As a high schooler in California, first-generation college student Diana Aguilar was a volunteer in her younger sister’s kindergarten classroom. Through this experience, she discovered her desire to work toward achieving educational equity for students of all backgrounds.
As she started to increase the number of hours she spent at her sister’s school, Aguilar noticed that Spanish-speaking parents were approaching her to learn about how their children were progressing at school. At first, she was perplexed by their inquiries.
