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Jacqueline Estrada Diaz ’28 came to ����ɫ��ҹ University of California with a specific goal: To open doors and pave the way for students who – like her –are the first in their family to attend college.

When she learned about ����ɫ��ҹ from her college counselor at Carson High School in Nevada, Jackie was drawn to the small class sizes and supportive environment. What she couldn’t have predicted, however, was just how vital that support system would become. 

During her first year at ����ɫ��ҹ, Jackie was diagnosed with cancer. Far from home and unsure where to turn, she reached out to Josue Castillo, her mentor in the La Vida ����ɫ��ҹ program. He immediately mobilized the university’s Care Team. Together, they helped Jackie transition to remote learning so she could begin treatment while staying on track with her studies.

“I was diagnosed with cancer at the end of the spring semester of 2025. I was shocked and unsure of what to do, especially since my family and doctors wanted me to return home to start treatment as soon as possible,” she recalls.

“Josue Castillo, my La Vida coach, supported me every step of the way and continued to check in on me even after I was home. My mentors and professors provided tremendous support during such a difficult time, and my family is deeply thankful that they were there for me when they couldn’t be.”

Now in her second year at ����ɫ��ҹ, Jackie is moving toward a career goal of becoming a high school English as a Second Language (ESL) teacher.

Jackie is all too familiar with the barriers – including language and cultural – that first-gen students often face. While born in the United States, she grew up primarily in Mexico before moving to Nevada in middle school. 

In high school, Jackie was a high-achieving and hardworking honors student who challenged herself with numerous AP classes while holding down two after-school jobs to save for college. She also took time out of her busy schedule to work with new students, many of whom were from immigrant communities, by joining a school club focused on supporting incoming freshmen and new students. 

“I primarily gave tours to newcomers whose first language wasn’t English. It was there that I realized the deep connections I could build by relating to their experiences and helping them feel welcome,” she recalls. “I also saw a clear lack of resources for these students, which inspired me to become someone they can count on during their learning journey.”

Now in her sophomore year at ����ɫ��ҹ, Jackie has become immersed in hands-on experiences. Through her placement at Lucas Valley Elementary and her work with Y-PLAN — a community-based project introducing BIPOC students to college pathways — she continues to build bridges for students navigating systems she once had to figure out alone.

She particularly enjoyed sharing her educational journey with the Y-PLAN students, encouraging them to picture their own journey to higher education. 

As far as Jackie’s own journey is concerned, she is now eager to continue to build on her experiences as she dedicates herself to academic excellence while making a meaningful impact in her community.

“My goals for the coming years at ����ɫ��ҹ are to continue learning and gaining as much experience as possible from both my professors and the teachers and students I work with in various grade levels, so I can support my future students to the best of my ability.”

Her long-term goals include becoming a school counselor, earning a graduate degree, and eventually writing an autobiography to share her journey and inspire others.

“My story isn’t just about overcoming challenges,” she says “It’s about making sure no student ever feels invisible. I want to be the person who tells them: You belong here, and your dreams are possible.”