The CCHALES Research Collective
The CCHALES Research Collective is focused on examining the systems, structures, and practices within higher education that hinder racial equity. We conduct policy-relevant and practice-focused scholarship to improve the conditions, experiences, and outcomes for racially-minoritized students, especially in the community college context. We are scholars of color making a difference in our communities, education, and society at large. We give back to the public education systems that shaped our trajectory and helped us become who we are.
CCHALES is more than research, it is family, it is community; a space for us to grow and thrive without having to reduce or silence ourselves to fit the norms of academia. The research we do, the skills we possess, and the conviction in our writing come from our parents, families, culture, and experiences. We gain strength from them and protect them from academic spaces seeking to erase our identities, experiences, and ways of knowing. As first-gen, community-grown, scholars of color, we say ¡CCHALES! to the whackness of white supremacy in higher education and do our best to dismantle and build something different, a new world is possible.
The CCHALES Research Collective was started at SDSU on October 2, 2019. We grow, we learn, we succeed, we give back.
Check out our Crew: Affiliated Members, Graduate Researchers, and Alumni
See What We Are Up To: Explore our Research Projects
President-In-Residence:
Dr. Tammeil Gilkerson
"I am a book that has often been judged by its cover." This sentence was the opening line to my college entrance essay, and at the time, these words summed up the beautifully rich and complex way I saw myself and those around me. In many ways, they still ring true. I know what it is like to be a cis-gendered, non-disabled, neuro-typical, heterosexual woman of color with the privilege of education. I also painfully understand what it is like to be physically harmed, emotionally othered, and consistently required to demonstrate my worthiness in my personal and professional life. From my days as a student leader at UC Berkeley, I have committed myself to advance economic opportunity and empowerment for historically marginalized and racially minoritized communities. I am passionate about building learner-centered institutions that reflect students' lived experiences, provide hope, and practice love. Core to this vision, I recognize the need to nurture leadership and community-building at all institutional levels and have tried to create spaces where individuals can be supported and affirmed as they engage in the vulnerable act of learning and leading with authenticity, courage, and humility. I see myself simultaneously as a teacher and a student, consistently asking myself, what could be possible if we believe we can achieve liberation and social justice in our communities? And what will I risk to achieve it?
Faculty Affiliate: Dr. Ángel de Jesus González
Ángel de Jesus González, Ed.D. (he/they/elle) is an Assistant Professor of Higher Education Administration and Leadership (HEAL) at Fresno State University. As a first-generation queer, Latinx, joto, they engage their scholarship through post-structuralist and transformative paradigms rooted in Xicana/Latina feminists epistemologies. Dr. González’s research agenda focuses on three strands; 1) examining the conditions, experiences, and outcomes for queer and/or trans communities; 2) Latinx Leadership and organizational change; and 3) racial equity policy implementation all within the community college context.
As an interdisciplinary scholar, Dr. González employs critical theories and methods such as jotería studies, intersectionality, queer pláticas, testimonio, queer chisme, queer phenomenology, critical policy analysis, and QuantCrit to name a few. Dr. González is a Faculty Affiliate for the Queer and Trans Latinx/a/o in HigherEd Collective and the Community College HigherEd Access Leadership Equity Scholarship (CCHALES) research collective at San Diego State University (SDSU). They are part of the Queer Trans People in Education (QTPiE) Research Team as an Emerging Scholar at the University of Vermont (UVM). Their work has been celebrated and acknowledged by a myriad of organizations. Dr. Gonzalez was the 2022 recipient of the NASPA Community College Division Research and Scholarship Award and ACPA’s Gender and Sexuality Coalition D.L. Stewart Research Award for their scholarship that advances queer and trans people of color well-being in community colleges and higher education.
Postdoctoral Research Scholar:
Dra. Maria Espino
Dra. Espino is a first-generation Queer Latina who is a proud daughter of immigrants. She earned her Ph.D. in the Higher Education Administration Program from Iowa State University. She obtained her master’s degree in Educational Policy and Leadership at Marquette University and her Bachelor’s degree at the University of Wisconsin – Madison with a double major in Community and Nonprofit Leadership and Gender and Women studies. She is a proud product of the Milwaukee Public school district in her hometown of Milwaukee, Wisconsin. As a qualitative researcher, she explores (in)equities in higher education, particularly focusing on the experiences of systematically excluded students. As a scholar, she believes that it is important to not only conduct research but it is also crucial to humanize, empower, and support the community. Maria also serves as a research analyst at UCLA’s Center for the Transformation of Schools (CTS). In her free time, you can find her on Main Street at Disneyland looking for Daisy with her partner, exploring local food options, dyeing her hair, and going to concerts!
Lead
Doctoral Researcher: Dra.
Cynthia Estrada
A recent graduate of the Social Science and Comparative Education with a specialization in Race and Ethnic Studies program at the University of California, Los Angeles. Identifying as a first-generation college graduate and Chicana, her research centers race and racism to examine issues related to higher education access and equity for minoritized student populations. She is particularly interested in better understanding how current higher education recruitment strategies construct and reproduce racialized narratives that center dominant ideologies. Cynthia currently serves as a Research Associate for the Institute of Immigration, Globalization and Education and Graduate Student Researcher at the Vice-Provost’s Initiative for Pre-College Scholars (VIPS) program at UCLA. In her spare time, she enjoys dancing to cumbias, traveling, and attending live music concerts. Prior to UCLA, Cynthia studied at the University of California, Santa Barbara where she received her BA in English with a minor in Applied Psychology & Education.
Rogelio Salazar
Rogelio Salazar is a first-generation doctoral student in the Higher Education & Organizational Change Program at UCLA's Graduate School of Education. Impacted by the effects of the school-to-prison pipeline, specifically, being denied opportunities to learn and engage in conversations about college access, Rogelio seeks to understand and dismantle systemic and structural inequities in secondary education including community college. Rogelio's research centers around examining policies and mechanisms that hinder or render support to dual enrollment, statewide college promise programs, school discipline reform, removal of policing in schools, prison education, and racial equity reform including guided pathways in community colleges.
Through a critical policy & quantitative perspective and a focus on race consciousness, Rogelio critically interrogates how racially minoritized and historically underrepresented students can be served equitably. Their goal as a scholar is to generate action-driven research that informs policies and engages relevant stakeholders. In addition, Rogelio’s research has been funded by UCLA’s 2023 Graduate Research Mentorship Fellowship and 2022 Graduate Council Diversity Fellowship. Prior to CCHALES, Rogelio spent nearly a decade as a practitioner across elementary education to community college, supporting the areas of bilingual education, mentorship for at-promise youth of color, college access, instructional pedagogy, and parent engagement. Additionally, Rogelio spent time with the Public Policy Institute of California and the Education-Trust West prior to starting his PhD program. Rogelio can be reached on Twitter @_rogeliosalazar or by email at rsalazar7358@gmail.com
Dr. Carlos Galan
Carlos A. Galan holds a PhD in Higher Education Administration and Policy from the University of California, Riverside (UCR). As a first-generation college-goer and immigrant to the United States, Carlos' personal and professional experiences working in K-12, non-profit, and university settings inform his research and practice. Under the assertion that people closest to the problem are the people closest to the solutions, Carlos' research on equity and access emphasizes the lived experiences and knowledge of communities of color to speak to the possibilities of organizational change rooted in racial equity. Before his Ph.D., Carlos earned a bachelor's degree in History and Public policy at the University of California, Los Angeles (UCLA) and a master's degree in School Counseling at the University of Southern California (USC)
Stephanie Vásquez
Stephanie is a first-generation Latina and the daughter of Mexican immigrants who loves to embrace her culture. She is a doctoral student at San Diego State University and Claremont Graduate University's Joint Doctoral Program in Education. Her educational background includes an associate’s degree in behavioral and social sciences from Santa Monica College, a bachelor’s degree in sociology from California State University, Los Angeles, and a master’s degree from Loyola Marymount University. Her research interests include investigating equitable practices among community college women of color. She aims to empower and support women of color in their pursuit of higher education and careers. Stephanie's passion is to foster community among people in order to close educational gaps. What brings her the most joy in life is spending time with her family and her three dogs, Rocco, Lilo, and Stitch.
Citlalli Franco, M.A.
Proud daughter of immigrants from Nayarit, Mexico. Born and raised in the Imperial Valley, I am a first-generation Mexican-American graduate from the Master of Arts in Postsecondary Educational Leadership with a specialization in Student Affairs at SDSU. Growing up in an agricultural community near the border with limited educational resources inspired me to advocate for accessibility, retention and support in higher education settings for first generation, low income students. My educational background includes a B.A in Psychology and a B.A in Chicano/Latino Studies from UC Irvine. During my time at UCI, I had the privilege to work as a tutor for Upward Bound which served 3 high schools in Anaheim. This experience was pivotal as I recognized that mentorship is extremely important to students from underserved communities. My research interests include the roles of representation in mentorship to students who are POC, access and equity for underserved students, and the importance of academic familia in higher education. Outside of academia, I enjoy traveling, going to concerts and spending time with my cat Apollo.
Nathen Ortiz, M.A.
Nathen Ortiz (He/Him/Él) is a first-generation, queer, latino from Riverside, CA. He received his Master of Arts in Postsecondary Educational Leadership & Student Affairs from San Diego State University. He also received his Bachelor of Arts in Political Science with minors in communication studies, and women and gender studies from California State University, Fullerton. Nathen currently serves as the Assistant Director of Student Onboarding at the University of San Diego. In this role he brings his experience working in orientation/new student programs to create an inclusive onboarding experience for incoming first year and transfer students and their parents, families, and supporters.
Isabel Torres, M.A.
Isabel Torres is a first-generation Mexicana, born in Tijuana, Baja California and raised in San Ysidro, California. Isabel is a product of the community college system, transferred to California State University San Marcos, where she obtained her B.A. in Sociology and recently graduated from San Diego State University with a Master of Arts in Postsecondary Educational Leadership with a Specialization in Student Affairs. Isabel is also working at the Latinx Resource Center as the assistant coordinator at SDSU as she is very passionate about helping and giving back to her community. She brings her personal experiences everywhere she goes and is always happy to share in order to create community and a sense of familismo. In her free time, Isabel enjoys going on long walks and going camping in Ensenada B.C.
Chloe Garcia
Chloe is a first-generation Filipina graduate student in the Master of Arts Postsecondary Educational Leadership in Student Affairs program at San Diego State University. They recently graduated with a Bachelor of Arts in Sociology with a Health and Social Welfare concentration from California State University of Fullerton. With their experience as a Registered Behavioral Technician, Titan Ambassador, and Student Leader for Programs and Engagement, Chloe strives to focus on mental health initiatives within higher education to wholistically serve diverse student populations. Beyond her student roles, Chloe loves to hike, visit dog parks, and watch the Avatar the Last Airbender series.
Benjamin Mendoza
Ben Mendoza (he/him/él) is a second-year, first-generation graduate student in the Master of Arts in Postsecondary Educational Leadership with a specialization in Student Affairs at San Diego State University. This journey began after he earned his BA in Psychology and BS in Human Services with an emphasis in Mental Health from California State University, Fullerton. Ben prides himself on being the son of immigrant parents and a proud Bolivian and Mexican scholar. He was raised in Garden Grove, California, and knew from an early age that education was his calling. Ben has one publication in the Journal of American College Health titled, "Psychosocial adjustment of U.S. college students in the early months of the COVID-19 pandemic". His research interests include access and equity for underrepresented students, holistic student development, and policy implementation. Ben currently works full-time as an Assistant Coordinator for Residential Education and Student Activities at San Diego State University. Outside of research, Ben likes to spend time surfing the beautiful beaches of San Diego, playing Basketball, watching all kinds of movies, and memorizing song lyrics.
Alex Ayala Reyes
I am a first-generation graduate of the Master of Arts in Postsecondary Educational Leadership with a specialization in Student Affairs program at SDSU. I am a product of immigrant parents and a proud Latino scholar embracing both Mexican and Salvadorian culture. I was raised in Los Angeles, California, as the oldest brother of three, and knew from an early age that education was a pathway towards social mobility. As a product of a Title 1 high school, I lacked the critical thinking skills that my rigorous first-year college courses demanded and struggled to self-regulate my behavior. By the end of my first quarter, I landed on academic probation and started doubting my place in higher education. I was fortunate enough to acquire a peer mentor through campus services who validated my imposter syndrome and taught me time management skills that were essential to my academic development. I successfully got out of academic probation, but in reflecting on my educational experiences, it became clear that urban schools are failing to prepare at-promise students to succeed in higher education. My research interests include access and equity for at-promise students, holistic student development, and basic needs. My current roles include coaching first-year students through a social justice lens at the Center for Intercultural Relations (CIR) and supporting high school seniors on college applications through my non-profit involvements. Outside of academia, I value spending time with my family, producing hip-hop music, running, and exploring San Diego with my dog.
Wesley Cox
Wesley recently graduated from UCLA with a Master's Degree in African American Studies and a certificate in Digital Humanities. He is now a Ph.D. student in the Joint Doctoral Program in Education at San Diego State University and Claremont Graduate University. He has been a panelist on various topics such as Blackness and Queerness to Black Student Success. Wesley has two publications, Book Review: We Are Worth Fighting for: A History of the Howard University Student Protest of 1989 (2020) and he co-authored Black Student Engagement: Resilience & Success Under Duress (2018). He currently has 4 digital projects as a part of his Digital Humanities portfolio and a wide array of skills in painting, drawing and design. At San Francisco State University, he graduated cum laude with a BS in Industrial Design and a BA in Africana Studies. He helped to found the Afrocentric Living and Learning Community at SF State and served as the Resources chair for the 15th annual Afrikan Black Coalition Conference (2018). Most importantly he was one of the inaugural employees of the Black Unity Center at SFSU, while also holding leadership roles on the executive boards of Black Residents United in Housing and Black Student Union.
Cynthia Cordova
A Chicana, first-generation college student, and proud to be from a migrant family. Cynthia is a doctoral student in the Community College Educational Leadership program at SDSU. Her research interests are in exploring the role of equitable practices in community college policymaking and implementation. Cynthia is an advocate for student learning and building bridges to success, especially for marginalized students. She is proud to be a Puente Project alum and is currently the Puente Counselor and Co-Coordinator at Palomar college. Cynthia's educational career includes an AA in University Studies: Psychology from MiraCosta College, BA in Psychology from CSUSM, and MS in Counseling: Specialization College Counseling and Student Services from CSUN. Her journey in reframing education towards racial equity is driven by a social justice lens. Cynthia values spending time with her familia, traveling, eating good food with salsa, dancing to cumbias, and always educating with cariño.
Diego Ceballos
First-year, first-generation graduate student studying Public Health and Latin American Studies at San Diego State University. Growing up in Lynwood, CA to parents from Jalisco, Mexico, he was granted the opportunity to attend higher education with their hard work and support. He received his B.A. in Chicana/o Studies and Spanish from Cal State Fullerton, where he was a Ronald E. McNair Scholar. He has worked on research ranging from infertility in Latinx populations, exploring gender expressions of Latino male fans of the artist Morrissey and currently looking at the role of higher education institutions and their impact on students of color. His research interests include addressing the health disparities that affect marginalized communities of color, looking at the development of chronic diseases by way of oppression, and exploring the way in which interpersonal violence contributes to deteriorating health outcomes in the Latinx population. By analyzing health in marginalized and indigenous communities, he hopes to understand the ways in which decoloniality can restore people’s traditional practices and views for a healthy life. When not in school, Diego enjoys finding peace while practicing calligraphy, connecting with nature through camping, exploring new areas by bike, and growing vegetables through gardening. An essential part of his life is also centered on sharing space and food with friends and familia.
Elizabeth Jimenez Perez
First-generation, Xicana scholar, researcher, and graduate of the Masters of Arts in Postsecondary Educational Leadership with a specialization in Student Affairs program at San Diego State University. Growing up in Huntington Beach, CA and Ciudad Hidalgo, Michoacán developed my commitment to social justice, access, and opportunity. My research interest involves incorporating a social justice lens to examine how policy initiatives are designed, implemented, and evaluated. I am especially eager to understand what informs policymakers’ decisions and evaluate how they are culturally competent. Researching how policy is evaluated specifically when benefiting or creating barriers for students of color is of particular interest to me. As I continue to uncover the methods institutions use to track policy implementation and assess the purpose of their policies I seek to understand the way policy serves as an avenue for opportunity and equity.
Erin Nicole R. Vedar
Erin Nicole (she/they) R. Vedar is a first-generation Filipinx American that was born and raised in San Diego, CA. They are a three-time graduate from San Diego State University, with a BA in Psychology, an MA in Education with an emphasis in Counseling, and most recently, an MA in Postsecondary Educational Leadership with a specialization in Student Affairs. She is currently a Senior Academic Advisor at University of California, San Diego - Sixth College. In their work as a Sr. Academic Advisor, Erin Nicole values authenticity, building community, and prioritizing mental health as they continue to validate and support students from marginalized backgrounds as they navigate higher education. Outside of work and academia, Erin Nicole enjoys travel, art museums, going to concerts, and cosplaying at conventions, all while spending time with good friends and family.
Laura Juarez San Juan
I am a first-gen graduate of the Master of Arts in Postsecondary Educational Leadership with a specialization in Student Affairs program at SDSU. I am a proud daughter of immigrants from Sonora, Mexico who taught me to love and value education from a very young age. I was born and raised in the small border town of San Luis, Arizona, located on the Arizona-Sonora border. Growing up in a border town with limited educational resources fueled my desire to increase accessibility and retention in higher education for first-generation, low-income students. My interests further consist of student development, holistic student success, mentorship, equity, and transition programs. As a future student affairs professional, I aspire to support students to enroll and persist in higher education through equitable policies and programming. Furthermore, I want to support and empower students to honor their resiliency, valor, y poder in academia. Outside of school and work, I value and enjoy spending time with my friends and family, dancing cumbias, listening to music, reading, painting, and exploring new places.