Trailblazers in Education

Stephanie Chavez, a third-year secondary social science major at Elmhurst University, in Illinois

My parents grew up in a rural area of Durango, Mexico, where they could only attend school up to the sixth grade. When they immigrated to the U.S. and had me and my siblings, they instilled in us the value of education. As the youngest of five kids, I noticed how my educational experiences were often different from those of my older siblings, depending on where we lived at the time. I attended strong public schools that provided a lot of support, which ultimately led me to college. Unfortunately, some of my siblings didn’t have the same opportunities or access to higher education. In hindsight, I realize that a ZIP code shouldn’t determine one’s opportunities or educational outcomes. Students deserve to finish high school and have a chance to pursue college or a good career. I’m becoming a teacher because I want to be the person who helps them achieve that, and the Aspiring Educators program is helping me achieve my goals.

After high school, I enrolled at the College of DuPage, a community college just outside of Chicago. During my first week, I received an email about becoming an officer in a campus club called Aspiring Educators. I decided to give it a shot and ran for office. By second semester, I had been elected club president. Like many Aspiring Ed members, I can relate to a common experience: “I just joined the teachers’ club on campus.” However, it is so much more than that. Our campus chapters are part of a state and national network committed to improving public schools for all students. Over the years, I have seen the Illinois Education Association advocate for its members—supporting faculty members in winning a fair contract, pushing legislators to pass laws that benefit student teachers, and working to reform the Illinois pension system so that we can one day retire with dignity—and not have to work until the age 67 to receive full retirement benefits!

Today, I am currently focused on establishing a campus chapter at my school, so future teachers receive the support and professional development they need to enhance their college courses and prepare them for their first classrooms.

Shantae “Tae” Ferguson, a third-year elementary education major, with a concentration in math, Indiana University, in Indianapolis

As a non-traditional student, I’m proud to be the first in my family to attend college and join the education field. Before I became a teacher, I served eight years in the Army and spent nearly a decade working at the post office. But I felt a deeper calling to make an impact in the lives of children, particularly in math education. 

My commitment to education is centered on my own experiences as a student of color. Growing up, I rarely had teachers who looked like me. I’ve seen how this lack of representation can lead to disengagement and disciplinary issues among students of color. Cultural understanding is crucial in the classroom. For example, what may be perceived by an educator as conflict among students can often reflect their cultural backgrounds. It’s important that educators recognize these differences to create a more inclusive environment. 

My leadership journey began at Ivy Tech Community College, in Evansville, Ind., where I helped establish an Aspiring Educators campus chapter. I served as the chapter president for two years and am currently the state president for the Indiana State Teachers Association (ISTA) Aspiring Educators program. Being a leader didn’t come naturally to me. Initially, I was hesitant to engage in public speaking, but over time, I found my voice and confidence. Now I advocate for issues such as increasing paid student teaching opportunities and creating pathways for educators of color to enter the teaching profession and thrive as educators. 

Helping me with my advocacy is ISTA. The state association offers professional development that goes beyond our college courses. I value my state association because they are inclusive of Aspiring Ed members. They hear us and support us in becoming stronger educators and advocates. 

Before I graduate, in May 2026, my goal is to establish a thriving Aspiring Ed chapter at IU Indianapolis, so we can connect with each other, share resources, and support one another in our journey to become incredible educators.