I was diagnosed with ADHD in second grade and later with an anxiety disorder. For most of high school, I struggled because I lacked the tools to manage either. My parents, who had never encountered these challenges before, did their best, and eventually I was able to start therapy. During my junior year, I grew tremendously. I learned strategies to stay organized, manage anxiety, and view my thinking style as an asset rather than a limitation. I now work with an executive functioning coach and plan to continue both coaching and therapy in college. These systems allowed me to thrive academically and creatively. The same mindset that helped me navigate ADHD and anxiety also shaped how I think about engineering: problems are interconnected, and unique perspectives matter. With the right support, I no longer feel weighed down—I feel prepared and excited to take on challenges, and to use my differences to solve problems others may overlook. Growing up, I did not always see people who looked like me in engineering labs, robotics competitions, or leading in STEM spaces. That absence did not discourage me—it motivated me. Today, as a graduating senior pursuing electrical engineering, I am committed not only to advancing in my field but to ensuring that the next generation of minority students sees STEM as a space where they belong, lead, and thrive. For the past three years, I have served as Project Manager of my high school robotics team, an experience that shaped both my technical and leadership abilities. Leading a diverse group of students through the complexities of design, programming, and competition taught me how to manage real-world challenges—tight deadlines, conflicting ideas, and high expectations. More importantly, it taught me how to build a culture where every voice matters. I made it a priority to ensure that each team member, regardless of experience, felt empowered to contribute. Through this role, I saw firsthand how access to robotics can ignite confidence, curiosity, and ambition—especially for students who may not have otherwise seen themselves in STEM. My commitment to serving the minority community extends beyond engineering. As Chief Justice of the Supreme Court at LDZ, I developed a deeper understanding of the power within our own community. I learned how to leverage shared experiences, cultural values, and collective knowledge to create meaningful change. In this role, I worked to ensure that every voice was heard and respected, reinforcing the idea that leadership is not about authority, but about service. This experience showed me that progress within the minority community is most powerful when it is driven from within—when we uplift each other using the resources and strengths we already possess. Additionally, my involvement in Young Men’s Service League (YMSL) instilled in me the importance of philanthropy and community engagement. Through consistent service, I learned that leadership is measured not just by personal success, but by the impact we have on others. Whether volunteering my time or supporting community initiatives, I developed a strong sense of responsibility to give back—an ethic that I will carry with me throughout my career. Looking forward, I plan to use my education in electrical engineering to break down barriers to entry in robotics and STEM for minority students. I aim to create outreach programs, mentorship opportunities, and accessible learning platforms that introduce young students to robotics early in their academic journeys. Representation matters, but access matters even more. By combining both, I hope to inspire confidence and create tangible pathways for success.

Growing up, I did not always see people who looked like me in engineering labs, robotics competitions, or leading in STEM spaces. That absence did not discourage me—it motivated me. Today, as a graduating senior pursuing electrical engineering, I am committed not only to advancing in my field but to ensuring that the next generation of minority students sees STEM as a space where they belong, lead, and thrive. For the past three years, I have served as Project Manager of my high school robotics team, an experience that shaped both my technical and leadership abilities. Leading a diverse group of students through the complexities of design, programming, and competition taught me how to manage real-world challenges—tight deadlines, conflicting ideas, and high expectations. More importantly, it taught me how to build a culture where every voice matters. I made it a priority to ensure that each team member, regardless of experience, felt empowered to contribute. Through this role, I saw firsthand how access to robotics can ignite confidence, curiosity, and ambition—especially for students who may not have otherwise seen themselves in STEM. My commitment to serving the minority community extends beyond engineering. As Chief Justice of the Supreme Court at LDZ, I developed a deeper understanding of the power within our own community. I learned how to leverage shared experiences, cultural values, and collective knowledge to create meaningful change. In this role, I worked to ensure that every voice was heard and respected, reinforcing the idea that leadership is not about authority, but about service. This experience showed me that progress within the minority community is most powerful when it is driven from within—when we uplift each other using the resources and strengths we already possess. Additionally, my involvement in Young Men’s Service League (YMSL) instilled in me the importance of philanthropy and community engagement. Through consistent service, I learned that leadership is measured not just by personal success, but by the impact we have on others. Whether volunteering my time or supporting community initiatives, I developed a strong sense of responsibility to give back—an ethic that I will carry with me throughout my career. Looking forward, I plan to use my education in electrical engineering to break down barriers to entry in robotics and STEM for minority students. I aim to create outreach programs, mentorship opportunities, and accessible learning platforms that introduce young students to robotics early in their academic journeys. Representation matters, but access matters even more. By combining both, I hope to inspire confidence and create tangible pathways for success. Beyond outreach, I aspire to become a leader in the engineering field—someone who not only innovates but advocates. I want to be part of building technologies that improve everyday life while also shaping spaces where diversity is valued and inclusion is intentional. I believe that true progress happens when diverse perspectives are not only included but elevated. A vision of a highly educated and influential minority community resonates deeply with me because I see myself as both a product of that vision and a contributor to it. My experiences in robotics, leadership, and service have prepared me to step forward as a courageous leader. Moving ahead, I am committed to ensuring that the opportunities I have been given are not the exception, but the norm for future generations. I am not just pursuing a career in engineering—I am building a pathway for others to follow.

Growing up, I did not always see people who looked like me in engineering labs, robotics competitions, or leading in STEM spaces. That absence did not discourage me—it motivated me. Today, as a graduating senior pursuing electrical engineering, I am committed not only to advancing in my field but to ensuring that the next generation of minority students sees STEM as a space where they belong, lead, and thrive. For the past three years, I have served as Project Manager of my high school robotics team, an experience that shaped both my technical and leadership abilities. Leading a diverse group of students through the complexities of design, programming, and competition taught me how to manage real-world challenges—tight deadlines, conflicting ideas, and high expectations. More importantly, it taught me how to build a culture where every voice matters. I made it a priority to ensure that each team member, regardless of experience, felt empowered to contribute. Through this role, I saw firsthand how access to robotics can ignite confidence, curiosity, and ambition—especially for students who may not have otherwise seen themselves in STEM. My commitment to serving the minority community extends beyond engineering. As Chief Justice of the Supreme Court at LDZ, I developed a deeper understanding of the power within our own community. I learned how to leverage shared experiences, cultural values, and collective knowledge to create meaningful change. In this role, I worked to ensure that every voice was heard and respected, reinforcing the idea that leadership is not about authority, but about service. This experience showed me that progress within the minority community is most powerful when it is driven from within—when we uplift each other using the resources and strengths we already possess. Additionally, my involvement in Young Men’s Service League (YMSL) instilled in me the importance of philanthropy and community engagement. Through consistent service, I learned that leadership is measured not just by personal success, but by the impact we have on others. Whether volunteering my time or supporting community initiatives, I developed a strong sense of responsibility to give back—an ethic that I will carry with me throughout my career. Looking forward, I plan to use my education in electrical engineering to break down barriers to entry in robotics and STEM for minority students. I aim to create outreach programs, mentorship opportunities, and accessible learning platforms that introduce young students to robotics early in their academic journeys. Representation matters, but access matters even more. By combining both, I hope to inspire confidence and create tangible pathways for success. Beyond outreach, I aspire to become a leader in the engineering field—someone who not only innovates but advocates. I want to be part of building technologies that improve everyday life while also shaping spaces where diversity is valued and inclusion is intentional. I believe that true progress happens when diverse perspectives are not only included but elevated. A vision of a highly educated and influential minority community resonates deeply with me because I see myself as both a product of that vision and a contributor to it. My experiences in robotics, leadership, and service have prepared me to step forward as a courageous leader. Moving ahead, I am committed to ensuring that the opportunities I have been given are not the exception, but the norm for future generations. I am not just pursuing a career in engineering—I am building a pathway for others to follow.

Growing up, I did not always see people who looked like me in engineering labs, robotics competitions, or leading in STEM spaces. That absence did not discourage me but fueled me. Today, as a graduating senior pursuing electrical engineering, I am committed not only to advancing in my field but to ensuring that the next generation of Hispanic students sees STEM as a space where they belong, lead, and thrive. For the past three years, I have served as Project Manager of my high school robotics team, an experience that shaped both my technical and leadership abilities. Leading a diverse group of students through the complexities of design, programming, and competition taught me how to manage real-world challenges such as tight deadlines, conflicting ideas, and high expectations. More importantly, it taught me how to build a culture where every voice matters. I made it a priority to ensure that each team member, regardless of experience, felt empowered to contribute. Through this role, I saw firsthand how access to robotics can ignite confidence, curiosity, and ambition. Especially for students who may not have otherwise seen themselves in STEM. My commitment to serving the Hispanic community extends beyond engineering. As Chief Justice of the Supreme Court at Lorenzo De Zavala Youth Legislative Session with the National Hispanic Institute,  I developed a deeper understanding of the power within our own community. I learned how to leverage shared experiences, cultural values, and collective knowledge to create meaningful change. In this role, I worked to ensure that every voice was heard and respected, reinforcing the idea that leadership is not about authority, but about service. This experience showed me that progress within the Hispanic community is most powerful when it is driven from within and when we uplift each other using the resources and strengths we already possess. Additionally, my involvement in Young Men’s Service League (YMSL) instilled in me the importance of philanthropy and community engagement. Through consistent service, I learned that leadership is measured not just by personal success, but by the impact we have on others. Whether volunteering my time or supporting community initiatives, I developed a strong sense of responsibility to give back. Looking forward, I plan to use my education in electrical engineering to break down barriers to entry in robotics and STEM for minority students. I aim to create outreach programs, mentorship opportunities, and accessible learning platforms that introduce young students to robotics early in their academic journeys. Representation matters, but access matters even more. By combining both, I hope to inspire confidence and create tangible pathways for success. Beyond outreach, I aspire to become a leader in the engineering field. I want to be someone who not only innovates but advocates. I want to be part of building technologies that improve everyday life while also shaping spaces where diversity is valued and inclusion is intentional. I believe that true progress happens when diverse perspectives are not only included but elevated. A vision of a highly educated and influential minority community resonates deeply with me because I see myself as both a product of that vision and a contributor to it. My experiences in robotics, leadership, and service have prepared me to step forward as a courageous leader. Moving ahead, I am committed to ensuring that the opportunities I have been given are not the exception, but the norm for future generations. I am not just pursuing a career in engineering but I am building a pathway for others to follow.

Growing up, I did not always see people who looked like me in engineering labs, robotics competitions, or leading in STEM spaces. That absence did not discourage me but fueled me. Today, as a graduating senior pursuing electrical engineering, I am committed not only to advancing in my field but to ensuring that the next generation of Hispanic students sees STEM as a space where they belong, lead, and thrive. For the past three years, I have served as Project Manager of my high school robotics team, an experience that shaped both my technical and leadership abilities. Leading a diverse group of students through the complexities of design, programming, and competition taught me how to manage real-world challenges such as tight deadlines, conflicting ideas, and high expectations. More importantly, it taught me how to build a culture where every voice matters. I made it a priority to ensure that each team member, regardless of experience, felt empowered to contribute. Through this role, I saw firsthand how access to robotics can ignite confidence, curiosity, and ambition. Especially for students who may not have otherwise seen themselves in STEM. My commitment to serving the Hispanic community extends beyond engineering. As Chief Justice of the Supreme Court at Lorenzo De Zavala Youth Legislative Session with the National Hispanic Institute,  I developed a deeper understanding of the power within our own community. I learned how to leverage shared experiences, cultural values, and collective knowledge to create meaningful change. In this role, I worked to ensure that every voice was heard and respected, reinforcing the idea that leadership is not about authority, but about service. This experience showed me that progress within the Hispanic community is most powerful when it is driven from within and when we uplift each other using the resources and strengths we already possess. Additionally, my involvement in Young Men’s Service League (YMSL) instilled in me the importance of philanthropy and community engagement. Through consistent service, I learned that leadership is measured not just by personal success, but by the impact we have on others. Whether volunteering my time or supporting community initiatives, I developed a strong sense of responsibility to give back. Looking forward, I plan to use my education in electrical engineering to break down barriers to entry in robotics and STEM for Hispanic students. I aim to create outreach programs, mentorship opportunities, and accessible learning platforms that introduce young students to robotics early in their academic journeys. Representation matters, but access matters even more. By combining both, I hope to inspire confidence and create tangible pathways for success. Beyond outreach, I aspire to become a leader in the engineering field. I want to be someone who not only innovates but advocates. I want to be part of building technologies that improve everyday life while also shaping spaces where diversity is valued and inclusion is intentional. I believe that true progress happens when diverse perspectives are not only included but elevated. My experiences in robotics, leadership, and service have prepared me to step forward as a courageous leader. Moving ahead, I am committed to ensuring that the opportunities I have been given are not the exception, but the norm for future generations. I am not just pursuing a career in engineering but I am building a pathway for others to follow.