My name is Alexandria Gause, and I am a Junior Elementary Education major at North Carolina Central University in Durham, North Carolina. Originally from Greensboro, NC, I have been surrounded by educators since birth. My dad served as an assistant principal at a middle school and would often take me in my stroller to work with him. I spent summers with my aunt at school, and I have cousins who are Afterschool Directors and Assistant Principals. My great-aunts have been teachers since my parents were young. Growing up in a family deeply rooted in education has inspired my passion for teaching and supporting children. Since high school, I have gained valuable experience working with young children. From sophomore through senior year, I worked with Growing the Distance as an afterschool teacher, supporting Pre-K and Kindergarten students with their learning and social development. During the summer, I served as a camp counselor with the same program, continuing my dedication to early childhood education. At NCCU, I am a Summer Camp Counselor with the School of Education, leading STEAM activities that encourage curiosity and learning for Pre-K and Kindergarten children. I also serve as the Publicity Chair for the Future Educators organization on campus, helping to coordinate events that bring together aspiring teachers for professional growth and community service. Additionally, I am involved in a research project with NCCU and Duke University that studies how college students can better support elementary classrooms in local schools. This opportunity has broadened my understanding of the connections between higher education and K-12 teaching. I have also worked with NCCJ, an organization that brings students from diverse backgrounds together to discuss race, religion, gender, and social justice, which has helped me develop skills in leadership and advocacy. My career goal is to become a kindergarten teacher and eventually advance to the role of superintendent. I want to serve low-income African American communities by creating supportive and inclusive learning environments where children can thrive academically and emotionally. After earning my bachelor’s degree, I plan to pursue a master’s degree and ultimately a doctorate in educational leadership. This scholarship will help me focus on my studies and field experiences without the constant worry of financial burdens. It will allow me to dedicate more time to community involvement, research, and leadership opportunities that are vital to my growth as an educator. Most importantly, this scholarship is an investment in a future educator committed to making a lasting difference in the lives of children and their communities.

My name is Alexandria Gause, and I am a Junior Elementary Education major at North Carolina Central University in Durham, North Carolina. I’m originally from Greensboro, NC, and I’ve known from a young age that I was called to work with children. I come from a long line of educators—my dad was an assistant principal, my aunt is an educator, my cousins are Afterschool Directors and Assistant Principals, and my great-aunts have been teaching since my parents were young. Education is the foundation of my family, and it is now the foundation of my purpose. Since high school, I’ve dedicated myself to working with young children. I worked with Growing the Distance as an afterschool teacher from my sophomore to senior year, helping Pre-K and Kindergarten students with learning and behavior support. During the summers, I continued that work as a camp counselor. In college, I took that passion even further by becoming a Summer Camp Counselor through the NCCU School of Education, where I led STEAM activities for Pre-K and Kindergarten students in daycare and summer camp settings. I also serve as the Publicity Chair for the Future Educators of NCCU, where I help promote events that bring aspiring teachers together for professional development and service. I’m currently involved in a research project through NCCU and Duke University that focuses on the connection between college students and elementary schools, studying how higher education can support local K-5 classrooms. I’ve also worked with NCCJ, an organization that brings high school students together to have powerful conversations about race, identity, and equity. This work deepened my understanding of how to lead with empathy and serve all students—especially those in underserved communities. After earning my bachelor's degree, I plan to pursue a master’s degree in education and later a doctorate in educational leadership. My ultimate goal is to become a superintendent, leading schools in low-income, African American communities and ensuring that students and teachers have the support they need to thrive. This scholarship would not only ease the financial burden of tuition, books, and living expenses, but it would also allow me to focus more fully on my coursework, field experiences, and community involvement. Most importantly, it would be an investment in a future educator who is deeply committed to making a long-term difference in the lives of children. Receiving this scholarship would also serve as a reminder that others believe in my goals just as much as I do. It would motivate me to keep pushing forward, even during challenging moments. I am not just preparing for a career—I am preparing to impact generations of students through love, leadership, and learning.

Hello, my name is Alexandria Gause. I am currently attending North Carolina Central University in Durham, North Carolina. I am a Junior Elementary Education major from Greensboro, NC. I have been surrounded by educators since birth. My dad used to take me in my stroller to work with him at his middle school where he served as assistant principal. I spent summers at school with my aunt, and I have cousins who are Afterschool Directors and Assistant Principals. My great-aunts have been teaching since my parents were young. Education is all around me. Since I was old enough to stay home alone, I’ve been babysitting little cousins and family friends. In high school, from sophomore to senior year, I worked at Growing the Distance as an afterschool teacher with Pre-K and Kindergarteners. During the summers, I worked as a camp counselor with the same program. I also worked with NCCJ, an organization that brings together high school students from diverse backgrounds to have honest conversations about race, religion, gender, and other social issues. Through their programs, students build leadership skills, challenge bias, and work to create inclusive communities. I have always loved working with children, which is why I want to become a kindergarten teacher and eventually a superintendent. After earning my bachelor’s degree, I plan to earn my master’s and then my doctorate. I want to make a difference in low-income African American communities and be a voice for children who deserve to be seen, heard, and valued.

My name is Alexandria Gause, and I’m a rising junior at North Carolina Central University majoring in Elementary Education. As someone who’s always been passionate about children, I’ve known for a long time that teaching was where I was meant to be. But as I’ve grown and gained more experience in the classroom and beyond, I’ve realized that my work won’t stop at just being a great teacher—I want to become a leader, an advocate, and a voice for both students and educators in underserved communities. That’s why I fully plan on continuing my education after I graduate. After earning my bachelor’s degree, I plan to pursue a Master’s in Education, with a focus on Curriculum & Instruction or Educational Leadership. I want to deepen my understanding of how to create engaging, effective learning experiences for students, especially those in Title I schools. I also want to equip myself with the tools and knowledge to help support and mentor new teachers, particularly those who are also Black women entering this field. Representation matters, but support matters just as much—and I want to help build that foundation. My long-term goal is to work in Guilford County, the same school district I grew up in and still volunteer with today. I want to teach for a few years and then begin stepping into leadership roles—whether that’s as an instructional coach, assistant principal, or director of community programs. Eventually, I plan to earn a Ph.D. in Educational Leadership or Policy. I want to be in a position where I can advocate for policies and programs that uplift students who look like me—kids who deserve love, structure, and opportunity. But to get there, I know I need to keep learning. Education is always evolving, and I never want to stop growing. I want to attend conferences, earn certifications, and explore specializations in literacy, trauma-informed teaching, and culturally responsive pedagogy. Continuing my education is not just about getting a better job title—it’s about becoming the best version of myself for the children and communities I will serve. I’ve already had the chance to see how higher education can shift your thinking. Through my research internship with NCCU and Duke, I’ve been studying how colleges and universities can build stronger partnerships with K–5 schools. It’s been inspiring to see how much potential there is when different institutions work together for kids. I want to keep doing that kind of work—work that brings people and systems together to do what’s best for students. At the end of the day, I plan to continue my education because I’m passionate about teaching, but even more passionate about impact. I want to reach more students, support more teachers, and create spaces where children in low-income schools feel seen, supported, and capable of anything. And to do that, I have to keep learning, growing, and preparing myself to lead.

My name is Alexandria Gause, and I am a future educator currently studying Elementary Education at North Carolina Central University. I am a Junior with 4.0 GPA. From a young age, I knew I was called to work with children, especially those in low-income communities like the one I grew up in. I believe that education should do more than teach reading and math; it should prepare students to live full, independent, and confident lives. That’s why I’m passionate about building classrooms rooted in honesty, equity, and real-world readiness. Over the past few years, I’ve gained hands-on experience working with youth of all ages. I’ve spent three years as a kindergarten after-school teacher and summer camp counselor at Growing the Distance Inc., leading creative lessons and enrichment activities. I also volunteered with the National Conference for Community and Justice (NCCJ), helping youth hold powerful conversations about identity, race, and leadership. Through it all, I’ve seen what students truly need structure, love, and preparation for what’s ahead. If I could create a class required for every K–12 student, it would be called “Real-World Readiness: Life Skills for Everyday Living.” This course would teach students how to handle the responsibilities and challenges that come with adulthood like managing money, writing a resume, preparing meals, setting goals, and communicating clearly and confidently. We must face the truth: not every student will go to college. Some don’t want to, and others simply can’t. But that doesn’t mean they shouldn’t be prepared to succeed. Too many students graduate without knowing how to budget, apply for jobs, or take care of themselves and it shows. I believe we need to be honest with ourselves and with our students. College is a great option, but it isn’t the only one. This class would make sure all students, no matter their path leave school with skills they can use immediately. In kindergarten, I would start small but meaningful. I’d teach students how to manage their emotions, follow a routine, share responsibilities in the classroom, and talk about their feelings. We might practice cleaning up after ourselves, learning to ask for help, or exploring simple ways to be kind and respectful. These early lessons build confidence and set the tone for life skills they’ll use forever. By the time students are high school seniors, the class would become more advanced. I would teach them how to open a bank account, create a budget, build credit, write a professional email, understand paychecks and taxes, apply for jobs or college, and cook simple meals. We’d even roleplay interviews and apartment searches so they can feel confident stepping into adulthood. I want to teach because every child deserves a future they feel ready for. “Real-World Readiness” would help students take control of their lives, no matter where they’re headed. My mission is to make sure they’re not just educated, but prepared. That’s what a real, honest, and loving education looks like to me.

My name is Alexandria Gause, and I’m a rising junior at North Carolina Central University majoring in Elementary Education. I’ve always known that I was meant to work with children, but not just in any classroom. I want to be in spaces where students are often overlooked. I want to be the kind of teacher who creates magic in underfunded classrooms, where students are too often expected to settle for less. I want to be a proud Black educator who teaches with love, excellence, and purpose. My passion for teaching began early, but it was in fourth and fifth grade that it truly took root, thanks to a phenomenal teacher named Ms. McLaurin. She was the first teacher I had who looked like me and made me feel like I mattered. She taught with so much joy, throwing candy across the classroom when we got answers right, and even coming to school early on Saturdays to tutor kids like me. She reminded me that a good teacher doesn’t just teach lessons, they show up for their students in real ways. Ms. McLaurin’s love and dedication made me feel seen, valued, and capable. And now, I want to give that same feeling to the students I serve. Over the past few years, I’ve had the opportunity to pour into young learners through my work at Growing the Distance Inc., where I served as an after-school kindergarten teacher and summer camp counselor for three years. There, I planned daily lesson activities, led hands-on enrichment projects, and built strong relationships with families and children. Working with kindergarteners taught me how to be patient, flexible, and creative. Every child is different, and I learned how to support them not only academically, but socially and emotionally too. I’ve seen firsthand the power of consistency and care in a young child’s life, and it only strengthened my commitment to becoming a teacher. I also volunteered for two years with the National Conference for Community and Justice (NCCJ), where I worked with youth to create brave spaces for dialogue and community-building. This experience taught me how to facilitate tough but important conversations about identity, race, and equity tools I plan to bring into my classroom to build a strong, inclusive environment for my students. I want to teach because I believe every child deserves a chance to be great. I want to teach because when children see a Black woman at the front of the classroom, they see excellence, leadership, and hope. I want to teach because my community deserves educators who are present, passionate, and invested in their success. One day, I plan to lead programs, mentor teachers, and even become an administrator. But no matter how far I go, I’ll always be the girl who just wanted to be like Ms. McLaurin, a teacher who changed lives.

My name is Alexandria Gause, and I am from Greensboro, North Carolina. I am currently a junior at North Carolina Central University, majoring in Elementary Education. As a proud Black woman and future educator, I am committed to building a career that makes a lasting difference in the lives of children—especially those in underserved communities. I believe that children are the future of our society, and they need compassionate, consistent leaders who not only teach them academics, but help them discover their worth and potential. My long-term goal is to become a principal and eventually a superintendent in a community where resources are often limited but potential is limitless. I want to lead schools that are rooted in equity, where every child feels safe, supported, and capable of success. I’ve spent the last several years developing that passion through hands-on experience. For over four years, I’ve worked with Growing the Distance, a nonprofit organization that supports youth through afterschool and summer programs. I’ve served as both an afterschool teacher and summer camp counselor, primarily working with kindergarten students. I loved helping young children build their early academic skills, develop confidence, and express themselves creatively. It was in those moments—teaching letters, calming fears, celebrating small victories—that I realized how powerful early education can be. Most recently, I worked at the YMCA as an afterschool teacher, where I continued to support students academically and emotionally after school hours. These roles have taught me how to manage classrooms, build trusting relationships, and meet children where they are. I’ve learned that consistency, patience, and genuine care are just as important as any lesson plan. In addition to working directly with children, I’ve also spent over three years as an ambassador for NCCJ (National Conference for Community and Justice), a nonprofit focused on fighting bias, bigotry, and racism. As an ambassador, I facilitated difficult conversations among youth and advocated for equity and inclusion. This experience strengthened my leadership skills and shaped my vision for becoming a school leader who champions diversity and creates safe, inclusive spaces for all students. I am applying for this scholarship because it supports students who are already working to create change. I plan to honor the legacy of John Walker and Christine Horton by continuing to serve, lead, and uplift every child I encounter. With your support, I will continue building a future where education empowers and transforms lives. Thank you!

My name is Alexandria Gause, and I am a rising junior at North Carolina Central University, majoring in Elementary Education. I believe that teaching is more than a career—it is a calling. As a future Black woman educator, I am committed to creating learning spaces where every child, especially those from underserved communities, feels seen, safe, and supported. My goal is not only to teach but to uplift and inspire the next generation of learners. My passion for education began early. Over the years, I’ve worked as an after-school teacher, a summer camp counselor, and a volunteer in Guilford County Schools. These hands-on experiences allowed me to build strong relationships with students and witness the real impact of meaningful, inclusive teaching. I want to be the kind of teacher who helps students believe in themselves, especially those who might not hear that enough at home or in their communities. I believe all children deserve teachers who look like them, understand them, and advocate for their success. Education is deeply rooted in my family. My great aunt was a dedicated special education teacher who worked with students with diverse learning needs. My father currently works in educational leadership, and three of my older cousins are teachers as well. Growing up in a family of educators taught me that education is not just a profession—it’s a way to serve others, uplift communities, and break down generational barriers. Their influence and commitment helped shape the educator I aspire to become. In my own career, I plan to teach Pre-K or Kindergarten, where the foundation of lifelong learning is built. These are the years when children first discover their voices, develop confidence, and form meaningful relationships with others. I want to help them grow not just academically, but emotionally and socially. While teaching, I also plan to pursue a master’s degree and eventually a Ph.D. in education. My long-term goal is to become a school administrator, where I can help lead programs that support students beyond the classroom. In addition to teaching, I hope to start mentorship programs, after-school tutoring, and summer enrichment opportunities for at-risk youth. I want to be part of a movement that changes how students experience school and feel about their future. My mission is to make sure every child feels like they matter—and that their dreams are never out of reach. This scholarship would provide meaningful support as I continue working toward these lifelong goals in education.

Jeanne Kramme Fouke was a beloved woman who worked as a special education teacher for over forty years. Teachers like Jeanne are the backbone of our educational system, molding the minds of the children they teach and making a long-lasting impact on their students and the world. Her legacy is a reminder that passionate and devoted educators are the key to inspiring the next generation and preparing them for success. I am honored to pursue a path that mirrors that dedication. As a future Black woman educator, I carry a deep responsibility to create inclusive, nurturing spaces for young children—especially in underserved communities. Growing up, I rarely had teachers who looked like me or fully understood my experiences. That absence motivated me to become the representation I wished I had. I want to build classrooms where students feel valued, respected, and supported from day one. Through my roles as an after-school teacher, early childhood S.T.E.A.M. camp counselor, and volunteer in Guilford County Schools, I’ve seen firsthand how a caring teacher can completely change a child’s academic journey and self-esteem. I’m currently studying elementary education at North Carolina Central University, where I also serve as Publicity Chair for our Future Educators Club and work as a research intern studying how colleges can better support local K–5 schools. Teaching is more than a career for me—it’s a calling. I plan to return to my community to teach Pre-K or Kindergarten, earn my master’s degree, mentor new teachers, and lead programs that support at-risk students academically and emotionally. Like Jeanne Fouke, I hope to spend decades shaping young minds and building a legacy of compassion, equity, and lifelong learning. Education also runs deeply in my family. My great aunt was a special education teacher, and my father has worked in education leadership for many years. Three of my older cousins are also educators, and their passion has influenced me since I was young. I grew up watching them dedicate themselves to their students, and I saw how education can uplift not just individuals, but entire communities. Their example showed me that teaching is not just a profession—it’s a form of service, legacy, and love. Receiving this scholarship would mean more than financial support—it would be a reminder that others believe in my vision and my purpose. It would allow me to focus more fully on my studies and community work, and less on how to afford my education. Most importantly, it would connect me to Jeanne Fouke’s legacy, inspiring me to carry her spirit of love, dedication, and impact into every classroom I enter.

My name is Alexandria Gause, and I am a proud student at North Carolina Central University, an HBCU that has allowed me to grow academically, professionally, and spiritually. As an Elementary Education major with a 4.0 GPA, I am passionate about creating a more equitable and uplifting educational experience for children in underserved communities—especially Black children who often go unseen and unheard in our current systems. For the past two years, I’ve volunteered at Lindley Elementary School, a predominantly Black school in my hometown. Whether I’m helping students with reading or assisting teachers in the classroom, my focus is always the same: to show children that they are capable, brilliant, and deeply valued. This hands-on experience has strengthened my commitment to becoming an educator who not only teaches, but uplifts, advocates, and transforms. Through my work with the Y-Learning afterschool program and the NCCU School of Education summer camps, I’ve seen the power of affirmation and representation in early childhood learning. Each morning, our students begin the day by saying things like “I am Black, beautiful, and smart.” These small routines are powerful—reminders that instill pride, faith, and confidence in young minds. In addition to my hands-on work, I am currently involved in a research project between NCCU and Duke University, focused on building stronger relationships between colleges and local K–5 schools. Our goal is to design programs that allow college students—especially future Black educators—to make meaningful, lasting contributions to early childhood education in their communities. My career goal is to become a superintendent in a low-income district, where I can champion policies and programs that support culturally relevant teaching, mental health resources, and equitable funding for public schools. I want to ensure every child, no matter their zip code, walks into a classroom where they feel safe, seen, and inspired to succeed. Receiving the Willie Mae Rawls Scholarship would be an incredible honor and blessing. Her legacy of faith, love, and being a breakthrough for others aligns perfectly with the path I’m on. I strive to be that same kind of light for the students and families I will one day serve—to lead with compassion, to teach with purpose, and to make a lasting impact rooted in love and belief in the power of education. This scholarship would not only ease the financial burden on my family but also affirm that my purpose is aligned with something greater. I will carry her legacy into every classroom I enter !

My passion for supporting early childhood development began early in my own academic journey. While still in high school, I had the unique opportunity to major in Early Childhood Education through dual-enrollment college courses at the University of North Carolina at Greensboro (UNCG). Those classes introduced me to the developmental building blocks of a child’s brain, the importance of positive early experiences, and the deep emotional and academic needs that young children carry into the classroom. From then on, I knew I was meant to work with our youngest learners. Now, as an Elementary Education major at North Carolina Central University with a 4.0 GPA, I am more committed than ever to laying strong foundations for children during the most formative years of their lives. I believe early childhood education is not just about preparing children academically—it’s about nurturing their confidence, their sense of belonging, and their ability to believe in themselves. That’s why, in every role I take on, I make it a priority to center care, connection, and creativity. Through my summer job with the NCCU School of Education, I work directly with Pre-K and Kindergarten students, leading STEAM activities and fostering early learning through exploration and play. One of the most meaningful parts of our daily routine is morning affirmations, where students say things like “I am Black, beautiful, and smart.” These small but powerful statements help children build self-esteem, emotional awareness, and pride in who they are from a young age—things that are just as essential to early development as reading and math. I also serve as a research intern on a joint project between NCCU and Duke University, where we are developing programs to better connect college students with local elementary schools. This research is helping me explore how to build long-term, community-rooted support systems that directly impact early childhood classrooms with mentorship, enrichment, and resources. My ultimate goal is to become a school superintendent in a low-income district where I can advocate for equity in early education, expand access to high-quality preschool, and ensure teachers have the tools to serve children holistically. I want to make sure no child enters kindergarten already behind, and that every student is seen as capable, brilliant, and deserving of success—starting from day one. This scholarship would help lift a financial burden from my family and allow me to continue doing the work I love without interruption. More importantly, it would serve as an investment in the futures of the children I serve—children whose lives can be forever changed by an educator who truly believes in them. What I love most about early childhood education is how honest, creative, and unfiltered children are. Their words and ideas are powerful, and I fully believe—like Live From Snack Time—that we should listen to them. Every day I work with kids, I’m reminded that their voices matter. Whether they’re asking big questions or telling hilarious stories, they deserve to be heard, encouraged, and celebrated. That’s the kind of educator I strive to be—one who listens, uplifts, and helps every child feel seen and valued.

Sgt. Albert Dono Ware’s legacy of service, sacrifice, and bravery deeply inspires me—not only as an aspiring educator but as a young Black woman determined to uplift and empower her community. His dedication to something greater than himself reflects the same values that guide my personal journey. I believe education is one of the most powerful forms of service, and I am committed to using my voice and leadership to bring about meaningful change for children who look like me. I’m from Greensboro, North Carolina, where I was raised in a tight-knit, hardworking community that taught me the importance of resilience and faith. From an early age, I knew I wanted to become a teacher. I saw the impact my teachers had on me—not just academically, but emotionally—and I wanted to be that same steady presence for children, especially those from low-income and underserved backgrounds. As a volunteer in Guilford County Schools, I’ve had the privilege of working directly with students across grade levels, offering academic help and emotional support. I’ve helped kindergartners learn their ABCs and their names, supported older students with homework, and designed creative, interactive lessons that make learning fun and engaging. These experiences confirmed that the classroom is where I belong—but they also opened my eyes to the deep inequalities still present in our education system. Currently, I am a rising junior at North Carolina Central University majoring in elementary education, and I proudly hold a 4.0 GPA. My academic journey has been shaped by my determination to be excellent—not for the sake of achievement, but because I know how much representation matters. Our children need to see Black women in positions of leadership, and I intend to be one of them. Starting this summer, I will work as an Early Childhood Education (ECE) Summer Camp Counselor through the School of Education, using STEM-based activities to support young learners and help them build confidence in their abilities. Before college, I also worked full-time for three years at Growing the Distance Inc., serving as both an after-school teacher and summer camp counselor for kindergarten through fifth-grade students. Inspired by Sgt. Ware’s courage and lifelong service, I want to extend my impact beyond the classroom. My long-term vision is to become a superintendent in Guilford County, where I can influence educational policy, create inclusive and equitable learning environments, and design programs that support the whole child. I believe we must address systemic issues that disproportionately affect Black students—like underfunded schools, lack of culturally responsive teaching, and the shortage of Black educators and mentors. The most critical reforms we need include equitable school funding, comprehensive mental health services, more robust teacher training in culturally relevant pedagogy, and community-based after-school and summer programs that provide academic support and enrichment. We must also push for policy changes that prioritize racial equity in education and expand access to leadership opportunities for Black women and other underrepresented groups. These reforms cannot succeed without collaboration. Key stakeholders must include teachers, school administrators, local education boards, historically Black colleges and universities, parents, nonprofit organizations, and most importantly, students themselves. Their voices and experiences should be at the center of every decision we make. Sgt. Ware’s life reminds me that true leadership is about service—it’s about showing up, standing firm in your values, and being willing to carry others even when the journey is hard. That is the type of leader I strive to become. Whether I am in front of a classroom or behind the scenes shaping policy, I will always carry his spirit of bravery, sacrifice, and love for community with me. And I will continue fighting for an educational system where every child—no matter their zip code—has the opportunity to learn, grow, and lead.

My name is Alexandria Gause, and I’m from Greensboro, North Carolina. I’m a rising junior at North Carolina Central University, majoring in elementary education with a focus on kindergarten. I currently hold a 4.0 GPA and am deeply committed to creating impactful learning experiences for young children, especially in low-income communities like the one I come from. This summer, I will be working as an Early Childhood Education (ECE) Summer Camp Counselor through the School of Education, where I’ll specialize in STEM-based activities that make learning fun and accessible for every child. I’m excited to bring my creativity, energy, and love for teaching into this role, continuing my mission of building confident and curious young learners. Before college, I worked full-time with Growing the Distance Inc. for three years while in high school. Throughout the school year, I served as an after-school teacher, creating daily lesson plans, educational games, and arts and crafts tailored for kindergarten through fifth grade. During the summers, I transitioned into a camp counselor role, working hands-on with kindergarten students to support their academic, emotional, and social development. These years gave me invaluable experience in leading a classroom, meeting diverse needs, and nurturing the potential in every child I taught. I also spent three years volunteering with the National Conference for Community and Justice (NCCJ), where I led high school students through interactive activities focused on leadership, empathy, and inclusion. These experiences helped shape my confidence and belief that education can—and should—be a powerful tool for building better communities. I plan to use my leadership, academic excellence, and deep care for children to become not only an inspiring teacher, but eventually a superintendent in Guilford County. My long-term goal is to develop strong after-school programs, mentor new teachers, and advocate for policies that truly support families in low-income areas. I want to help create school systems where every child—regardless of background—feels seen, heard, and fully supported. The classroom is where change begins, and I am committed to making a lasting impact both inside and outside of it. Whether I’m working with students, leading other educators, or shaping school policy, I will always center love, equity, and community in everything I do. As a proud Black woman studying elementary education with a 4.0 GPA, I am deeply inspired by Michele L. Durant’s legacy. This scholarship would allow me to continue uplifting children in low-income communities, pursue leadership roles in education, and carry forward her mission of empowering Black women through knowledge, service, and resilience.

Charity is deeply important to me because it’s about giving back to those who need it most, especially children who may not have access to the same resources as others. Currently, I work with students at Lakewood and Club Boulevard Elementary through the Y-Learning program, where I help them with schoolwork so they can successfully advance to the next grade. While I am paid for my role, the program is completely free for the students and their families. This ensures that financial struggles do not prevent children from getting the academic support they need. In the future, I want to continue serving underprivileged students by becoming a teacher in a low-income community. Education is a powerful tool for breaking cycles of poverty, and I want to be a guiding force for children who might otherwise be left behind. My long-term goal is to become a superintendent in my hometown, overseeing the entire school system to ensure that every student, regardless of background, receives a high-quality education. By working at the district level, I hope to advocate for increased funding, better resources, and more support for teachers and students. My vision is to create a school system where financial hardship does not limit a child’s potential. Through both direct teaching and future leadership, I want to make a lasting impact on my community, ensuring that every child has the tools they need to succeed in school and beyond.

As college students, we face many challenges that make us rethink whether we are on the right path. Doubt creeps in, stress builds up, and sometimes, we wonder if we’ve made the right choice. A few weeks ago, I started working as a substitute teacher with kindergarteners, and that experience reassured me that I am exactly where I am meant to be. It wasn’t just the warm hugs I received from children who had never met me before yet still embraced me as if I belonged. It was what they said at the end of the day that truly solidified my decision: “Are you coming back tomorrow?” and “I love you!” Those simple words warmed my heart and reminded me why I chose this path in the first place—I want to make a difference in young children's lives. I have always loved kids, but my passion for teaching was first sparked by an incredible educator, Ms. McLaurin. She was my fourth and fifth-grade teacher, and she went above and beyond for her students, especially those who looked like me. She made learning exciting—throwing candy across the room when we got a multiplication question right, coming to school early on Saturdays to tutor us, and making every child in her classroom feel seen and valued. As a child, I may not have fully appreciated the sacrifices she made, but now, as I prepare to become a teacher myself, I see how much she poured into us. She showed me that teaching is not just about academics—it’s about shaping lives. Because of her, and because of my recent experience in the classroom, I know that teaching is my calling. My goal is to earn my degree in Elementary Education from North Carolina Central University and use my knowledge to create a positive, nurturing environment for young children. This scholarship would help me continue my education, gain valuable hands-on experience, and develop the skills necessary to be the kind of teacher who changes lives—just like Ms. McLaurin did for me. In the long run, I aspire to do more than teach. I want to grow into a leadership role where I can impact education at a higher level. My ultimate goal is to become a superintendent, ensuring that all children—no matter their background—have access to quality education. This scholarship would not only help me financially, but it would also serve as an investment in the future of education. Teaching is more than just a career for me; it is my passion and my purpose. Every child deserves an educator who believes in them, and I want to be that person. With the support of this scholarship, I will continue my journey to becoming the teacher and leader that my students need.

My mother’s journey is the definition of resilience, and her perseverance has shaped me into the determined person I am today. As a Black woman from a poor, rural town in North Carolina, she faced immense challenges on her path to success. Her father was not present, and her mother worked tirelessly to put a roof over her head. Despite these hardships, my mother refused to let her circumstances dictate her future. She committed herself to academic excellence, earning straight A’s throughout her life. Her hard work paid off when she received a full-ride scholarship to North Carolina Central University (NCCU). But she didn’t stop there—she continued to excel and was accepted into law school at the University of North Carolina at Chapel Hill. She went on to pass the bar exam, becoming not only the first person in her family to earn a degree but also the first lawyer in our family. Even after reaching this incredible milestone, my mother still had bigger dreams. She aspired to become a judge, a goal that would take years of perseverance to achieve. She ran for office five separate times before she finally won. This past January, she was sworn in as a judge, proving once again that persistence leads to success. Watching my mother’s journey has instilled in me the belief that obstacles are merely stepping stones to something greater. She has shown me that no matter where you come from—no matter how difficult the journey—success is possible through dedication and resilience. Her unwavering determination inspires me to work hard and give back to my community, just as she has. I am currently pursuing a degree in Elementary Education at NCCU, with the goal of becoming an elementary school teacher. My mother’s story reminds me that no matter how difficult the journey may seem, success is possible through persistence. Her example motivates me to push forward, even when I face challenges in my own academic journey. This scholarship would provide me with the financial support I need to continue my education and follow in my mother’s footsteps by making a difference in my community. With this assistance, I will be able to focus on my studies, gain valuable classroom experience, and develop the skills necessary to become an effective educator. My long-term goal is to eventually pursue a master’s and Ph.D., ultimately working toward a leadership role in education as a superintendent. Just as my mother worked tirelessly to improve her life and give back, I am committed to doing the same. Through teaching, I hope to inspire young students, providing them with the knowledge and encouragement they need to reach their own goals. This scholarship will not only help me achieve my dreams but will also allow me to continue my mother’s legacy of resilience, perseverance, and community impact.

My name is Alexandria Gause, and I am a dedicated and passionate future educator striving to make a lasting impact on my community. Currently, I am pursuing my Bachelor of Science in Elementary Education at North Carolina Central University, with plans to graduate in 2027. My educational journey does not stop there—I aspire to earn my master’s and eventually a Ph.D., with the ultimate goal of becoming a superintendent in my hometown. Through this role, I aim to advocate for quality education, equitable school funding, and supportive learning environments for all students. My commitment to education is reflected in my professional experiences. I have worked as a substitute teacher for Guilford County Schools, where I managed classrooms, followed lesson plans, and ensured students remained engaged in their learning. Additionally, as a counselor for the YMCA Y-Learning program, I provided academic support to K-5 students, fostering both their academic growth and personal development. My time as a camp counselor at Growing the Distance Inc. allowed me to create interactive learning experiences that helped students develop critical cognitive and motor skills. These roles have strengthened my leadership, communication, and problem-solving abilities, all of which are essential in my pursuit of educational leadership. One of the most significant challenges I have faced was the sudden passing of my aunt due to stomach cancer. Her death was a heartbreaking and transformative moment in my life. Grieving while balancing my responsibilities as a student was incredibly difficult, yet it taught me the power of perseverance. Instead of allowing my grief to overwhelm me, I channeled my emotions into my education. For the first time in my academic career, I earned straight A’s during my first semester of college. This experience reinforced my resilience and my ability to push forward in the face of adversity. I learned that hardship does not define me; rather, my response to challenges shapes who I am and who I will become. Ultimately, my journey has been shaped by my unwavering dedication to education, my commitment to making a difference, and my ability to overcome obstacles. Through my future role as a superintendent, I hope to inspire students to embrace education as a tool for empowerment, just as I have. Thank you for taking the time to consider me for this scholarship. Any help you can provide in supporting me through my academic journey will be deeply appreciated. ~ Alexandria Gause

“Intelligence plus character, that is the goal of true education.” Martin Luther King Jr. From my earliest memories, I have been surrounded by the world of education. With my father serving as a principal, I had a front-row seat to the daily struggles and triumphs within the school system. I watched as he navigated the complex web of curricula, budgets, and the endless stream of challenges that come with the territory. These experiences served as my first window into the world of education, and they instilled in me a profound respect for the dedication and resilience required of those who shape the minds of our future generations. In the summer that followed my junior year, I embarked on a new educational journey as a volunteer working with children. My days started at 6:30 in the morning and often extended well into the evening, as I spent my weekdays with a group of eager, inquisitive children. This experience became a defining chapter in my life. I quickly learned that the lives of children are brimming with potential and curiosity, and it's the role of an educator to kindle the flames of their inquisitiveness. The kids I worked with came from diverse backgrounds and had unique challenges, but they all shared a common desire to learn and grow. This shared aspiration is what connected us, bridging gaps in experiences and backgrounds, and forging deep connections that transcended typical teacher-student relationships. I discovered the transformative power of education during those summer months. It wasn't just about teaching; it was about inspiring and guiding these young minds. I had to develop lesson plans that were not only informative but engaging, fostering a love for learning. The structure was essential, providing a secure framework within which the children could explore, question, and discover. The lesson plans I created required my utmost attention to detail, and I had to adapt quickly when the unexpected arose. As a result of my dedication to their growth, I witnessed the remarkable progress these children made. It was both gratifying and humbling to see their confidence grow, their questions become more insightful, and their understanding deepened. I realized that as an educator, I held the key to unlocking their potential, and this was a responsibility I embraced with passion and commitment. My journey didn't stop there; I continued to be involved in education through after-school programs and my ongoing relationships with former and current teachers. These experiences further enriched my understanding of the complexities of the education system, the importance of mentorship, and the lasting impact that caring and dedicated educators can have on the lives of their students. In my own life, I've come to understand the significance of time management. It's a delicate balance, much like managing a classroom. Some days, I excel at keeping up with my scheduled study time and assignments, much like executing a well-thought-out lesson plan. Other times, the challenges can seem overwhelming, and I struggle to maintain that structure. But the experience of working with children has taught me resilience, adaptability, and the importance of perseverance in the face of challenges. In closing, my journey with children has shown me that education is more than just knowledge; it's the spark that ignites a lifelong love for learning. The impact of working with kids is profound, and it has shaped me into a dedicated, compassionate, and resilient individual, ready to embark on my own educational journey, equipped with the desire to make a meaningful difference in the lives of future generations.