My counselor had just asked me what my elective course choice for my freshman schedule was – I had to decide between STEM Design and Orchestra. I had been in Orchestra for 4 years, ever since I was 10 years old, and grew to become a first-chair viola performer. But what motivated me to continue was it would look good for colleges. My drive for playing had summed up to impressing strangers instead of for my own enjoyment. I then hesitantly uttered “ummm STEM Design”. Why had I chosen a field I had never shown an interest for? During the climax of the COVID-19 quarantining, as an only-child living in a single-parent household I was in isolation for most of the time and witnessed the worldwide tragedies occurring. Ironically, I found a new passion that would bring me happiness in the midst of what felt like a void of sadness. The interactive assignments and communication with teachers and students had all of a sudden stopped and were replaced with virtual assignments. For most of my classes, these virtual assignments seemed like busy work and were ultimately unhelpful. Of course, this was not the teachers’ fault. It was no one's fault. We were just in a terrible situation. The one class where virtual assignments worked well was Tech Ed. During the school year, I was always focused on my math, science, history, and English courses. Tech Ed seemed like an easy course that did not require much of my attention and outside study. But during the quarantine period, it was my only focus. My teacher had assigned us to design a house using computer-aided design. I had never used a program like this before, but I surprisingly found it interesting. I had spent hours doing this project, not because it was tedious or difficult, but because I enjoyed the process of deciding something of my own. The lack of boundaries allowed me to be creative, unlike any other school project. This new passion I discovered changed my mind. If I had to choose, I would pursue my interest in STEM Design rather than continue Orchestra, where I had little motivation for. Choosing STEM Design put me on track to love the STEM field as a whole. I took engineering and computer science classes, and pursued this outside of the classroom with extracurriculars like joining the Technology Student Association and becoming Vice President, and becoming a member of the Computer Science Honor Society. I now go to Brown University and am pursuing a BS in Computer Science. I want to be successful in STEM, specifically computer science, so I can be a role model for other minorities in tech. I want to show people who look like me that it’s possible.

Hiding behind the silver Lexus crouching down in the parking lot while peeking to see if she saw me wearing my kemis, a traditional Ethiopian dress. I was leaving for a family gathering when I suddenly saw my neighbor and friend approach me. My immediate reaction was to duck behind the car because I was so embarrassed for her to see my culture. I was only about nine years old and had already convinced myself that my Ethiopian identity was something to be ashamed of. This feeling stayed with me for years and I kept hiding my culture. In middle school when I saw kids teasing Ethiopians at school, I was seen as “American” because I didn’t have an accent and I was too scared to stand up for my people. The dislike I saw made me distance myself from my culture even at family gatherings. I would refuse to do eskista, a traditional Ethiopian dance, and I told my relatives that I was American and not Ethiopian. Even though I tried to hide it, my culture was always a part of me. Everything changed in the summer of 2019 when I visited Ethiopia for three months. I improved my Amharic, learned to write it, and felt proud sharing my culture and my American identity with my cousins. Being around people who shared my culture made me comfortable to fully accept it. When I returned to the US, I only spoke Amharic at home and became closer to other Ethiopian students at school. This change helped me accept who I am and made me want to share my culture more. Being a first-generation African immigrant has shaped how I see school, my values, and my goals. My family and culture taught me to work hard and never give up even when things are hard. At first, I was afraid to show my culture, but now I want to be a role model for other students who might feel the same way. I want to be a successful African woman in STEM, specifically computer science, to show minorities in tech that they belong and can succeed. Education is my way to connect my culture with new opportunities and help others do the same. This experience also made me love learning and teaching. I started tutoring friends and family, then became a tutor at my school’s Peer Tutoring Center. I even help low-income students through Learn To Be. These chances let me give back to people like me and helped me grow as a leader. Getting the Dr Soronnadi Nnaji Legacy Scholarship would support my STEM education and help me keep encouraging students from African immigrant backgrounds to be proud of their culture and reach their goals. I am proud of my Ethiopian heritage and want to use my education to inspire others and give back to my community.

1. I was in the 5th grade, awake at 10 p.m. and working long hours to complete my English assignment independently. I had to struggle for so long because I did not have academic support at home. Growing up surrounded by relatives of immigrant backgrounds, I was motivated to academically succeed and have a post-secondary education because they were not afforded one. I was constantly aware of the opportunities they missed, and my mother especially did not want that for me. Growing up in a single-parent household, I did not have access to at-home help for homework; however, I was driven to excel despite my challenges. This has served as a great source of motivation for me because my upbringing has fueled me to support others in similar situations so that they can have academic aid. I know firsthand what it feels like to want help but not have access to it. That’s why I’ve participated in programs that give students the academic support I never had. I am a tutor at my school’s Peer Tutoring Center and went on to lead fellow tutors as a captain. I organized tutoring schedules and mentored younger tutors to become more confident in their roles. Additionally, with the program CoderDojo, I mentor children in coding at my local library. Most importantly, I virtually tutor with the platform LearnToBe, which specifically helps low-income students nationwide. If I could do anything with my life, I imagine continuing to mentor and support others by using education and technology to empower underserved communities and open doors for future generations. I want to create systems, resources, and environments that ensure no student ever has to feel alone when trying to succeed academically. 2. I was most proud of myself when my group placed in the Board Game Design Northern Regional Competition within the Technology Student Association (TSA), because my hard work paid off and I found a new passion. I used my engineering drawing experience to design technical diagrams for our project. I also designed and 3D printed parts, like the blocks, trays, and more, using computer-aided design. Since I had the most engineering experience, I advised my teammates on the technical parts of the project. Of course, they had expertise in other areas, so we all relied on each other. We brainstormed, failed, and tried again. From this I learned my passion for challenging myself in STEM, so I became Vice President of TSA and helped members compete more effectively. I planned meetings, tracked member progress, and offered one-on-one guidance to help others feel confident in their work. What excites me about STEM is how creative and limitless it feels. There is always something new to learn, and it allows me to bring ideas to life while working with others who share that same excitement. I also love that STEM gives me the chance to help others. I grew up without academic support at home, so I know how hard it is to learn when you feel like you’re on your own. That is why I mentor kids through CoderDojo at my local library, tutor at my school’s Peer Tutoring Center, and volunteer with LearnToBe to tutor low-income students virtually. Through a job in information technology, I want to continue creating tools and solutions that make education and opportunities more accessible for people like me. Whether that’s designing educational software, improving digital learning platforms, or developing AI that supports learners, I want to use my technical skills to create real-world change that uplifts and empowers others. 3. Hiding behind the silver Lexus, crouching down in the parking lot, while peeking to see if she saw me wearing my kemis (a traditional Ethiopian dress). I was leaving for a family gathering, and suddenly, I saw my neighbor and friend approach me. My immediate reaction was to duck behind the car because I was so embarrassed for her to see my culture. I was only about nine years old and had already convinced myself that my Ethiopian identity was something to be ashamed of. This belief followed me for years. In middle school, when I witnessed kids at my school teasing Ethiopians, I didn’t speak up. I was perceived as “American” because I didn’t have an accent, and I was scared to stand up for my people. Everything changed in the summer of 2019 when I visited Ethiopia for three months. I improved my Amharic, learned to write it, and felt proud to share my American identity with my cousins. Being in an environment where everyone shared my background made me feel accepted, proud, and comfortable. I returned to the U.S. more connected to my roots. I only spoke Amharic at home, connected with other Ethiopians at school, and even started teaching my younger cousins the language. From this, I realized how powerful learning and teaching can be. I became a tutor at my school, joined the Peer Tutoring Center leadership team, and began tutoring low-income students through LearnToBe. I also found that embracing my full identity made me a stronger leader. I could connect with others on a deeper level and bring my full self to everything I do. Though accepting and embracing my Ethiopian identity was difficult, it helped me discover my confidence, my passion for education, and my commitment to uplifting others through mentorship and advocacy.

Hiding behind the silver Lexus, crouching down on the parking lot, while peeking to see if she saw me wearing my kemis (a traditional Ethiopian dress). I was leaving for a family gathering, and suddenly, I saw my neighbor and friend approach me. My immediate reaction was to duck behind the car because I was so embarrassed for her to see my culture. I was only about nine years old and had already convinced myself that my Ethiopian identity was something to be ashamed of. This belief would follow me for years, and I would continue to conceal my culture. In middle school, when I witnessed kids at my school teasing Ethiopians, I was perceived as “American” because I did not have an accent, and was too scared to stand up for my people. The distaste for Ethiopians I saw at school affected how I embraced my identity at family gatherings. I would refuse to do eskista (a traditional Ethiopian dance) and insist to relatives that I was American and not Ethiopian. My view of my Ethiopian identity completely changed in the summer of 2019 when I visited Ethiopia for three months. There, I improved my Amharic and even took the initiative to learn to write the language. Even more importantly, being in an environment where everyone shared my culture made me feel comfortable to embrace my culture more. I could now wear my kemis in public. Talking to my cousins in Amharic and about our culture was such an improvement from hearing my peers tease my culture. In return, I showed my American identity to my cousins by describing American culture and teaching English. When I returned to the U.S., I decided to embrace my culture. I only spoke Amharic with my family, shocking them with the drastic change in the connection with my Ethiopian identity. Even at school, when I had accidentally slipped and spoke Amharic, I was not ashamed. Instead, I was proud that my Amharic had gotten that good. Furthermore, I became closer friends with the Ethiopians at my school and soon realized that our cultural connection was unmatched by my other friends. From this, I took the initiative to motivate my younger cousins in America to embrace their culture and taught them Amharic. From this, I learned the importance of learning, and this experience showed me how rewarding teaching people new concepts is. The following school year, I began tutoring my peers in school, and outside of school, I would help my cousins with schoolwork. I took this new passion even further by becoming a tutor at my school’s Peer Tutoring Center. Eventually, I took more responsibility by becoming part of the center’s leadership team, and I started tutoring children from low-income families via the platform Learn To Be. Through learning the importance of learning, I discovered my interest in teaching others and gained leadership skills. I aspire to use these skills to lead and educate others in a college environment and learn from others. A college environment would help me achieve this because an atmosphere filled with people from different cultures would give me this opportunity. Though coming to terms with accepting and embracing my Ethiopian was difficult to overcome, I am grateful to have overcome it because, through this time, I found my new passion for learning and teaching others.

I was in the 5th grade, awake at 10 pm and working long hours to complete my English assignment independently. I had to struggle for so long because I did not have academic support at home. Growing up surrounded by Ethiopian immigrants and a single-parent household, I was motivated to academically succeed but I did not have access to at-home help for homework. My resolve to succeed has cultivated in me a desire to help those who may not have resources. Carnegie Mellon reflects an oasis to draw resources from and extend it to those in need. My time there will be spent taking advantage of resources and opportunities that uphold core values of social, cultural and economic equity. I have acted on this resolve as I have already participated in various activities to give back. I am a tutor at my school’s Peer Tutoring Center, and went to lead fellow tutors as a captain. Additionally, with the program CoderDojo, I mentor children coding at my local library. Most importantly, I virtually tutor with the platform LearnToBe which specifically helps low-income students nationwide. Additionally, My view of my Ethiopian identity completely changed in the summer of 2019 when I visited Ethiopia for three months. There, I improved my Amharic and even took the initiative to learn to write the language. Even more importantly, being in an environment where everyone shared my culture made me feel comfortable to embrace my culture more. I could now wear my kemis in public. Talking to my cousins in Amharic and about our culture was such an improvement from hearing my peers tease my culture. In return, I showed my American identity to my cousins by describing American culture and teaching English. When I returned to the U.S., I decided to embrace my culture. I only spoke Amharic with my family, shocking them with the drastic change in the connection with my Ethiopian identity. Even at school, when I had accidentally slipped and spoke Amharic, I was not ashamed. Instead, I was proud that my Amharic had gotten that good. Furthermore, I became closer friends with the Ethiopians at my school and soon realized that our cultural connection was unmatched by my other friends. From this, I took the initiative to motivate my younger cousins in America to embrace their culture and taught them Amharic. From this, I learned the importance of learning, and this experience showed me how rewarding teaching people new concepts is. The following school year, I began tutoring my peers in school, and outside of school, I would help my cousins with schoolwork. I took this new passion even further by becoming a tutor at my school’s Peer Tutoring Center. Eventually, I took more responsibility by becoming part of the center’s leadership team, and I started tutoring children from low-income families via the platform Learn To Be. Through learning the importance of learning, I discovered my interest in teaching others and gained leadership skills. I aspire to use these skills to lead and educate others in a college environment and learn from others. A college environment would help me achieve this because an atmosphere filled with people from different cultures would give me this opportunity. Though coming to terms with accepting and embracing my Ethiopian was difficult to overcome, I am grateful to have overcome it because, through this time, I found my new passion for learning and teaching others.

Hiding behind the silver Lexus, crouching down on the parking lot, while peeking to see if she saw me wearing my kemis (a traditional Ethiopian dress). I was leaving for a family gathering, and suddenly, I saw my neighbor and friend approach me. My immediate reaction was to duck behind the car because I was so embarrassed for her to see my culture. I was only about nine years old and had already convinced myself that my Ethiopian identity was something to be ashamed of. This belief would follow me for years, and I would continue to conceal my culture. In middle school, when I witnessed kids at my school teasing Ethiopians, I was perceived as “American” because I did not have an accent, and was too scared to stand up for my people. The distaste for Ethiopians I saw at school affected how I embraced my identity at family gatherings. I would refuse to do eskista (a traditional Ethiopian dance) and insist to relatives that I was American and not Ethiopian. My view of my Ethiopian identity completely changed in the summer of 2019 when I visited Ethiopia for three months. There, I improved my Amharic and even took the initiative to learn to write the language. Even more importantly, being in an environment where everyone shared my culture made me feel comfortable to embrace my culture more. I could now wear my kemis in public. Talking to my cousins in Amharic and about our culture was such an improvement from hearing my peers tease my culture. In return, I showed my American identity to my cousins by describing American culture and teaching English. When I returned to the U.S., I decided to embrace my culture. I only spoke Amharic with my family, shocking them with the drastic change in the connection with my Ethiopian identity. Even at school, when I had accidentally slipped and spoke Amharic, I was not ashamed. Instead, I was proud that my Amharic had gotten that good. Furthermore, I became closer friends with the Ethiopians at my school and soon realized that our cultural connection was unmatched by my other friends. From this, I took the initiative to motivate my younger cousins in America to embrace their culture and taught them Amharic. From this, I learned the importance of learning, and this experience showed me how rewarding teaching people new concepts is. The following school year, I began tutoring my peers in school, and outside of school, I would help my cousins with schoolwork. I took this new passion even further by becoming a tutor at my school’s Peer Tutoring Center. Eventually, I took more responsibility by becoming part of the center’s leadership team, and I started tutoring children from low-income families via the platform Learn To Be. Through learning the importance of learning, I discovered my interest in teaching others and gained leadership skills. I aspire to use these skills to lead and educate others in a college environment and learn from others. A college environment would help me achieve this because an atmosphere filled with people from different cultures would give me this opportunity. Though coming to terms with accepting and embracing my Ethiopian was difficult to overcome, I am grateful to have overcome it because, through this time, I found my new passion for learning and teaching others and advise others to do the same when experiencing adversity.

I was in the 5th grade, awake at 10 pm, and working long hours to complete my English assignment independently. I had to struggle for so long because I did not have academic support at home. Growing up surrounded by relatives of Ethiopian immigrant backgrounds and a single-parent household, I was motivated academically to succeed but I did not have access to at-home help for homework. My resolve to succeed has cultivated in me a desire to help those who may not have resources and have historically been underrepresented. The change I want to make in this world is to promote equity and give students of lower-income backgrounds, like myself, access to resources to help them succeed. I have witnessed how my creativity and innovative skills can be used to help those in need. For example, in STEM Advanced Engineering class I learned how I could use engineering to help others when I was assigned to design a product using upcycled resources that would benefit the community. My idea was a water filtration system using oil bottles, cotton balls, tea bags, coffee filters, styrofoam, and more. This inspired me to help those in need because I was utilizing resources that would usually be disregarded and transforming them into means for good, showing me that the essential part of making a change to help others is not what you have, but what you do with what you have. Thus, I will take the initiative to start a local organization providing low-income students with academic and emotional resources they may need, at a cost they can afford, even if that is zero. I will start this cause at my college as a club, and as it grows through advertising, I will ask for sponsorships. There are many obstacles that I may face, such as meeting the financial needs of these resources and helping others comprehend the necessity of aiding underrepresented groups. However, using my communication skills, I will take the initiative to meet these needs by creating charity functions, promoting this cause on social media, and simply spreading the word. From my experiences helping others and going through hardships when I needed help, I understand the necessity of creating equity in academic spaces. I want to use the resources of a college education to help me make a change in a world where I witnessed and faced the obstacles minorities go through.

I was in the 5th grade, awake at 10 pm, and working long hours to complete my English assignment independently. I had to struggle for so long because I did not have academic support at home. Growing up surrounded by relatives of Ethiopian immigrant backgrounds and a single-parent household, I was motivated academically to succeed but I did not have access to at-home help for homework. My resolve to succeed has cultivated in me a desire to help those who may not have resources and have historically been underrepresented. The change I want to make in this world is to promote equity and give students of lower-income backgrounds, like myself, access to resources to help them succeed. I have witnessed how my creativity and innovative skills can be used to help those in need. For example, in STEM Advanced Engineering class I learned how I could use engineering to help others when I was assigned to design a product using upcycled resources that would benefit the community. My idea was a water filtration system using oil bottles, cotton balls, tea bags, coffee filters, styrofoam, and more. This inspired me to help those in need because I was utilizing resources that would usually be disregarded and transforming them into means for good, showing me that the essential part of making a change to help others is not what you have, but what you do with what you have. Thus, I will take the initiative to start a local organization providing low-income students with academic and emotional resources they may need, at a cost they can afford, even if that is zero. I will start this cause at my college as a club, and as it grows through advertising, I will ask for sponsorships. There are many obstacles that I may face, such as meeting the financial needs of these resources and helping others comprehend the necessity of aiding underrepresented groups. However, using my communication skills, I will take the initiative to meet these needs by creating charity functions, promoting this cause on social media, and simply spreading the word. From my experiences helping others and going through hardships when I needed help, I understand the necessity of creating equity in academic spaces. I want to use the resources of a college education to help me make a change in a world where I witnessed and faced the obstacles minorities go through.

Hiding behind the silver Lexus, crouching down on the parking lot, while peeking to see if she saw me wearing my kemis (a traditional Ethiopian dress). I was leaving for a family gathering, and suddenly, I saw my neighbor and friend approach me. My immediate reaction was to duck behind the car because I was so embarrassed for her to see my culture. I was only about nine years old and had already convinced myself that my Ethiopian identity was something to be ashamed of. My view of my Ethiopian identity completely changed in the summer of 2019 when I visited Ethiopia for three months. There, I improved their native language Amharic and took the initiative to learn to write. Even more importantly, being in an environment where everyone shared my culture made me feel comfortable to embrace my culture more. I could now wear my kemis in public. Talking to my cousins in Amharic and about our culture was such an improvement from hearing my peers tease my culture. In return, I showed my American identity to my cousins by describing American culture and teaching English. When I returned to the U.S., I decided to embrace my culture. I only spoke Amharic with my family, shocking them with the drastic change in the connection with my Ethiopian identity. Even at school, when I had accidentally slipped and spoke Amharic, I was not ashamed. Instead, I was proud that my Amharic had gotten that good. Furthermore, I became closer friends with Ethiopians peers and soon realized that our cultural connection was unmatched by my other friends. From this, I took the initiative to motivate my younger cousins in America to embrace their culture and taught them Amharic. I also learned the importance of learning, and this experience showed me how rewarding teaching people new concepts is. Through learning the importance of learning, I discovered my interest in teaching others and gained leadership skills. I aspire to use these skills to lead and educate others in a college environment and learn from others. A college environment would help me achieve this goal because an atmosphere filled with people from different cultures would give me this opportunity. Though coming to terms with accepting and embracing my Ethiopian was difficult to overcome, I am grateful to have overcome it because, through this time, I found my new passion for learning and teaching others.

I was in the 5th grade, awake at 10 pm, and working long hours to complete my English assignment independently. I had to struggle for so long because I did not have academic support at home. Growing up surrounded by relatives of Ethiopian immigrant backgrounds and a single-parent household, I was motivated academically to succeed but I did not have access to at-home help for homework. My resolve to succeed has cultivated in me a desire to help those who may not have resources and have historically been underrepresented. The change I want to make in this world is to promote equity and give students of lower-income backgrounds, like myself, access to resources to help them succeed. I have witnessed how my creativity and innovative skills can be used to help those in need. For example, in STEM Advanced Engineering class I learned how I could use engineering to help others when I was assigned to design a product using upcycled resources that would benefit the community. My idea was a water filtration system using oil bottles, cotton balls, tea bags, coffee filters, styrofoam, and more. This inspired me to help those in need because I was utilizing resources that would usually be disregarded and transforming them into means for good, showing me that the essential part of making a change to help others is not what you have, but what you do with what you have. Thus, I will take the initiative to start a local organization providing low-income students with academic and emotional resources they may need, at a cost they can afford, even if that is zero. I will start this cause at my college as a club, and as it grows through advertising, I will ask for sponsorships. There are many obstacles that I may face, such as meeting the financial needs of these resources and helping others comprehend the necessity of aiding underrepresented groups. However, using my communication skills, I will take the initiative to meet these needs by creating charity functions, promoting this cause on social media, and simply spreading the word. From my experiences helping others and going through hardships when I needed help, I understand the necessity of creating equity in academic spaces. I want to use the resources of a college education to help me make a change in a world where I witnessed and faced the obstacles minorities go through.

Hiding behind the silver Lexus, crouching down on the parking lot, while peeking to see if she saw me wearing my kemis (a traditional Ethiopian dress). I was leaving for a family gathering, and suddenly, I saw my neighbor and friend approach me. My immediate reaction was to duck behind the car because I was so embarrassed for her to see my culture. I was only about nine years old and had already convinced myself that my Ethiopian identity was something to be ashamed of. My view of my Ethiopian identity completely changed in the summer of 2019 when I visited Ethiopia for three months. There, I improved their native language Amharic and took the initiative to learn to write. Even more importantly, being in an environment where everyone shared my culture made me feel comfortable to embrace my culture more. I could now wear my kemis in public. Talking to my cousins in Amharic and about our culture was such an improvement from hearing my peers tease my culture. In return, I showed my American identity to my cousins by describing American culture and teaching English. When I returned to the U.S., I decided to embrace my culture. I only spoke Amharic with my family, shocking them with the drastic change in the connection with my Ethiopian identity. Even at school, when I had accidentally slipped and spoke Amharic, I was not ashamed. Instead, I was proud that my Amharic had gotten that good. Furthermore, I became closer friends with Ethiopians peers and soon realized that our cultural connection was unmatched by my other friends. From this, I took the initiative to motivate my younger cousins in America to embrace their culture and taught them Amharic. I also learned the importance of learning, and this experience showed me how rewarding teaching people new concepts is. Through learning the importance of learning, I discovered my interest in teaching others and gained leadership skills. I aspire to use these skills to lead and educate others in a college environment and learn from others. A college environment would help me achieve this goal because an atmosphere filled with people from different cultures would give me this opportunity. Though coming to terms with accepting and embracing my Ethiopian was difficult to overcome, I am grateful to have overcome it because, through this time, I found my new passion for learning and teaching others.

I was in the 5th grade, awake at 10 pm, and working long hours to complete my English assignment independently. I had to struggle for so long because I did not have academic support at home. Growing up surrounded by relatives of Ethiopian immigrant backgrounds and a single-parent household, I was motivated academically to succeed but I did not have access to at-home help for homework. My resolve to succeed has cultivated in me a desire to help those who may not have resources and have historically been underrepresented. The change I want to make in this world is to promote equity and give students of lower-income backgrounds, like myself, access to resources to help them succeed. I have witnessed how my creativity and innovative skills can be used to help those in need. For example, in STEM Advanced Engineering class I learned how I could use engineering to help others when I was assigned to design a product using upcycled resources that would benefit the community. My idea was a water filtration system using oil bottles, cotton balls, tea bags, coffee filters, styrofoam, and more. This inspired me to help those in need because I was utilizing resources that would usually be disregarded and transforming them into means for good, showing me that the essential part of making a change to help others is not what you have, but what you do with what you have. Thus, I will take the initiative to start a local organization providing low-income students with academic and emotional resources they may need, at a cost they can afford, even if that is zero. I will start this cause at my college as a club, and as it grows through advertising, I will ask for sponsorships. There are many obstacles that I may face, such as meeting the financial needs of these resources and helping others comprehend the necessity of aiding underrepresented groups. However, using my communication skills, I will take the initiative to meet these needs by creating charity functions, promoting this cause on social media, and simply spreading the word. From my experiences helping others and going through hardships when I needed help, I understand the necessity of creating equity in academic spaces. I want to use the resources of a college education to help me make a change in a world where I witnessed and faced the obstacles minorities go through.

I was in the 5th grade, awake at 10 pm, and working long hours to complete my English assignment independently. I had to struggle for so long because I did not have academic support at home. Growing up surrounded by relatives of Ethiopian immigrant backgrounds and a single-parent household, I was motivated academically to succeed but I did not have access to at-home help for homework. My resolve to succeed has cultivated in me a desire to help those who may not have resources and have historically been underrepresented. The change I want to make in this world is to promote equity and give students of lower-income backgrounds, like myself, access to resources to help them succeed. I have witnessed how my creativity and innovative skills can be used to help those in need. For example, in STEM Advanced Engineering class I learned how I could use engineering to help others when I was assigned to design a product using upcycled resources that would benefit the community. My idea was a water filtration system using oil bottles, cotton balls, tea bags, coffee filters, styrofoam, and more. This inspired me to help those in need because I was utilizing resources that would usually be disregarded and transforming them into means for good, showing me that the essential part of making a change to help others is not what you have, but what you do with what you have. Thus, I will take the initiative to start a local organization providing low-income students with academic and emotional resources they may need, at a cost they can afford, even if that is zero. I will start this cause at my college as a club, and as it grows through advertising, I will ask for sponsorships. There are many obstacles that I may face, such as meeting the financial needs of these resources and helping others comprehend the necessity of aiding underrepresented groups. However, using my communication skills, I will take the initiative to meet these needs by creating charity functions, promoting this cause on social media, and simply spreading the word. From my experiences helping others and going through hardships when I needed help, I understand the necessity of creating equity in academic spaces. I want to use the resources of a college education to help me make a change in a world where I witnessed and faced the obstacles minorities go through.

I was in the 5th grade, awake at 10 pm, and working long hours to complete my English assignment independently. I had to struggle for so long because I did not have academic support at home. Growing up surrounded by relatives of Ethiopian immigrant backgrounds and a single-parent household, I was motivated academically to succeed but I did not have access to at-home help for homework. My resolve to succeed has cultivated in me a desire to help those who may not have resources and have historically been underrepresented. The change I want to make in this world is to promote equity and give students of lower-income backgrounds, like myself, access to resources to help them succeed. I have witnessed how my creativity and innovative skills can be used to help those in need. For example, in STEM Advanced Engineering class I learned how I could use engineering to help others when I was assigned to design a product using upcycled resources that would benefit the community. My idea was a water filtration system using oil bottles, cotton balls, tea bags, coffee filters, styrofoam, and more. This inspired me to help those in need because I was utilizing resources that would usually be disregarded and transforming them into means for good, showing me that the essential part of making a change to help others is not what you have, but what you do with what you have. Thus, I will take the initiative to start a local organization providing low-income students with academic and emotional resources they may need, at a cost they can afford, even if that is zero. I will start this cause at my college as a club, and as it grows through advertising, I will ask for sponsorships. There are many obstacles that I may face, such as meeting the financial needs of these resources and helping others comprehend the necessity of aiding underrepresented groups. However, using my communication skills, I will take the initiative to meet these needs by creating charity functions, promoting this cause on social media, and simply spreading the word. From my experiences helping others and going through hardships when I needed help, I understand the necessity of creating equity in academic spaces. I want to use the resources of a college education to help me make a change in the world that I grew up in seeing others and myself face many challenges.

Hiding behind the silver Lexus, crouching down on the parking lot, while peeking to see if she saw me wearing my kemis (a traditional Ethiopian dress). I was leaving for a family gathering, and suddenly, I saw my neighbor and friend approach me. My immediate reaction was to duck behind the car because I was so embarrassed for her to see my culture. I was only about nine years old and had already convinced myself that my Ethiopian identity was something to be ashamed of. This belief would follow me for years, and I would continue to conceal my culture. In middle school, when I witnessed kids at my school teasing Ethiopians, I was perceived as “American” because I did not have an accent, and was too scared to stand up for my people. The distaste for Ethiopians I saw at school affected how I embraced my identity at family gatherings. I would refuse to do eskista (a traditional Ethiopian dance) and insist to relatives that I was American and not Ethiopian. My view of my Ethiopian identity completely changed in the summer of 2019 when I visited Ethiopia for three months. There, I improved my Amharic and even took the initiative to learn to write the language. Even more importantly, being in an environment where everyone shared my culture made me feel comfortable to embrace my culture more. I could now wear my kemis in public. Talking to my cousins in Amharic and about our culture was such an improvement from hearing my peers tease my culture. In return, I showed my American identity to my cousins by describing American culture and teaching English. When I returned to the U.S., I decided to embrace my culture. I only spoke Amharic with my family, shocking them with the drastic change in the connection with my Ethiopian identity. Furthermore, I became closer friends with the Ethiopians at my school and soon realized that our cultural connection was unmatched by my other friends. From this, I took the initiative to motivate my younger cousins in America to embrace their culture and taught them Amharic. From this, I learned the importance of learning, and this experience showed me how rewarding teaching people new concepts is. The following school year, I began tutoring my peers in school, and outside of school, I would help my cousins with schoolwork. I took this new passion even further by becoming a tutor at my school’s Peer Tutoring Center. Eventually, I took more responsibility by becoming part of the center’s leadership team, and I started tutoring children from low-income families via the platform Learn To Be. Through learning the importance of learning, I discovered my interest in teaching others and gained leadership skills. Though coming to terms with accepting and embracing my Ethiopian was difficult to overcome, I am grateful to have overcome it because, through this time, I found my new passion for learning and teaching others.

As a first-generation and lower-income student, I was not afforded the opportunity to see financial success within my family, especially given their immigrant background. Also, I had not seen any relatives have a job they were passionate about – instead, I witnessed tired relatives who worked solely for money. I knew I did not want this life for me, and they, especially my mother, did not want this for me either. I aimed to be academically successful so I could work in a field I was passionate about and which would give me the opportunities my family lacked. Through my experiences, I have learned how the United States government has failed its minorities, despite my evident achievements, I have also gone through many obstacles and have seen peers of similar situations experience challenges. I have learned that the resources that may seem available to everyone, are not, and this country’s government could use their finances to fund initiatives. My resolve to help low-income people comes from seeing my mom do the same. Although we did not have much, my mom always gave what she could when she saw members of our community struggling, such as paying for my schoolmates' treats when their parents could not and giving rides to neighbors who did not own their cars. Also, I saw projects within my school to help those in need, such as providing WiFi chips for peers during the COVID-19 pandemic because not everyone has access to at-home Internet. These are some of the many ways I have seen my community help others, and I would like to enlarge this cause by taking it to the national level. Congress's role in providing these means is significant. Such as more accessible transportation and more affordable after/before-school care. Implementing the need to help communities in education will have a large impact, since the lack of knowledge many have about the underrepresented is apparent, and advocacy of this in school will make a difference. The members of Congress are not to blame. It is not your fault that the many minority groups in this country are underrepresented. How could you know the many needs that many communities need? I am using this opportunity to represent my community and its needs, and I hope you take what I said to help make an impact on the underrepresented. Thank you so much for this opportunity to help my academic journey.

For most of my education, my classrooms were filled with people from different backgrounds. I took my interest even further by participating in the International Inspirit AI Program. Within the program, I had collaborated with students from across the United States, Turkey, South Africa, Brazil, and more countries. From this program I learned how people of different cultures can collaborate to innovate and learn from each other, shaping AI as a whole. Learning the experiences of people from different international backgrounds helps improve technology for people of those backgrounds, and technology should be made for all. Also, As a black woman in STEM, I have become accustomed to being in a minority, like being the one of a few or only one of my Computer Science, Physics, Engineering and Calculus classes. From this, I have learned the importance of finding spaces for people like me to connect because community is beneficial to my learning. Additionally, My view of my Ethiopian identity completely changed in the summer of 2019 when I visited Ethiopia for three months. There, I improved my Amharic and even took the initiative to learn to write the language. Even more importantly, being in an environment where everyone shared my culture made me feel comfortable to embrace my culture more. I could now wear my kemis in public. Talking to my cousins in Amharic and about our culture was such an improvement from hearing my peers tease my culture. In return, I showed my American identity to my cousins by describing American culture and teaching English. When I returned to the U.S., I decided to embrace my culture. I only spoke Amharic with my family, shocking them with the drastic change in the connection with my Ethiopian identity. Even at school, when I had accidentally slipped and spoke Amharic, I was not ashamed. Instead, I was proud that my Amharic had gotten that good. Furthermore, I became closer friends with the Ethiopians at my school and soon realized that our cultural connection was unmatched by my other friends. From this, I took the initiative to motivate my younger cousins in America to embrace their culture and taught them Amharic. Motivating me to I am a tutor at my school’s Peer Tutoring Center, and went to lead fellow tutors as a captain. Additionally, with the program CoderDojo, I mentor children coding at my local library. Most importantly, I virtually tutor with the platform LearnToBe which specifically helps low-income students nationwide. My experiences would make me a great fit for UVA because Rise Together reflects largely on UVA’s mission to serve its community which I have shown to admire.

For most of my education, my classrooms were filled with people from different backgrounds. I would enjoy learning about various cultures, and similarly I would enjoy teaching them about my Ethiopian background. I took my interest even further by participating in the International Inspirit AI Program. Within the program, I collaborated with students from across the United States, Turkey, South Africa, Brazil, and more countries. As a team, we conducted research on Facial Emotion Detection using artificial intelligence. In doing so, we learned more about our various and diverse perspectives on artificial intelligence in today’s society, and we later presented our research. I learned how people of different cultures can collaborate to innovate and learn from each other, shaping AI as a whole. Learning the experiences of people from different international backgrounds helps improve technology for people of those backgrounds, and technology should be made for all. I am looking forward to connecting with the diverse college community. I would specifically like to explore my college by participating in a study-abroad program where I can experience learning in a new environment and bring a different perspective to the country I visit while learning about the different experiences people have nationwide. Also, by engaging in an international immersion program, I can help fellow students of foreign backgrounds to learn to acclimate to their new environment like I have witnessed many of my immigrant family and peers do. I am also excited to work with people of not only cultural differences but also people of different socioeconomic backgrounds who should unite and have equity. A college environment would also be a great way to utilize my leadership to help implement equity, which I have already worked to improve in academic spaces. As a believer in equity, I have worked with the virtual platform LearnToBe by tutoring low-income students nationwide. Additionally, to help children in my community, I have worked with the organization CoderDojo to mentor kids at my local library for basic coding. I enjoy tutoring disadvantaged youth because I can provide them with opportunities I did not have, especially as a first-generation college student of an immigrant background. The inclusive academic environment of colleges would be a great space for me to help, connect with, and learn from others of different backgrounds. The parameters of current social norms shape this thinking because many minorities are not represented in affluent spaces, thus the problem is there is not enough thinking to solve this issue. Ido agree, our society has come along way in resolving disparities, however there i sroom for improvement.

I was in the 5th grade, awake at 10 pm and working long hours to complete my English assignment all alone. I had to struggle for so long because I did not have academic support at home. Growing up surrounded by relatives of immigrant backgrounds, I was motivated to academically succeed and have a post-secondary education because they were not afforded one. I was constantly aware of the opportunities they missed, and my mother especially did not want that for me. Growing up in a single-parent household, I did not have access to at-home help for homework; however, I was driven to excel despite my challenges. Throughout time, I began to further explore my interests, and unexpectedly during the COVID-19 pandemic I found my passion. During the pandemic when I felt unproductive and alone, I took the time to explore Computer-Aided Design. From this activity, I learned that computers were what I wanted to work with in the future. I took the initiative to explore this field further during high school by taking engineering and computer science classes, and competing within the Technology Student Association. I pursued these interests by tutoring children with the basics of coding within the CoderDojo organization at the local library to connect them with opportunities within the STEM field that I was not afforded. I also began to tutor mathematics and physics with the platform LearnToBe which specifically helps low-income students. Additionally, I was motivated to work in the STEM field because it will give me the professional opportunities I did not see growing up. I have a strong passion for STEM, and I partake in this passion by taking advanced STEM courses, and tutoring STEM. Also, within my school’s Technology Student Association, my group and I competed for the Board Game Design. Our goal was to create a fun and interactive way for children to learn about STEM from home. We won 2nd place in the Northern Virginia regional competition, and 5th place in the Virginia competition; however, that was not the best part. Instead, the most rewarding aspect of that experience was the feeling of helping my younger peers excel in the STEM field. This was significant to me because it furthered my passion to help children in academic spaces. I had this passion for a while, but being rewarded for my actions really motivated me to continue. In conclusion, I would like to pursue Computer Engineering because of I can innovate to help others using computing skills.

Hiding behind the silver Lexus, crouching down on the parking lot, while peeking to see if she saw me wearing my kemis (a traditional Ethiopian dress). I was leaving for a family gathering, and suddenly, I saw my neighbor and friend approach me. My immediate reaction was to duck behind the car because I was so embarrassed for her to see my culture. I was only about nine years old and had already convinced myself that my Ethiopian identity was something to be ashamed of. This belief would follow me for years, and I would continue to conceal my culture. In middle school, when I witnessed kids at my school teasing Ethiopians, I was perceived as “American” because I did not have an accent, and was too scared to stand up for my people. The distaste for Ethiopians I saw at school affected how I embraced my identity at family gatherings. I would refuse to do eskista (a traditional Ethiopian dance) and insist to relatives that I was American and not Ethiopian. My view of my Ethiopian identity completely changed in the summer of 2019 when I visited Ethiopia for three months. There, I improved my Amharic and even took the initiative to learn to write the language. Even more importantly, being in an environment where everyone shared my culture made me feel comfortable to embrace my culture more. I could now wear my kemis in public. Talking to my cousins in Amharic and about our culture was such an improvement from hearing my peers tease my culture. In return, I showed my American identity to my cousins by describing American culture and teaching English. When I returned to the U.S., I decided to embrace my culture. I only spoke Amharic with my family, shocking them with the drastic change in the connection with my Ethiopian identity. Even at school, when I had accidentally slipped and spoke Amharic, I was not ashamed. Instead, I was proud that my Amharic had gotten that good. Furthermore, I became closer friends with the Ethiopians at my school and soon realized that our cultural connection was unmatched by my other friends. From this, I took the initiative to motivate my younger cousins in America to embrace their culture and taught them Amharic. From this, I learned the importance of learning, and this experience showed me how rewarding teaching people new concepts is. The following school year, I began tutoring my peers in school, and outside of school, I would help my cousins with schoolwork. I took this new passion even further by becoming a tutor at my school’s Peer Tutoring Center. Eventually, I took more responsibility by becoming part of the center’s leadership team, and I started tutoring children from low-income families via the platform Learn To Be. Through learning the importance of learning, I discovered my interest in teaching others and gained leadership skills. I aspire to use these skills to lead and educate others in a college environment and learn from others. A college environment would help me achieve this because an atmosphere filled with people from different cultures would give me this opportunity. Though coming to terms with accepting and embracing my Ethiopian was difficult to overcome, I am grateful to have overcome it because, through this time, I found my new passion for learning and teaching others.

I was in the 5th grade, awake at 10 pm, and working long hours to complete my English assignment independently. I had to struggle for so long because I did not have academic support at home. Growing up surrounded by relatives of Ethiopian immigrant backgrounds and a single-parent household, I was motivated academically to succeed but I did not have access to at-home help for homework. My resolve to succeed has cultivated in me a desire to help those who may not have resources and have historically been underrepresented. The change I want to make in this world is to promote equity and give students of lower-income backgrounds, like myself, access to resources to help them succeed. I have witnessed how my creativity and innovative skills can be used to help those in need. For example, in STEM Advanced Engineering class I learned how I could use engineering to help others when I was assigned to design a product using upcycled resources that would benefit the community. My idea was a water filtration system using oil bottles, cotton balls, tea bags, coffee filters, styrofoam, and more. This inspired me to help those in need because I was utilizing resources that would usually be disregarded and transforming them into means for good, showing me that the essential part of making a change to help others is not what you have, but what you do with what you have. Thus, I will take the initiative to start a local organization providing low-income students with academic and emotional resources they may need, at a cost they can afford, even if that is zero. I will start this cause at my college as a club, and as it grows through advertising, I will ask for sponsorships. There are many obstacles that I may face, such as meeting the financial needs of these resources and helping others comprehend the necessity of aiding underrepresented groups. However, using my communication skills, I will take the initiative to meet these needs by creating charity functions, promoting this cause on social media, and simply spreading the word. From my experiences helping others and going through hardships when I needed help, I understand the necessity of creating equity in academic spaces. I want to use the resources of a college education to help me make a change. I know many children in similar positions, motivating me to make an impact.

I was in the 5th grade, awake at 10 pm, and working long hours to complete my English assignment independently. I had to struggle for so long because I did not have academic support at home. Growing up surrounded by relatives of Ethiopian immigrant backgrounds and a single-parent household, I was motivated academically to succeed but I did not have access to at-home help for homework. My resolve to succeed has cultivated in me a desire to help those who may not have resources and have historically been underrepresented. The change I want to make in this world is to promote equity and give students of lower-income backgrounds, like myself, access to resources to help them succeed. I have witnessed how my creativity and innovative skills can be used to help those in need. For example, in STEM Advanced Engineering class I learned how I could use engineering to help others when I was assigned to design a product using upcycled resources that would benefit the community. My idea was a water filtration system using oil bottles, cotton balls, tea bags, coffee filters, styrofoam, and more. This inspired me to help those in need because I was utilizing resources that would usually be disregarded and transforming them into means for good, showing me that the essential part of making a change to help others is not what you have, but what you do with what you have. Thus, I will take the initiative to start a local organization providing low-income students with academic and emotional resources they may need, at a cost they can afford, even if that is zero. I will start this cause at my college as a club, and as it grows through advertising, I will ask for sponsorships. There are many obstacles that I may face, such as meeting the financial needs of these resources and helping others comprehend the necessity of aiding underrepresented groups. However, using my communication skills, I will take the initiative to meet these needs by creating charity functions, promoting this cause on social media, and simply spreading the word. From my experiences helping others and going through hardships when I needed help, I understand the necessity of creating equity in academic spaces. I want to use the resources of a college education to help me make a change. I know many children in similar positions, motivating me to make an impact.

I was in the 5th grade, awake at 10 pm, and working long hours to complete my English assignment independently. I had to struggle for so long because I did not have academic support at home. Growing up surrounded by relatives of Ethiopian immigrant backgrounds and a single-parent household, I was motivated academically to succeed but I did not have access to at-home help for homework. My resolve to succeed has cultivated in me a desire to help those who may not have resources and have historically been underrepresented. The change I want to make in this world is to promote equity and give students of lower-income backgrounds, like myself, access to resources to help them succeed. I have witnessed how my creativity and innovative skills can be used to help those in need. For example, in STEM Advanced Engineering class I learned how I could use engineering to help others when I was assigned to design a product using upcycled resources that would benefit the community. My idea was a water filtration system using oil bottles, cotton balls, tea bags, coffee filters, styrofoam, and more. This inspired me to help those in need because I was utilizing resources that would usually be disregarded and transforming them into means for good, showing me that the essential part of making a change to help others is not what you have, but what you do with what you have. Thus, I will take the initiative to start a local organization providing low-income students with academic and emotional resources they may need, at a cost they can afford, even if that is zero. I will start this cause at my college as a club, and as it grows through advertising, I will ask for sponsorships. There are many obstacles that I may face, such as meeting the financial needs of these resources and helping others comprehend the necessity of aiding underrepresented groups. However, using my communication skills, I will take the initiative to meet these needs by creating charity functions, promoting this cause on social media, and simply spreading the word. From my experiences helping others and going through hardships when I needed help, I understand the necessity of creating equity in academic spaces. I want to use the resources of a college education to help me make a change. I know many children in similar positions, motivating me to make an impact.

Hiding behind the silver Lexus, crouching down on the parking lot, while peeking to see if she saw me wearing my kemis (a traditional Ethiopian dress). I was leaving for a family gathering, and suddenly, I saw my neighbor and friend approach me. My immediate reaction was to duck behind the car because I was so embarrassed for her to see my culture. I was only about nine years old and had already convinced myself that my Ethiopian identity was something to be ashamed of. This belief would follow me for years, and I would continue to conceal my culture. In middle school, when I witnessed kids at my school teasing Ethiopians, I was perceived as “American” because I did not have an accent, and was too scared to stand up for my people. The distaste for Ethiopians I saw at school affected how I embraced my identity at family gatherings. I would refuse to do eskista (a traditional Ethiopian dance) and insist to relatives that I was American and not Ethiopian. My view of my Ethiopian identity completely changed in the summer of 2019 when I visited Ethiopia for three months. There, I improved my Amharic and even took the initiative to learn to write the language. Even more importantly, being in an environment where everyone shared my culture made me feel comfortable to embrace my culture more. I could now wear my kemis in public. Talking to my cousins in Amharic and about our culture was such an improvement from hearing my peers tease my culture. In return, I showed my American identity to my cousins by describing American culture and teaching English. When I returned to the U.S., I decided to embrace my culture. I only spoke Amharic with my family, shocking them with the drastic change in the connection with my Ethiopian identity. Even at school, when I had accidentally slipped and spoke Amharic, I was not ashamed. Instead, I was proud that my Amharic had gotten that good. Furthermore, I became closer friends with the Ethiopians at my school and soon realized that our cultural connection was unmatched by my other friends. From this, I took the initiative to motivate my younger cousins in America to embrace their culture and taught them Amharic. From this, I learned the importance of learning, and this experience showed me how rewarding teaching people new concepts is. The following school year, I began tutoring my peers in school, and outside of school, I would help my cousins with schoolwork. I took this new passion even further by becoming a tutor at my school’s Peer Tutoring Center. Eventually, I took more responsibility by becoming part of the center’s leadership team, and I started tutoring children from low-income families via the platform Learn To Be. Through learning the importance of learning, I discovered my interest in teaching others and gained leadership skills. I aspire to use these skills to lead and educate others in a college environment and learn from others. A college environment would help me achieve this because an atmosphere filled with people from different cultures would give me this opportunity. Though coming to terms with accepting and embracing my Ethiopian was difficult to overcome, I am grateful to have overcome it because, through this time, I found my new passion for learning and teaching others.

I was in the 5th grade, awake at 10 pm, and working long hours to complete my English assignment independently. I had to struggle for so long because I did not have academic support at home. Growing up surrounded by relatives of Ethiopian immigrant backgrounds and a single-parent household, I was motivated academically to succeed but I did not have access to at-home help for homework. My resolve to succeed has cultivated in me a desire to help those who may not have resources and have historically been underrepresented. The change I want to make in this world is to promote equity and give students of lower-income backgrounds, like myself, access to resources to help them succeed. I have witnessed how my creativity and innovative skills can be used to help those in need. For example, in STEM Advanced Engineering class I learned how I could use engineering to help others when I was assigned to design a product using upcycled resources that would benefit the community. My idea was a water filtration system using oil bottles, cotton balls, tea bags, coffee filters, styrofoam, and more. This inspired me to help those in need because I was utilizing resources that would usually be disregarded and transforming them into means for good, showing me that the essential part of making a change to help others is not what you have, but what you do with what you have. Thus, I will take the initiative to start a local organization providing low-income students with academic and emotional resources they may need, at a cost they can afford, even if that is zero. I will start this cause at my college as a club, and as it grows through advertising, I will ask for sponsorships. There are many obstacles that I may face, such as meeting the financial needs of these resources and helping others comprehend the necessity of aiding underrepresented groups. However, using my communication skills, I will take the initiative to meet these needs by creating charity functions, promoting this cause on social media, and simply spreading the word. From my experiences helping others and going through hardships when I needed help, I understand the necessity of creating equity in academic spaces. I want to use the resources of a college education to help me make a change. I know many children in similar positions and I would like to make an impact.