Two members of the James R. and Judy Rodriguez College of Education’s Class of 2026 are being recognized for academic excellence, research impact and a shared commitment to advancing education – a reflection of the opportunities available to students pursuing degrees in educational leadership and school psychology in California.

Pablo Gutierrez, an immigrant from Mexico City and the college’s Outstanding Doctoral Student, has focused his work on the experiences of international students navigating higher education in the United States. His dissertation on culture shock examines how institutions can better support students academically and socially, drawing on both research and personal experience. Over the course of his academic career, Gutierrez has earned advanced degrees, presented at national conferences and participated in competitive scholar programs, positioning himself for leadership roles in international education and higher education faculty.

Marisol Sanchez, named the college’s Outstanding Graduate Student in the school psychology program, has taken a complementary path grounded in applied research and direct student support. As part of a faculty-led research lab, she has contributed to projects focused on evidence-based interventions that improve student learning and behavior, while also gaining experience presenting research and evaluating scholarly work. Her training reflects a broader commitment to using data-driven, culturally responsive approaches to support students’ academic and emotional development.

Both are the first in their families to earn college degrees and will be recognized at the Waston College of Education’s Commencement ceremony 9 a.m. May 16 at the Toyota Arena in Ontario. Their achievements underscore Cal State San Bernardino’s role in preparing graduates to address complex challenges in education, particularly in serving diverse and historically underrepresented student populations.

After earning his undergraduate degree from the Universidad Nacional Autonoma de Mexico, Gutierrez, immigrated to the United States, enrolling at CSUSB where he completed his MBA, and subsequently enrolled in the university’s doctorate in educational leadership program.

Gutierrez, who now lives in Anaheim, chose to pursue his doctorate in educational leadership because of his passion for supporting students, particularly international students, as they navigate their way towards a college degree. “I find deep fulfillment in making a meaningful impact on students’ lives and helping them achieve their academic and personal goals,” he said. “Additionally, I am committed to uplifting Latino communities by inspiring others to pursue their dreams and demonstrating that success is possible through perseverance and dedication.”

His dissertation, “Culture Shock Among International Students in U.S. Higher Education,” represents his doctoral research. “This work is especially meaningful to me because, as an immigrant from Mexico City, I personally relate to many of the experiences faced by international students,” he said. “My research aims to better understand their challenges and contribute to improving institutional support systems that foster their academic and social success.”

Inspiring him throughout was his faith and his mother. “My greatest inspiration comes from my faith in God, which has guided me to continuously strive for growth both personally and professionally,” he said. “I am also deeply inspired by my mother, María Cervantes, whose resilience, positivity, and selflessness shaped my values. Her sacrifices to provide for our family instilled in me a strong work ethic and unwavering determination.”

Academically, Gutierrez credits Enrique Murillo Jr., professor of education and director of the doctoral program, pointing to Murillo’s leadership, mentorship and advocacy for Latino students. “From him, I have learned the importance of perseverance, self-advocacy, and hard work,” Gutierrez said. “Most importantly, he has reinforced my commitment to supporting the Latino community and empowering students to pursue and achieve their dreams.”

Those sources of inspiration helped him meet the challenges he experienced during his academic journey that included adapting to a new culture and all its nuances, a different educational system and finding ways to finance his education. “Despite these challenges, I remained grounded in my faith and motivated by a strong sense of purpose,” Gutierrez said. “I leaned on mentors, built supportive communities, and refused to let adversity define my path. These experiences not only strengthened my character but also shaped my commitment to uplifting others. Today, I carry these lessons forward as I continue working to support and empower students navigating their own journeys.”

Ahead of him, Gutierrez plans to pursue a career in academia, including a directorship in international education and a tenured faculty position. “CSUSB has been truly pivotal in my life, and I am deeply grateful to have chosen it as my educational institution. It has transformed both my personal and professional journey and provided me with countless opportunities that I will always appreciate,” he said. “Moving forward, I am committed to giving back to my institution by mentoring and supporting other students, as well as contributing to CSUSB’s mission and goals.”

Sanchez, who is from Fontana, earned her undergraduate degree from UCLA before returning to the Inland Empire to enroll in CSUSB’s school psychology program. Earlier in her career, she worked at the UCLA Care-4-Families (HIV/AIDS) clinic, supporting people as they navigated through significant health, medical, social and emotional challenges. She also worked with cancer patients and their families at the City of Hope in Duarte, as they faced similar challenges. “Through these roles, I developed a strong appreciation for the importance of interdisciplinary collaboration, active listening, and a strengths-based approach when working with diverse populations,” she said. “I also became increasingly aware of the systemic barriers that can impact access to care and support, particularly for underserved communities. These experiences ultimately led me to school psychology, where I saw an opportunity to continue this work in an educational setting.”

Her chosen field provides her with opportunities to “to collaborate with educators, families, and students to create meaningful change in real time while supporting students academically, socially, and emotionally so they can be successful in school and beyond. I value that the role is both preventative and responsive, supporting students before challenges escalate while also addressing more complex needs when they arise.

“I am especially drawn to working with diverse student populations with diverse needs, including Latinx and Black and Brown communities, where culturally responsive and equitable support can have a meaningful impact on academic and social emotional outcomes,” Sanchez said. “In addition, school psychologists serve as an important bridge between families, communities, and schools by fostering communication, collaboration, and trust to ensure students receive consistent and meaningful support across all environments. Ultimately, I chose this discipline because it allows me to combine my interest in psychological principles with practical, school-based impact that promotes access, growth, and student success.”

She counts as her academic mentors faculty members Roderick O’Handley, Cathleen Geraghty Jenkinson and Sharon Ward. Under O’Handley, Sanchez became involved in the Behavioral Assessment Intervention Research Lab, where she gained valuable experience in applied research in school psychology, learning the importance of methodological rigor and ethical responsibility when conducting research. Jenkinson and Ward supported her professional growth and challenging her to think more deeply and critically.

“Collectively, my mentors have helped shape my identity as a developing school psychologist by reinforcing the value of research, collaboration, and ethical practice,” Sanchez said. “Their guidance has strengthened my commitment to using data-driven, culturally responsive approaches to support diverse student populations.”

She also counted the support of her family as essential to her success. “Growing up, I witnessed my mother’s resilience, compassion, and unwavering commitment to supporting our family, often while navigating significant challenges of her own. She consistently modeled perseverance, responsibility, and care for others, which deeply shaped my values and my approach to both personal and professional life,” Sanchez said. “In addition, my family has played an important role in reinforcing the importance of education, service, and a strong sense of unity and mutual support through life’s challenges. My cousin also played a meaningful role in guiding my career path by introducing me to the field of school psychology and helping steer me in the right direction.”

Such support and guidance help her navigate through the challenges of pursuing a graduate degree while balancing family, working two jobs, and academics that included field work in addition to class time, especially as she completed her third year in the program. Four scholarships Sanchez was awarded that year affirmed her dedication, her academic performance and commitment. “Overall, these challenges strengthened my independence, work ethic, and confidence, and ultimately prepared me to function effectively in complex school environments while remaining committed to supporting diverse student populations.”

Sanchez plans to work as a school psychologist in a K-12 public school setting. In the future, her plan includes pursing licensure as a licensed educational psychologist, a credential in California that allows school psychologists to provide educationally related mental health services in school and private practice setting. Overall, she wants to improve access to high quality services to underserved communities.

“CSUSB played a significant role in helping me define my future as a school psychologist by providing both rigorous academic training and a strong sense of professional community.” Sanchez said. “One of the most meaningful aspects of my experience has been building a supportive community within my cohort. Working closely with my peers allowed us to collaborate, share resources, and support one another through the challenges of graduate school, which reinforced the importance of teamwork and consultation in the field of school psychology.”