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Less than a year into her master’s degree program at the University of Pennsylvania and Jacquelyn Torres ’22  is already making an impact both on and off-campus – just as she did as an undergraduate at ����ɫ��ҹ University of California. 

Jacquelyn is drawing from her experiences at ����ɫ��ҹ while studying in the Ivy League university’s M.S. Ed. program and working as the graduate assistant at Civic House, Penn’s hub for civic engagement and social justice education. At Civic House, Jacquelyn is helping to develop mutually beneficial relationships between Civic House and students in nearby underserved communities. The work is both collaborative and impactful, as Jacquelyn develops relationships with the campus community to foster critical dialogues around issues of identity, justice, intersectionality, systems of privilege, power, and oppressions.

It’s a perfect role for Jacquelyn who, among her many accomplishments at ����ɫ��ҹ, interned in the university’s Office of Diversity, Equity and Inclusion. There she identified needs and developed resources for undocumented students, foster students, minority students, students with disabilities, and non-traditional students.

However, Jacquelyn’s ongoing advocacy work is not limited to Pennsylvania where she is also a graduate teaching assistant. In 2022, at the age of 20, she was the youngest candidate to run for a seat on the Sonoma Valley Unified School District board of trustees. The focus of her campaign was reform, equity, and representation. The decision to run for the board was deeply personal, going back to when Jacquelyn was a student at Sonoma Valley High School (SVHS).

“I am running to be the youngest and first Latinx trustee who is a first-generation college student, has learning disabilities, and is part of the LGBTQ+ community,” Jacquelyn said then.

It was her experiences as a special education student – and her observations as a first-generation college student who learned self-advocacy – that fueled Jacquelyn’s passion for politics and education.

Among her goals if she had won a spot on the board were advocating for undocumented parents and students from age 16 to vote in local school board elections. She also wanted to establish a sustainability advisory council and re-establish a framework she created in 2019 for a district-level advisory body consisting of middle, high school and alternative school students.

After struggling with selective mutism in elementary and middle school, Jacquelyn found her voice as a community activist while attending SVHS. Her experiences as a special education student – and her observations as a first-generation college student who learned self-advocacy – fueled her passion for politics and education.

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It all began with advanced placement (AP) classes.

“Being one out of two minority students, amongst 40 students, in our Advanced Placement classes made me question why this was the status quo when we had a majority Latinx student population,” Jacquelyn recalls. “This was alarming because this meant so much potential was falling through the cracks.”

Jacquelyn spent a year working on a report that identified barriers faced by many first-generation students in her high school. As part of this initiative, she surveyed 158 SVHS students about their education and then analyzed data from the school district to see the origin of this underperformance trend. She noted that inequity in school funding was one of the factors impacting the achievement gap, which is why one of her longer term goals is to enter politics in order to advocate for changes to public school financial models.

“If we truly want equality and to address the achievement gap, let’s make sure everyone gets the same quality education. We can do this by distributing money from property taxes equally among schools,” Jacquelyn says. “It is no secret that schools in wealthier and predominantly white neighborhoods are excelling because they have more funding to provide more resources for their students and teachers.”

Based on her year-long research project, Jacquelyn worked with school administrators to establish a student district advisory board to give students an avenue to provide input to the district’s board of trustees because, she says, “I knew that it was important to create a way that would allow students to provide their opinions on matters that influenced them.”

Her efforts inspired other schools within the district to create similar internal advisory student boards.

This was just the beginning of a deep commitment to social justice for the daughter of immigrants from Michoacán, Mexico.

In addition to her year-long initiative, Jacquelyn also started a discussion around diversifying high school class curriculums through her senior project. She met with the chairs of various departments to discuss how to make their courses more inclusive of LGBTQ+ and minority perspectives. Earlier, she had bravely stood up against bullying and harassment while serving as vice president of the school’s Gender and Sexuality Awareness Club.

“Education is the solution to hate because it helps expose students to different identities to develop tolerance and visibility. To stop members from being bullied and harassed with the throwing of rocks, it was important to focus on education as the key to changing the culture,” Jacquelyn recalls.

Attending college was Jacquelyn’s goal throughout high school. She started taking classes at Santa Rosa Junior College her sophomore year despite, she says, having many doubters try to discourage her. She also sought and gained admission into summer programs at both Harvard and UCLA – experiences that nurtured her interest in politics.

When it came time to select a four-year college, ����ɫ��ҹ was an easy choice as it had been at the top of her list for many years. Jacquelyn first visited ����ɫ��ҹ to attend the graduation of her cousin Sandivel Torres '13.

Jacquelyn transferred to ����ɫ��ҹ from SRJC and hit the ground running, connecting with faculty mentors, excelling in academics, and expanding her peer network by joining (and even starting) student clubs and committees. She was determined to squeeze every ounce out of her ����ɫ��ҹ experience, seeking opportunities aligned with her interest in politics, history, and leadership — just as she did as a student at SVHS.

Her first semester at ����ɫ��ҹ — the honors student maintained straight As while taking 24 units in her Political Science and History dual degree. She also balanced eight leadership positions and an internship while working on five initiatives as a member of the Associated Students of ����ɫ��ҹ University (ASDU) — most notable a proposal to improve undocumented student support.

The following semester Jacquelyn took 27 units, spending 10 hours each week working as a student assistant for the University’s archives, continuing with the eight leadership positions, and serving as founding president of ����ɫ��ҹ’s Model United Nations team.

As a member of ����ɫ��ҹ’s Honors Program, Jacquelyn worked with the Student Honors Board and ����ɫ��ҹ’s Diversity Action Group to advocate for an excused absence for mental health care.

A first-generation college student, Jacquelyn was inspired to focus on issues facing higher education after talking with her ����ɫ��ҹ mentors. She credits Stacy Poe, Director of Diversity, Equity & Inclusion; Lynn Sondag, Associate Professor of Art and Director of the Honors Program; and Lylannie Ducut, Assistant Director of Student Engagement, for inspiring her to pursue a career in higher education.

Sondag praises Jacquelyn’s collaborative and leadership skills when planning and executing successful and creative strategies to address issues she and her classmates hold valuable.

“The initiative engaged faculty and staff in a collective conversation on how we can support students and create more awareness and support of their mental health,” Sondag says. “This resulted in a collective conversation and workshop with faculty, Director of Accessibility, and the Diversity Action Group, who drafted recommended language for the university’s syllabus template.”

While serving in two roles simultaneously on ASDU, Jacquelyn wrote a proposal that established the framework for institutional scholarships that directly support undocumented students. As an intern with the Office of Diversity, Equity, and Inclusion (DEI), she updated information about scholarships and resources for first-generation, undocumented students, LGBTQ+ students, students with disability and accessibility difficulties, foster students, and veteran students. In the spring of 2022, Jacquelyn participated as a panelist in the office’s “I Belong Here” series, in which DU faculty, staff, and students shared their lived experiences in order to increase the ����ɫ��ҹ community’s awareness and understanding of its members.

Before moving to Philadelphia, Jacquelyn worked in the community as a teacher’s aide for the Canal Alliance Adult Education English as a Second Language program. She sees the value education provides to help open up more opportunities for students while helping them escape from the cycles of poverty. During her two years at ����ɫ��ҹ, Jacquelyn authored five higher education proposals, founded two clubs, and served in 16 leadership positions. Her standout leadership was recognized through being awarded the 2021 ����ɫ��ҹ Outstanding RSO Officer award and the American Association of University Women Award.

As the Student Honors Board representative for the School of Liberal Arts and Education, Jacquelyn worked closely with faculty mentor Sondag.

“Jacquelyn has an ability to uphold kindness and openness in situations that reflect differences of opinion and perspectives,” Sondag says. “We not only appreciate her inquiry and engagement with the issues, but also her positive influence on others.”

At Penn, Jacquelyn continues to find time to serve on student government, working as both the vice president of administration for the Graduate School of Education Student Government and as chair/president of the Latin American Graduate and Professional Student Assembly.

After graduate school, Jacquelyn’s goal is to enter politics to continue her work focused on the educational achievement gap. Serving on the Sonoma Valley Unified School District Board of Trustees would have been her first step.

“Growing up I decided that rather than having stereotypes determine my destiny, I would take the power over my life story and continue to break the limits imposed on me by birth.”