher education system that mirrors the richness and complexity of the world we live in. Together, we can build a brighter future where every voice is heard, every story matters, and every student can thrive.
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