Mark L. Williams Scholarship

At the age of one, I was diagnosed with severe food allergies to milk, peanuts, tree nuts, and shellfish. By the time I entered high school, I had become desensitized to my allergens through a strict process of gradually building my tolerance to consume 60 peanuts in one sitting or 50 various tree nuts daily. During this time, I developed an interest in exploring my body’s immune response and how the body destroys foreign substances it deems harmful. This initial wonder only deepened when I studied Biology in 8th grade, taught by my teacher, Mrs. Spence. Although this was an online class because of the COVID-19 pandemic, her enthusiasm made every lesson engaging. She used real life examples and creative projects that applied science to the real world. Mrs. Spence was not only a source of knowledge, but also a role model for her leadership. She encouraged me to join the class council in 9th grade and the National Honor Society in 10th and 11th, both of which she was the club advisor. Through these opportunities, I was able to plan school-wide events such as rallies, as well as community service-driven events such as cards for senior citizens. Not only did she motivate me to learn more about science, but I will always be inspired by her message to work hard and be kind. Then in 10th grade, I met Mrs. Goddard, who taught AP Biology. She taught me complex processes such as epigenetics, cell signaling, and natural selection in a way that was easy to understand. Also, we conducted fun experiments such as gel electrophoresis and the surface area to volume ratio lab. Through hands-on activities, I was challenged with memorizing a vast amount of content efficiently and thinking conceptually. Inspired by both teachers, I applied for a high school fellowship at the Lundquist Institute during the summer before my senior year. My research study aimed to find signs of ferroptosis, a type of cell death caused by iron accumulation and lipid peroxidation, in the pulmonary area of individuals with Down Syndrome. Through performing PCR and immunostaining techniques, I observed the expression levels of GPX4, AIMF2, and TFRC, which indicate ferroptosis. The laboratory setting confirmed my love for biology and showed the real-life medical benefits of research. Biology has helped me explain how the human body’s structure and function are affected by the environment to increase its chance of survival. Mrs. Spence and Mrs. Goddard have taught me that educators don’t just teach content and give out tests, but they inspire confidence, curiosity, and purpose. Ultimately, this journey has inspired me to pursue a career in healthcare and improve care for underserved populations. I personally understand the struggle of being different and isolated, as well as the value of kindness and a supportive community. With these lessons, I hope to advance research, create awareness, and advocate for healthcare equity.

Two teachers who have profoundly influenced my academic and personal growth are Ms. Marquez and Ms. Fernandez. Their unwavering support, guidance, and encouragement have played an essential role in shaping my educational journey and aspirations. Ms. Marquez was my World History teacher during my junior year, and I formed a strong connection with her by frequently staying after class to seek help with assignments. Over time, my best friend and I developed a close bond with her that extended beyond the typical student-teacher relationship. She created a safe and welcoming environment where we could confide in her about personal challenges or seek academic guidance in other subjects. Her support was not limited to the classroom—she invited us to her home to try her son’s brisket and even included us in her birthday celebration at a restaurant, making us feel truly valued. Additionally, she would take us to girls' football games to support her students and then treat us to a meal afterward. In class, she always ensured that we felt acknowledged and appreciated, never allowing us to feel overlooked. Ms. Marquez played a pivotal role in shaping my career aspirations. While she inspired me to consider a teaching career, she consistently encouraged me to follow my true passion. Knowing my interest in nursing, she actively sought out opportunities to help me gain hands-on experience that would strengthen my college applications. Her guidance not only boosted my confidence but also provided me with valuable insights into my chosen field. Equally impactful has been my senior-year teacher, Ms. Fernandez. She has been an incredible source of support, especially during the college application process. She has helped me navigate the complexities of college admissions, ensuring that I make the right choices for my future and stay on track with necessary applications and scholarships. Her dedication has played a crucial role in my acceptance into competitive colleges, particularly considering the challenges of my desired major. Beyond academics, Ms. Fernandez fosters a warm and welcoming classroom environment. She greets us with enthusiasm and engages with us in a way that makes us feel like more than just her students. As one of her college peer counselors, I have experienced her kindness firsthand—she always has snacks prepared for us as a token of appreciation for our help. Her genuine care and encouragement have made a significant impact on my academic journey, often in ways she may not even realize. Both Ms. Marquez and Ms. Fernandez have provided me with unwavering support, guidance, and a sense of belonging. Their influence has shaped my ambitions and given me the confidence to pursue my dreams, and for that, I am truly grateful.

“She is like a sponge, she sucks up a lot of knowledge, and I know she will do great things,” is the statement that my kindergarten teacher told my mom on my last day of elementary school. Little does she know, I have strived to prove that statement correct every day.  Our teachers are responsible for molding the minds of a variety of kids; shaping them to learn, communicate, and feel through their own way. They can be a motivation for many, a shoulder to cry on, and a being to learn from, and yet, it amazes me how easily such a major aspect of growing up, is forgotten so quickly.  When thinking of my childhood years, more specifically, in elementary school, I can recall countless teachers who have left a grand imprint on my life, either that be remembering a fun rhyme that they made and sang one day or remembering how to deal with the difficulty of fractions, solely because of how they taught it. Yet, the biggest impact made is given to my kindergarten teacher, Mrs. Zometa. Her class was indeed my favorite place to be, so much so that I remember crying so heavily on the weekends because I knew I wouldn’t be seeing her until next week. I would eat with her at lunch, help her with any simple task she offered, and listen diligently to whatever she taught. Mrs. Zometa was not just a mere teacher to me, rather, she was my first friend.  I learned a variety of lessons from her that didn’t pertain just to the curriculum: I learned to share, and control my emotions when I felt like crying, I learned how to be kind, to be a leader, and to set an example, and the list continues. However, the most important lesson I learned from her is how to persevere. With her, I was never allowed to simply ‘give up,’ as much as I wanted to when I didn’t understand the complexity of any math word problem. She would push me because in her words, she knew I could do it, and I did. Even now, I still use the same outline when approaching a word problem, moreover, even when I feel like giving up when dealing with calculus, my mind always drifts back to not only her teachings in regulating my feelings, but also in the aspect that I can do difficult things no matter how difficult they may seem. Looking outside of word problems, when I face a demanding situation, I know that, through her lessons, giving up will get me nowhere.  I may not still be in touch with her, but the distance doesn't take away from the impact she has made at shaping the hardworking person that I continue to be today.  Just like a ‘sponge,’ I hold her and her lessons in my memory because I know, that I will do great things all thanks to her.

I was fortunate enough to attend my first drama class in third grade. The class was conducted during the school day at Third Street Elementary School by the theater instructor, Mr. Pratt. He was a tall, intimidating figure that quoted Shakespeare and Oscar Wilde on a regular basis. He spoke to us as if we were his equals, always listening intently to what we had to say and responding with elegance and deep devotion. He revered theatre with such love and adoration that you couldn’t help fawning over it as well. He taught me how to remain present both on and off the stage, and he fostered an environment that allowed one to make mistakes on their journey to self-discovery. If I could gift him with every grain of salt from the Earth and every star from the sky and every droplet of water from the oceans, it still wouldn’t be enough to pay off the debt I’ve incurred. Mr. Pratt’s class allowed me to express the more creative aspects of my personality that had been restricted by the insecurity of my youth. I auditioned for school plays and reveled in writing short stories for my teachers. The turbulence that rocked my life at home took a backseat to the sensation that overcame me when I picked up a pen or recited a monologue. The theatre was my sanctuary. Unfortunately, this love was put on pause as I took a brief hiatus during my middle school years. This hiatus was not my decision; quite the opposite, in fact. I wanted nothing more than to act, but my escape from reality was barricaded by my father’s authority and abrasive treatment. Depression and anxiety engulfed me, and I began to resent the aspects of myself that were drawn to the creative arts, for they reminded me of the person I used to be, a person I no longer recognized. When it came time to select the high school I wished to attend, a part of me dared to dream of a future where I was acting once more. The Hollywood High School Performing Arts Magnet program challenged the cynical voice in my head that threatened to keep me under its thumb for the foreseeable future. It was during my freshman year of high school that I met the new theatre teacher, Mr. Tourtellotte. He blended his sardonic personality with a dash of sincerity to create a person who genuinely relished in the idea of teaching his students the ins and outs of theatre (both from an actor and crew member’s point of view). My inexperience wasn’t seen as a detriment; in fact, he implored me to embrace it, as it supplied me with the potential to ascertain a situation from a place of curiosity and wonder. I was transfixed by him! I couldn’t understand how I had gotten so lucky to be in the same room as this thespian. The following year, I found myself in his class yet again, this time for tenth-grade English. His class reignited the flame that drew me towards storytelling years prior. I sought out writing short films and scenes that had been percolating in my head for weeks. Mr. Tourtellotte encouraged me to continue writing at times where I felt mediocre and subpar. He revised my work and helped me improve at every turn. He was the only person I trusted with my words, for he understood the significance of sharing them with others. The guidance and support given to me by Mr. Pratt and Mr. Tourtellotte encouraged me to pursue a career in the arts.