How Identity Has Influenced A Project Director Upward Bound At Education Non Profit's Career
Lidia's first-generation college graduate identity deeply shaped career navigation, leading to a project director role helping future first-gen students; accessing "cultural capital and social capital" during college proved crucial, informing Lidia's current work where they "help others do the same thing".
First-generation college graduate, Higher education, Project management, Mentorship, Non-profit
Advizer Information
Name
Job Title
Company
Undergrad
Grad Programs
Majors
Industries
Job Functions
Traits
Lidia Alfaro Chavez
Project Director III, Upward Bound
Education Non-Profit
UCLA, 2014
Pepperdine University, MA Social Entrepreneurship & Change, 2017
Anthropology, Sociology
Nonprofit, Foundations & Grantmaking
Operations and Project Management
Scholarship Recipient, Pell Grant Recipient, Greek Life Member, First Generation College Student
Video Highlights
1. Lidia's first-generation college graduate identity deeply influenced her career path, leading her to a project director role where she helps other first-generation students.
2. She emphasizes the importance of seeking out mentors and resources to gain "cultural capital" and "social capital", which may be lacking in one's immediate network.
3. Her personal experience resonates with her students and staff, allowing her to relate to and support them effectively.
Transcript
As someone who identifies as a first-generation college graduate, how has that impacted how you navigate your career?
Being a first-generation college graduate played a big role in how I navigated college and ultimately my career. I'm currently a project director for a program that helps future first-generation college graduates prepare for and get into college.
Being a first-generation college graduate really impacted how I accessed resources and who I could connect with. It also affected how I felt in settings where I didn't see many people who looked like me or shared similar experiences.
In college, I jumped into many different experiences to meet people who could provide the cultural and social capital I lacked from my family or home network. I didn't have access to the same resources or types of people on my own.
Accessing professors, peers, and other professionals who did have that capital was beneficial. Ultimately, this led me to a career where I can help others achieve the same. I wanted to be a resource for those who don't have the information at home or that their high schools or communities might not offer.
Being a first-generation college graduate, or a first-generation graduate student, is an important part of my identity. It's something I relate to and share with my students and staff every day.