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      � The most graphic representation of how I felt about going to college is my college ID.� My shirt was sweaty, my hair in its total exuberance, and I was displaying a confident and honest smile.� Although my career goals were not too clear, I had the feeling that college life would be much more enjoyable than high school.� Going to college meant going to an open space full of possibilities: academics, art, and politics.� Most of all, I felt on the verge of independence.

      � I went to Universidad de Puerto Rico, Recinto de Rio Piedras (UPR), Puerto Rico's renowned and respected public university. � The school where, as my high school religion teacher used to say, "communists would eat your brain alive and independentistast (those who believe in the independence of Puerto Rico) would force young souls to join their terrorist forces."

      � High school had been a long and painful journey for me.� I was used to Montessori life in elementary and junior high school, where everyday was a fun, challenging, and creative exploration of the unknown.� Everybody treated each other as people, regardless of how you looked, how you dressed, what your parents did or how much money they had.� Learning was a thrilling experience.� I did so well that I covered the material of two years in one.� Catholic high school, on the other hand, was a totally different world.� I saw myself learning all the Catholic rituals for the first time.� I wondered why my hair wasn't as straight as my cousin's, and watched the in-crowd from afar.

     � I had two lives:� The first was a reserved school life, 8 hours a day 5 days a week, which consisted of a uniform, a closed mouth and a numbered brain. � My second life consisted of dance and theater classes, performances, loving parents, and down-to-earth friends.� However, my grades did not suffer.� I was in the advanced group and graduated with six medals.� But the joy of learning was gone.� I expected college to be the beginning of an integrated life of creativity, meaningful intellectual work and independence.� Luckily, I was not disappointed.

      � In the UPR, every student pursuing a bachelor's degree goes to the General Studies Faculty for the first two years.   There students have to complete basic courses in Spanish, English, Social Sciences, Humanities, Biology, and Physics.� Once those courses were completed, you could apply to the Faculty of your choice.

      � Those first two years were like a roller coaster for me.� I thought that every class was interconnected, every piece of knowledge I gained was part of a larger puzzle.� It was such an exciting learning experience!� (I ever got an A in Biology!)

      � After General Studies, I transferred to the Social Sciences Faculty to do a concentration in Psychology (a department within the Social Sciences Faculty).� I took courses in Political Science, Sociology, Economics and Psychology.� One of the things I liked aboiut the BA in Social Science was that it gave us the oppurtunity and flexibility to choose courses within and outside the Social Science faculty.� In fact, it was a requirement to take courses and electives outside the faculty.� I took most of my electives in the Humanities Faculty (French, Theater, Dance).� This experience allowed me to further develop artistically, and to meet other people with as many interests as I had.

      � Adjusting to college life was fairly easy for me.� I was emotionally prepared and I had many people supporting me.� My parents and other family members were encouraging and caring.� At that time, one of my aunts was a professor at the General Studies Faculty and my mother had friends in the Social Science Faculty.� They guided me in selecting classes taught by committed and challenging professors, and this made a big difference.� Many students were choosing classes that were most convenient for them and the professors wo were less demanding. � Unfortunately, most of those students were bored and couldn't see the day when school was over!

      � I studied but I did not feel that studying was taking time away from my social life.� On the one hand, I was interested in almost all that I was doing academically.� I took only 15 credits per semester and my class schedule allowed me enough time to get home, take a nap, eat, study for 3 to 4 hours, and go to be at around 10:30 p.m.� I also worked part time in the library and was involved in a theater group.�

      � On the other hand, social life was in the university.� All kinds of cultural and social activities took place on campus: concerts, theater plays, dance performances, parties, and demonstrations.� We were able to get free tickets to most of the concerts and plays.� The Cultural Activities Program brought artists from different countries of Latin America, to our campus.� I also got involved with student organizations advocating for student's rights.� All of these experience added up to my ever expanding world.

      � I did my third year abroad, through the Students Exchange Program.� I studied in Madrid, Spain, where I continued studies in Social Sciences and Psychology.� There I was able to compare two totally different systems of education.� I was very disappointed with the academic experience. � Classes were extremely large, the students did not participate in class discussion. � They were bored and uninterested.� It was general practice to pass the class notes from one year to the next.� The students knew that professors gave the same lecture year after year without noticing the students.� There was no need to participate or even attend class to have good grades.� I maintained my high grades only because it meant something for me.

      � I returned to Puerto Rico to graduate.� At this time, I began to consider graduate school.� I wanted to continue studies in Psychology but I didn't know where.� THere was little advice regarding graduate studies, and I didn't do any extensive research.� I applied to the schools I knew: � UPR, a few schools in the Unitied States, and the Universidad Complutense, Spain.�

      � It was then that I began to realize that I had been taking classes with little sense of direction.� The very same strengths of the BA curriculum were its weaknesses.� The academic possibilities were so many that, without close supervision and advice, you could end up graduating without the specialized knowledge required to enter graduate school (particularly in psychology).

      � I was accepted in Spain and Puerto Rico. � I decided to return to Spain and pursue doctoral studies in Social Psychology. � Although my previous experience there was not positive, I thought that the Doctoal Program would be different: smaller groups, committed students and professors, etc. � I was wrong.� After a year of studies I decided to return to Puerto Rico and reapply to the Social-Community Psychology doctoral program at UPR.

      � I was fortunate enough to be accepted to the UPR again.� However, I felt that I needed to go to a graduate program elsewhere. � I knew that I would fit in perfectly there:� I was familiar with most of the faculty, their theoretical perspectives and academic interests.� Nevertheless, I also knew that the program would only build on what I had already leaned instead of strengthening my weak areas.

      � Four years ago, I moved to New York with the goal of continuing my carrer in Psychology.� It was clear to me that I had a lot to learn about mainstream American Psychology.� UPR had given me a strong critical and analytical background but little about the traditional currents in Psychology.� I was ready to take undergraduate courses when I learned abou the MA program at City College. � Although my long term goal is to complete a doctoral program, I thought that the MA would give me the academic and research foundation that I did not have.

  � Working full time, living on my own, performing and studying has not been easy.� I have taken the long road.� Nevertheless, having my goals clear and the support of family and friends make the difference.� If there is something that would have made this process easier, it is guidance from professors and advisors who could recognize the student's potential.� So far I had performed well but I had worked alone.� Except from advice in choosing challenging professors, I did not recieve guidance about the kind of courses and experiences that are necessary to perform well in entrance exams and graduate school applications.� I was guided by my interests not by my goals.� Having an academic mentor would have helped me in combining the two in a more productive way.