Diversity is the fundamental engine that drives the modern world. On a global scale, we see the benefits of "difference" through international trade, where the exchange of unique products and cultural ideologies enriches every participating nation. We experience it in our daily lives through the fusion of global cuisines, where the choice between Mediterranean and Chinese food represents a world that has become more vibrant through the blending of backgrounds. However, diversity is not merely a matter of lifestyle or commerce; it is a mechanical necessity for innovation. In the STEM field, there is a diverse showcase that is the difference between stagnant tradition and transformative progress. Historically, STEM fields have been dominated by a narrow demographic. While the contributions from these groups have been significant, a lack of representation for other minorities creates a "blind spot" in innovation. When the people designing technology, researching medicine, or engineering infrastructure all come from similar backgrounds, the solutions they produce naturally cater to a limited set of life experiences. What happens to the brilliant minds in underrepresented communities who possess equal aptitude and perhaps even more creative approaches to problem-solving? When these voices are excluded, the world loses out on the "why" behind their unique perspectives. The importance of diversity in STEM is most seen when considering the "Formalism Trap"—the idea that mathematical or technical solutions can solve human problems without considering social context. Without diverse engineers and scientists, technology can inadvertently reinforce biases or fail to serve those it was intended to help. For instance, medical research that does not include diverse genetic data or facial recognition software that fails to accurately identify different skin tones is a direct result of a lack of representation in the laboratory. Diversity ensures that the "human" element of STEM is never lost, forcing professionals to look beyond objective data and consider how their work affects a multifaceted global population. Furthermore, fostering diversity in STEM is a matter of expanding the talent pool to meet the challenges of the future. The complex issues of the 21st century—from climate change to global financial instability—require an "all hands on deck" approach. By encouraging individuals from all racial and socioeconomic backgrounds to pursue STEM, we unlock a reservoir of untapped potential. These students bring with them a resilience and way of looking at the world that is often forged through overcoming different sets of challenges. Their presence in the classroom and the boardroom ensures that ideas are constantly being challenged and refined. In conclusion, diversity in STEM is not about meeting a quota; it is about maximizing human potential. Just as a thriving global economy relies on the exchange of different goods and ideas, a thriving scientific community relies on the exchange of different perspectives. By breaking down the barriers that have historically kept minorities out of these fields, we do more than just provide opportunities for individuals—we ensure that the future of technology and science is as diverse and capable as the world it serves.

Success interests me in many different ways. Let me explain, coming from San Diego County, I went to school at Otay Ranch High School, and I always wanted to be the best person at everything I did. When I ran track for 3 years, I was able to run 11.42 seconds in the 100 and become the sole captain of about 40 sprinters, working with them every day, making sure they were able to succeed. All the while that happened, I made sure I had the intention to get faster and faster every single day, but my success on the track was not the only thing I was interested in. Going to school everyday was definitely a challenge with my dad out of the picture and my mom trying to work while having a history of breast cancer, but I went every day to succeed for them, I had graduated with a 4.1 GPA and passed 5 AP courses and 3 Honors courses over my 4 years at the high school which I was very proud of as I was also ranked roughly #69 in a class of 669 students. Going into College I received an academic scholarship of $40,000 for 3 years due to my strong academics, but I am attending a private school so they cost after the scholarship is still hefty for room & board, having not received much help from my mother who has a history of breast cancer and my father who is facing deportation, I have done all I can do finish my first full year of college with whatever support and connections I was able to find and take advantage of. This Upcoming year, I am fully on my own, and I want to give myself the best possible chance to make my life as successful as I can make it because, as I said, success interests me in many different ways.

In the halls of my high school, there was one teacher whose presence was as magnetic as it was transformative: Mr. Huidor. From the first day of my sophomore AP World History class, he captivated us with his boundless energy and passion for History. His classroom was a sanctuary where ideas flourished, and it was within those walls that I experienced a profound shift in my approach to life. Mr. Huidor was not just a teacher; he was a storyteller. He had an uncanny ability to tell stories about the past that brought even the most mundane details to life. One day, he introduced us to the Aztecs, Incas, and social hierarchy. Unlike any other teacher, he didn't just assign the chapter and expect us to read it independently. Instead, he performed it, breathing life into each explanation. His voice varied from soft to anger to passion. He made history enjoyable before our eyes, and in doing so, he taught us to see beyond the “how?” and find out the “why?”. But it wasn't just his storytelling that made Mr. Huidor exceptional; it was his unwavering belief in the power of perspective. He often reminded us that every person has a reason, which is key to understanding history. This lesson became particularly clear during a class discussion about the Triangular Slave Trade. He encouraged us to share our own opinions and listen to others without judgment. Through these conversations, I learned to appreciate the diverse viewpoints of my peers, which profoundly changed how I interact with the world. Mr. Huidor also challenged us to find our voices. One assignment that stands out was a personal narrative essay as if we were in a situation back in history. He urged us to dig deep and write about how we would react without knowing what would happen next. When I hesitated, he shared what he would do, illustrating that our most authentic selves emerge through our struggles. Inspired by his courage, I wrote about what I’d do during the Children’s March in Birmingham, Alabama. The process was amazing, and the feedback from Mr. Huidor and my classmates was both humbling and empowering. It was at that moment I realized the strength in vulnerability and the importance of sharing our ideas. Beyond the classroom, Mr. Huidor's influence continued to ripple through my life. He treated us like his sons and daughters, He always called us by name and talked about life together. His observance in our lives has always been something that I love about him.  The impact of Mr. Huidor has extended far beyond my academic achievements. He taught me to approach life with curiosity, empathy, and a belief in the power of my voice. His history lessons have made me more open-minded and compassionate, and his encouragement to embrace vulnerability has given me the confidence to share my ideas with others. Mr. Huidor’s influence is a testament to the profound effect a dedicated teacher can have on a student's life. He not only shaped my educational journey but also molded my character, leaving an indelible mark that continues to guide me.