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How DemocraShe Builds Civic Engagement for All How UCLA Luskin alumna Sarah Jakle combines trauma-informed practice, public policy, and mentorship to prepare young women for civic leadership.

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Sarah Jakle M.P.P. ’04 (she/her) has always believed that leadership must support the whole human being. Her commitment to women’s civic empowerment began long before she founded her organization DemocraShe, but the seeds were planted in the classrooms and mentorship circles she experienced as a graduate student at UCLA.

Jakle studied literature as an undergraduate before beginning her early career working with unhoused communities and individuals living with mental illness. This included an internship at U.S. VETS in Long Beach, where she worked directly with veterans experiencing homelessness, trauma and complex behavioral health needs. The work highlighted the barriers that individuals face when navigating unstable housing, mental health challenges and limited resources.

“I was working with unhoused veterans who had survived extraordinary adversity,” Jakle said. “Trauma was everywhere. It became clear that understanding trauma was essential to understanding how to really help people.”

Although she was making an impact one person at a time, Jakle saw how structural policies often determined whether meaningful change was possible. That realization brought her to graduate school, where she sought to understand the systems that shape people’s lives.

She earned a master’s in public policy from the UCLA Luskin School of Public Affairs and later completed a master’s in social work at USC with a concentration in military social work. The dual training created what she describes as a “Venn diagram” of her interests. The public policy curriculum equipped her with analytical and quantitative tools, while her social work training gave her trauma-informed frameworks for understanding the emotional experiences of people navigating public systems.

At UCLA, Jakle took several courses that fundamentally shifted her perspective, including the statistics and evaluation courses that she initially found intimidating as a non-STEM student.

“I was a literature major, so taking calculus-based economics and statistics was a shock,” she said. “But those classes transformed me. They taught me that you cannot assume you have impact. You have to measure it.”

Another defining experience came from her mentorship with former Massachusetts Governor Michael Dukakis, one of her professors at UCLA Luskin. Dukakis invited her to his home, where she met his wife, Kitty Dukakis. Learning about Kitty’s treatment in the press during the 1988 presidential election had a lasting influence on Jakle.

“Kitty was brilliant and compassionate, but she had been deeply mistreated during the campaign,” Jakle said. “It was the first time I truly understood that the emotional experience of being in politics could be as consequential as any policy outcome.”

The experience opened Jakle’s eyes to how women experience public scrutiny, and how often their emotional well-being is overlooked in discussions about civic leadership. This realization stayed with her as she continued her work after graduate school.

From Theory to Practice

Jakle’s graduate training and early career experiences directly shaped the creation of DemocraShe, a nonpartisan leadership program for young women. The organization serves a diverse group of students, with the majority identifying as girls of color and many as first-generation Americans.

DemocraShe teaches students foundational civic knowledge, leadership skills and what Jakle calls “amygdala skills,” which are basic neuroscience tools that help young women regulate fear, discomfort and internalized barriers when stepping into unfamiliar or high-pressure spaces.

“Women are socialized to be perfect, and stepping out of your comfort zone can trigger the amygdala,” Jakle said. “That discomfort often shows up as hesitation or self-doubt, which people call imposter syndrome. We teach girls how to regulate those feelings so they can pursue opportunities that match their ambition.”

Sarah Jakle Speaking on a microphone at a political rally with a flyer that reads "politicians are no longer allowed to choose their voters"

Grounding and resourcing are two of the trauma-informed techniques that students learn. Grounding involves returning to the present moment through sensory awareness. Resourcing involves cultivating an inner supportive voice to counteract internalized criticism. Both practices are drawn from trauma research and help to calm the amygdala, allowing the prefrontal cortex to re-engage.

“We teach girls that the brain is constantly scanning for threat and safety,” she said. “If they can regulate the amygdala, they can make choices from a place of confidence and clarity.”

DemocraShe integrates rigorous evaluation into its programming, a discipline Jakle attributes to her training at UCLA Luskin. Students complete anonymous pre-program and post-program surveys so the team can track changes over time. For the full 2025 cohort, 37% of students reported understanding how to move forward as active participants in American democracy before the 10-week flagship program. After completing the program, that figure rose to 99%.

Another key metric asks whether DemocraShe helped students do something they were previously afraid to try; 92% say yes. Examples range from delivering public remarks in religious spaces, to running for school leadership positions, to asserting themselves in instances of workplace conflict.

“These findings tell us that our work is shifting both leadership skills and resilience skills,” Jakle said. “We are helping young women navigate adversity while stepping into the roles they deserve.”

Mentorship and Civic Leadership

Although UCLA shaped her academic foundation, one of Jakle’s most influential mentors came through her political organizing work. She credits Ada Briceño, labor leader and former chair of the Democratic Party of Orange County, as someone who demonstrated what courageous leadership looks like.

“Watching Ada, I saw firsthand how women, especially women of color, experience systemic pushback in civic spaces,” Jakle said. “It made me passionate not only about strengthening our democracy but also about protecting the emotional lives of the women who lead.”

Jakle has also worked as the Get Out the Vote director for the California National Organization for Women. During that time, she heard many women receive vague warnings that political life would be difficult, without being offered any tangible tools to manage the challenges ahead.

“For me, that felt like a missed opportunity,” she said. “We have decades of research on how people can self-regulate during stress. We should not send women into public life without these tools.”

Navigating the Present and Looking Ahead

Jakle believes that civic engagement extends far beyond voting. She encourages students from all academic backgrounds to understand how policy affects their educational pathways, professional fields and daily lives. She also believes that higher education institutions can play a significant role in preparing the next generation of civic leaders.

One of her priorities is advocating for paid opportunities for students to participate in policy work. She notes that many early political pipeline programs are unpaid, which often prevents students who need to work from participating.

“There are meetings happening right now about the future of the UC system,” she said. “Students should be in those rooms, and they should be paid for their time. Otherwise, only students with financial flexibility will get access to those spaces.”

As part of that commitment, DemocraShe pays all participants who take part in its 10-week program or its one-day summer intensives held live on Zoom.

Jakle also recognizes that many young people feel overwhelmed by political uncertainty and social change. She emphasizes the importance of joy as a protective factor for the brain. She teaches a practice called “savoring,” in which individuals spend a few moments each morning noticing two joyful or beautiful things to counter the brain’s negativity bias.

“When there is so much suffering, it can feel like experiencing joy is a betrayal,” she said. “But joy protects the brain. It helps people stay engaged instead of burning out.”

Her advice for those seeking to remain informed and active is simple. She encourages people to find community, participate in local action, and take small, consistent steps that contribute to positive change. She also recommends looking at diverse sources of information and listening to students and young organizers who are at the center of campus activism.

“Democracy is woven through everyday life,” she said. “Small actions matter. Community matters. And every person has a role in shaping the world around them.”

Jakle’s journey from social work to public policy and civic empowerment illustrates how trauma-informed leadership can strengthen democracy. Through DemocraShe, she continues to uplift young women and equip them with tools that support both their public leadership and their inner resilience.

This article was originally published by UCLA Alumni. Read the full article here.

How Rising Debt and Eroding Governance Threaten Long-Term Stability in Five Countries The Berggruen Governance Index reveals a debt-driven cycle undermining long-term stability in five African nations

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New insights from the Berggruen Governance Index (BGI) reveal a stark reality for Cameroon, Malawi, Ivory Coast, the Central African Republic, and Tanzania: despite real progress in Public Goods Provision, these gains are being propped up by rapidly rising debt and eroding governance foundations. Democratic Accountability is weakening, State Capacity is too low to sustain growth, and elections across all five countries were marked by accusations of fraud, repression, or political violence. In short, public services are improving, but the institutional scaffolding needed to support them is cracking. This dangerous dynamic is fueling a “vicious cycle” where debt drives instability, instability undermines governance, and governance failures further shrink economic opportunity. Breaking out of this trap will require bold investments in state capacity, stronger democratic checks, and coordinated international support that prioritizes long-term resilience over short-term spending.

The Berggruen Governence Index Project (BGI) analyzes the relationship between democratic accountability, state capacity and the provision of public goods. It builds upon prior work that examined the impact of governance and democracy on the quality of life. It is a collaborative project between the UCLA Luskin School of Public Affairs, the Hertie School, and the Berggruen Institute.

The Facts on School Violence: Q&A with UCLA Luskin’s Ron Avi Astor

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By Elizabeth Kivowitz

Ron Avi Astor is a professor of social welfare at the UCLA Luskin School of Public Affairs with a joint appointment in the UCLA School of Education and Information Studies. His work examines how physical, social-organizational, and cultural contexts in schools relate to different kinds of bullying and school violence. Astor and Rami Benbenishty, professor emeritus at Hebrew University of Jerusalem, have taken input from millions of students, teachers, parents, and administrators, and developed mapping and monitoring procedures that have been used to generate grassroots solutions to safety problems in schools worldwide. Over the past 20 years, findings from these studies have been published in more than 200 scholarly manuscripts.

Astor’s work has been funded by the Department of Defense, the National Institutes of Mental Health, and other public and private foundations.

We caught up with Astor to gain a better understanding of school violence — and how to create safe schools.

Is school violence getting worse — and why does it happen more in the U.S.?

Overall, day-to-day school victimization, including physical, verbal and social exclusion — has declined significantly in recent decades across the United States. In contrast, behaviors involving cyberbullying through phones and the internet are on the rise. When it comes to shootings and deaths, however, the situation has worsened. The increasing frequency of shootings, intense media coverage, and widespread use of hardening measures in schools contribute to the perception that all forms of violence are escalating.

This is why it is essential to distinguish different types of victimization. School shootings are a separate phenomenon, more akin to terrorism, and should be considered independently from everyday violence. Cyberbullying is another category that requires its own focus, as it is increasing.

For day-to-day school violence, the United States is not among the most violent countries; many nations have had far higher rates for decades. But when it comes to school shootings and deaths from shootings, the U.S. is by far the highest globally and accounts for a large proportion of such fatalities worldwide.

Are there any recent lessons we are not talking about that we should be?

Yes. One major lesson is the dramatic reduction in day-to-day victimization in schools over the past two decades, a fact overshadowed by the trauma and visibility of school shootings. While shootings must be addressed urgently, these reductions mean that millions of students are no longer experiencing the same levels of victimization reported 20 years ago. This progress is often overlooked, as are the tremendous investments in programs, hiring of social workers, psychologists and counselors, and the expanded district and state safety infrastructure now in place.

Teachers, principals, and communities have made bullying and school safety a priority, and their combined efforts appear to have worked. The United States has invested billions of dollars in social-emotional learning, positive school-climate initiatives, anti-bullying programs, trained staff, and new safety policies — all likely contributors to the decline. The belief that “nothing works” to reduce school violence is incorrect, particularly for day-to-day victimization. Educators, parents, communities, and students deserve recognition. This is also why separating school shootings from less lethal forms of school violence is so important.

What is the most important thing a school can do to create a positive school climate?

After studying thousands of schools around the world, I have found that the most influential factor, across cultures, is the principal’s vision, skill, and mission. An effective principal who emphasizes both academic excellence and the social role of schools is the key to reducing violence. These exceptional leaders unify staff, students, and communities around a shared vision of safety and foster environments that are welcoming, caring, and supportive.

They integrate ideas from students, staff, and families, while also selecting evidence-based programs adapted to their school’s specific needs. One important implication is the need to include school safety content in principal and teacher training programs, as most universities currently offer little or no preparation in this area. Studying talented principals and educators who successfully create caring, safe schools is another area requiring more research. While evidence-based programs matter, there is much to learn from the people who implement them effectively.

What are schools doing to improve safety?

Recent studies show that schools are using a wide range of strategies to improve safety. These include evidence-based programs such as social-emotional learning, restorative justice, school-climate initiatives, anti-bullying programs, and systemic efforts like PBIS (positive behavioral interventions and supports) and MTSS (multi-tiered system of supports). Schools are also increasing capacity by hiring more social workers, psychologists, and counselors to support these programs and address mental health needs.

At the same time, many schools rely on law-enforcement approaches related to school shootings: shooter drills, lockdown practices, and employing school resource officers or police. Schools are also “hardening” their campuses with metal detectors, cameras, high-tech shooter-detection systems, and strict safety policies. In some states and districts, school staff are now permitted to carry firearms. These developments largely stem from the ongoing failure to reduce school shootings.

Please explain the difference between voices and data in your work and why it matters for keeping students and schools safe.

The core of creating a successful school action plan is closely listening to the voices of students, teachers, parents, and the community. Without this, most programs and strategies fail. In many schools, only a small number of people openly express concerns, even though school communities hold diverse views about safety. In the intervention programs I developed with my colleague Rami Benbenishty, we begin with students’ voices. Students create qualitative maps of the school and describe times and spaces where they feel safe or unsafe, explain why, and offer recommendations for making unsafe areas more welcoming. We do the same with teachers and parents. We also conduct short surveys with quantitative and qualitative questions. These anonymous results are presented back to the school and become the basis for discussion and action planning.

People often disengage when they hear the word “data,” seeing it as distant. I challenge educators to imagine each response as a child’s voice about safety, drug use, suicidal ideation, or ideas for improving school. When seen as collective voices, the information becomes personal and encourages engagement. We frequently observe teachers shifting their practices when they realize many students — through surveys and maps — are struggling with mental health issues, substance use, or victimization. At that point, it is no longer data but a message from students, teachers, and parents. These voices and recommendations become the foundation for meaningful grassroots change.

UCLA Luskin Faculty Win Grants to Internationalize Curriculum

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Two UCLA Luskin faculty members are among 16 recipients of the inaugural Global Education Awards for Internationalizing Curriculum, launched as part of UCLA’s strategic goal to expand its global reach.

The awards support efforts to revise a current UCLA course, design a new course, or design a new program, concentration, or track that incorporates global perspectives.

Kian Goh, associate professor of urban planning, is developing Global Cities and Global Climate Change, an interdisciplinary course that will help students better understand global climate change and its impacts on urban ways of life.

Lené Levy-Storms, associate professor of social welfare, will partner with two Mongolian universities to develop a new elective for the gerontology interdisciplinary minor that uses international perspectives to explore intergenerational relationships throughout the human aging experience.

In its first year, the UCLA Global Advisors Council also awarded 10 Global Research Awards, focused on expanding an existing domestic research project, enhancing one or more international partnerships, or engaging students and other partners in a research initiative that addresses global issues. The 2025 global education and research grants totaled nearly $500,000.

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Q&A with Maleeyah Frazier: Youth Activist and a Voice for Black Students Public Affairs major discusses education justice and dismantling the school-to-prison pipeline.

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You are passionate about dismantling the school-to-prison pipeline and advocating for youth in marginalized communities. What early experience or moment made you realize this work was important for you?

The moment I realized this work mattered, and that I had a responsibility to step into it, came in the 10th grade, during the George Floyd protests in the middle of COVID. Up until then, I had always been placed in gifted programs and uplifted as the “right kind” of student in my community. I was constantly compared to other students of color who weren’t placed in gifted classes, and teachers often used me as the example of what being a “good student” should look like. That created a harmful dynamic and placed enormous pressure on me, because I knew the system was failing those students, they were being tracked, ignored, and underestimated.

The real turning point happened when I learned that LAUSD was spending over $75 million on school police while investing less than half of that in critical student resources: psychiatric social workers, mental health services, counselors, full-time nurses, and educators. For a district that serves a majority of students of color, including students in areas that were historically redlined, it became clear to me that policing was being prioritized over care.

That’s when I found Students Deserve, a youth-led grassroots organization committed to dismantling the school-to-prison pipeline. I wasn’t just a member, I became deeply involved in organizing actions, speaking at board meetings, and challenging school board members directly. Students Deserve taught me that youth have power, and that our voices, especially Black and brown youth voices, can shift millions of dollars.

Alongside other young leaders, I helped push forward the demand to defund school police and reinvest that money into the Black Student Achievement Plan (BSAP). I spoke out publicly, shared data, uplifted student stories, and organized with peers to make our calls for justice undeniable. That campaign wasn’t theoretical for me, our communities were experiencing the consequences every day. And when LAUSD ultimately redirected funds into BSAP, it showed me what collective youth power could do. That experience solidified my commitment to this work. It was the first time I saw how policy, activism, and community organizing intersect, and the first time I understood that fighting for students wasn’t just important to me, it was part of my purpose.maleeyah frazier stands in front of sacramento capitol building

You were present at the Capitol when AB7 passed, a historic moment for Black student representation in higher education. What was going through your mind as you stood at the press conference alongside Assemblymember Isaac Bryan, a UCLA Luskin alum leading this effort?

Being at the Capitol for the passing of AB 7 was a moment I will never forget. Standing at the podium as the Black Student Success Officer for the University of California Student Association, representing tens of thousands of Black students across the UC system, felt like history was unfolding right in front of us, and we were the ones shaping it.

Standing beside Assemblymember Isaac Bryan, a UCLA Luskin alum who has done transformational work for our communities, felt especially powerful. In that moment, I wasn’t just speaking for myself, I was speaking for generations of Black students who have been excluded, overlooked, and systemically disadvantaged in higher education.

Even though Governor Newsom later vetoed AB 7, I felt the magnitude of what we were trying to accomplish. AB 7 would have allowed universities to consider giving preference to students who are descendants of slavery, a policy aimed at addressing centuries of harm embedded in academic institutions. For me, the bill represented hope, recognition, and the possibility of healing long-standing inequities.

As I stood at that press conference, I thought about my younger self, the girl organizing walkouts, challenging school board members, and fighting for resources in LAUSD. I realized that all of that work, all of those moments, had led me to that stage. I felt proud, but more than anything, I felt responsible. That moment strengthened my commitment to continue advocating for Black student success at every level, from K–12 to higher education.

You’ve taken on major leadership roles at UCLA. From Chair of the Afrikan Student Union to Vice President of the Black Pre-Law Association. How have these roles shaped your approach to advocacy and community-centered leadership?

I’ve been rooted in community work since high school, often doing the work long before I ever held a title. But stepping into formal leadership roles at UCLA has deepened my understanding of what it means to lead with intention, accountability, and love for my community. Serving as Chair of the Afrikan Student Union during its 60th anniversary was especially meaningful. ASU has a powerful legacy of Black student activism, cultural resistance, and institutional change. Stepping into that role meant stepping into decades of history. It wasn’t just a position, it was stewardship. It meant honoring the students who fought before me while uplifting the needs of students who are coming after me. Through ASU I learned how to navigate university politics, build coalitions, and advocate for Black students in spaces where we are often underrepresented. More importantly, these roles taught me that leadership isn’t about being at the front, it’s about making sure the community’s needs are at the center. It’s about creating systems, programs, and spaces that will exist long after I graduate. Every role has reminded me that my leadership is rooted in collective power. I carry my community with me in every decision, every meeting, and every piece of advocacy work I do.

You’ve worked across policy, research, and community engagement—from the Department of Youth Development to the UCLA Law Fellows Program. What project or experience has been the most transformative for your future in juvenile justice?

My journey has been shaped by a combination of grassroots organizing and academic enrichment programs, but the most transformative element has been the way these experiences complemented each other. My early grassroots work taught me what justice looks like on the ground. Speaking at protests, showing up for students, and building power through youth-led organizing grounded me in the realities that young people, particularly Black and brown youth, face every day. Those experiences made the systems I want to reform feel personal, not abstract. At the same time, the programs I’ve participated in, like the UCLA Law Fellows Program, Ready to Launch, and the Vice Provost Initiative for Pre-College Scholars (VIPS), helped open doors that previously felt out of reach. VIPS has been pouring into me since high school, shaping my confidence and my academic trajectory. Through Ready to Launch, I had the opportunity to intern with Assemblymember Sade Elhawary, a UCLA alum whose leadership showed me how policy can directly uplift communities when done with intention. UCLA Law Fellows, specifically, gave me the belief that a first-generation, low-income student like me could pursue a legal career and make an impact. These programs showed me that community work and policy work aren’t separate, they strengthen each other. Together, these experiences transformed my perspective on juvenile justice. They taught me that real change requires both lived experience and institutional knowledge, and that I can carry both.

As a third year Public Affairs major, I’d love to hear what stands out most about your experience at UCLA Luskin. Was there a moment, class, project or professor that felt especially transformative or helped shape your path?

My experience at UCLA Luskin has been eye-opening, challenging, and deeply affirming. One of the most impactful classes I’ve taken is Public Affairs 80. That class helped me make sense of the systems that shaped my upbringing and the experiences of the students I advocate for. It gave me the language and tools to understand how policies around housing, education, and criminal justice intersect, and how they disproportionately impact Black and brown communities. But beyond the coursework, the professors made the difference. Professor Smalls and Professor Covington have been transformational figures in my journey. Growing up, I rarely had Black women educators, and stepping into a classroom led by Black women in higher education felt grounding and empowering. They didn’t just teach, they spoke life into me. They modeled excellence, challenged my thinking, and pushed me to see my full potential. Their presence reminded me that representation isn’t just inspirational, it’s necessary. UCLA Luskin helped expand what I thought was possible for my career and my community. It gave me theory, but also the confidence to imagine a bigger future.

As you look ahead to a possible career in juvenile justice law, what legacy do you hope to build for Black youth and future first-gen scholars following in your footsteps?

I hope to build a legacy rooted in transformation, liberation, and possibility. I want to create tangible change in the systems that have harmed our youth for generations. My goal is to dismantle the pathways that push Black and Brown youth into criminalization and instead build pathways toward healing, education, and opportunity. But my legacy isn’t only about the work I do, it’s about the doors I help open. I want first-generation students, low-income students, and Black and Brown youth to see themselves in rooms they were told they didn’t belong in. I want them to know that their voices matter, their stories matter, and their dreams are not too big. If I can show even one young person from my community that they can rewrite their story, then I’ve done my job. I hope to leave behind a legacy of courage, compassion, and faith, a legacy that reminds others that even faith as small as a mustard seed can move mountains.

National Shade Map a Stroke of ‘Bruingenuity’

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A new national Shade Map spearheaded by experts at the UCLA Luskin Center for Innovation and the nonprofit American Forests made UCLA Magazine’s list of the top 25 “Bruinventions” of the 21st Century (so far).

The tool helps cities across the United States respond to extreme heat by mapping an essential climate solution: shade.

“Never before has it been this easy for communities in the U.S. to know how much shade they have, where it is and whether the source is buildings or vegetation,” said V. Kelly Turner, associate director of the UCLA Luskin Center for Innovation. The resource gives decision-makers in more than 360 cities and towns the data to guide local heat resilience efforts.

The top 25 Bruinventions, listed in the latest edition of UCLA Magazine, pays tribute to the long history of creativity and innovation by UCLA students, faculty and alumni. This century’s index of Bruingenuity includes scientific discoveries, technological wizardry, medical marvels, and ingenious gadgets.

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Tribal Casinos Lift Living Standards, Study Finds

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Tribal casino operations boost wages for American Indians and reduce unemployment for nearby people of all races employed in casino-related industries. In addition, per-capita payments of casino profits may have contributed to improved living standards, on average, for tribal citizens living on reservations.

These are the findings of a recent working paper co-authored by UCLA Luskin’s Randall Akee, a professor of public policy and American Indian studies, and summarized in a U.S. Census Bureau report.

Using census data to evaluate ZIP-code-level economic impacts, the researchers showed that the expansion of tribal casinos that began in the 1990s has helped improve conditions faster for American Indians relative to the U.S. population as a whole.

American Indians living on reservations experienced a roughly 11% decrease in childhood poverty, an increase of about 7% in labor force participation by American Indian women, and a 4% reduction in overall unemployment, Akee and his colleagues found.

Yet there is still progress to be made: The American Indian poverty rate was 19.6% in 2024, greater than that year’s national average of 12.1%, according to Census Bureau data.

Barbara Nelson Honored With Inaugural Torchbearer Award UCLA Luskin Dean Emerita recognized for co-founding the nation’s first academic center dedicated to gender and public policy at the University of Minnesota

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Barbara Nelson, UCLA Luskin Dean Emerita, was recently honored with the inaugural Torchbearer Award for co-founding the Center on Women, Gender, and Public Policy (CWGPP) at the Hubert H. Humphrey School of Public Affairs at the University of Minnesota.

Nelson was recognized along with the late Arvonne Fraser at the Founders and Futures celebration in October for the 40th anniversary of CWGPP, the first academic center in the field of gender and policy analysis in a public affairs school.

“Barbara was visionary in creating a center that could adapt to new directions in scholarship and new policy questions,” said current CWGPP director Professor Christina Ewig. “She and Arvonne increased the impact of all of our gender-based programs by creating communities of scholars, students, and problem solvers locally and globally. The depth and breadth of 40 years of students becoming leaders and research improving policy making deserved recognition and celebration.”

In her remarks, Nelson said she and Fraser, a prominent Minnesota women’s rights advocate and political campaign leader, established the center “because multicultural gender analyses needed an institution to integrate course work, research, and public engagement. A center created the infrastructure that encouraged long-term collaborations.”

One of Barbara Nelson’s key innovations was the creation of the Women, Gender, and Public Policy major in the Humphrey School, another national first for the CWGPP.  Building on the major, the Center inaugurates an all-university graduate minor on Gender, Intersectionality, and Public Policy in 2026 at the University of Minnesota.

Selina Barajas: Championing Community, Culture, and Equity in Tucson’s Ward 5 UCLA Luskin alumna brings her planning expertise and community-first values to Tucson’s City Council as the first woman to represent Ward 5

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Selina Barajas (MA UP ’10) has always believed that true change begins at the community level — by listening, collaborating, and caring for the places and people who make a city thrive. This November, that belief carried her to a historic victory as the first woman ever elected to represent Ward 5 on the Tucson City Council. This is the first time in Tucson history that the council majority – four out of the six seats – will be women. 

As a fourth-generation Tucsonan, Barajas’ roots run deep. She grew up immersed in the city’s diverse cultures, attending local schools, exploring the Sonoran Desert, and learning firsthand the importance of community connection. From an early age, she witnessed the power of civic engagement through her family and found her passion for advocacy through a youth mentorship program with Chicanos Por La Causa (CPLC).  

Selina Barajas with one hand on her hip, wearing a cowboy hat smiling at the camera. She is standing in a desert in Arizona.

It was at CPLC that she met former Executive Director Lorraine Lee, who became an early mentor and encouraged Barajas to pursue a master’s degree at UCLA, just as Lee had. 

Those early experiences at CPLC laid the foundation for her next chapter, and by 2008, Barajas was enrolled as a master’s in urban planning student at UCLA. 

Barajas says UCLA inspired her lifelong commitment to equity-centered leadership. “My time at UCLA Luskin shaped my approach by emphasizing that community-driven development and social equity are inseparable,” she said. “I learned to center the voices of those most impacted by policies and planning decisions, and to design solutions that reflect their needs, culture, and expertise.” 

She says the master’s program also taught her how to combine analytical rigor with empathy and opportunities to apply her classroom learning in real-world projects. “Luskin taught me to see equity not as an add-on, but as the foundation for lasting, meaningful change. It also provided real-world opportunities to engage directly with communities, applying what we learned in the classroom.” 

“Luskin taught me to see equity not as an add-on, but as the foundation for lasting, meaningful change.”

Barajas also credits Luskin’s urban planning program with sharpening both her technical and human-centered skills. Courses in data analysis and geographic information systems (GIS) gave her the ability to visualize disparities and advocate for equity through evidence-based planning. She also recalled the lasting influence of the late Professor Leo Estrada, one of the first scholars, she says, to center diversity and representation in urban planning. “He taught us that planning is not just about policy or design — it’s about people,” Barajas recalled. “His guidance helped shape my lifelong commitment to community development and equity.” 

After graduating from UCLA Luskin in 2010, Barajas spent a decade working in nonprofits and local government in and around Los Angeles, strengthening her commitment to youth empowerment and inclusive community development.  

Barajas returned to Tucson in 2018 to continue her work at the intersection of environmental justice, cultural preservation, transportation planning and entrepreneurship. She and her husband are in the process of opening  Luna y Sol Cafe, South Tucson’s first-ever coffee shop and bird and butterfly habitat created in partnership with the Tucson Bird Alliance. Designed as a gathering place for connection, conversation, and stewardship, the cafe reflects her vision for an inclusive and sustainable city. Selina Barajas and two other women stand with signs about protecting the land

Barajas also founded Reinas Who Hike, a Southern Arizona collective that inspires women — especially women of color — to connect with nature, advocate for public lands, and build confidence on the trails. 

“Whether through hiking, small business, or public service, everything I do is about creating spaces of belonging,” Barajas said. “When people feel seen, valued, and connected, they invest in their community — and that’s how real change happens.” 

Barajas secured her Ward 5 seat after winning the Democratic primary earlier this year and ran unopposed in the general election. She will take office on Dec. 2, 2025, succeeding longtime council member Richard Fimbres, who retired after serving more than sixteen years of service. 

As she prepares to take office, Barajas says she’s ready to bring her planning background and community-first approach to the Tucson City Council. Her priorities include advancing environmental justice, supporting small businesses, improving parks and public spaces, and ensuring Ward 5 residents have a real voice in shaping their city. 

For Barajas, her election win represents both a personal milestone and a collective achievement. “Becoming the first woman to represent Ward 5 is deeply meaningful,” she said. “It honors the generations of women and community leaders who paved the way, and it inspires me to keep opening doors for those who come after me — including my daughters.” 

To current UCLA Luskin students and future civic leaders, Barajas offers simple but powerful advice: listen first, show up, and stay rooted in purpose. “Civic leadership is about building trust,” she said. “Start by engaging with your community, volunteering, and learning from others doing the work. Let your passion for your community guide you.” 

Barajas exemplifies the changemakers UCLA Luskin is proud to call our own. “I envision a Tucson that is inclusive and resilient — a city shaped by the ideas, needs, and voices of the community itself,” Barajas said. “That’s the Tucson I’ll work to build every day.”  

A group of women on a hike in Arizona.

Q&A: Advancing Equity for Immigrant Communities with MPP Student Jenny Jihyun Kim A David Bohnett Fellow reflects on turning policy training into meaningful action.

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You were recently selected as a David Bohnett Fellow with the Mayor’s Office of Immigrant Affairs. What excites you most about this opportunity, and how do you see it advancing your career goals?

I am deeply honored to be selected as a David Bohnett Fellow with the Mayor’s Office of Immigrant Affairs, especially at a time when Los Angeles, as a city, is at the forefront of protecting and uplifting immigrant communities. This opportunity excites me because it allows me to see firsthand how local government can translate values into action. For example, working on Executive Directive 12, which is designed to strengthen protections and access to city services for immigrant families, has allowed me to witness how policy can directly improve and make a difference in people’s lives. Throughout my time at the UCLA Luskin MPP Program, I often reflected on what it means to create equitable, evidence-based policy. At the mayor’s office of immigrant affairs, I see how this applies in real life. I observed how data, advocacy, and collaboration converge to shape city policy and address issues faced by the community. This experience as a David Bohnett fellow directly advances my long-term career goal of becoming a leader who bridges communities and policymakers. With my background in grassroots organizing and now my exposure to policymaking in local government, I’m developing the skills and the perspective needed to be an effective advocate for immigrant rights and equity in public policy.

“I aspire to be an advocate within the spaces of policy and ensure that community members are not just represented in policy discussions, but they are brought in as active partners in shaping policy.”

As part of your fellowship, you’re working inside a government office where policy decisions are made and implemented. What have you learned so far about how public policy actually takes shape in practice, and how has that influenced your perspective as a future policymaker?

Working inside the Mayor’s Office has shown me that policy-making and policy implementation are a collaborative effort. It has shown me that it’s not just about writing good policy, but also that building relationships and trust is crucial. In being part of the team leading the Executive Directive 12, I’ve had the opportunity to work alongside policy makers, a team of lawyers, community leaders, city department leaders, and other various stakeholders, each bringing a unique perspective and ideas to the table. Through this process, I am seeing how much coordination and communication it takes to ensure that a policy is implemented equitably with the right intentions. One key lesson I have observed and learned is that equitable policy “making” requires ongoing conversation with those most impacted. The power to make meaningful change lies in the community, and it is when you work with directly impacted people that policy becomes more grounded and sustainable. This experience has influenced my perspective as a future policymaker by reinforcing that creating meaningful change requires centering the voices of those with lived experiences. I’ve also learned that implementation and accountability are just as critical as policy design itself, also recognizing that implementation requires continuous communication and collaboration.

The Luskin School emphasizes hands-on learning and connecting policy theory with real-world practice. Can you share an example of how your coursework or training has directly informed your fieldwork or fellowship projects?

My coursework at UCLA Luskin has taught me to critically analyze social issues through both quantitative and qualitative lenses. I learned that it is not only about understanding what the problem is, but also why it exists, how proposed policies might create intended and unintended consequences, how to provide recommendations to relevant stakeholders, how to evaluate recommendations, and how to work collaboratively on implementing them. For example, I have observed in meetings with policymakers and community leaders how qualitative and quantitative data are constantly discussed. I learned that narratives of impacted community members alongside quantitative data reflecting the scope of their experiences play a significant role in informing and shaping policy decisions. Additionally, in my Methods of Policy Analysis class, I learned about the various evaluation criteria, including effectiveness, equity, efficiency, feasibility, and more. When meeting with all City Departments’ Immigrant Affairs Liaison to support the implementation of Executive Directive 12, I was able to bring this analytical lens into practice. I considered how each department’s role and its programs impact the directive’s effectiveness and equity in serving immigrant communities. Remembering the different frameworks I learned at Luskin, I was able to contribute to discussions about the accessibility of city resources in multiple languages and ensuring that City Departments account for diverse factors that could influence implementation in their respective fields.

Looking ahead, how do you envision leveraging your Luskin education and professional experiences to drive change for immigrant and underserved communities—both locally and globally?

Through my time at Luskin and my professional experiences, I have witnessed how evidence-based policy, cross-sector collaboration, and community engagement can come together to create meaningful change for the immigrant and underserved communities. At NAKASEC, I learned about grassroots organizing. At the UCLA Dream Resource Center and Labor Center, I learned about research justice. At Luskin, I am learning about policy and policy analysis. At the Mayor’s Office of Immigrant Affairs, I am learning about putting my MPP knowledge into practice. While I recognize I have much to learn, I aspire to be an advocate within the spaces of policy and ensure that community members are not just represented in policy discussions, but they are brought in as active partners in shaping policy.

Five or ten years from now, where do you hope to be, and what kind of impact do you ultimately want to make through your career in public policy?

In five to ten years, I hope to be working in a leadership role within a local or regional government abroad or with an international organization, where I can continue to design, research, recommend, implement, and evaluate policies that advance equity and protect the rights of immigrant and underserved communities. My goal is to be a public policy expert who brings both professional expertise and lived experience as an immigrant to the table, ensuring that community voices are included in decision-making and that human rights remain at the center of public policy. Ultimately, I hope to conduct my own research analyzing the evolving patterns of human migration and to develop actionable policy recommendations for countries to promote safe, dignified, and equitable migration journeys. I aspire to contribute to advancing social systems where migrants have access to essential resources and services, and where they are empowered to make informed decisions for themselves and their families.