ALUMNI NEWS
Ellie Holt '24
My Criminology degree from Villanova has been one of the most meaningful foundations for my work as a Teach For America educator. It shaped not only how I understand systems and inequality, but also how I show up each day for my students. My coursework taught me to question institutions, examine structural inequities, and understand how early life experiences shape long-term outcomes.
One of the most influential courses I took was Juvenile Delinquency, which pushed me to think critically about how schools, communities, and institutions can either support or cause harm to young people. Today, as an elementary teacher in a bilingual, dual-immersion school in St. Paul, Minnesota, I rely on that knowledge to positively impact my students’ lives to ensure that they feel supported and valued. Learning concepts such as the school-to-prison pipeline, the criminalization of minority youth, and the importance of community in my Criminology courses at Villanova gave me insightful context that I rely on as a 3rd grade teacher. In working with historically underrepresented and marginalized communities, I have seen firsthand how these concepts manifest in real and tangible ways.
Teach For America is deeply committed to addressing and dismantling educational inequities in communities across the United States. I share the fundamental belief of Teach For America that all children deserve access to an excellent education. Since graduating in May 2024 and beginning my work with Teach For America, I have continued to examine my own identity, recognize systemic inequities in education, and actively work to disrupt them. My courses from my Criminology major prepared me to critically analyze complex and inequitable institutions.
During my time at Villanova, I really enjoyed the data courses, where we explored both quantitative and qualitative methods of collection and analysis. An essential component of teaching involves using student data to inform future instructional choices. As a new teacher, I recognize my responsibility to provide the highest quality education possible, which often requires ongoing reflection and adjustments when necessary. Student data is both quantitative and qualitative, and I draw upon what I learned at Villanova to be the responsive educator my students deserve.
Criminology reveals that the causes of criminal behavior are often deeply complex; there is rarely a single factor or justification that explains an individual’s actions. Engaging with this level of critical thinking taught me to examine situations holistically and to consider multiple contributing factors rather than focusing only on surface-level explanations. I regularly apply this approach in my classroom. When challenges or conflicts arise, I intentionally look beyond the immediate behavior and seek to identify the underlying influences shaping the situation. This perspective allows me to address problems—particularly systemic ones—through a critical lens focused on sustainable, long-term solutions.
Zenaida De La Cruz ’24
When I began my studies at Villanova, I didn’t know I would pursue sociology. I entered as a political science major, drawn to policy and government, but quickly realized I was more curious about what comes before policy: how people make decisions, how environments shape opportunity, and why individuals with similar backgrounds can experience the world so differently. After taking Sociology of Immigration with Dr. Sun and Juvenile Delinquency with Dr. Payne, I found the discipline that gave me the tools to answer these questions and taught me how to engage with the world.
Studying sociology has shaped every role I’ve held as a student and young professional. As a resident assistant, in college guidance, and in special education I consistently applied sociological thinking to student-facing work. Sociology taught me to recognize how certain factors, like family background, access to resources, education systems, and community contexts, shape individual behavior and outcomes. In the residence halls, that meant understanding how students’ circumstances impacted their ability to thrive and allowed me to support them as needed. In the classroom, it meant meeting students where they were, building trust, and becoming a more effective educator and leader.
Sociology has trained me to analyze systems, consider root causes, and approach complex problems thoughtfully. Today, that same sociological lens guides my work in public policy. In the U.S. House of Representatives as a Congressional Hispanic Caucus Institute Fellow, I help ensure lived experiences are a central component of policymaking. Sociology equips policymakers to move beyond individual outcomes and consciously examine the systems shaping them.
At its core sociology is about people, and public policy is where that understanding becomes action. As I move forward in the policy world, I know that my sociology degree will continue to ground my work, allowing me to help create human-centered, equitable, and sustainable policy.
