Julio Mena Bernal
M.Ed. in Educational Leadership and Policy, The University of Texas at Austin, expected 2023
B.A. in Anthropology, University of California, Los Angeles, 2021
A.A. in Anthropology, Cerritos College, 2018
Email: jjmb19@utexas.edu
B.A. in Anthropology, University of California, Los Angeles, 2021
A.A. in Anthropology, Cerritos College, 2018
Email: jjmb19@utexas.edu
Julio J. Mena Bernal is a second-year Masters student in the Education Policy and Planning Program at The University of Texas at Austin. His research interests include the usage of critical frameworks and methodologies, race and ethnic relations, and critical education policy to examine the social, cultural, and economic conditions that affect the educational opportunity and attainment of historically underserved populations. Julio currently serves as a Mentoring Site Coordinator and Research Assistant for Project MALES (Mentoring to Achieve Latino Educational Success), a research-based mentorship initiative for boys and young men of color.
Julio was born in Acapulco, Mexico, and raised in South East LA in the city of Bell, California. Julio is an alumnus of Cerritos College; he transferred to UCLA and became a Ronald E. McNair Research Scholar, where he majored in Anthropology and minored in Chicana/o/x and Central American Studies. Julios passion and commitment towards enacting systematic change through education policy are grounded in experiential knowledge from being excluded from the educational process, opportunity, and lack of representation of people of color in higher education, especially those with first-generation, low-income, immigrant, and community college backgrounds.
Julio was born in Acapulco, Mexico, and raised in South East LA in the city of Bell, California. Julio is an alumnus of Cerritos College; he transferred to UCLA and became a Ronald E. McNair Research Scholar, where he majored in Anthropology and minored in Chicana/o/x and Central American Studies. Julios passion and commitment towards enacting systematic change through education policy are grounded in experiential knowledge from being excluded from the educational process, opportunity, and lack of representation of people of color in higher education, especially those with first-generation, low-income, immigrant, and community college backgrounds.