Today we’d like to introduce you to Marcella.
Hi Marcella, we’re thrilled to have a chance to learn your story today. So, before we get into specifics, maybe you can briefly walk us through how you got to where you are today?
I am a proud first-generation Latina college graduate from the Imperial Valley, born and raised there, and now a doctoral candidate. My family has a background in agriculture—both my father and grandparents worked in the fields. Despite not having completed a college education, my parents made countless sacrifices and worked tirelessly to build better lives for my siblings and me. Navigating the educational system was unfamiliar to them, and growing up, education wasn’t something that was heavily emphasized at school. Yet at home, my parents always encouraged me to pursue higher education, often telling me in Spanish, “Saca un título para que tengas una vida mejor que la nuestra.” (Get a degree so you can have a better life than ours)
I started my higher education journey at my local community college, where I pursued my Associates degree in Psychology while working part-time. During this time, I realized I wasn’t entirely sure what I wanted for myself or where I was heading. I completed my Associates Degree within two years as a full-time student. When an opportunity arose to move to San Diego, I made the decision to transfer to San Diego State University (SDSU) to complete my Bachelors degree. The transition brought many changes. While I continued working to pay for housing and personal necessities, my parents supported me as much as they could. Still, I experienced culture shock and had to adjust to an entirely new environment without family nearby. After two years at SDSU, I completed my Bachelors in Psychology with a minor in Counseling and Social Change.
Shortly after, I pursued a Master’s degree in Counseling with an emphasis in Education at SDSU—not because I had it all figured out, but because I was still trying to understand what came next for me. Throughout school, I held several part-time jobs in mental health, education, and nonprofit organizations. While in grad school, I worked with high schools that had low graduation rates and served low-income communities through a nonprofit organization in San Diego. It was there that I realized I wanted to support students with college preparation – not just helping them get there, but ensuring they were set up to succeed. A part of me felt so connected to this work because it reminded me of home—it felt familiar—and, most importantly, I wanted to be the kind of support and guidance I wished I had when I was in their shoes. These experiences helped me discover my true passion for working with students—especially those who looked like me and came from similar backgrounds. I loved having conversations about college, helping others map out their futures, and simply being someone they could relate to and trust. At the time, my mentor and supervisor at the nonprofit saw something in me and encouraged me to consider counseling at the community college level. Following her advice, I applied for a counseling fellowship through San Diego and Imperial County Community College Association (SDICCCA) and interviewed with the EOPS program, which opened a new chapter in my journey to support underrepresented students in higher education.
Through my fellowship, I gained the technical skills of being a counselor—building educational plans, navigating student systems, and learning how to support students holistically. But it wasn’t until I began seeing students one-on-one that everything clicked for me. I knew—this was it. After a full year of unpaid interning, I was given the opportunity to become an Adjunct counselor at Miramar College for the EOPS program. I became a part-time counselor at the age of 24. While my primary responsibility was serving EOPS students, I also supported the coordination of a brand new program called NextUp program, which serves current and former foster youth. This work became a turning point for me. The reason I love working with my students so much is that I realize how privileged and blessed I am to have parents who broke the generational cycle for my siblings and me. My parents instilled values of resilience, hard work, and positivity—qualities that have shaped who I am today. When I see my students, I want to give back by being that steady support for them, someone who will always be there for them (even after they graduate college). Working with foster youth transformed me, both as a counselor and as a person. I have built deep and meaningful connections with my students and have had the privilege of watching them raise families, gain employment, and grow into confident, empowered individuals. This remains one of the most rewarding aspects of this work.
I served as an adjunct counselor at Miramar for three years and at Southwestern College for one year before earning a full-time faculty position at Miramar College. That transition brought new challenges. I quickly realized that becoming faculty meant entering a new environment filled with its own set of unspoken norms and politics — one where not many people looked like me or came from the same background. As a first-generation professional, I had no roadmap for navigating institutional systems. I had to learn how to advocate for myself and my students, and show up in spaces where I was still learning the rules. After stepping into my faculty role, I also came to understand just how much more work needs to be done—particularly around equity in higher education. I realized that to better advocate for my students and drive to institutional change, I needed to strengthen how I use data, apply theories, and demonstrate leadership. That’s when I made the decision to apply to a doctoral program—and I was honored to be accepted into the University of California, San Diego (UCSD) and California State University, San Marcos (CSUSM) Joint Doctoral Program (JDP) in Educational Leadership, which began in January 2024.
While balancing my doctoral journey, I will also be serving as the Interim Coordinator for the EOPS/CARE/NextUp, and CalWORKs programs at Miramar College for the 2025–2026 academic year. This opportunity allows me to expand my leadership capacity and continue centering equity in everything I do. I’m excited to learn from and support the amazing team and students we have, and I hope to make a meaningful impact in the upcoming year.
For my future, my work will continue to be deeply rooted in my lived experience, and I am passionately committed to building the kinds of institutional structures that never existed for students from marginalized and underrepresented backgrounds–structures that uplift and support every student, remove the barriers that create equity gaps, and place students at the heart of every decision. I truly believe that by embracing a transformational approach, our educational systems can evolve to fully support and empower every student who enters our colleges. My vision is to create educational environments where all students feel valued, seen, and equipped to reach their fullest potential so that they can not only succeed but become the change-makers in our communities.
Can you talk to us a bit about the challenges and lessons you’ve learned along the way. Looking back would you say it’s been easy or smooth in retrospect?
Not at all—and honestly, I didn’t expect it to be easy. As a first-generation Latina from the Imperial Valley, I had to figure out every step of my educational and professional journey without a roadmap. My parents worked incredibly hard and supported me, but they didn’t have the experience to guide me through things like financial aid, transfer processes, or professional expectations. So, I learned to navigate all of that on my own.
Some of the biggest challenges were internal. For a long time, I wasn’t sure what I wanted—I just knew I wanted to do something meaningful. When I started at SDSU, I faced culture shock being away from home, where most of my community was Latinx. I struggled academically to keep pace with my peers and questioned if grad school was the right path. In grad school, I balanced multiple jobs while figuring out my future, often reflecting on whether I was making the right choices.
Entering the professional world brought a new set of challenges. As a young woman of color in higher education, I had to learn how to navigate faculty politics, advocate for my students’ holistic needs, and find my voice in spaces that weren’t always built for people like me. Even now, as a full-time faculty member and doctoral student, imposter syndrome still shows up. Sometimes I wonder if I belong or if I’m doing enough. I don’t speak like some colleagues, and I’ve been underestimated because of my age and ambition, and doubted for my experience.
But I’ve learned to face imposter syndrome head-on. My work speaks for itself—the meaningful relationships I’ve built with my students, the programs I’ve helped develop to increase retention and completion, and the strong support network I’ve built with colleagues and community partners. What keeps me motivated is knowing the impact this work has on my students and their families.
On a personal level, the struggles I’ve faced also fuel my determination to become the first doctor in my family. This doctorate degree will be a dedication to my parents— whose sacrifices, love, and support have carried me every step of the way. I’m excited to complete this work by May 2027 and share the achievements from my work with them, by honoring the countless ways they always put their children first to give us a better life.
Can you tell our readers more about what you do and what you think sets you apart from others?
I’m a faculty EOPS/NextUp Counselor and currently serving as the Interim Coordinator for the EOPS/CARE/NextUp and CalWORKs programs at Miramar College. I specialize in supporting historically underserved student populations—particularly current and former foster youth, first-generation students, student parents, and those navigating poverty and systemic barriers. My work focuses on fostering student success by integrating counseling, student development, targeted programming, outreach efforts, and high-impact practices to promote access, retention, and completion.
What I’m known for—by both students and colleagues—is leading with heart. I don’t just meet with students to talk about classes; I sit with them through real-life challenges—housing insecurity, family trauma, imposter syndrome, and everything in between. Counseling has evolved over time—my students know me not just as their counselor, but as Marcella. I’m proud to create spaces where students feel seen, heard, and valued. I truly believe that when students connect with someone who believes in them, it can change the trajectory of their lives.
One of the things I’m most proud of is the relationship I’ve built with students who have experienced foster care through the NextUp program. I’ve watched them overcome incredible obstacles—finding stable housing, raising their children, re-entering school after time away—and I’ve had the privilege of witnessing their transformation into confident, empowered individuals. For example, my very first graduate from the NextUp program is now an adjunct counselor, working in the same programs she once benefited from. I remember spending months trying to break through her walls. Eventually, there came a moment when she opened up completely, trusting me with her story and allowing me to truly understand who she was. When it came time for her to transfer, she would often say, “I want to do what you do—I want to help students who have been through foster care like me.” We’ve stayed in contact ever since. When she began exploring grad school, she reached out for guidance, and I proudly wrote her letters of recommendation. Now, she’s a counselor—and I get to see her at conferences. She still calls from time to time to share her own challenges in navigating the world of higher education, and I’m honored to consider her not only a former student, but a mentee. I’m truly so proud of her —watching her pour back into the community that once supported her reminds me exactly why I do what I do.
What sets me apart is that I bring both lived experience and professional expertise to my work. I’ve walked a path similar to many of my students—I’m a first-generation college graduate, a Latina from a rural, working-class community. I know what it feels like to lack the confidence to ask for help, to feel like you’re figuring things out as you go, unsure if you’re doing it right. I carry that understanding into every conversation I have, which allows me to meet students with empathy, patience, and encouragement—especially when they need it most. My work is deeply rooted in equity, advocacy, and a commitment to creating systemic change— conditions where students are not only supported, but truly seen, heard, and empowered to thrive. That’s what ultimately led me to pursue my Ed.D. in Educational Leadership: to become a stronger advocate, leader, and changemaker for the students and communities I serve.
Contact Info:
- Instagram: handle: osuna_m8
- LinkedIn: https://www.linkedin.com/in/osunamarcella/
