Visits to two public universities in Peru over the last two summers helped deepen my understanding of the system and explore some ideas for my own research. The first summer, I began visiting the National University of San Marcos (UNMSM) to learn about historical admissions processes and search for lists of applicants and admitted students. I wanted to identify those students and follow their educational, professional and political trajectories at one of the country’s most important universities. In the summer of 2025, I once again visited UNMSM in Lima and traveled to Cusco to visit the National University of San Antonio Abad del Cusco (UNSAAC). This time, I conducted interviews with professors and student representatives to learn about their experiences and perspectives on higher-education policies such as faculty salary reforms and the processes for the hiring and promotion of professors.

Over the summer, I visited four public schools in Peru located in two regions, about 1,200 miles apart from each other. I interviewed teachers, principals and high school juniors and seniors. I wanted to discover their perspectives on perceived opportunities and barriers for students to plan for and fulfill their higher education goals. I also interviewed the superintendent at each school district to learn about local initiatives aimed at decreasing barriers to higher education transition.

On a recent trip to Havana, two fellow visitors reminded me what it feels like to encounter the Cuban city for the first time and to become enamored with its paradoxes. The first, a young Kansan woman in my Airbnb, learning that I study Cuban architecture and urbanism, expressed a familiar curiosity about the dramatic contrast between austere 19th century mansions, colonial palaces and the surrounding blocks of ruinous buildings. The second, a Berliner, shared ceviche with me on a restaurant balcony overlooking a street bustling with tourists and art vendors. He pointed out with a laugh that our utensils came from Air France first class.