Ashley Cruz did not arrive at UConn with a perfectly mapped-out plan, but she acknowledges that uncertainty has shaped her growth just as much as clarity has. Raised in Franklin Township, New Jersey, in a community characterized by cultural diversity and economic complexity, Ashley learned early on how identity, opportunity, and access often intersect in uneven ways. As a Puerto Rican and Colombian student who identifies as Afro-Latinx through her father, she carries these layered experiences with intention, viewing them not as mere background details but as central to her understanding of leadership, belonging, and responsibility.
When Ashley started her first semester at UConn, she declared her major as psychological sciences, feeling both uncertain and hopeful. However, within a few months, she realized that this path did not align with her interests or long-term goals. Instead of feeling confused, she actively sought the right direction for her studies. She intentionally explored different disciplines by taking courses in communications, political science, and business, all while trying to discover what kind of work felt meaningful to her and where she could see herself contributing.
Ashley experienced a pivotal moment during a challenging time after her first year of college, when financial stress and uncertainty about her future weighed heavily on her. Instead of withdrawing, she chose to take action. She began reaching out to faculty across campus, scheduling meetings with advisors and administrators who provided practical guidance and, just as importantly, belief in her potential. Over several weeks, these conversations reshaped her perspective on the opportunities ahead and clarified her desire to pursue a career in student affairs focused on care, access, and advocacy.
Looking back, Ashley now reflects on that period not as drifting but as a time of listening closely to herself. She eventually designed an individualized major, Equitable Public Policy and Engagement, which combined her interests in systems-level change, advocacy, and community-centered leadership. This major embodies her long-term commitment to higher education, particularly to supporting low-income and underserved students who face the same institutional barriers she witnessed growing up.
Ashley’s leadership development unfolded through community as much as through coursework. Living in the Black Sisters Optimizing Unity & Leadership (BSOUL) learning community during her first year connected her to the Afro Latinx Alliance, where she later served as vice president. The organization provided more than involvement; it offered affirmation, connection, and a space where she could see her experiences reflected in others. Through that network, she learned about an opening at the Center for Career Readiness and Life Skills, applied, and began what would become one of the most formative chapters of her college experience.
Now in her second year as a Career Intern, Ashley speaks about the role not simply as work but as a site of personal transformation. Through her involvement with multiple affinity communities, including Black students, religious-affiliated students, Latinx students, and students with disabilities, she has developed technical skills in program planning, collaboration, and time management while also gaining a deeper understanding of how leadership takes shape in practice. She often reflects on how the Career Center helped her transition from feeling like a student trying to find her place into a professional, learning how to support others intentionally.
Recognition followed naturally. Ashley was recently selected for UConn’s 2026 Leadership Legacy Experience cohort, an honor she describes with humility and reflection. In a campus environment where many students are involved in multiple organizations, she admits it can be easy to question whether her work matters. Being chosen affirmed not only her leadership but also the impact of the relationships and initiatives she has built across campus.
Still, her journey has not been without challenges. As an out-of-state student facing high tuition costs, financial pressure remains a constant presence. Ashley responded with persistence rather than hesitation, applying broadly for scholarships, seeking resources across departments, and approaching every opportunity with purpose. For her, resilience is not abstract; it shows up in late nights completing applications, in conversations that begin with uncertainty, and in a consistent belief that effort shapes outcomes.
At the center of Ashley’s story is a perspective she returns to often, one that reflects both her lived experience and her approach to leadership:
“Your identity is your power. It’s not something to shrink. As a woman of color at a PWI, it’s easy to feel like you’re not enough or that your voice is being dimmed, but your experiences are exactly what institutions need.”
When asked what advice she would share with students navigating uncertainty, Ashley speaks with clarity shaped by experience. She encourages students to see identity not as something to minimize but as a source of strength, particularly within predominantly white institutions where belonging can feel complicated. Finding affirming communities, she believes, grounds students in ways that extend beyond social connection into leadership development and professional growth.
Ashley Cruz’s story reflects a broader truth about student success. It rarely follows a straight line. It unfolds through moments of doubt and discovery, through community and challenge, and through a steady commitment to growth. As she looks ahead to a future in higher education, her work continues to center on access, equity, and meaningful student support, guided by the belief that initiative matters and by the conviction she often shares with others:
“Nobody’s going to do it for you. You have to do it for yourself. If you want an opportunity, you have to apply. If you want a connection, you have to network. Everything I do is intentional because I know it’s leading me to where I want to be.”
