The reason I want to become a teacher is simple: one teacher changed my life, and I want to have that same impact on someone else. My goal is to begin my career as a Pre-K or Kindergarten teacher, spend at least ten years in the classroom, and eventually become a superintendent so I can advocate for students and teachers on a larger scale. I believe every child deserves an educator who sees their potential, believes in them, and makes learning a place where they feel safe, valued, and excited to grow. The teacher who inspired me was my fourth-grade teacher, Ms. McLaurin, who also looped with our class and became my fifth-grade teacher. She was the first Black teacher I had ever had, and although I did not fully understand it at the time, seeing someone who looked like me standing confidently at the front of the classroom was incredibly powerful. She showed me that I belonged in spaces of leadership and excellence. Ms. McLaurin made every lesson exciting. She found creative ways to keep us engaged, whether she was tossing candy across the room when we answered multiplication questions correctly or turning ordinary lessons into memorable experiences. Looking back, I realize she was teaching us much more than math and reading—she was teaching us to believe in ourselves. She understood that children learn best when they feel encouraged, challenged, and celebrated. What impacted me the most was her dedication outside of the classroom. Every Saturday morning, she opened her classroom to help students prepare for our End-of-Grade tests. At the time, I hated waking up early on the weekend, but now that I am studying to become a teacher, I recognize the sacrifice she made. She gave up her personal time because she genuinely cared about our success. No matter what she may have been facing in her own life, she never let it affect the love and commitment she showed her students. Today, I strive to follow her example. Throughout college, I have worked with elementary students as a tutor, mentor, and volunteer because I want every child to have someone who believes in them. Whether I am mentoring a fifth grader, organizing enrichment programs, or helping students with homework after school, I try to create the same welcoming environment that Ms. McLaurin created for me. After graduating from high school, I wrote Ms. McLaurin a letter thanking her for changing my life. I wanted her to know that the little girl sitting in the front row of her classroom was now pursuing a degree in elementary education because of her. When I eventually become a teacher, administrator, and one day superintendent of Guilford County Schools, I hope a former student will one day tell me what I was able to tell Ms. McLaurin: "Thank you for believing in me." That is the kind of legacy I hope to leave.

Service has always been the foundation of who I am. As a junior at North Carolina Central University pursuing a degree in Elementary Education, I have dedicated my college experience to serving children both inside and outside the classroom. My goal is to become a Pre-K or Kindergarten teacher, later move into school administration, and eventually become a superintendent who advocates for equitable opportunities for every student. Every leadership role and volunteer experience has reinforced my belief that education is about much more than academics—it is about meeting students where they are and helping them reach their full potential. One of my proudest accomplishments was creating and leading **Club Days** at Fayetteville Street Elementary School during my sophomore year. I wanted students to experience opportunities beyond math and reading, so I organized clubs such as STEAM, gardening, games, and gym. These activities gave K–5 students a chance to explore new interests, build friendships, and develop a stronger sense of belonging within their school community. As Vice President of the Early Childhood Education Club, I helped coordinate monthly outreach efforts at Fayetteville Street Elementary School. We supported approximately 20 students by delivering food, snack bags, and hygiene kits while also providing treats for the entire school so every child felt included. I also planned and executed the **Mid-Year Magic School Supply Drive**, recognizing that many students run out of supplies just weeks into the school year. Through this initiative, we collected and distributed calculators, pencils, notebooks, and other essential materials to nearly 1,000 students across two elementary schools, helping families start the second half of the year prepared for success. In addition to these leadership roles, I volunteered after school at Maureen Joy Charter School, where I tutored K–5 students and helped them complete homework, providing encouragement and academic support. I also served as a mentor through the Pride Pathfinders Mentorship Program at Fayetteville Street Elementary School. My mentee, Naomi, was a fifth-grade student who reminded me that sometimes the greatest gift you can give a child is your time. Over the course of the year, I became someone she could trust and talk to. While we worked on academics, many of our conversations were simply about life. By giving her consistent encouragement and individual attention, I watched her confidence grow, her grades improve, and her focus in school strengthen. My father, who has spent years mentoring young Black boys and encouraging them to pursue higher education, is my greatest motivator. His example taught me that lasting change begins with serving others. I hope to carry that lesson with me throughout my career by creating schools where every child feels seen, supported, and empowered to succeed.

Education has always been more than a career choice for me—it is my purpose. As a junior at North Carolina Central University with a 4.0 GPA, I am preparing to become a Pre-K or Kindergarten teacher because I believe every child deserves a strong educational foundation. My long-term goal is to spend at least ten years in the classroom before transitioning into school administration and eventually serving as a superintendent. I want to be the kind of educational leader who not only improves academic outcomes but also creates school systems where every child has the support they need to thrive. I firmly believe that no student should reach high school still reading on a first-grade level, and I hope to champion early literacy initiatives, teacher support, and student-centered policies that address learning gaps before they become lifelong barriers. My passion for education comes from what I have witnessed in my own community. Growing up in Guilford County, I saw that for many students, the breakfast and lunch they received at school were often their only reliable meals of the day. During the COVID-19 pandemic, I saw firsthand how food insecurity, mental health challenges, and limited resources affected students and their families. Those experiences reinforced a simple truth: we cannot expect children to learn, retain information, and reach their full potential when their basic needs are not being met. As an educator and future administrator, I want to advocate for schools that educate the whole child by recognizing that academic success is closely connected to students' physical, emotional, and social well-being. My greatest inspiration has always been my father. I watched him dedicate his life to mentoring young Black boys, keeping them off the streets, encouraging them to believe in themselves, and helping them pursue higher education. His example showed me that one person can change the direction of someone's life through consistency, compassion, and service. Watching him invest in the next generation inspired me to follow a path where I could make that same lasting impact. At North Carolina Central University, I have worked to turn my passion into action. I revived the Education Majors Advisory Council, where I now serve as President, advocating for current and future education students while creating opportunities for engagement and professional growth within the School of Education. I also serve as the Event Coordinator for NCCU's Circle K International chapter, planning service projects and events that strengthen our campus and surrounding community. These leadership experiences have strengthened my commitment to servant leadership and reinforced my belief that meaningful change begins with people who are willing to step up and serve. Receiving this scholarship would ease the financial burden of earning my degree and allow me to continue focusing on my academics, leadership, and service without the constant stress of financial barriers. More importantly, it would be an investment in my vision of becoming a teacher, an educational leader, and ultimately a superintendent who advocates for equity, literacy, and opportunity for every student. Guided by faith, perseverance, and a heart for service, I am committed to using my education to create lasting change in the lives of children and the communities they call home.

My name is Alexandria C. Gause, and I am a rising junior at North Carolina Central University majoring in Elementary Education. As a young Black woman attending an HBCU, my background, leadership experiences, and long-term aspirations have shaped my commitment to pursuing a career in K–12 education. For me, teaching is more than a career path—it is a calling rooted in service, representation, and advocacy. Growing up, I understood the importance of having educators who not only teach content but truly see their students. As a Black student, I experienced firsthand how powerful it is to have teachers who affirm your identity and push you toward excellence. Those moments inspired me to become the kind of teacher who creates safe, structured, and culturally responsive classrooms—especially for students in low-income communities who often lack consistent support and representation. My commitment to education extends beyond coursework. On campus, I serve as President of the Education Majors Advisory Council (EMAC) and Vice President of the Early Childhood Education, Child Development & Family Relations Club. In these leadership roles, I have had the opportunity to create meaningful programming that supports and unites future educators. As EMAC President, I hosted a professional development event where the North Carolina Principal of the Year came to speak with education majors. Organizing this event required communication, planning, and collaboration, but most importantly, it gave aspiring teachers access to real-world insight from a leader in the field. Hearing directly from a distinguished principal about leadership, resilience, and advocacy reinforced my desire to not only teach but eventually move into administration where I can influence school culture and policy. In addition to professional development events, I have intentionally created bonding and community-building experiences for education majors. I organized a classroom transformation event where students decorated a model classroom, rearranged furniture, and brought their creative visions to life. For two hours, we treated the space as “our classroom,” modeling the kind of engaging and welcoming environments we hope to create in our future schools. I also hosted seasonal bonding events, such as a pumpkin carving social, to strengthen relationships among future educators. These moments may seem small, but they build collaboration, creativity, and a sense of community—qualities that are essential in education. Beyond campus leadership, I have worked as an afterschool teacher, summer camp counselor, substitute teacher, and Y-Learning counselor at the YMCA, providing tutoring and academic support. I also volunteer in Guilford County Schools. These experiences have deepened my understanding of the academic and social-emotional needs of children, especially those in underserved communities. After graduation, I plan to teach in Guilford County while pursuing my master’s degree. My long-term goal is to earn a Ph.D. and transition into a leadership role such as assistant principal or principal, where I can establish mentorship programs, strengthen after-school and summer initiatives, and advocate for equitable policies. My background, leadership experiences, and aspirations all point toward one purpose: to serve students and transform educational spaces. I am committed to being a teacher who leads with excellence, builds community, and ensures every child feels seen, supported, and capable of success.

Giving back to my community has always been a big part of who I am. As a future Black educator, I believe that real change starts with showing up for others — especially the next generation. Over the past year alone, I’ve completed over 100 community service hours while maintaining a 4.0 GPA. Balancing it all isn’t always easy, but every experience reminds me why I chose this path in the first place. Right now, I volunteer at a local elementary school where I spend time in classrooms helping teachers and students. I also serve as a mentor at another school, where I mentor a second-grade student — a young Black child who reminds me so much of myself when I was little. I try to show him that no matter where you come from, your dreams are possible. It’s not just about helping with homework — it’s about being someone consistent who believes in him. I’m also the President of EMAC (Education Major Advisory Council) at North Carolina Central University. Through EMAC, we make sure our education majors stay connected to service and leadership. We organize at least one service opportunity each month — this month, we’re volunteering at a local women’s shelter and planning a “Teacher for a Day” event where we’ll assist teachers in nearby schools. It’s important to me that we not only talk about giving back, but actually do it. On top of that, I serve as Fundraising Chair for NCCU’s Early Childhood Education (ECE) organization. Every month, we host a hygiene, food, or clothing drive and deliver the donations to a local elementary school. Seeing the impact of those drives — kids getting what they need, families feeling supported — always pushes me to keep going. I’m also part of the Durham UACS Community Schools Research Collective, where NCCU and Duke students work together to study community schools and how universities can better serve them. Through this project, I’ve learned the importance of partnerships and how strong schools build strong communities. It’s helped me see that teaching goes beyond lesson plans — it’s about understanding and supporting the whole child and the community around them. In the future, I plan to continue teaching in low-income schools in Guilford County while pursuing my master’s and eventually my Ph.D. I want to create after-school and mentorship programs that give students academic and emotional support. I also hope to move into leadership one day — as an assistant principal or principal — to advocate for policies that make schools more equitable and inclusive for all students. Everything I do — from mentoring to organizing drives — is part of my mission to uplift and empower others. I want to be the kind of teacher who not only educates but inspires. Giving back isn’t something I do on the side; it’s the foundation of the life I’m building and the future I want to create.

One of the biggest obstacles I’ve had to overcome while pursuing higher education has been self-doubt. As a Black woman studying elementary education and working toward becoming a teacher, there were times when I questioned whether my voice and my presence really mattered in spaces where I didn’t always see people who looked like me. It took me a while to believe that my impact as a future educator, especially in STEM, could go far beyond the classroom. During my internship as an ECE STEM Counselor with the NCCU School of Education, I got the chance to visit local schools and summer camps to lead hands-on STEM activities with younger children. We did experiments, built small projects, and talked about how science, technology, engineering, and math connect to our everyday lives. I learned so much from those kids. No matter their age or background, every child was curious and excited to learn. That experience reminded me that every child—regardless of what they’ve done or where they come from—has the ability and the right to explore STEM. That internship opened my eyes to how important representation is in these fields. STEM careers are becoming more and more popular in our world, but they’re still not diverse enough. Only about 9% of the STEM workforce is Black and 8% is Hispanic. Those numbers show just how many talented kids are missing out because they weren’t encouraged early enough. Seeing that made me realize I want to be the teacher who helps change that. I want my students to grow up believing that they can build robots, design bridges, and solve big problems—because they can. Throughout this journey, my mentors and professors at North Carolina Central University have helped me overcome my doubts. They’ve reminded me that being a teacher is more than just a job—it’s a way to make sure all children, especially Black and brown students, see themselves as capable learners and future leaders. They pushed me to take opportunities like becoming a Substitute Teacher for Guilford County Schools, working as a Y-Learning Afterschool Counselor with the YMCA, and leading through roles like President of the Education Major Advisory Council. Each experience has helped me grow more confident in my purpose and more passionate about giving back. The people who helped me overcome my obstacles didn’t just tell me I belonged—they showed me by trusting me to lead, teach, and make a difference. Now, when I step into a classroom, I see more than just a group of kids. I see future scientists, engineers, and innovators waiting for someone to believe in them. And that’s exactly what I plan to do every day as a future educator.

My name is Alexandria Gause, and I am a junior at North Carolina Central University majoring in Elementary Education with a concentration in Spanish. I currently hold a 4.0 GPA and have completed over 100 hours of community service within the past two years. I serve as the President of the Education Major Advisory Council and the Fundraising Chair for the Early Childhood Education Club. Through both organizations, I’ve led and participated in hygiene drives, food drives, back-to-school backpack donations, and care package deliveries for children and their families in need. These experiences have strengthened my love for service and my belief that education and community are deeply connected. Even with a strong support system, I’ve faced challenges balancing leadership, academics, and service while maintaining excellence. There have been times when managing multiple responsibilities felt overwhelming, but my passion for helping children—especially those in low-income and underrepresented communities—kept me going. I’ve learned that success doesn’t come from avoiding obstacles, but from embracing them as lessons that prepare me for the work I’m called to do. In addition to my campus involvement, I am part of a joint research project between Duke University and NCCU that focuses on community schools. Our work examines how college students can better support K–12 students and their families through collaboration, mentorship, and resource access. This research connects directly to my dream of becoming an elementary school teacher who not only educates but also advocates for families. In the future, I plan to teach in low-income schools in Guilford County, where I can use my education to build relationships, create inclusive learning environments, and develop after-school and mentorship programs that provide academic and emotional support. My ultimate goal is to help every child I teach feel seen, supported, and capable of success—because education is not just about lessons in a classroom; it’s about changing lives and strengthening communities.

As a proud student at North Carolina Central University majoring in Elementary Education, I have always believed that real community change begins with children. Growing up, I saw firsthand how education can either limit or unlock a child’s potential, especially in low-income and underrepresented communities. That experience inspired my goal to become a kindergarten teacher who uses education—especially STEM—to spark curiosity, confidence, and creativity in young learners. During the summer of 2025, I had the privilege of serving as an Early Childhood Education STEM Camp Counselor through NCCU’s School of Education. My team and I created hands-on learning kits and led activities across Durham, North Carolina. My favorite project was the “Trash Collector” lesson, where children learned about pollution and problem-solving while building simple tools to collect trash. It was inspiring to watch them connect environmental issues to their own neighborhoods and realize that they could make a difference. That moment reminded me that STEM isn’t just about science or math—it’s about thinking critically and caring for your community. If given the opportunity to improve my community, I would create a year-round STEM Exploration Program for children in Durham and Guilford County. This program would bring STEM education directly to students in after-school programs, daycares, and community centers—especially in areas where resources are limited. Each week would focus on a different theme, such as engineering, environmental care, or technology in everyday life. The goal would be to make STEM accessible, engaging, and culturally relevant for all children, no matter their background or school. As a future educator, I understand how early exposure can shape a child’s mindset. Many students from underrepresented communities grow up believing that science and technology “aren’t for them.” By providing these experiences early, I can help change that narrative. I would also partner with local colleges, community organizations, and HBCU students to serve as mentors. Representation is powerful—when children see people who look like them leading STEM activities, they begin to see new possibilities for themselves. This work is deeply personal to me because I know the power of visibility and encouragement. I am a product of educators who believed in me and gave me opportunities to explore. Now, I want to be that person for someone else. My hope is that through hands-on learning and mentorship, I can help children not only understand STEM but see themselves as future innovators, teachers, and leaders. Improving my community means investing in the next generation—teaching them that their ideas matter and their dreams are possible. Whether I’m in a classroom, an after-school program, or a summer camp, I plan to make learning exciting, inclusive, and full of discovery. By starting with one classroom, one child, and one activity at a time, I believe I can help build a community that values both education and empowerment.

Hello! My name is Alexandria Gause, and I am an Elementary Education major at North Carolina Central University. Now, before anyone assumes I accidentally wandered into the wrong field because I’m not a STEM major—don’t worry, I can explain! Let me tell you how STEM has already played a big part in my journey as a future teacher. During the summer of 2025, I served as an Early Childhood Education STEM Camp Counselor in Durham, North Carolina. Alongside other NCCU students, I helped prepare and lead hands-on STEM kits for kids. My partner and I taught a project called “Trash Collector,” where we introduced children to the importance of reducing pollution while showing them that STEM isn’t limited to scientists in lab coats—it’s part of everyday life. We spent the week visiting schools, daycares, and summer camps, helping children see that they can be problem solvers and innovators, too. Even though my major is Elementary Education, I know how essential it is for teachers to expose young students—especially those from underrepresented backgrounds—to STEM early on. My goal is to become a kindergarten teacher in a low-income school, where I can spark curiosity, build confidence, and make STEM learning fun and accessible. Representation matters, and I want my students to see that people who look like them belong in every field, including STEM.

My name is Alexandria Gause, and I am from Greensboro, North Carolina. I am currently studying Elementary Education at North Carolina Central University with the goal of becoming a kindergarten teacher and, one day, a superintendent. My passion for education comes from lived experiences that showed me how deeply schools impact a community, especially for Black children in underserved areas. In 2018, when a tornado struck Greensboro, I witnessed firsthand how much my community struggled. Schools were closed, and many children—especially Black students from low-income families—were left without the resources they depended on every day. For some, that meant no access to a safe space to learn. For others, it meant no hot meals or nutritious food. I saw how quickly children could fall behind, not because they lacked potential, but because they lacked support. That experience shaped me into someone who wants to make a difference for kids who are too often overlooked. From then on, I made it my mission to be part of the solution. I have worked in many roles that connect me to children, including as a YMCA Y-Learning counselor, camp counselor, substitute teacher, and youth ambassador. Each experience has strengthened my leadership, compassion, and classroom management skills, while showing me the power of patience and consistency in a child’s life. I’ve learned that every child deserves someone who believes in them, even when the world makes them feel invisible. As a future Black educator, I want to bring representation and advocacy into schools where it matters most. Too often, Black children grow up without seeing teachers who look like them, who understand their struggles, and who are committed to uplifting them. I want my classroom to be a safe and joyful space where students are encouraged to learn, grow, and imagine futures without limits. Beyond teaching, I plan to create afterschool and summer programs to keep students engaged academically and socially, while also providing meals and mentorship. My ultimate goal is to become a superintendent, where I can shape policies and programs that directly address inequities in education. I want to expand mentorship opportunities for teachers, partner with community organizations, and ensure that schools provide not only academics, but also nourishment, safety, and emotional support. This scholarship would bring me one step closer to achieving these dreams. Education is my passion, but it is also my calling to serve my community. Just as Sloane Stephens honors the legacy of her grandparents by uplifting others, I want to honor my community by dedicating my career to underserved Black children who deserve every opportunity to thrive.

My involvement with my local church has been a major influence on my dedication to community service and the kind of teacher I aspire to be. When I was younger, I struggled with my faith after the passing of my grandfather, and for a time, I felt distant from God. After completing my first year of college, I began rebuilding my relationship with Him, and on August 3rd, I was baptized. That moment marked a fresh start and a commitment to live out my faith through service, leadership, and love for my community. One of the ways I live this out is through working with the youth at my church. As a future kindergarten teacher, I see these moments as opportunities to practice patience, creativity, and mentorship. I help with youth activities that include Bible study, interactive lessons, and small group discussions, where I encourage children to explore their faith, develop confidence, and support one another. Spending time with the younger members of my church has shown me how important it is for children to feel heard, valued, and inspired—a lesson I plan to carry into my own classroom. My renewed faith has also guided my community work beyond the church walls. I was hand-selected to participate in a Duke and NCCU research project that focuses on bridging the gap between college students and local school systems. This experience has strengthened my mission to connect my peers with opportunities to serve in schools, helping children not only academically but socially and emotionally. I also volunteer with Guilford County Schools at Lindley Elementary, where I assist in classrooms and support small group learning, bringing the same heart for service I practice in my church youth ministry. Through both church and community service, I have learned that teaching and service go hand in hand. My experiences have reinforced my belief that small, consistent acts of care—whether helping a child understand a lesson, mentoring youth at church, or creating connections between schools and college students—can leave a lasting impact. Overall, my involvement with my church has shaped me into a future educator who leads with compassion, faith, and purpose. It has shown me that being a teacher is about more than academics—it is about building confidence, uplifting communities, and creating spaces where children feel truly seen. Receiving this opportunity would mean so much to me because it would support my journey to continue serving my community, strengthen my skills as an educator, and allow me to create classrooms that inspire the next generation.

My name is Alexandria Gause, and I am a rising junior at North Carolina Central University majoring in Elementary Education with a 4.0 GPA. As a future Black woman kindergarten teacher, I am deeply committed to making a lasting impact on children in underserved communities. For me, teaching has always been about more than delivering a curriculum—it is about creating a safe, nurturing space where students feel seen, supported, and inspired to succeed. For the past two years, I have volunteered with Guilford County Schools at Lindley Elementary, where I assist teachers in the classroom, work with small groups of students, and provide encouragement to help children reach their potential. This experience has reinforced my belief that simple acts—listening to a student share their excitement about a story, guiding them through a challenging problem, or celebrating their accomplishments—can have a powerful impact on a child’s confidence and love for learning. Beyond my volunteer work, I have served in multiple roles dedicated to youth and education. I have worked as an after-school teacher, summer camp counselor, and Y-Learning counselor at the YMCA, where I provided tutoring and enrichment activities to children who needed extra academic and emotional support. Currently, I serve as an ECE Summer Camp Counselor with NCCU’s School of Education, leading S.T.E.A.M. activities for Pre-K and kindergarten students, and I am the Publicity Chair for the NCCU Future Educators Club, where I help organize events and encourage other education majors to engage in service and leadership. These roles have strengthened my skills in lesson planning, creativity, and communication while deepening my passion for serving my community. As a future teacher, I want my students to gain more than academic knowledge. I hope to instill in them confidence, resilience, and a lifelong love for learning. I want my classroom to be a place where children feel valued, understood, and motivated to dream bigger than they ever imagined. Education is a force for good, and I plan to use my role as a teacher to empower students, uplift communities, and create meaningful change for the next generation. Receiving this opportunity would mean so much to me because it would support my journey to becoming the kind of teacher who changes lives. It would allow me to continue serving my community, pursuing excellence in my education, and building the skills I need to create classrooms where every child feels seen and inspired to thrive.

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.