Faye Hilgart Women in Mathematics and Math Education Scholarship

I grew up in a rural community, where I didn’t see many women working in mathematics. In fact, I didn’t see many people working in math at all. Despite that, I was drawn to numbers and problems that made my mind light up. Math wasn’t just equations and facts, but a language that made the world make sense, and I wanted to speak it fluently. My passion for math really took off in middle school, when my parents finalized their divorce. Things in my life were uncertain and I took comfort in the logic of numbers. However, I often felt like an outsider in advanced math settings as one of few girls. I was quiet in groups that seemed to reward confidence over accuracy and jocks scoffed at those who tried. As I progressed into high school, I truly began to believe that math could be my path. I had the same teacher for Algebra II and AP Calculus, Mr. Knetter. He fostered a collaborative environment, with group work on whiteboard tables, teaching us how to support one another. I was pushed out of my comfort zone as I was forced to speak up, explain my reasoning, and help other students reach their own conclusions. I became a stronger student, but more importantly, I began to see myself as a leader in the subject I loved. I realized I didn’t have to choose between being kind, collaborative, and “feminine” and being a math person. I could be all of the above and excel in each. My rural background also exposed me to disparities in access to education, especially in STEM fields. I watched the high-achieving students around me give up their pursuits of math or science simply because no one had shown them a future in them. Among girls, I saw potential dimmed by stereotypes and a lack of encouragement. As I noticed this, my purpose became clear: to use my love for math to create opportunities for others. I plan to study statistics and actuarial science, combining mathematical modeling with real-world impact. I want to use data to make informed decisions that serve people, especially those often left out of the equation. I plan to find ways to uplift rural students with potential and drive, through programs that find these students and then match them with scholarships, mentors, and learning opportunities to expand their horizons, and most importantly, show them what is possible. I hope to myself mentor young women from small towns like mine, helping them envision futures for themselves that include their passions and personalities. Math is about more than problem-solving and numbers. It creates possibilities. I’ve experienced the isolation that comes from being one of the few girls in the room, but I’ve also seen the strength that comes from showing up anyway. With this scholarship, I hope to not only continue pursuing my love of mathematics at a higher level, but also help close the gender gap by being a visible and supportive presence for those coming next.