Through counseling, networking, and support, the Keystone Network helps young people to:
The Keystone Network is here to support all young adults with career advice and guidance, including those seeking non-traditional career or educational paths. We’re dedicated to making our services accessible to young people who don’t have the advantages of wealth, social capital, or familiarity with higher education or professional development.
Through partnerships with school districts and youth programs, the Keystone Network can expand access to opportunity and help entire communities support students in building successful, fulfilling, impactful lives.
Comprehensive support to help students explore diverse options, including college, vocational training, apprenticeships, certifications, entrepreneurship, and gap year programs
Opportunities for students and young adults to connect with mentors and industry professionals through networking events, informational interviews, and shadowing experiences, and to gain confidence with networking and relationship building
Assistance in finding internships, apprenticeships, and entry-level positions offering valuable real-world experiences that align with their interests and goals
Workshops and one-on-one coaching to help college-bound students identify the schools that best fit their goals and personal circumstances, and then optimize their college applications, essays, and financial plans – with less stress for them and their families
Interactive learning focused on networking, financial literacy, communication, leadership, time management, and other essential soft skills for success in both academic and professional settings
Ongoing, personalized coaching sessions to help students and young adults set and achieve personal and professional goals, navigate academic and career pathways, adapt to changing circumstances, and leverage their unique strengths
Our students spend enough time sitting in chairs while adults talk to them (or at them). It’s difficult to inspire a vision for the future in that setting. As much as possible, we get them out of the classroom or office and into the world! Our participants tour interesting workplaces, visit colleges, attend networking events, and shadow seasoned professionals in a wide range of industries.
We create opportunities for young people to spend time with peers outside of school, meet new friends with common interests, and network with people already working in careers that interest them. Through these experiences, they learn to build and nurture relationships that will expand their world view and support them throughout their lives.
The transition to adulthood involves much more than learning and earning – and it can be intimidating! Our students gain tremendous confidence in their ability to live independently, manage their responsibilities, make smart decisions, and build lives they’re proud of. As they acquire these skills, they begin to envision themselves as successful, capable adults who can positively impact the world around them.
Our students spend enough time sitting in chairs while adults talk to them (or at them). It’s difficult to inspire a vision for the future in that setting. As much as possible, we get them out of the classroom or office and into the world! Our participants tour interesting workplaces, visit colleges, attend networking events, and shadow seasoned professionals in a wide range of industries.
We create opportunities for young people to spend time with peers outside of school, meet new friends with common interests, and network with people already working in careers that interest them. Through these experiences, they learn to build and nurture relationships that will expand their world view and support them throughout their lives.
The transition to adulthood involves much more than learning and earning – and it can be intimidating! Our students gain tremendous confidence in their ability to live independently, manage their responsibilities, make smart decisions, and build lives they’re proud of. As they acquire these skills, they begin to envision themselves as successful, capable adults who can positively impact the world around them.
When young people have the support they need to pursue new roles with confidence, make valued contributions, and create a rewarding career on their own terms, everybody wins.
The Keystone Network bridges socioeconomic gaps, connects people and opportunities, and fosters resilience, independence, and success in the next generation of young adults who will shape our future.
“Monica has been the most impactful mentor in my life…She helped me practice for an internship interview, which built my confidence and led to real opportunities. As a first-generation college student, I’ve often faced uncertainty, but Monica has always been someone I could turn to for guidance. She actively connects current students with alumni, offering a strong network of support. Her mentorship has helped shape me into a more confident and well-rounded student, always encouraging me to make the most out of my college experience.”
– Brandon
The latest research demonstrates how the specific services we offer can make a huge impact on the lives of young people.*
The Search Institute and numerous longitudinal studies show that young people with caring, non-parental adult relationships are more likely to:
Research from the Bill & Melinda Gates Foundation, National College Attainment Network, and others show that:
Multiple studies over the past 16+ years have concluded that:
Students who engage in career exploration and real-world learning are:
“As a first-generation college student, I often felt like an outsider, unsure of my path and whether I belonged. Monica recognized that struggle. She met it with empathy, and her mentorship helped me feel seen, supported, and less like an impostor.
During one of the most difficult years of my life, caring for my sick father and trying to figure out my future, she offered guidance and wrote my letters of recommendation for graduate school. Monica created a welcoming community for students like me, connecting us with mentors and ensuring we felt represented and uplifted.
Thanks to her, I found my path in environmental management. I’m forever grateful for her mentorship, and I am beyond excited that more students like me will benefit from the care and wisdom she can give.”
– Viviana
Give your students a powerful advantage as they transition to the next stage of their lives. Inquire about integrating the Keystone Network into your school counseling program.
Let the Keystone Network help you find your unique path towards a rewarding, successful, and financially sustainable academic or professional career.
Your insight, experience, and guidance can have a huge impact on the future of a young person entering your field. Ask about becoming a Keystone Network mentor or supporter.
The Keystone Network was founded by Monica Argandoña, an experienced educator and mentor with over 20 years in education and over a decade in academic advising.
Monica has met countless students who were taking on substantial debt to study things they weren’t passionate about, only to end up underemployed and unfulfilled – all because no one asked them what they actually wanted, or helped them create a plan and a support network to achieve it.
A first-generation college graduate with a Ph.D. in Anthropology, Monica benefited from the support of many mentors throughout her journey, and has a proven track record of building successful mentoring groups and advisory boards for students. She founded The Keystone Network to help young people from all backgrounds to chart financially viable and personally fulfilling life paths and make meaningful contributions, in the workforce and in the world.
The Keystone Network was founded by Monica Argandoña, an experienced educator and mentor with over 20 years in education and over a decade in academic advising.
Monica has met countless students who were taking on substantial debt to study things they weren’t passionate about, only to end up underemployed and unfulfilled – all because no one asked them what they actually wanted, or helped them create a plan and a support network to achieve it.
A first-generation college graduate with a Ph.D. in Anthropology, Monica benefited from the support of many mentors throughout her journey, and has a proven track record of building successful mentoring groups and advisory boards for students. She founded The Keystone Network to help young people from all backgrounds to chart financially viable and personally fulfilling life paths and make meaningful contributions, in the workforce and in the world.
Deanna has over 25 years of heartfelt commitment to education. She has had the privilege of working with students from a wide range of backgrounds and age groups. Her journey began as a one-on-one aide for special education students, where she offered personalized support for the behavioral and social-emotional well-being for the children I worked with. My early experience deepened my passion for helping students find their voice and confidence.
She later transitioned into the Regional Occupational Program (ROP), where she supported high school juniors and seniors in discovering career paths and building essential life skills. Over the years, she has worn many hats, including program director for after-school childcare and site administrator for dropout prevention programs, always with a focus on guiding at-risk youth toward meaningful academic and personal growth.
Now, as an academic advisor, she continues to champion student success by offering individualized guidance, encouragement, and support. Whether working with preschoolers or high school seniors, she remains deeply invested in helping each student thrive in the classroom and in life.
A Long Beach native, Gus Orozo joined the US Army and was assigned to a cavalry unit in Vilseck, Germany. He deployed to Baghdad, Iraq, for 15 months and was awarded a Combat Action Badge after an ambush in Baghdad, among other awards and decorations. After leaving Active Duty in 2010, Gus returned to his home in North Long Beach, joined the Army Reserve, and served as a Drill Sergeant for over 10 years.
Gus attended Long Beach City College and California State University, Long Beach, becoming active in student government and earning a Bachelor of Science in Geography and a Minor in Environmental Science and Policy from CSULB.
In 2023, Gus was commissioned as a Lieutenant in the US Army and is currently serving as a Company Commander in Riverside, California.
Carina is a graduate student at USC getting her Master of Education in Postsecondary Administration and Student Affairs. She is the first in her family to go to college and upon graduating, hopes to work in student affairs and help students navigate higher education.
She graduated magna cum laude with her Bachelor’s in Environmental Science and Policy with a minor in Sociology from California State University Long Beach. During this time, she served as vice-president of the school’s Environmental Science and Policy Club and as a Peer Facilitator on campus.
Her future career goals include continuing in higher education administration as a resource and advocate for students. She wants to be a mentor to first-generation college students, to increase diversity and inclusion in higher education, and advance educational equity for historically marginalized students.
Amanda has a lifelong passion for both education and social justice. Her mother spent her career teaching upper level mathematics and being a school administrator. Her father dedicated his career to geology and geophysics and was a professor in his fields. Her parents instilled the value of learning and education in her from a young age.
Amanda graduated from Fordham University with a Bachelor’s degree in Political Science in 2012 and from Southwestern Law School with her Juris Doctorate in 2016. While working in the law, she dedicated herself to working with children in the foster system and advocating for students in special education.
Amanda has also been a middle school English teacher and substitute taught throughout all grades. She also has extensive experience in 1-on-1 tutoring for middle and high school students across all subjects.
Deanna has over 25 years of heartfelt commitment to education. She has had the privilege of working with students from a wide range of backgrounds and age groups. Her journey began as a one-on-one aide for special education students, where she offered personalized support for the behavioral and social-emotional well-being for the children she worked with. Her early experience deepened her passion for helping students find their voice and confidence.
She later transitioned into the Regional Occupational Program (ROP), where she supported high school juniors and seniors in discovering career paths and building essential life skills. Over the years, she has worn many hats, including program director for after-school childcare and site administrator for dropout prevention programs, always with a focus on guiding at-risk youth toward meaningful academic and personal growth.
Now, as an academic advisor, she continues to champion student success by offering individualized guidance, encouragement, and support. Whether working with preschoolers or high school seniors, she remains deeply invested in helping each student thrive in the classroom and in life.
Deanna has over 25 years of heartfelt commitment to education. She has had the privilege of working with students from a wide range of backgrounds and age groups. Her journey began as a one-on-one aide for special education students, where she offered personalized support for the behavioral and social-emotional well-being for the children she worked with. Her early experience deepened her passion for helping students find their voice and confidence.
She later transitioned into the Regional Occupational Program (ROP), where she supported high school juniors and seniors in discovering career paths and building essential life skills. Over the years, she has worn many hats, including program director for after-school childcare and site administrator for dropout prevention programs, always with a focus on guiding at-risk youth toward meaningful academic and personal growth.
Now, as an academic advisor, she continues to champion student success by offering individualized guidance, encouragement, and support. Whether working with preschoolers or high school seniors, she remains deeply invested in helping each student thrive in the classroom and in life.
A Long Beach native, Gus Orozo joined the US Army and was assigned to a cavalry unit in Vilseck, Germany. He deployed to Baghdad, Iraq, for 15 months and was awarded a Combat Action Badge after an ambush in Baghdad, among other awards and decorations. After leaving Active Duty in 2010, Gus returned to his home in North Long Beach, joined the Army Reserve, and served as a Drill Sergeant for over 10 years.
Gus attended Long Beach City College and California State University, Long Beach, becoming active in student government and earning a Bachelor of Science in Geography and a Minor in Environmental Science and Policy from CSULB.
In 2023, Gus was commissioned as a Lieutenant in the US Army and is currently serving as a Company Commander in Riverside, California.
A Long Beach native, Gus Orozo joined the US Army and was assigned to a cavalry unit in Vilseck, Germany. He deployed to Baghdad, Iraq, for 15 months and was awarded a Combat Action Badge after an ambush in Baghdad, among other awards and decorations. After leaving Active Duty in 2010, Gus returned to his home in North Long Beach, joined the Army Reserve, and served as a Drill Sergeant for over 10 years.
Gus attended Long Beach City College and California State University, Long Beach, becoming active in student government and earning a Bachelor of Science in Geography and a Minor in Environmental Science and Policy from CSULB.
In 2023, Gus was commissioned as a Lieutenant in the US Army and is currently serving as a Company Commander in Riverside, California.
Carina is a graduate student at USC getting her Master of Education in Postsecondary Administration and Student Affairs. She is the first in her family to go to college and upon graduating, hopes to work in student affairs and help students navigate higher education.
She graduated magna cum laude with her Bachelor’s in Environmental Science and Policy with a minor in Sociology from California State University Long Beach. During this time, she served as vice-president of the school’s Environmental Science and Policy Club and as a Peer Facilitator on campus.
Her future career goals include continuing in higher education administration as a resource and advocate for students. She wants to be a mentor to first-generation college students, to increase diversity and inclusion in higher education, and advance educational equity for historically marginalized students.
Carina is a graduate student at USC getting her Master of Education in Postsecondary Administration and Student Affairs. She is the first in her family to go to college and upon graduating, hopes to work in student affairs and help students navigate higher education.
She graduated magna cum laude with her Bachelor’s in Environmental Science and Policy with a minor in Sociology from California State University Long Beach. During this time, she served as vice-president of the school’s Environmental Science and Policy Club and as a Peer Facilitator on campus.
Her future career goals include continuing in higher education administration as a resource and advocate for students. She wants to be a mentor to first-generation college students, to increase diversity and inclusion in higher education, and advance educational equity for historically marginalized students.
Amanda has a lifelong passion for both education and social justice. Her mother spent her career teaching upper level mathematics and being a school administrator. Her father dedicated his career to geology and geophysics and was a professor in his fields. Her parents instilled the value of learning and education in her from a young age.
Amanda graduated from Fordham University with a Bachelor’s degree in Political Science in 2012 and from Southwestern Law School with her Juris Doctorate in 2016. While working in the law, she dedicated herself to working with children in the foster system and advocating for students in special education.
Amanda has also been a middle school English teacher and a substitute for all grade levels. She has extensive experience in 1-on-1 tutoring for middle and high school students across all subjects.
Amanda has a lifelong passion for both education and social justice. Her mother spent her career teaching upper level mathematics and being a school administrator. Her father dedicated his career to geology and geophysics and was a professor in his fields. Her parents instilled the value of learning and education in her from a young age.
Amanda graduated from Fordham University with a Bachelor’s degree in Political Science in 2012 and from Southwestern Law School with her Juris Doctorate in 2016. While working in the law, she dedicated herself to working with children in the foster system and advocating for students in special education.
Amanda has also been a middle school English teacher and a substitute for all grade levels. She has extensive experience in 1-on-1 tutoring for middle and high school students across all subjects.
2. Coaching Increases College and Career Success
Bettinger, E. P., & Baker, R. B. (2014). The Effects of Student Coaching: An Evaluation of a Randomized Experiment in Student Advising. Educational Evaluation and Policy Analysis, 36(1), 3-19. https://doi.org/10.3102/0162373713500523 (Original work published 2014)
https://www.nber.org/system/files/working_papers/w16881/w16881.pdf
3. Social Capital is Unequally Distributed
Carnevale, Anthony P., et al. Born to Win, Schooled to Lose: Why Equally Talented Students Don’t Get Equal Chances to Be All They Can Be. Georgetown University Center on Education and the Workforce, 2019, https://cew.georgetown.edu/cew-reports/unequalplayingfield/.
Erickson LD, McDonald S, Elder GH Jr. Informal Mentors and Education: Complementary or Compensatory Resources? Sociol Educ. 2009 Oct;82(4):344-367. doi: 10.1177/003804070908200403. PMID: 21912440; PMCID: PMC3170563.
4. Career Exploration Boosts Engagement