When I think of adhesives, I remember the visceral sting of bandages ripping away layers of skin. Yet, paradoxically, I also recall the resilient ones that remained stubbornly fused even after days of exposure to water. This dichotomy sparked a fundamental question: if medical adhesives are known irritants that cause skin maceration or mechanical blistering, how can we refine them to serve patients without causing secondary trauma? This inquiry bridge the gap between my personal experiences and my professional aspirations in engineering. Inspired by these challenges, I combined my engineering interests with an internship at an intellectual property law firm, where I gained access to patent filings regarding biocompatible polymers. I began researching alternatives to traditional acrylic-based adhesives, which often exhibit high peel force but low breathability. My investigation led me to "outside sources" such as the Journal of Biomedical Materials Research, where I studied the application of cyanoacrylates and silicone-based gels. While I initially explored a "press-on nail" analogy—utilizing rigid polymers with selective bonding—the technical reality was more complex. The challenge lay in balancing cohesive strength with vapor transmission rates to prevent moisture buildup, which is the primary cause of bacterial growth under medical dressings. My engineering process involved crafting several hypotheses to address these physiological demands. I questioned: could I develop a structural matrix that maintains adhesion while preserving the epidermal integrity? How would replacing standard petrochemical derivatives with bio-derived hydrogels affect the design's shear resistance? I spent months iterating on CAD models and analyzing material stress-strain curves, seeking a "smart" adhesive that could be deactivated via a specific pH trigger or thermal change, thereby eliminating the mechanical trauma of removal. Though these initial prototypes served as a proof of concept rather than a finished product, they crystallized my focus on medical device innovation. This drive is inextricably linked to my home state of New Mexico. Our healthcare infrastructure is chronically underfunded, often resulting in a reliance on outdated medical supplies in rural clinics. By developing low-cost, high-efficiency adhesive technologies, I aim to provide better tools for our local practitioners. A major advancement in this field would do more than just improve patient outcomes; it would establish New Mexico as a hub for biomedical manufacturing. Drawing attention to our state’s potential for high-tech production could stimulate the local economy and provide the very funding our clinics currently lack. Ultimately, when I look at the scars left by improperly applied bandages, I don't see failure; I see an opportunity for design intervention. Whether for general first aid or complex wound management, my goal is to ensure that the next generation of medical adhesives is as compassionate as the care they are meant to support. By pursuing this degree, I intend to turn these technical challenges into tangible solutions for the communities that shaped me.

Even though I had dreams of building a better future, my family believed higher education was out of reach for us. Very few of my extended family went to college; some didn’t even finish high school. Generations of limited access to information and guidance convinced them that college wasn’t meant for families like ours. After hearing this so many times, I believed it was true. This changed how I approached school and my future. Throughout middle school, when my peers wrote that they would become doctors or lawyers, I said, “I don’t know.” I believed that education simply wasn’t meant for me. When I enrolled in Amy Biehl High School, I noticed that my peers and I were often neglected. For the first semester, I wasn’t enrolled in a math class. After contacting the school and getting enrolled, I fell behind. I nearly failed algebra because my school had forgotten about me. To pass the class, I set a goal to improve my grade before the end of the year. I attended office hours, studied three times a week, and kept a math notebook. By the end of the year, I’d gone from failing to passing. My advisor congratulated me on my success, calling me his most improved student. This experience made me realize there were other students who were excluded and didn’t receive the same help I did. I wanted to make sure no student would feel like education was out of reach, so I became a tour guide for incoming students. I toured our math and science departments, modeled a calculus lesson to demonstrate how we learn, and introduced them to local startups for internships. The students responded well to the welcoming environment I presented. I also noticed our rising seniors felt unsure of their college choices—some were considering choosing not to attend at all. I realized students lack awareness of their local available options, so I reached out to New Mexico Tech and asked to arrange a presentation at the school. This presentation informed my peers on admissions, financial aid, and what their next steps would look like. After the presentation, four seniors committed to New Mexico Tech. I felt honored to create the education support system that many students, myself included, didn’t have at home. As I graduate from high school and move on to New Mexico Tech, I realize that my purpose is to empower students in New Mexico. Promoting access to education is my service to the community. In the future, I will be working with the admissions office to strengthen connections between local high schools and New Mexico Tech. This experience will help me support underserved students who lack higher education awareness. As a STEM student, I’ll personally work to tutor students who struggle in math, as I once did. I believe that to strengthen New Mexico’s community, we must promote equal access to education so that every student has the chance to succeed.

Even though I had dreams of building a better future, my family believed higher education was out of reach for us. Very few of my extended family went to college; some didn’t even finish high school. Generations of limited access to information and guidance convinced them that college wasn’t meant for families like ours. After hearing this so many times, I believed it was true. This changed how I approached school and my future. Throughout middle school, when my peers wrote that they would become doctors or lawyers, I said, “I don’t know.” I believed that education simply wasn’t meant for me. When I enrolled in Amy Biehl High School, I noticed that my peers and I were often neglected. For the first semester, I wasn’t enrolled in a math class. After contacting the school and getting enrolled, I fell behind. I nearly failed algebra because my school had forgotten about me. To pass the class, I set a goal to improve my grade before the end of the year. I attended office hours, studied three times a week, and kept a math notebook. By the end of the year, I’d gone from failing algebra to earning an eighty percent. My advisor congratulated me on my success, calling me his most improved student. This experience made me realize there were other students who were excluded and didn’t receive the same help I did. I wanted to make sure no student would feel like education was out of reach, so I became a tour guide for incoming students. My goal was to ease them into the year-round system I struggled with. I toured our math and science departments, modeled a calculus lesson to demonstrate how we learn, and introduced them to local startups for internships. I encouraged them to envision themselves as future college students, starting with their high school journey. The students responded well to the welcoming environment I presented, and at least ten enrolled after the tour. I also noticed our rising seniors felt unsure of their college choices—some were considering choosing not to attend at all. New Mexico is often cited as having the lowest college enrollment rates in the country. I realized this is due to students lacking awareness of their local available options, so I reached out to New Mexico Tech and asked to arrange a presentation at the school. This presentation informed my peers on admissions, financial aid, and what their next steps would look like. After the presentation, four seniors committed to New Mexico Tech. I felt honored to create the education support system that many students, myself included, didn’t have at home. As I graduate from high school and move on to New Mexico Tech, I realize that my purpose is to empower students in New Mexico. Our state currently ranks at the bottom in education, so through my efforts, I hope to encourage younger students to pursue their opportunities. I want to show that any student, regardless of background, can succeed. Most of all, I hope I’ll be the person that my younger self would look up to, despite the barriers standing in the way of my education. Promoting access to education is my service to the community. In the future, I will be working with the admissions office to strengthen connections between local high schools and New Mexico Tech. This experience will help me support underserved students who lack higher education awareness. I believe that to strengthen New Mexico’s community, we must promote equal access to education so that every student has the chance to succeed.

Even though I had dreams of building a better future, my family believed higher education was out of reach for us. Neither of my grandparents went to college or worked traditional white collar jobs. Their salaries had to support their daughter and three grandchildren. Coming from this low-income background, I felt like education was out of reach for me. When I enrolled in Amy Biehl High School, I noticed that my peers and I were often neglected. For the first semester, I wasn’t enrolled in a math class. After contacting the school and getting enrolled, I fell behind. I nearly failed algebra because my school had forgotten about me. To pass the class, I set a goal to improve my grade before the end of the year. I attended office hours, studied three times a week, and kept a math notebook. By the end of the year, I’d gone from failing algebra to earning an eighty percent. My advisor congratulated me on my success, calling me his most improved student. This experience made me realize there were other students who were excluded and didn’t receive the same help I did. I wanted to make sure no student would feel like education was out of reach, so I became a tour guide for incoming students. My goal was to ease them into the year-round system I struggled with. I toured our math and science departments, modeled a calculus lesson to demonstrate how we learn, and introduced them to local startups for internships. I encouraged them to envision themselves as future college students, starting with their high school journey. The students responded well to the welcoming environment I presented, and at least ten enrolled after the tour. I also noticed our rising seniors felt unsure of their college choices—some were considering choosing not to attend at all. New Mexico is often cited as having the lowest college enrollment rates in the country. I realized this is because students lack awareness of local available options, so I reached out to New Mexico Tech and asked to arrange a presentation at the school. This presentation informed my peers on admissions, financial aid, and what their next steps would look like. After the presentation, four seniors committed to New Mexico Tech. I felt honored to create the education support system that many students, myself included, didn’t have at home. As I graduate from high school and my grandma watches me attend New Mexico Tech, I realize my purpose is to encourage underprivileged students in education. Our state currently ranks at the bottom in education, so through my efforts, I hope to encourage students to pursue their opportunities. After working through loss in 2025, I realize my grandma and my family won't be here forever. But I am inspired to be the one who can financially support them, to give back everything they once gave me.

Even though I had dreams of building a better future, my family believed higher education was out of reach for us. Very few of my extended family went to college; some didn’t even finish high school. Generations of limited access to information and guidance convinced them that college wasn’t meant for families like ours. After hearing this so many times, I believed it was true. This changed how I approached school and my future. Throughout middle school, when my peers wrote that they would become doctors or lawyers, I said, “I don’t know.” I believed that education simply wasn’t meant for me. When I enrolled in Amy Biehl High School, I noticed that my peers and I were often neglected. For the first semester, I wasn’t enrolled in a math class. After contacting the school and getting enrolled, I fell behind. I nearly failed algebra because my school had forgotten about me. To pass the class, I set a goal to improve my grade before the end of the year. I attended office hours, studied three times a week, and kept a math notebook. By the end of the year, I’d gone from failing algebra to earning an eighty percent. My advisor congratulated me on my success, calling me his most improved student. This experience made me realize there were other students who were excluded and didn’t receive the same help I did. I wanted to make sure no student would feel like education was out of reach, so I became a tour guide for incoming students. My goal was to ease them into the year-round system I struggled with. I toured our math and science departments, modeled a calculus lesson to demonstrate how we learn, and introduced them to local startups for internships. I encouraged them to envision themselves as future college students, starting with their high school journey. The students responded well to the welcoming environment I presented, and at least ten enrolled after the tour. I also noticed our rising seniors felt unsure of their college choices—some were considering choosing not to attend at all. New Mexico is often cited as having the lowest college enrollment rates in the country. I realized this is because students lack awareness of local available options, so I reached out to New Mexico Tech and asked to arrange a presentation at the school. This presentation informed my peers on admissions, financial aid, and what their next steps would look like. After the presentation, four seniors committed to New Mexico Tech. I felt honored to create the education support system that many students, myself included, didn’t have at home. As I graduate from high school and move on to New Mexico Tech, I realize that my purpose is to empower students in New Mexico. Our state currently ranks at the bottom in education, so through my efforts, I hope to encourage younger students to pursue their opportunities. Most of all, I hope I’ll be the person that my younger self would look up to, despite the barriers standing in the way of my education. Promoting access to education is my service to the community. In the future, I will be working with the admissions office to strengthen connections between local high schools and New Mexico Tech. This experience will help me support underserved students who lack higher education awareness. As a STEM student, I’ll personally work to tutor students who struggle in math, as I once did. I believe that to strengthen New Mexico’s community, we must promote equal access to education so that every student can succeed.

Growing up, I was told I would be the one to “make it.” Coming from a low-income, single-parent household, I knew scholarships and grants would be essential for pursuing higher education. My mother supported her parents and three children on one income. She would work late into the night to provide for us. She took out loans to make sure we were dressed, fed, and had steady housing, but told us from the beginning that she would not be able to pay for school. My brother dropped out after a semester, and my sister after a year. As I prepared for college, that expectation was met with the reality of its cost. After scholarships and grants, I still have unmet financial need. New Mexico Tech’s cost of attendance is $30,000 a year, and though I am grateful to have $12,000 in gift aid, I have an unmet need of $18,000. My family relied on private loans when they tried to pursue education, so they couldn’t offer much guidance on navigating scholarships. I negotiated aid packages, reached out to local companies for sponsorship, and applied to nearly 60 scholarships. I plan to work at New Mexico Tech to supplement the cost. Even though I have unmet need, I will continue pursuing my education because my financial situation shouldn’t determine my future. Throughout high school, I pushed myself to prove I belonged in college. Every acceptance letter and opportunity reinforced that my circumstances didn’t define me. In my senior year, I maintained a 3.8 GPA, completed a 115-hour unpaid internship, and took six dual-credit classes at my local community college. At graduation, I earned the “scholar” designation and “early college high school” sash from my school. Because of those experiences, I’m beginning to understand what my education means beyond myself. I’ve learned that my goal is to inspire low-income students who believe higher education is out of reach. Growing up, I watched these financial barriers prevent my loved ones from continuing their education. I hope that by earning my degree, other students with similar circumstances will know that these barriers don’t define their future. If I receive this scholarship, I’ll be closer to honoring every late shift, every sacrifice, and every ounce of faith my family placed in me. For me, “making it” is no longer being the only one who succeeds—it means making sure others in similar circumstances can have the same chance.

Growing up, I was told I would be the one to “make it.” Coming from a low-income, single-parent household, I knew scholarships and grants would be essential for pursuing higher education. My mother supported her parents and three children on one income. She would work late into the night to provide for us. She took out loans to make sure we were dressed, fed, and had steady housing, but told us from the beginning that she would not be able to pay for school. My brother dropped out after a semester, and my sister after a year. As I prepared for college, that expectation was met with the reality of its cost. After scholarships and grants, I still have unmet financial need. New Mexico Tech’s cost of attendance is $30,000 a year, and though I am grateful to have $12,000 in gift aid, I have an unmet need of $18,000. My family relied on private loans when they tried to pursue education, so they couldn’t offer much guidance on navigating scholarships. I negotiated aid packages, reached out to local companies for sponsorship, and applied to nearly 60 scholarships. I plan to work at New Mexico Tech to supplement the cost. Even though I have unmet need, I will continue pursuing my education because my financial situation shouldn’t determine my future. Throughout high school, I pushed myself to prove I belonged in college. Every acceptance letter and opportunity reinforced that my circumstances didn’t define me. In my senior year, I maintained a 3.8 GPA, completed a 115-hour unpaid internship, and took six dual-credit classes at my local community college. At graduation, I earned the “scholar” designation and “early college high school” sash from my school. However, the cost for college isn't the same as high school. New Mexico Tech requires $27,473 each year, plus an extra thousand dollars for a meal plan. My current plan is to apply for at least 80 scholarships before stepping foot on campus. I want to pay in monthly installments so I have time to win more scholarships, since I only have $11,896 in aid. That's over $15,000 in unmet need. I'm required to enroll now because I have a $4,000 per year scholarship that is forfeited if I don't attend in Fall 2026. I'm beginning to learn low-income students like myself are often unable to attend college because of unmet need. I want to attain my degree and inspire other students in this situation. Growing up, I watched these financial barriers prevent my loved ones from continuing their education. If I receive this scholarship, I’ll be closer to honoring every late shift, every sacrifice, and every ounce of faith my family placed in me. For me, “making it” is no longer being the only one who succeeds—it means making sure others in similar circumstances can have the same chance.

Growing up, I was told I would be the one to “make it.” Coming from a low-income, single-parent household, I knew scholarships and grants would be essential for pursuing higher education. My mother supported her parents and three children on one income. She would work late into the night to provide for us. She took out loans to make sure we were dressed, fed, and had steady housing, but told us from the beginning that she would not be able to pay for school. My brother dropped out after a semester, and my sister after a year. As I prepared for college, that expectation was met with the reality of its cost. After scholarships and grants, I still have unmet financial need. New Mexico Tech’s cost of attendance is $30,000 a year, and though I am grateful to have $12,000 in gift aid, I have an unmet need of $18,000. My family relied on private loans when they tried to pursue education, so they couldn’t offer much guidance on navigating scholarships. I negotiated aid packages, reached out to local companies for sponsorship, and applied to nearly 60 scholarships. I plan to work at New Mexico Tech to supplement the cost. Even though I have unmet need, I will continue pursuing my education because my financial situation shouldn’t determine my future. Throughout high school, I pushed myself to prove I belonged in college. Every acceptance letter and opportunity reinforced that my circumstances didn’t define me. In my senior year, I maintained a 3.8 GPA, completed a 115-hour unpaid internship, and took six dual-credit classes at my local community college. At graduation, I earned the “scholar” designation and “early college high school” sash from my school. However, the cost for college isn't the same as high school. New Mexico Tech requires $27,473 each year, plus an extra thousand dollars for a meal plan. My current plan is to apply for at least 80 scholarships before stepping foot on campus. I want to pay in monthly installments so I have time to win more scholarships, since I only have $11,896 in aid. That's over $15,000 in unmet need. I'm required to enroll now because I have a $4,000 per year scholarship that is forfeited if I don't attend in Fall 2026. I'm beginning to learn low-income students like myself are often unable to attend college because of unmet need. I want to attain my degree and inspire other students in this situation. Growing up, I watched these financial barriers prevent my loved ones from continuing their education. If I receive this scholarship, I’ll be closer to honoring every late shift, every sacrifice, and every ounce of faith my family placed in me. For me, “making it” is no longer being the only one who succeeds—it means making sure others in similar circumstances can have the same chance.

Even though I had dreams of building a better future, my family believed higher education was out of reach for us. Very few of my extended family went to college; some didn’t even finish high school. Generations of limited access to information and guidance convinced them that college wasn’t meant for families like ours. After hearing this so many times, I believed it was true. This changed how I approached school and my future. Throughout middle school, when my peers wrote that they would become doctors or lawyers, I said, “I don’t know.” I believed that education simply wasn’t meant for me. When I enrolled in Amy Biehl High School, I noticed that my peers and I were often neglected. For the first semester, I wasn’t enrolled in a math class. After contacting the school and getting enrolled, I fell behind. I nearly failed algebra because my school had forgotten about me. To pass the class, I set a goal to improve my grade before the end of the year. I attended office hours, studied three times a week, and kept a math notebook. By the end of the year, I’d gone from failing algebra to earning an eighty percent. My advisor congratulated me on my success, calling me his most improved student. This experience made me realize there were other students who were excluded and didn’t receive the same help I did. I wanted to make sure no student would feel like education was out of reach, so I became a tour guide for incoming students. My goal was to ease them into the year-round system I struggled with. I toured our math and science departments, modeled a calculus lesson to demonstrate how we learn, and introduced them to local startups for internships. I encouraged them to envision themselves as future college students, starting with their high school journey. The students responded well to the welcoming environment I presented, and at least ten enrolled after the tour. I also noticed our rising seniors felt unsure of their college choices—some were considering choosing not to attend at all. New Mexico is often cited as having the lowest college enrollment rates in the country. I realized this is because students lack awareness of local available options, so I reached out to New Mexico Tech and asked to arrange a presentation at the school. This presentation informed my peers on admissions, financial aid, and what their next steps would look like. After the presentation, four seniors committed to New Mexico Tech. I felt honored to create the education support system that many students, myself included, didn’t have at home. As I graduate from high school and move on to New Mexico Tech, I realize that my purpose is to empower students in New Mexico. Our state currently ranks at the bottom in education, so through my efforts, I hope to encourage younger students to pursue their opportunities. Most of all, I hope I’ll be the person that my younger self would look up to, despite the barriers standing in the way of my education. Promoting access to education is my service to the community. In the future, I will be working with the admissions office to strengthen connections between local high schools and New Mexico Tech. This experience will help me support underserved students who lack higher education awareness. As a STEM student, I’ll personally work to tutor students who struggle in math, as I once did. I believe that to strengthen New Mexico’s community, we must promote equal access to education so that every student can succeed.

What does it mean to you to ensure "everyone has a voice"? How do you incorporate this value into your daily life or leadership roles? Growing up, my family was unable to give back to my community. We couldn’t give what we never had, be it extra clothes, our free time, or acts of service. I always believed service to my community meant volunteering at local food banks or fundraisers, which only solved part of the greater problem. However, I learned how I’d give to my community in high school. To graduate from Amy Biehl High School, we needed to complete a 100 hour internship at an organization of our choosing. Many stayed safe—chosing nonprofit art organizations, local kitchens, or elementary schools—but I chose a local law firm, KPPB Law. Other organizations had many volunteers, but nobody advocated for our citizen’s legal rights. In the age of corrupt lawyers, it became my goal to be a force for good in the law. At first, I hated gaining hours from my project. I felt like a kid, even though I was treated like a legal intern. But I remembered my background and realized there were thousands of kids like me, alone, confused, and at the mercy of the courts. I created over fifteen papers detailing New Mexico precedents, our legal rights, and the law in simple terms. My teachers called me “a born lawyer.” My goal was never to make the most money or have fame, but to make a difference to those families who fell victim to our system. I’ve written letters to my local senators and called for change in the essays I’ve written. I’ve created local change, and plan to serve the underserved communities that I’ve seen throughout my life. In the end, I served 115 hours from August 28, 2025, to April 2, 2026. My mentor called me a future professional, noting that he believed I have a bright future ahead. Even though I’ve left my internship behind, I’ll keep an interest in the law and my hope that legal reform is possible. My internship enforced my philosophy that everyone, regardless of their financial circumstances, needs a voice. At times, some people need food shelters, and at other times, some people may need legal assistance. Watching the poverty rates rise in my state reminds me of myself—sleeping on one mattress, unable to afford high school. If I am chosen as a recipient, I’ll be one step closer to challenging policies that keep underprivileged families from their basic human rights.

Even though I had dreams of building a better future, my family believed higher education was out of reach for us. Very few of my extended family went to college; some didn’t even finish high school. Generations of limited access to information and guidance convinced them that college wasn’t meant for families like ours. After hearing this so many times, I believed it was true. This changed how I approached school and my future. Throughout middle school, when my peers wrote that they would become doctors or lawyers, I said, “I don’t know.” I believed that education simply wasn’t meant for me. When I enrolled in Amy Biehl High School, I noticed that my peers and I were often neglected. For the first semester, I wasn’t enrolled in a math class. After contacting the school and getting enrolled, I fell behind. I nearly failed algebra because my school had forgotten about me. To pass the class, I set a goal to improve my grade before the end of the year. I attended office hours, studied three times a week, and kept a math notebook. By the end of the year, I’d gone from failing algebra to earning an eighty percent. My advisor congratulated me on my success, calling me his most improved student. This experience made me realize there were other students who were excluded and didn’t receive the same help I did. I wanted to make sure no student would feel like education was out of reach, so I became a tour guide for incoming students. My goal was to ease them into the year-round system I struggled with. I toured our math and science departments, modeled a calculus lesson to demonstrate how we learn, and introduced them to local startups for internships. I encouraged them to envision themselves as future college students, starting with their high school journey. The students responded well to the welcoming environment I presented, and at least ten enrolled after the tour. I also noticed our rising seniors felt unsure of their college choices—some were considering choosing not to attend at all. New Mexico is often cited as having the lowest college enrollment rates in the country. I realized this is because students lack awareness of local available options, so I reached out to New Mexico Tech and asked to arrange a presentation at the school. This presentation informed my peers on admissions, financial aid, and what their next steps would look like. After the presentation, four seniors committed to New Mexico Tech. I felt honored to create the education support system that many students, myself included, didn’t have at home. As I graduate from high school and move on to New Mexico Tech, I realize that my purpose is to empower students in New Mexico. Our state currently ranks at the bottom in education, so through my efforts, I hope to encourage younger students to pursue their opportunities. Most of all, I hope I’ll be the person that my younger self would look up to, despite the barriers standing in the way of my education. Promoting access to education is my service to the community. In the future, I will be working with the admissions office to strengthen connections between local high schools and New Mexico Tech. This experience will help me support underserved students who lack higher education awareness. As a STEM student, I’ll personally work to tutor students who struggle in math, as I once did. I believe that to strengthen New Mexico’s community, we must promote equal access to education so that every student can succeed.

Even though I had dreams of building a better future, my family believed higher education was out of reach for us. Very few of my extended family went to college; some didn’t even finish high school. Generations of limited access to information and guidance convinced them that college wasn’t meant for families like ours. After hearing this so many times, I believed it was true. This changed how I approached school and my future. Throughout middle school, when my peers wrote that they would become doctors or lawyers, I said, “I don’t know.” I believed that education simply wasn’t meant for me. When I enrolled in Amy Biehl High School, I noticed that my peers and I were often neglected. For the first semester, I wasn’t enrolled in a math class. After contacting the school and getting enrolled, I fell behind. I nearly failed algebra because my school had forgotten about me. To pass the class, I set a goal to improve my grade before the end of the year. I attended office hours, studied three times a week, and kept a math notebook. By the end of the year, I’d gone from failing algebra to earning an eighty percent. My advisor congratulated me on my success, calling me his most improved student. This experience made me realize there were other students who were excluded and didn’t receive the same help I did. I wanted to make sure no student would feel like education was out of reach, so I became a tour guide for incoming students. My goal was to ease them into the year-round system I struggled with. I toured our math and science departments, modeled a calculus lesson to demonstrate how we learn, and introduced them to local startups for internships. I encouraged them to envision themselves as future college students, starting with their high school journey. The students responded well to the welcoming environment I presented, and at least ten enrolled after the tour. I also noticed our rising seniors felt unsure of their college choices—some were considering choosing not to attend at all. New Mexico is often cited as having the lowest college enrollment rates in the country. I realized this is because students lack awareness of local available options, so I reached out to New Mexico Tech and asked to arrange a presentation at the school. This presentation informed my peers on admissions, financial aid, and what their next steps would look like. After the presentation, four seniors committed to New Mexico Tech. I felt honored to create the education support system that many students, myself included, didn’t have at home. As I graduate from high school and move on to New Mexico Tech, I realize that my purpose is to empower students in New Mexico. Our state currently ranks at the bottom in education, so through my efforts, I hope to encourage younger students to pursue their opportunities. I want to show that any student, regardless of background, can succeed. Most of all, I hope I’ll be the person that my younger self would look up to, despite the barriers standing in the way of my education. While this impact is small, I hope I'll impact many more New Mexican students in need of guidance. In the future, I will be working with the admissions office to strengthen connections between local high schools and New Mexico Tech. This experience will help me support underserved students who lack higher education awareness. I believe that to strengthen New Mexico’s community, we must promote equal access to education so that every student can succeed.

Even though I had dreams of building a better future, my family believed higher education was out of reach for us. Very few of my extended family went to college; some didn’t even finish high school. Generations of limited access to information and guidance convinced them that college wasn’t meant for families like ours. After hearing this so many times, I believed it was true. This changed how I approached school and my future. Throughout middle school, when my peers wrote that they would become doctors or lawyers, I said, “I don’t know.” I believed that education simply wasn’t meant for me. When I enrolled in Amy Biehl High School, I noticed that my peers and I were often neglected. For the first semester, I wasn’t enrolled in a math class. After contacting the school and getting enrolled, I fell behind. I nearly failed algebra because my school had forgotten about me. To pass the class, I set a goal to improve my grade before the end of the year. I attended office hours, studied three times a week, and kept a math notebook. By the end of the year, I’d gone from failing algebra to earning an eighty percent. My advisor congratulated me on my success, calling me his most improved student. This experience made me realize there were other students who were excluded and didn’t receive the same help I did. I wanted to make sure no student would feel like education was out of reach, so I became a tour guide for incoming students. My goal was to ease them into the year-round system I struggled with. I toured our math and science departments, modeled a calculus lesson to demonstrate how we learn, and introduced them to local startups for internships. I encouraged them to envision themselves as future college students, starting with their high school journey. The students responded well to the welcoming environment I presented, and at least ten enrolled after the tour. I also noticed our rising seniors felt unsure of their college choices—some were considering choosing not to attend at all. New Mexico is often cited as having the lowest college enrollment rates in the country. I realized this is because students lack awareness of local available options, so I reached out to New Mexico Tech and asked to arrange a presentation at the school. This presentation informed my peers on admissions, financial aid, and what their next steps would look like. After the presentation, four seniors committed to New Mexico Tech. I felt honored to create the education support system that many students, myself included, didn’t have at home. As I graduate from high school and move on to New Mexico Tech, I realize that my purpose is to empower students in New Mexico. Our state currently ranks at the bottom in education, so through my efforts, I hope to encourage younger students to pursue their opportunities. I want to show that any student, regardless of background, can succeed. Most of all, I hope I’ll be the person that my younger self would look up to, despite the barriers standing in the way of my education. I will give back to my community by advocating for other underserved students. In the future, I will be working with the admissions office to strengthen connections between local high schools and New Mexico Tech. This experience will help me support underserved students who lack higher education awareness. I believe that to strengthen New Mexico’s community, we must promote equal access to education so that every student can succeed.

Growing up, I was told I would be the one to “make it.” Coming from a low-income, single-parent household, I knew scholarships and grants would be essential for pursuing higher education. My mother supported her parents and three children on one income. She would work late into the night to provide for us. She took out loans to make sure we were dressed, fed, and had steady housing, but told us from the beginning that she would not be able to pay for school. My brother dropped out after a semester, and my sister after a year. As I prepared for college, that expectation was met with the reality of its cost. After scholarships and grants, I still have unmet financial need. New Mexico Tech’s cost of attendance is $30,000 a year, and though I am grateful to have $12,000 in gift aid, I have an unmet need of $18,000. My family relied on private loans when they tried to pursue education, so they couldn’t offer much guidance on navigating scholarships. I negotiated aid packages, reached out to local companies for sponsorship, and applied to nearly 60 scholarships. I plan to work at New Mexico Tech to supplement the cost. Even though I have unmet need, I will continue pursuing my education because my financial situation shouldn’t determine my future. Throughout high school, I pushed myself to prove I belonged in college. Every acceptance letter and opportunity reinforced that my circumstances didn’t define me. In my senior year, I maintained a 3.8 GPA, completed a 115-hour unpaid internship, and took six dual-credit classes at my local community college. At graduation, I earned the “scholar” designation and “early college high school” sash from my school. Because of those experiences, I’m beginning to understand what my education means beyond myself. I’ve learned that my goal is to inspire low-income students who believe higher education is out of reach. Growing up, I watched these financial barriers prevent my loved ones from continuing their education. I hope that by earning my degree, other students with similar circumstances will know that these barriers don’t define their future. If I receive this scholarship, I’ll be closer to honoring every late shift, every sacrifice, and every ounce of faith my family placed in me. For me, “making it” is no longer being the only one who succeeds—it means making sure others in similar circumstances can have the same chance.

Even though I had dreams of building a better future, my family believed higher education was out of reach for us. Very few of my extended family went to college; some didn’t even finish high school. Generations of limited access to information and guidance convinced them that college wasn’t meant for families like ours. After hearing this so many times, I believed it was true. This changed how I approached school and my future. Throughout middle school, when my peers wrote that they would become doctors or lawyers, I said, “I don’t know.” I believed that education simply wasn’t meant for me. When I enrolled in Amy Biehl High School, I noticed that my peers and I were often neglected. For the first semester, I wasn’t enrolled in a math class. After contacting the school and getting enrolled, I fell behind. I nearly failed algebra because my school had forgotten about me. To pass the class, I set a goal to improve my grade before the end of the year. I attended office hours, studied three times a week, and kept a math notebook. By the end of the year, I’d gone from failing algebra to earning an eighty percent. My advisor congratulated me on overcoming this obstacle, calling me his most improved student. This experience made me realize there were other students who were excluded and didn’t receive the same help I did. I wanted to make sure no student would feel like education was out of reach, so I became a tour guide for incoming students. My goal was to ease them into the year-round system I struggled with. I toured our math and science departments, modeled a calculus lesson to demonstrate how we learn, and introduced them to local startups for internships. I encouraged them to envision themselves as future college students, starting with their high school journey. The students responded well to the welcoming environment I presented, and at least ten enrolled after the tour. I also noticed our rising seniors felt unsure of their college choices—some were considering choosing not to attend at all. New Mexico is often cited as having the lowest college enrollment rates in the country. I realized this is because students lack awareness of local available options, so I reached out to New Mexico Tech and asked to arrange a presentation at the school. This presentation informed my peers on admissions, financial aid, and what their next steps would look like. After the presentation, four seniors committed to New Mexico Tech. I felt honored to create the education support system that many students, myself included, didn’t have at home. As I graduate from high school and move on to New Mexico Tech, I realize that my purpose is to empower students in New Mexico. I want to show that any student, regardless of background, can succeed. Most of all, I hope I’ll be the person that my younger self would look up to. When I enter college, I'll work with high school students to encourage higher education. As a STEM student, I’ll personally work to tutor students who struggle in math, as I once did. I believe that to strengthen New Mexico’s community, we must promote equal access to education so that every student can succeed.

My name is Aaron Gabaldon. I am from Albuquerque, New Mexico, and intend to pursue an undergraduate in Mechanical Engineering at New Mexico Tech before becoming a patent attorney. I am seen as a representative of my school, Amy Biehl High School, and a leader in my community, but my journey has come a long way. In seventh grade, I nearly failed. I couldn’t bring myself to care about middle school and felt no motivation to do anything. But when I failed, my community was there to support me. My wonderful mother, struggling with a recent divorce, enrolled me in high school to give me a safe life. She took out loans and worked day and night to give me an education. Knowing that I had an opportunity few received, I began to work harder. Even when I worked harder, I fell behind the curve. I nearly failed my ninth grade math class and was recommended to stay back a year. But I felt inspired—if not for me, then for other students like me. Every student should have the chance to succeed, even if they aren’t a strong student. With this lesson in mind, I tried to become the person my past self would’ve needed. I tutored my peers, I attended office hours every week, and I worked harder on my assignments. After nearly failing, I’d gone from a 30% to an 81%. I noticed other students began looking up to me as a role model. I did my best to support other people, whether tutoring them, supporting them, or advocating for them. It was here I found my true passion, legal studies. When I realized this passion, I completed a 100-hour internship at a local law firm in intellectual property. I worked on a real case, and attempted to invent something. At school, people began to call me “the lawyer” and ask me real legal questions. Friends leaned on me for support, and teachers began giving me A’s. My GPA had gone from a 3.5 to a 3.83, which made me proud to graduate magna cum laude. I still remember when people told me I’d never make it—that I should give up on school. But whether it’s tutoring my peers, or studying law, I want to become an inspiration for other students in my position. At times, I wish I could go back to my past self and tell him that he’s not stupid, only misguided. As I move my tassel and leave Amy Biehl, I realize my passion is to lift up underserved students in New Mexico. In my future at New Mexico Tech, I hope to bring this passion to the STEM and legal fields. Unfortunately, I come from a low-income, single-parent household. New Mexico Tech comes with a $30,000 price tag that my family and I are unable to pay. Even with this barrier, I’m determined to get the best-quality education so I can continue being an inspiration to other, younger students. It is my belief that no student, regardless of circumstance, should feel like education is closed off to them.

Even though I had dreams of building a better future, my family believed higher education was out of reach for us. Very few of my extended family went to college; some didn’t even finish high school. Generations of limited access to information and guidance convinced them that college wasn’t meant for families like ours. After hearing this so many times, I believed it was true. This changed how I approached school and my future. Throughout middle school, when my peers wrote that they would become doctors or lawyers, I said, “I don’t know.” I believed that education simply wasn’t meant for me. When I enrolled in Amy Biehl High School, I noticed that my peers and I were often neglected. For the first semester, I wasn’t enrolled in a math class. After contacting the school and getting enrolled, I fell behind. I nearly failed algebra because my school had forgotten about me. To pass the class, I set a goal to improve my grade before the end of the year. I attended office hours, studied three times a week, and kept a math notebook. By the end of the year, I’d gone from failing algebra to earning an eighty percent. My advisor congratulated me on my success, calling me his most improved student. This experience made me realize there were other students who were excluded and didn’t receive the same help I did. I wanted to make sure no student would feel like education was out of reach, so I became a tour guide for incoming students. My goal was to ease them into the year-round system I struggled with. I toured our math and science departments, modeled a calculus lesson to demonstrate how we learn, and introduced them to local startups for internships. I encouraged them to envision themselves as future college students, starting with their high school journey. The students responded well to the welcoming environment I presented, and at least ten enrolled after the tour. I also noticed our rising seniors felt unsure of their college choices. New Mexico is often cited as having the lowest college enrollment rates in the country. I realized this is because students lack awareness of local available options, so I reached out to New Mexico Tech and asked to arrange a presentation at the school. This presentation informed my peers on admissions, financial aid, and what their next steps would look like. After the presentation, four seniors committed to New Mexico Tech. I felt honored to create the education support system that many students, myself included, didn’t have at home. As I graduate from high school and move on to New Mexico Tech, I realize that my purpose is to empower students in New Mexico. Our state currently ranks at the bottom in education, so through my efforts, I hope to encourage younger students to pursue their opportunities. I want to show that any student, regardless of background, can succeed. Most of all, I hope I’ll be the person that my younger self would look up to, despite the barriers standing in the way of my education. Promoting access to education is my service to the community. In the future, I will be working with the admissions office to strengthen connections between local high schools and New Mexico Tech. This experience will help me support underserved students who lack higher education awareness. As a STEM student, I’ll personally work to tutor students who struggle in math. I believe that to strengthen New Mexico’s community, we must promote equal access to education so that every student can succeed.

Even though I had dreams of building a better future, my family believed higher education was out of reach for us. Very few of my extended family went to college; some didn’t even finish high school. Generations of limited access to information and guidance convinced them that college wasn’t meant for us. After hearing this so many times, I believed it was true. I believed that education simply wasn’t meant for me. When I enrolled in Amy Biehl High School, I noticed that my peers and I were often neglected. For the first semester, I wasn’t enrolled in a math class. After contacting the school and getting enrolled, I fell behind. I nearly failed algebra because my school had forgotten about me. To pass the class, I set a goal to improve my grade before the end of the year. I attended office hours, studied three times a week, and kept a math notebook. By the end of the year, I’d gone from failing algebra to earning an eighty percent. My advisor congratulated me on my success, calling me his most improved student. This experience made me realize there were other students who were excluded and didn’t receive the same help I did. I wanted to make sure no student would feel like education was out of reach, so I became a tour guide for incoming students. My goal was to ease them into the year-round system I struggled with. I toured our math and science departments, modeled a calculus lesson to demonstrate how we learn, and introduced them to local startups for internships. I encouraged them to envision themselves as future college students, starting with their high school journey. The students responded well to the welcoming environment I presented, and at least ten enrolled after the tour. I also noticed our rising seniors felt unsure of their college choices—some were considering choosing not to attend at all. New Mexico is often cited as having the lowest college enrollment rates in the country. I realized this is because students lack awareness of local available options, so I reached out to New Mexico Tech and asked to arrange a presentation at the school. This presentation informed my peers on admissions, financial aid, and what their next steps would look like. After the presentation, four seniors committed to New Mexico Tech. I felt honored to create the education support system that many students, myself included, didn’t have at home. As I graduate from high school and move on to New Mexico Tech, I realize that my purpose is to empower students in New Mexico. Our state currently ranks at the bottom in education, so through my efforts, I hope to encourage students to pursue their opportunities. I plan to create a positive impact by encouraging disadvantaged students like myself to attain higher education. The first step, for me, is to promote equal access to education so that every student can succeed.

As a child, I built imaginary objects with Legos. Every figure, no matter their background, contributed to the community. My New Mexican family, however, consisted of trades workers and college dropouts. They believed higher education wasn’t meant for Hispanic people like us. When I entered high school, I was at a disadvantage. My school didn’t enroll me in a math class, meaning I had to study on my own. Once I enrolled, I fell behind in my coursework and struggled with basic algebra. Struggling with concepts like slope and parabolas, my teacher recommended holding me back a year. However, I believed I could pursue STEM, even with these disadvantages. I committed to improving, and by our final project, I modeled real-world scenarios using algebra. My teacher gave me an “A” on the project, commenting on how far I’d come. I’d gone from failing her class to an 80%. I fell through the cracks in our school’s system, as many young Hispanic students do. From improper placement to fewer economic opportunities, Hispanic youth are often at a disadvantage in our system. Rather than joining a statistic, I worked to create local change within my school. I aimed to expand STEM pathways in my school. My first change was acting as a tour guide for the Class of 2030. I focused on the math and science departments, allowing them to engage with lessons that introduced STEM concepts. For example, when my pre-calculus teacher taught them about derivatives, I acted as a teacher’s aide. I felt proud, coming so far from that freshman who struggled with math. Later in the year, I coordinated with my guidance counselor to arrange a visit to New Mexico Tech, a local STEM school. Many STEM-focused peers enrolled after the presentation. Afterward, my guidance counselor arranged three more college visits. Many New Mexican students who couldn’t attend now have contacts and friends at those schools, giving them clearer college pathways. Through these efforts, I created the STEM support system I once lacked. As I look toward my old Lego structures, I see more than structures—I see support systems. The systems that once failed me are shaped to expand education access. To create educated STEM leaders, I introduced new pathways for young Hispanic students. In my future at New Mexico Tech, my goal is to expand STEM access in New Mexico, helping build educated, confident leaders who shape the future of their communities.

When my advisor told me community service was a requirement, I groaned. I liked to call in sick or miss those days. When I actually participated, however, I found that service to the community is one of my ideals. At the storehouse, I worked to pack over 200 bags of groceries. Every bag brought me closer to my community, allowing for an internal change in meeting my peers. I believe community service brings people closer. On the other hand, I changed by packing and handing out these bags to many people, from single mothers to homeless people. After this trip, I began to emphasize community service. I would show up every day, initiate projects of my own, and encourage my peers not to call in. This deed brought me closer to my community and helped to make local change. As I continue to volunteer through my senior year, I believe community service is one of the best things people can do to impact our local communities. Even just one change can help others. When my advisor said community service is a requirement for graduation, I groaned. I preferred to call in sick those days, but unknown to me, there was a surprise service trip. My advisor asked me something that changed my perspective: “Why do you hate service so much when you could be in their same shoes?” That question made me realize that service isn’t just an obligation—it’s a privilege. When we arrived at the local food bank, I put on gloves and packed food for many people. Poverty affects everyone, from single mothers to homeless people. With my classmates, I worked to pack over 400 bags. I felt a personal connection to what I was doing, as if by packing food, I was making a difference in my community. As I took off my gloves, I realized service wasn’t some cruel requirement, but a way to give back to my community. After the trip, I refused to miss a service day. However, in my senior year, I realized service could also come from my experience. I served my community by providing local education options, from arranging college visits to touring future students. I realized that I was passionate about education in underserved communities. Even if they weren’t at a food bank, students in my community are often disadvantaged and unable to pursue opportunities. One question made me realize that I should be grateful for the sacrifices that brought me here, and work to help out the greater community through service.

As a child, I built imaginary objects with Legos. Every figure, no matter their background, contributed to the community. My New Mexican family, however, consisted of trades workers and college dropouts. They believed higher education wasn’t meant for Hispanic people like us. When I entered high school, I was at a disadvantage. My school didn’t enroll me in a math class, meaning I had to study on my own. Once I enrolled, I fell behind in my coursework and struggled with basic algebra. Struggling with concepts like slope and parabolas, my teacher recommended holding me back a year. However, I believed I could pursue STEM, even with these disadvantages. I committed to improving, and by our final project, I modeled real-world scenarios using algebra. My teacher gave me an “A” on the project, commenting on how far I’d come. I’d gone from failing her class to an 80%. I fell through the cracks in our school’s system, as many young Hispanic students do. From improper placement to fewer economic opportunities, Hispanic youth are often at a disadvantage in our system. Rather than joining a statistic, I worked to create local change within my school. I aimed to expand STEM pathways in my school. My first change was acting as a tour guide for the Class of 2030. I focused on the math and science departments, allowing them to engage with lessons that introduced STEM concepts. For example, when my pre-calculus teacher taught them about derivatives, I acted as a teacher’s aide. I felt proud, coming so far from that freshman who struggled with math. Later in the year, I coordinated with my guidance counselor to arrange a visit to New Mexico Tech, a local STEM school. Many STEM-focused peers enrolled after the presentation. Afterward, my guidance counselor arranged three more college visits. Many New Mexican students who couldn’t attend now have contacts and friends at those schools, giving them clearer college pathways. Through these efforts, I created the STEM support system I once lacked. As I look toward my old Lego structures, I see more than structures—I see support systems. This is my passion in STEM: to apply systematic knowledge to create a more inclusive field. To create educated STEM leaders, I introduced new pathways for young Hispanic students. In my future at New Mexico Tech, my goal is to expand STEM access for young New Mexicans, helping build educated, confident leaders who shape the future of their communities.

As a child, I built imaginary objects with Legos. Every figure, no matter their background, contributed to the community. My New Mexican family, however, consisted of trades workers and college dropouts. They believed higher education wasn’t meant for us. When I entered high school, I was at a disadvantage. My school didn’t enroll me in a math class. When I enrolled, I fell behind in my coursework and struggled with basic algebra. My teacher recommended holding me back a year. However, I believed I could pursue STEM. I committed to improving, and at the end of the semester, I’d gone from failing to an 80%. I fell through the cracks in our school’s system, as many young Hispanic students do. Rather than joining a statistic, I worked to create local change within my school. I aimed to expand STEM pathways in my school. My first change was acting as a tour guide. I focused on the math and science departments, allowing them to engage with STEM lessons. Later in the year, I coordinated with my guidance counselor to arrange a visit to New Mexico Tech, a local STEM school. Many STEM-focused peers enrolled after the presentation. New Mexican students who couldn’t attend now have contacts and friends at those schools, giving them clearer college pathways. In my future at New Mexico Tech, my goal is to expand STEM access in New Mexico, helping build educated, confident leaders who shape the future of their communities.

As a child, I built imaginary objects with Legos. Every figure, no matter their background, contributed to the community. My New Mexican family, however, consisted of trades workers and college dropouts. They believed higher education wasn’t meant for Hispanic people like us. When I entered high school, I was at a disadvantage. My school didn’t enroll me in a math class, meaning I had to study on my own. Once I enrolled, I fell behind in my coursework and struggled with basic algebra. Struggling with concepts like slope and parabolas, my teacher recommended holding me back a year. However, I believed I could pursue STEM, even with the disadvantages I faced. I committed to improving, and by our final project, I modeled real-world scenarios using algebra. My teacher gave me an “A” on the project, commenting on how far I’d come. I’d gone from failing her class to an 80%. I fell through the cracks in our school’s system, as many young Hispanic students do. From improper placement to fewer economic opportunities, Hispanic youth are often at a disadvantage in our system. Rather than joining a statistic, I worked to create local change within my school. I aimed to expand STEM pathways in my school. My first change was acting as a tour guide for the Class of 2030. I focused on the math and science departments, allowing them to engage with lessons that introduced STEM concepts. For example, when my pre-calculus teacher taught them about derivatives, I acted as a teacher’s aide. I felt proud, coming so far from that freshman who struggled with math. Later in the year, I coordinated with my guidance counselor to arrange a visit to New Mexico Tech, a local STEM school. Many STEM-focused peers enrolled after the presentation. Afterward, my guidance counselor arranged three more college visits. Many New Mexican students who couldn’t attend now have contacts and friends at those schools, giving them clearer college pathways. Through these efforts, I created the STEM support system I once lacked. As I look toward my old Lego structures, I see more than structures—I see support systems. My compassion comes from the discrimination I once faced. To create educated STEM leaders, I introduced new pathways for young Hispanic students. In my future at New Mexico Tech, my goal is to expand STEM access in New Mexico, helping build educated, confident leaders who shape the future of their communities.

As a child, I built imaginary objects with Legos. Every figure, no matter their background, contributed to the community. My New Mexican family, however, consisted of trades workers and college dropouts. They believed higher education wasn’t meant for Hispanic people like us. When I entered high school, I was at a disadvantage. My school didn’t enroll me in a math class, meaning I had to study on my own. Once I enrolled, I fell behind in my coursework and struggled with basic algebra. Struggling with concepts like slope and parabolas, my teacher recommended holding me back a year. However, I believed I could pursue STEM, even with these disadvantages. I committed to improving, and by our final project, I modeled real-world scenarios using algebra. My teacher gave me an “A” on the project, commenting on how far I’d come. I’d gone from failing her class to an 80%. I fell through the cracks in our school’s system, as many young Hispanic students do. From improper placement to fewer economic opportunities, Hispanic youth are often at a disadvantage in our system. Rather than joining a statistic, I worked to create local change within my school. I aimed to expand STEM pathways in my school. My first change was acting as a tour guide for the Class of 2030. I focused on the math and science departments, allowing them to engage with lessons that introduced STEM concepts. For example, when my pre-calculus teacher taught them about derivatives, I acted as a teacher’s aide. I felt proud, coming so far from that freshman who struggled with math. Later in the year, I coordinated with my guidance counselor to arrange a visit to New Mexico Tech, a local STEM school. Many STEM-focused peers enrolled after the presentation. Afterward, my guidance counselor arranged three more college visits. Many New Mexican students who couldn’t attend now have contacts and friends at those schools, giving them clearer college pathways. Through these efforts, I created the STEM support system I once lacked. As I look toward my old Lego structures, I see more than structures—I see support systems. To create educated STEM leaders, I introduced new pathways for young Hispanic students. In my future at New Mexico Tech, my goal is to expand STEM access in New Mexico, helping build educated, confident leaders who shape the future of their communities.

As a child, I built imaginary objects with Legos. Every figure, regardless of background, contributed to the community. My New Mexican family, however, consisted of trades workers and college dropouts. They believed higher education wasn’t meant for Hispanic people like us. When I entered high school, I was at a disadvantage. My school didn’t enroll me in a math class, meaning I had to study on my own. Once I enrolled, I fell behind in my coursework and struggled with basic algebra. Due to my struggles with concepts like slope and parabolas, my teacher recommended holding me back a year. However, I believed I could pursue STEM, even with these disadvantages. I committed to improving in the class, and by our final project, I modeled a missile strike scenario using algebraic concepts. My teacher gave me an “A” on the project, commenting on how far I’d come. I’d gone from failing her class to an 80%. I fell through the cracks in our school’s system, as many young Hispanic students do. From improper placement to fewer economic opportunities, Hispanic youth are often at a disadvantage in our system. Rather than joining a statistic, I worked to create local change within my school. I aimed to expand STEM pathways in my school. My first change was acting as a tour guide for the Class of 2030. I focused on the math and science departments, allowing them to engage with lessons that introduced STEM concepts. For example, when my pre-calculus teacher taught them about derivatives, I acted as a teacher’s aide. I felt proud, coming so far from that freshman who struggled with math. Later in the year, I coordinated with my guidance counselor to arrange a visit to New Mexico Tech, a local STEM school. Many STEM-focused peers enrolled after the presentation. Afterward, my guidance counselor arranged three more college visits. Many New Mexican students who couldn’t attend now have contacts and friends at those schools, giving them clearer pathways to college. Through these efforts, I created the STEM support system I once lacked in the school that was disadvantaged against people like me. As I look toward my old Lego structures, I see more than structures—I see support systems. To create educated STEM leaders, I introduced new pathways for young Hispanic students. In my future at New Mexico Tech, my goal is to expand STEM access in New Mexico, helping build educated, confident leaders who shape the future of their communities.