Intersectionality of social identity, trauma, and education: a first-generation college student’s reflective journey

ABSTRACT

This reflective paper explores the intersectionality of social identity, trauma, and education through the lens of a first-generation college student (FGCS) who is a neurodivergent Army veteran. I share my personal journey and experiences, highlighting marginalized communities’ challenges in the education system. I delve into the impact of cultural invasion, the transmission of trauma across generations, and the importance of critical consciousness in addressing educational inequality. I also discuss the role of spatial thinking and language in shaping learning experiences. I emphasize the need for cultural awareness, inclusivity, and equity in educational spaces and highlight the transformative power of embracing one’s differences. Overall, I explain the complex dynamics of social identity, trauma, and education and call for a deeper understanding and critical examination of these issues.

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No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Richard De La Garza

Richard De La Garza is a licensed clinical social worker. His educational background includes a Bachelor’s degree from San Jose State University, a Master’s degree in Public Administration from Columbia University, and is currently in pursuit of a Doctorate in Philosophy of Leadership, from the University of San Diego. His research intersects multicultural facets of underrepresented first-generation, non-traditional, veteran, and disabled persons and is committed to social justice and culturally competent care. Richard has experience working in a variety of settings including the US Army, as a direct commissioned officer for active-duty servicemen. Richard has provided consultation for a non-profit board of directors, case management for a community mental health clinic, and facilitated government partnerships across the military and VA Palo Alto. Richard aligns with a holistic therapeutic approach that’s person-centered, psycho-dynamic, narrative, cognitive behavioral, solution-oriented, integrative systems, and storytelling. Richard’s leadership style reflects traits like bilingual, amiable, and tenacity. Richard strives to expand self-awareness to recognize everyone should be a learner who is capable of growth and redemption.