Yvette Romero

As the daughter of a working-class Mexican family, I grew up raised by my mother, grandmother, aunties, and godmothers in Los Angeles. When we left LA, we lost a big part of our support system. My parents did their best to manage the needs of three daughters, but we struggled emotionally and financially without our community. My parents worked long and odd hours to ensure that we could have a car to get to school. For a time, I woke up at 4 am to take my dad to work so that my sisters and I could have a car to get to school. Despite being unable to help with my homework or attend parent-teacher conferences or community council meetings, my parents would say, “Did you do your homework?” “I got a call from the school saying you missed 1st period. What happened?” and “You were supposed to be home by 3:45 pm, where were you, young lady?” Some assumed that my parents didn’t care about my education because they were not physically present, but trust me, they were very involved when they asked me for updates on my academics, attendance, etc.

As a student, I silently navigated my experiences as an ESL student and my financial and mental health struggles. Despite not always knowing who I could turn to for help, I studied hard. As an ESL student, I recall feeling isolated and unsmart. It wasn’t until my mom said, “But Mija, why are you still in the program?” that I felt emboldened to ask my counselor to test out of ESL. As I participated in mainstream courses, I took note of what my classmates were doing. I inquired about honors and AP classes. I got involved with soccer and dance company and even ran for student body president. I still felt inadequate, but I knew my parents counted on me to do my part at school and at home. In my junior year of high school, Mr. J, my career advisor, recommended me to a conference called Meeting of the Minds, a program for first-generation college students, which was held in Seattle, WA. At the conference, I met others with similar experiences to mine. This was my first time out of state and being a part of an experience that had me considering possibilities outside of working after graduation. As graduation approached, Mrs. T, a representative from the U of U, came to the career center at Granger High. She talked to me about college, federal financial aid, and scholarships. She told me her story – she was a first-generation college student with similar worries and dreams for her family. She told me I was worthy and capable. That day, her story made the invisible facts of my life feel seen. I felt like Mr. J and Mrs. T believed in me.

I would not have made it without my parents, those resources for kids like me, and people in the school who believed in me. They all taught me about engagement, the importance of collaboration between schools and outside resources, and compassion. Today, I am a proud graduate of Granger High with a Bachelor’s Degree in Education and a Master’s in Social Work. I am also a small business owner of a private practice called Madre Tierra Counseling & Consulting, where I provide trauma-informed services to individuals, communities, families, and organizations.