Postsecondary Pathways - for Former Foster Care Youth

More than 300 community college counselors, advisors, and educators gathered virtually on September 21 for From Community College to Medical School, an event designed to help students better navigate pathways into the medical profession.

A highlight of the event was the “Success Stories from Community College Graduates” panel discussion, moderated by OCCRL Director Lorenzo Baber. Four former community college students shared their journeys to careers in medicine, offering attendees firsthand perspectives on overcoming barriers and leveraging the opportunities community colleges provide.

“We put this session together with the idea that understanding a path is best accomplished by listening and learning from those who are willing to be transparent about their experiences,” Baber told attendees.

The four-hour event also featured sessions on building pathways from community college to medical school and navigating the medical school application process. It was co-organized by OCCRL, the California University of Science and Medicine, and the University of Chicago.

Despite their different backgrounds and experiences, each panelist shared a common trait: determination.

Juliana Simonetti immigrated from Brazil at age 15 with limited English skills. Today, she serves as director of the Obesity Medicine Program and co-director of the Comprehensive Weight Management Program at the University of Utah. The challenges she encountered on her journey to becoming a physician inspired her to help others pursue similar goals through PROMIS2U (Pre-matriculation Readiness for Ongoing Medical Student Success at the U), a program that supports students from minoritized backgrounds seeking admission to medical school.

For Gaby Vargas, a colon and rectal surgeon in Washington, community college provided an accessible path to higher education at a critical moment in her life. Vargas immigrated to the United States at age 9 and remained undocumented through much of her secondary education. Although she worked full time after high school, financial barriers limited her options.

“Community college was what was accessible to be able to pursue higher education,” Vargas said. “This was the only way I saw to get my foot in the door and get a college degree.”

Dean Madory initially enrolled in community college planning to become a firefighter. But as his interests shifted toward medicine, community college became the launching point for a new career path.

“I couldn’t have done it if I wasn’t going to community college,” Madory said. “I transferred to the University of California, Irvine, and I’m in my third year of medical school now.”

Samantha Velasco’s journey was perhaps the most unconventional. After leaving high school, she spent eight years working full time before earning her GED and enrolling in community college in her mid-20s. As a first-generation student, she was initially unaware that a medical career was within reach.

“I’m first-gen, so I had no idea the path I could walk or what my future trajectories could look like,” Velasco said. “But when you’re at a community college, you’re told, ‘Hey, you could be a nurse or a respiratory therapist.’”

After exploring several majors, Velasco ultimately earned a bachelor’s degree in psychology from the University of California, Riverside. A pivotal moment came when, at age 28, she met her first Latina physician, an experience that helped reshape her vision of what was possible. Today, she is a medical school applicant.

Several panelists emphasized the value of the diverse and supportive environments they found at community colleges. Surrounded by classmates from varied backgrounds, they felt encouraged to persist and inspired by peers who pushed one another toward graduation and transfer opportunities.

Their experiences also challenged a longstanding misconception that community colleges provide an inferior educational experience. Baber pointed to research that tells a different story.

“There’s no evidence in it,” he said. “From a research perspective, the evidence is the opposite. Community college students, once they transfer to a four-year institution or move on in the educational pathway, do better than students who start out at the four-year institution.”

Panelists also highlighted the teaching-focused culture often found at community colleges. Smaller class sizes and close faculty relationships created opportunities for meaningful mentorship that proved critical to their success.

Madory said some of the most important relationships he developed were with his community college professors.

“I think all of my letters of recommendation came from my community college professors because these were people who knew me really well and cared about me personally,” he said.

The discussion also addressed the challenges students can encounter along the way. Panelists recalled receiving discouraging messages from some instructors, encountering advisors unfamiliar with medical school requirements, and struggling to understand transfer credits and course expectations.

Even so, Velasco said the encouragement she received far outweighed the obstacles.

As the session concluded, she offered attendees a message that captured the spirit of the discussion.

“Don’t let anyone tell you that you can’t do what you set your mind to because you’re coming from a community college,” Velasco said. “You determine the outcomes of your life. Sometimes it’s a harder path. There are more mountains to climb. But we’re going to get to medicine. We’re going to be physicians.”