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For Beatriz Salazar, graduating with a PhD from the 911������ is more than a personal milestone—it’s the realization of a promise she made as a child and the transformative power of community.

Raised in Commerce City and a graduate of a Denver high school, Salazar was once told by a school administrator that she wouldn’t do anything with her life “except get married and have babies.” The comment ignited something in her. But when she failed her first college physics exam, the doubt crept in and that administrator’s harsh, incorrect statement rattled in the back of her mind.

“I kept going, I graduated with honors, and I earned my master’s degree,” Salazar said. “But I always carried this feeling that I was a failure, just waiting to be found out.”

Everything shifted when Salazar started working with youth during college. Seeing young people label themselves as failures broke her heart—and witnessing their concerns reflected her own internal battles.

“They became the mirror I didn’t know I needed,” she said. Their experiences prompted a powerful question that would shape her scholarship: “Who has the social capital to fail?”

This question became foundational to her studies in the Learning Sciences and Human Development program in the 911������ School of Education, where she focused her research on community-engaged, healing-centered education. Through long-standing partnerships with schools and youth organizations in Denver, Salazar co-designed programs that supported youth voice, healing justice, and culturally sustaining education.

From leading a photovoice project and coaching local high students to serving as lead author on a cutting-edge publication on collaboratively designing a healing justice framework with community partners, Salazar and her work blur the lines between research and relationships. She listens deeply. She shows up. She stays.��

Even when access to research in Denver Public Schools was paused, she continued volunteering her time and supporting student leaders in Manual High School, not as a researcher but their trusted mentor, as the students led professional development for their teachers and presented at American Educational Research Association Annual Meeting, the largest national conference for education research.

Professor Ben Kirshner, her advisor, gave his strongest recommendation for her Outstanding Community Engagement Award from the School of Education, noting that her work “exemplifies qualities of care, respect, and collaboration that are central to community-engaged research.”

Her dissertation, “Latina Testimonios of Failure: Trenzas of Failure, Learning, and Survivance in the Latina Experience,” redefines failure through stories of resilience and survivance, presenting a compelling call to action for more humanizing approaches in education.

Salazar’s commitments to community are deeply personal, and graduating with a PhD is a full-circle moment— one that honors the memory of a woman who was “like a mother” to her. As a ten-year-old, Salazar confided in this mentor, saying she aimed get her doctorate one day, even though she was not clear on what that would entail. Her mentor encouraged her and later kept her from dropping out of high school. Unfortunately, the mentor passed away before Salazar’s high school graduation.

“She passed away just a few short months before she could see me walk the high school stage and pick up my diploma, but I am grateful every day for her belief in me,” Salazar said.

Today, with her newly minted doctorate, Salazar aims to continue community-engaged work in research or student affairs. She will continue to support youth in following their hearts, knowing that mentors like her will be there to help them reframe internal and external critics.

“I would not be here if it wasn’t for all of the amazing mentors and support that I received from my community,” she said. “I carry those lessons forward. They are the reason why I do what I do. I want to leave this world just a little better than I found it. I hope to continue to give back all that my community has given to me.”

In her own words

Please tell us a bit about yourself

��I grew up in Commerce City, CO, and I graduated from a high school in Denver. I was told by an administrator in my high school that I wasn't going to do anything with my life except get married and have babies. I remember thinking that I was going to prove her wrong. Then, I failed my first physics exam, and I remember thinking that maybe this administrator had seen something in me that I didn't. That maybe she was right. I persisted and graduated with honors from undergrad, and went on to obtain my master's degree. But in the back of my mind I always felt that I was a failure - and I wondered when the rest of the world was going to see it. Working with youth in high school and college changed my life. Seeing them see themselves as failures broke my heart. I wanted them to know that you could not be a failure. They were the mirror that I didn't know I needed. I began to wonder, "Who has the social capital to fail?" This question, coupled with my desire to better serve students in college and improve their learning experiences, brought me to apply to the Learning Sciences and Human Development department at 911������. I hoped to be able to give back to the students and community who had taught me so much about myself and had gotten me to where I was. Meeting my advisor, and some of his advisees, assured me that I was applying to the right place with the right advisor."�� �� �� �� �� �� ��

What is one of the most significant lessons from your time at 911������ that you’ll carry with you into the next chapter?

����One of the most significant lessons from my time at 911������ was actually learned through my GRAs and fellowship with CU Engage and Ben. CU Engage and Ben opened up a world beyond the historical extractive practices in research. At first, I actually resisted calling myself a researcher because I knew firsthand the impact of those extractive, deficit practices in research. I remember my teachers, year after year, telling our class of majority Latine students that we were expected to drop out of high school. The first time I heard it, I remember wondering why someone would tell a group of second graders that. Then, it kind of became the norm. Through CU Engage and my work with Ben, I learned how to use my skills as a researcher to improve the lives of my community. To tell our stories on our terms and with our voices. I hope to never forget the impact I can have by working with my community. After all, as a public institution, I believe that we have a responsibility to serve the public, to improve the lives of those around us, and to make research legible to our community. I hope we find a way to center and bring back centers like CU Engage. Programs that teach researchers how to work ethically and responsibly with our communities and ones that center reciprocity at its core."

What does graduating from 911������ represent for you and/or your community?

����Graduating from 911������ with a PhD is a dream come true. I remember being a 10-year-old, not knowing what a PhD was (or how to get here), and telling the person who was like a mom to me, that I would get a ""doctorate"" someday. She said, ""A PhD?"" and I said, ""No, a doctorate."" She told me that a PhD was a doctorate. She told me that I could do it, that it would just be hard. A few years later, it was this person who kept me from dropping out of high school, and she passed away just a few short months before she could see me walk the high school stage and pick up my diploma. I am grateful everyday for her belief in me.

My family, both immediate, and very very extended, remind me all of the time what a feat this is. They inspire me. Seeing my younger cousins drives me to pave a way for them. One that reminds them that they can follow their hearts - whatever that looks like - and that we will be here, no matter what.

For my community, they are the ones who give me my drive. I would not be here if it wasn't for all of the amazing mentors and support that I received from my community. My community consistently reminded me that I am not alone. I carry those lessons forward. They are the reason why I do what I do. I want to leave this world just a little better than I found it. I hope to continue to give back all that my community has given to me. ”

What is your best piece of advice for incoming students?

��Just because we are taught that research has always been done this way does not mean it cannot change. Don't be afraid to push what research is - especially if it is for the betterment of those at the margins. �� �� �� �� �� �� �� ”

What are your next steps after graduation?

��TBD! I am applying to jobs in student affairs, as well as grants for post-doc opportunities with the research teams I have had the honor to work with."

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