There have been moments when I was exhausted from working, mothering, and going to school, but I still opened my laptop because I knew quitting was not an option. I am a first-generation college student and my story has not been one where every door opened easily. I have had to work, ask questions, figure things out, and keep going even when I felt unsure. There were many times when I wished I had someone who could guide me through school, career decisions, applications, and professional opportunities. My family loved and supported me, but they didn't always have the experience or resources to show me every step. Because of that, I learned how to advocate for myself, even when it was uncomfortable. Those experiences shaped the woman I am becoming. They also shaped the career I want to pursue. I am currently working toward a career in education because I believe students deserve adults who see their potential before they fully see it in themselves. School was a safe place for me, and certain teachers helped me understand that my voice mattered. I want to become that kind of teacher for my own students, especially students who may feel unseen, unsupported, or unsure of where to begin. My passion for service also led me to create Breaking Barriers Career Coaching, an initiative focused on helping youth and underserved communities with resumes, interview preparation, career readiness, and confidence building. Breaking Barriers is personal to me because I know what it feels like to have ambition but not always have access. I want young people to know that their background does not limit their future. Sometimes, all a person needs is guidance, encouragement, and someone willing to show them the next step. This scholarship would have a meaningful impact on my career because it would help remove some of the financial pressure that comes with pursuing my degree and building my future. Like many students, I balance school, work, family responsibilities, and the cost of everyday life. As a mother, every decision I make affects not only me, but my son. Receiving this scholarship would allow me to focus more on completing my education, preparing for my teaching career, and continuing the community work that means so much to me. It would also be an investment in the students and communities I hope to serve. My goal is not only to earn a degree, but to use my education to create change. I want to become a teacher who builds confidence in students, creates safe spaces for learning, and reminds young people that they are capable of more than they may believe. I also want to continue growing Breaking Barriers so more students can access the tools and support they need to succeed. This scholarship would help me keep moving forward. It would support a future educator, a mother, and a woman who is determined to turn her own challenges into purpose. My story is still being written, but I know the direction I am heading. I want to teach, serve, and help others break barriers the same way I am breaking mine.

I still remember the feeling of sitting in front of an application, staring at questions I did not know how to answer, wishing someone could simply sit beside me and say, “Let me help you figure this out.” I want to pursue a career in the nonprofit sector because I know what it feels like to need help but not always know where to find it. I know what it feels like to have dreams, ambition, and potential, but still feel unsure about the next step. As a first-generation student, I've had to learn many things on my own. My family loved me and supported me, but they didn't always have the tools or experience to guide me through every opportunity. There were times when I needed help with school, career planning, applications, and professional skills, but I felt embarrassed to ask questions because I didn't want to seem behind. That feeling stayed with me. It made me realize that many young people are not lacking talent or motivation. They are lacking access, guidance, and someone who will take the time to show them what is possible. That is one of the reasons I created Breaking Barriers Career Coaching. Breaking Barriers is my way of giving people the support I wish I had earlier. Through this initiative, I help students and underserved communities with resumes, interview preparation, career readiness, confidence building, and learning how to present themselves professionally. To me, this work is about more than helping someone get a job. It is about helping someone believe they belong in rooms they may have once felt intimidated by. It is about helping a young person see that their background does not make them less capable. It is about reminding people that they are allowed to dream bigger, ask questions, and take up space. The nonprofit sector interests me because it is rooted in service and community. I care deeply about work that directly impacts people’s lives, especially students, families, and communities that have been overlooked or under-resourced. I want to be part of work that does not just talk about change, but actually creates it. Whether that means building career programs, connecting students to mentors, helping families access resources, or creating safe spaces for young people to grow, I want my work to be meaningful and useful. I hope my work creates a positive impact by helping people feel seen, prepared, and supported. I want students to leave my programs knowing how to write a resume, speak confidently in an interview, advocate for themselves, and believe they are worthy of opportunity. I also want them to know that needing help does not make them weak. Sometimes all a person needs is one person willing to guide them, encourage them, and remind them of their own strength. Breaking Barriers is personal to me because I am still breaking barriers in my own life. I am still learning, growing, and creating a future that was not simply handed to me. Because of that, I understand the importance of support. I understand the difference it can make when someone believes in you and gives you the tools to move forward. A career in the nonprofit sector would allow me to turn my personal experiences into service. I want to use my story, my education, and my passion for community work to help others move closer to the futures they deserve. My goal is to be a resource, a mentor, and a reminder that where you start does not have to determine where you finish.

When I was younger, my family always told me I should become a lawyer or a journalist. To them, those careers meant success, stability, and a good salary. I understood why they wanted that for me, but even then, I knew my heart was somewhere else. I did not want to choose a career just because it sounded impressive. I wanted to choose a career that felt meaningful. For me, that career is teaching. School was not just a place where I went to learn. It was a place where I felt safe. It was a place where I felt noticed. Some of my teachers saw things in me that I did not always see in myself. They saw my voice, my leadership, and my potential. Their belief in me stayed with me, especially during times when I was still trying to figure out who I was and where I belonged. One teacher who truly changed my life was my high school history teacher, Mr. Ikeda. He did not just treat me like another student sitting in his classroom. He listened to my ideas and made me feel like they were worth something. When I wanted to create spaces for students who felt unseen, he supported me. With his help, I started two clubs at my high school: the People of Color Student Union and the Poetry Club. Those clubs meant a lot to me because they gave students a place to breathe. They gave us a place to talk, write, share, and feel less alone. Mr. Ikeda helped me understand that students don't only need textbooks and tests but spaces where they feel safe enough to be themselves. They need adults who believe their ideas are possible. As a first-generation student, there were many things my family could not teach me about school, college, or how to navigate certain opportunities. My parents loved me and wanted the best for me, but love does not always come with the knowledge of how to guide a child through every door. There were moments when I felt lost, embarrassed to ask questions, or afraid of seeming like I needed too much help. Mr. Ikeda reminded me that needing guidance was not a weakness. He helped me see that I was capable. That is the kind of teacher I want to become. I want to be there for the students who are quiet but have so much to say. I want to be there for the students who are trying to figure things out on their own. I want to be there for the students who need someone to look at them and say, “I see you. I believe in you. You can do this.” As a Black woman pursuing teaching, representation is also deeply personal to me. Growing up, I can barely count how many Black teachers I had. I often had to imagine myself in places where I did not see people who looked like me. I want my students to have a different experience. I want them to walk into my classroom and see possibility. I want them to know that success can look like them, sound like them, and come from a background like theirs. I'm not pursuing teaching because it is easy or because it is the highest-paying career. I am pursuing teaching because I know what it feels like for one teacher to change the way you see yourself. Mr. Ikeda changed my life by helping me believe that my voice mattered. As a teacher, I hope to spend my life doing the same for my students.

I know what it feels like to dream about a future that no one around you has experienced before. Being a first-generation college student means stepping into unfamiliar spaces, asking questions you are sometimes embarrassed to ask, and learning how to believe in yourself even when the path is unclear. It means carrying hope, pressure, fear, and determination all at once. For me, being first-generation is not just about attending college; it is about becoming proof that a different future is possible. I am a first-generation college student, a mother, and someone who is deeply passionate about education, mentorship, and creating opportunities for students who may not have a clear path laid out for them. Growing up, I did not always have access to the guidance, resources, or professional networks that many students rely on when preparing for college and careers. There was no one in my family who could fully explain the college process, help me understand career pathways, or prepare me for professional opportunities. I had to teach myself, ask questions when I could, rely on free resources, and learn through trial and error. Although that journey was challenging, it shaped my purpose. It helped me understand how powerful support can be and how discouraging it feels when that support is missing. I chose to pursue education because I want to become the kind of person I needed when I was younger. I want students to know that even if they are the first in their family to attend college, they are capable, deserving, and not alone. I plan to inspire and motivate other first-generation students by sharing my story honestly and using my experiences to guide them. I want students to see that they do not have to have everything figured out to begin. Sometimes the first step is simply believing that you belong in rooms you have never been in before. I want to help students build that belief in themselves. Through my initiative, Breaking Barriers, I support students with college access, career readiness, resumes, interviews, and confidence-building. This work is especially important to me because many minority and first-generation students have the talent and ambition to succeed, but they may not have access to the information or encouragement they need. I created Breaking Barriers because I know what it feels like to figure things out alone, and I want to make sure other students do not have to experience that same uncertainty. My goal is to show first-generation students that their background is not a weakness. It is a strength. Being first-generation means having the courage to create a new path, not only for yourself, but for your family and the people who come after you. It means turning obstacles into motivation and using your story to help others move forward. By becoming an educator and continuing my work in mentorship, I hope to help students feel seen, prepared, and empowered to pursue higher education. I want them to understand that college is possible for them, even if no one in their family has done it before. Most importantly, I want them to know that they are worthy of every opportunity they are working toward.

What gives me an advantage is that my passion for education is not just something I talk about. It is something I live out every day. I know what it feels like to be a first-generation student without a clear roadmap, and instead of letting that hold me back, I turned that experience into purpose. I deserve this scholarship because I am already doing the work I hope to continue in the future. Through Breaking Barriers, I help students with resumes, interviews, career readiness, and college access, especially students from minority and first-generation backgrounds. I am not waiting until I have a degree to make an impact. I am using what I have learned to support others now. My advantage is my lived experience, my dedication to service, and my ability to connect with students in a real way. I understand the barriers many students face because I have faced them myself. That makes me more than just a student pursuing education. It makes me someone who is committed to opening doors for others. This scholarship would not only support my college journey, but it would also support the work I am doing in my community. I am determined, resourceful, and deeply committed to educational equity. I believe I stand out because my goals are bigger than myself. Earning my degree is important to me, but using that degree to help students feel seen, prepared, and supported is what truly drives me.

I did not grow up with a college roadmap, so I learned how to create one. Now, my goal is to make sure students after me do not have to figure it out alone. Being the first in my family to obtain a college degree means more than earning a diploma. It means breaking a cycle and creating a new path for myself, my family, and the students I hope to serve one day. There was no one guiding me through the college process, explaining career pathways, or preparing me for professional opportunities. I had to teach myself. I relied on free resources, asked questions when I could, and learned through trial and error. While that journey was challenging, it shaped my perspective and made me realize how many students are navigating the same uncertainty. Because of that, I chose to pursue a degree in education. I want to be more than just a teacher. I want to be a resource, a mentor, and a support system for students who may not have guidance at home. My goal is to create spaces where students feel seen, supported, and prepared for their futures. Education, to me, is about access, confidence, and opportunity. During high school, I stepped into leadership roles that reflected this purpose. I founded the People of Color Student Union and a Poetry Club, creating spaces where students could express themselves and build community. Those experiences showed me how important it is for students to feel like they belong and have a voice. It also reinforced my passion for helping others navigate systems that were not always designed with them in mind. Today, I continue that work through my initiative, Breaking Barriers. This work focuses on career readiness and college access for students, especially those from minority and first-generation backgrounds. I help students build resumes, prepare for interviews, and understand how to navigate the college process. More importantly, I focus on helping them build confidence and believe in their potential. I created Breaking Barriers because I know what it feels like to have to figure everything out on your own, and I am committed to making sure other students do not have to. The cause I am most passionate about is educational equity. Too many students are placed at a disadvantage simply because they lack access to information and support. This is important to me because I have lived that experience. I know how difficult it can be to move forward without guidance, and I also know how powerful it is when someone provides direction and encouragement. Every student deserves the opportunity to succeed, regardless of their background. If I am awarded this scholarship, it will directly support both my education and the impact I am working to make. Financial support will allow me to focus more on my studies while continuing to grow Breaking Barriers. It will give me the ability to invest more time and resources into reaching students who need guidance the most. This scholarship isn't just an investment in me but in the students and communities I am committed to serving. Through my degree and my work, I plan to make a positive impact by ensuring that students like me are no longer left to navigate their futures alone. I want to provide access, build confidence, and create opportunities for the next generation. My goal is to not only change individual lives, but to contribute to a larger shift toward equity in education and beyond.

I grew up understanding both the power of community and the reality of what happens when access is limited. As a first-generation college student, I did not have a clear roadmap for my future. There was no one guiding me through the college process, explaining career pathways, or preparing me for professional opportunities. I had to teach myself. I relied on free resources, asked questions when I could, and learned through trial and error. While that journey was challenging, it shaped my perspective and made me realize how many students are navigating the same uncertainty. Because of that, I chose to pursue a degree in education. I want to be more than just a teacher. I want to be a resource, a mentor, and a support system for students who may not have guidance at home. My goal is to create spaces where students feel seen, supported, and prepared for their futures. Education, to me, is about access, confidence, and opportunity. During high school, I stepped into leadership roles that reflected this purpose. I founded the People of Color Student Union and a Poetry Club, creating spaces where students could express themselves and build community. Those experiences showed me how important it is for students to feel like they belong and have a voice. It also reinforced my passion for helping others navigate systems that were not always designed with them in mind. Today, I continue that work through my initiative, Breaking Barriers. This work focuses on career readiness and college access for students, especially those from minority and first-generation backgrounds. I help students build resumes, prepare for interviews, and understand how to navigate the college process. More importantly, I focus on helping them build confidence and believe in their potential. I created Breaking Barriers because I know what it feels like to have to figure everything out on your own, and I am committed to making sure other students do not have to. The cause I am most passionate about is educational equity. Too many students are placed at a disadvantage simply because they lack access to information and support. This is important to me because I have lived that experience. I know how difficult it can be to move forward without guidance, and I also know how powerful it is when someone provides direction and encouragement. Every student deserves the opportunity to succeed, regardless of their background. If I am awarded this scholarship, it will directly support both my education and the impact I am working to make. Financial support will allow me to focus more on my studies while continuing to grow Breaking Barriers. It will give me the ability to invest more time and resources into reaching students who need guidance the most. This scholarship is not just an investment in me, but in the students and communities I am committed to serving. Through my degree and my work, I plan to make a positive impact by ensuring that students like me are no longer left to navigate their futures alone. I want to provide access, build confidence, and create opportunities for the next generation. My goal is to not only change individual lives, but to contribute to a larger shift toward equity in education and beyond.

In high school, my perspective began to take shape because of one person who truly saw me. My high school history teacher, Mr. Ikeda, recognized my potential before I fully believed in it myself. At a time when I was still trying to figure out who I was and where I fit, he created a classroom environment where my voice mattered. He encouraged me to share my ideas, challenge perspectives, and think critically about the world around me. That kind of support stayed with me. What stood out most was not just what he taught, but how he showed up. He listened, he affirmed, and he pushed me to step into leadership even when I doubted myself. Mr. Ikeda cared about my education and my culture in a way that was supportive but not performative. With his encouragement, I founded the People of Color Student Union and a Poetry Club. At first, I saw these as opportunities to get involved, but they quickly became something much deeper. These spaces became safe environments where students of color could speak openly about their experiences, share their emotions, and connect with others who understood them. Students who may have felt unseen in other spaces finally had a place where they belonged. Through that experience, I saw firsthand how powerful it is when students are given both the space to express themselves and support. I saw students grow more confident, more engaged, and more willing to express themselves. We were a family. I also saw how much of a difference one supportive adult can make. Mr. Ikeda’s belief in me gave me the confidence to create spaces for others, and in doing so, I found my purpose. As a black young woman and first-generation student, I was also navigating a system without clear guidance. I didn’t always have access to the resources or knowledge needed to succeed, and I often had to figure things out on my own. That experience shaped my decision to pursue education. I realized that I wanted to be that person for others. I want to be the teacher who not only delivers content, but also creates an environment where students feel seen, supported, and capable. As a future educator, I plan to use my experiences to inspire others by being both a mirror and a guide. Representation matters, and I want my students, especially those from similar backgrounds, to see themselves reflected in me. I want them to know that their circumstances do not define their potential. I will create spaces in my classroom where students feel safe expressing who they are and where their voices are valued. I also plan to be intentional about teaching students the skills and knowledge that are not always explicitly taught. I understand what it feels like to not know where to start, so I will make sure my students are equipped not just academically, but personally and professionally as well. Most importantly, I will lead with empathy. I will listen, encourage, and challenge my students in ways that help them grow into confident individuals. Mr. Ikeda showed me what is possible when a teacher believes in their students. Because of him, I understand the impact I can have. I want to carry that forward and be the reason another student begins to believe in themselves.

My community has always meant everything to me. Not just in the big moments, but in the small ones too. The educators who showed up, who poured into me, who reminded me that I mattered even when I didn’t fully believe it myself. But as I got older, I started to realize something. Not every student grows up with access to the same kind of support, especially when it comes to education and career guidance, just like me. When I was figuring out my own path, I didn’t have a clear roadmap. There was no one sitting me down explaining the college process step by step, no one walking me through how to build a resume, apply for opportunities, or prepare for interviews. I had to teach myself. I used free resources, asked questions when I could, and learned through trial and error. I realized that there were so many students just like me who had the potential to succeed but didn’t have access to the information they needed. As I continued my journey in education, I began to think about what I could do differently. I knew I wanted to be more than just someone who succeeded for myself. I wanted to be someone who reached back and helped others move forward. That is how Breaking Barriers was created. Breaking Barriers is career coaching focused on helping students, especially minority and first-generation students, build confidence and learn how to navigate their careers and professional spaces. Recently, I had the opportunity to table and lead a workshop at a high school’s College and Career Day representing Breaking Barriers. Standing in that room, I saw so much of my younger self in those students. I saw their potential, their curiosity, and also the questions they might not always feel comfortable asking. I made it my mission to create a space where they felt seen, heard, and supported. During the workshop, we talked about real things students need to hear. We talked about how community college is a strong and smart option, even though there can be stigma around it. We talked about how changing majors or careers is normal, and that loving what you do matters, especially for your mental health. I reminded them to believe in themselves, to speak their goals into existence, and to understand that anything is possible when they stay focused and keep pushing. My degree in education is intentional because I want to be in spaces where I can directly impact students’ lives. Representation matters. I want students to see someone who looks like them, who has faced similar challenges, and who has still been able to pursue higher education and create opportunities for themselves. With my degree, I plan to continue growing Breaking Barriers so I can reach more students and expand my impact. I want to partner with schools, create more workshops, and develop resources that are accessible to students who may not otherwise have support. My goal is not just to help students get into college, but to help them feel confident navigating their futures. This work is bigger than me. It is about making sure that students like me are no longer left to figure it out alone.

From the moment I stepped into a classroom, I knew that was where I belonged. I realized the importance of teachers at a very young age. School was where I felt safe, valued, and capable of more than I believed. With my teacher’s encouragement, I founded a People of Color Student Union and Poetry Club, both safe spaces for students to share their stories and express themselves through art and dialogue. This experience provides insight as to why I am passionate about education, the arts, and cultural literacy. As a first-generation student, I lacked resources and guidance at home. That reality fuels my commitment to be the kind of educator who bridges those gaps for students. Cultural literacy is so important to me that I chose to research cultural competence in education—especially as a Black educator—not just to understand it, but to fully embody and apply it in my teaching. My research explores institutional barriers that prevent cultural competence and offers solutions such as inclusive curricula, mentorship for teachers, and community engagement. These strategies ensure students see themselves reflected in their education year-round, not only during cultural heritage months. Growing up, I could count on one hand the number of teachers who looked like me, and that absence left a lasting impression. Representation shapes what children believe is possible for themselves—it is the mirror through which they can envision their own potential. Without seeing role models who reflected my identity, I had to work harder to imagine myself in certain spaces. My path was not one of privilege; I carved my own future from humble beginnings, fueled by determination, resilience, and the belief that education could open doors. These experiences give me a deep and personal connection to students navigating similar challenges, allowing me to understand their struggles and guide them toward envisioning their own success. My former teachers have described me as a natural leader who inspires others, a committed learner who follows through on her goals, and a caring, collaborative classmate who builds strong relationships and supports those around her. To this day, I remain a lifelong learner, and I carry those same qualities into my work as an educator, in my academic pursuits, and in every aspect of my personal growth. I believe in creating the change I want to see. Through education, I will inspire my students to dream bigger, work harder, and believe in themselves. I will lend my ear, extend my hand, and do everything in my power to help them succeed not just academically, but in everyday life.

When I was young, I always wondered what my future career would be. My family would tell me to “be a lawyer or journalist!” because of their high salaries. Deep within, I sensed those specific careers weren’t my true calling. In my younger years, I possessed a sharp social consciousness recognizing teachers didn’t make a high salary like other popular professions but money didn’t deter my purpose to shape young. What matters most is waking up knowing you love what you do than having a career you dislike because it pays better. School was my sanctuary, where I felt safe and acknowledged. My teachers saw my potential first hand and they could see my growth and development. Children’s award-winning author and illustrator, Donald Crews once said “Teachers are the first people who can show confidence in children outside of family members—and the opinions of outsiders usually make a stronger impression than relatives.” In contrast to my parents who love me and supported me because of that, these educators pushed me academically. I had a history teacher in high school who saw my potential and knew my capabilities. My visions came to life because he would support them. With his assistance, I started two new high school clubs—The People of Color Student Union and Poetry Club. For students, these clubs are essential to connect with peers and share their emotions or experiences in a safe space created for them. Being a first generation student, my parents couldn’t provide me with the resources I needed to succeed. When I came to this realization—I understood that there are children that will be just like me, yearning for guidance they cannot receive at home. I can relate to feeling alone, not knowing where to start, and not wanting to seek aid in fear of seeming needy. As a black teacher I will provide a mirror for students. Growing up, I can barely count on one hand how many of my teachers looked like me. Representation in education is crucial and provides children with the motivation to succeed. As a child, seeing a black teacher, doctor, or lawyer allows you to envision yourself in any profession you deem possible. Students will look to me for support and what makes my support more impactful is my circumstances weren’t ideal— I didn’t come from a wealthy home with my future set up for me, I fought for my future by carving my own path from humble beginnings. By becoming an educator, I am resolved to empower and inspire the black youth to manifest the futures they envision. You have to create the change you want to see. I will lend an ear, hand and do everything in my power to ensure my students succeed.

A woman who’s helped me with my educational and professional goals is my mentor Kim Connolly. In my process she has been such a great person as far as helping me expand my network and motivating, and supporting me throughout my journey to become an educator. We speak weekly about different strategies and academic plans and formulate next steps. Kim is very important to my educational goals because she encourages me to persevere. My schedule has become filled because I work full-time while also attending class and it gets difficult sometimes. Since I am a first gen student, it is my obligation to do both as this is how I pay off my loans and pay for my tuition. Kim is also my friend and we can also share similar stories, and situations so it doesn’t feel solely like a professional relationship. She is like a sister to me and I appreciate every piece of advice she gives to me. When thinking of my future, Kim assures me that all my hard work will pay off. In these times, it is so refreshing and empowering to be supported by another woman because of gender inequality, we aren’t presented with the same opportunities as our male counterparts. Intersectionality is another big factor in my life which Kim and I also share because we are both women of color—she is Asian American and I am African American. Challenges often occur in life due to these differences but we persevere. In my academic and professional journey, I have embarked on a remarkable path— meeting not only my mentor but also my soul sister. My journey with her began through the introduction by my high school history teacher, Mr. Ikeda, who recognized the potential synergy between us. From our initial meeting, the energy was delightful and we could not stop talking or laughing. Our connection was instant and I knew this would be a friendship that would last a lifetime. Our similarities are what drive us to create a different narrative in our story. When I grew into adulthood, I didn’t have the proper guidance, let alone resources being a low-income minority, and everything I’ve earned I had to strive for. There have been many sleepless nights, packed schedules, and dark days but I open my eyes and keep going, no matter how hard it gets. Kim sees this determination in me and always makes sure to let me know that she is by far impressed and proud of me. It was evident that Kim's commitment to diversity and equity was significant—it was a guiding principle in her everyday actions. This has transformed my goal of focusing on one thing in education but to explore other opportunities in the education field. Kim demonstrated an ingrained ability to pinpoint and nurture my strengths throughout our mentorship. She tailored her guidance to align with my individual goals, offering incredible insights into the complexities of navigating a diverse professional world. Under her wing, I gained a deeper understanding of my career and a sense of clarity and confidence. Kim is compassionate, dependable and ambitious. She provided unwavering support during challenging times, fostering an environment where I felt empowered and encouraged to explore new opportunities. Her outstanding work-ethic speaks volumes about her dedication to creating positive change and inspires me to be a better me every day. In essence, I am deeply grateful for her mentorship, which has not only shaped my educational and professional goals but has also instilled in me a lifelong commitment to not just showing up but impacting those I encounter everyday.