Hello, my name is Cameron Brisack. I am a First-Generation undergraduate sophomore at Linfield University studying Law, Rights, & Justice and minoring in Philosophy. Here at Linfield I am on track to graduate a year early, I am doing this because it is (essentially) my only option given that I pay for my education entirely alone. In high school I completed over 2-years worth of college credits, while not all transferred, with what did transfer, in conjunction with my average semester credit load of 17 credit hours, my objective is not only realistic, it is nearly in my grasp. Following my time here at Linfield is law school. My dream graduate school, which I am working extremely hard for, is Stanford. Assuming that my aspirations of becoming an attorney come to fruition, I will use my to-be-acquired skills to represent children in circumstances pertaining to drugs, abuse, and custodial battles (in relation to the two previous points). I understand firsthand the necessity of adequate legal representation in these situations. I have witnessed the consequences of inadequate, nonexistent, or wrong-intentioned representation and it is a substantial factor that has delivered me to this point. To summarize my background and the adversity within it: I spent my younger years (to about 10) living with my mother, a drug addict, where I faced a variety of tribulations, ranging from homelessness to physical abuse. Context while avoiding graphics, the plethora of partners my mother would bring home were typically drug addicts and oftentimes abusive. My mother herself had abusive moments but the struggles she provided me with were economic and emotional-relational in nature. Growing up poor and caught in the flaws of the CPS system, I learned what it was that I did not want to be, and what issues children of addicts face daily. I discovered how easily victimized children can be labeled and discarded. I endured months in different foster homes until I found myself with my mother yet again, the negligence on her and the system’s part became all the more prevalent. Contrary to what most would assume, abuse, poverty, and isolation are defining features of my upbringing that have created a full-time University student and an aspiring Stanford Law school student. These are some factors as to why I chose to pursue higher education, to produce a life for myself that is better than the one I was provided. The reality as to why I am here, ultimately, was the passing of my sister. After my father had won the drawn-out custody battle, my mother became her addiction, and subsequently, a jailbird. The deficiencies, inadequacies, and biases of the system enabled her to continue to harm her own life and the lives of others. In 2014 my mother was sentenced to prison for manslaughter, the death of her 12-hour-old daughter, my sister, as the victim of her crime. This tragedy was preventable if the system had acknowledged her behaviors, just as the ongoing abuse I faced throughout my early childhood was preventable. I made the decision early on that I will help the under-addressed victims of these situations, the children. I plan to make a positive impact by holding a position where I can represent the children in deeply adverse circumstances. Too often innocent, potential-filled victims face one or more fates: They’re ignored, labeled as “problem children,” locked in tragic situations, or forced into a system which does nothing more than bring them to eighteen. I plan to impact the lives of kids directly. I intend to defend innocents in the legal system and inevitably break the cycle.

It is important to preface this essay with a simple fact about my college experience: I am aiming to complete a 4-year degree in three, and I am on track to do so. When I began University I became a member of the Peer Hearing Board which is a leadership role, obtained solely by staff recommendation and interview, that encourages, embraces, and demonstrates University's proper conduct and responsibility. This leadership position (which I will continue to fulfill in the fall of this year) provided me with the necessary tools and resources to gain two additional leadership positions. Within this role, I provided students with the resources to understand and follow school policy while simultaneously fostering a friendly, welcoming, and non-judgemental environment that encourages growth. The second leadership position I have and am fulfilling is that of a "first-gen mentor." This role entails a mentor/mentee relationship with guidance and support from the mentor to the mentee and the other way around. This position allows me to provide the support that I desperately needed as I came into college as a first-gen student. My experience as a first-gen was chaotic, I had no idea where to go and what to do, I had to learn about and complete the FAFSA entirely alone. While being a first-gen mentor does not mean I aid students in the financial portion of the university process, it provides the framework to develop a relationship that will give students with no guidance an environment that is stable and supportive and thus allowing them to be as successful as they wish. The third leadership position that I have acquired during my short time at Linfield University is that of a WILD leader, a role within a preorientation program that I will assume on August 17th of 2022. This role assigns me a small group of incoming first-year students (mentees) that I am tasked to aid in their adjustment to college life. During my transition into college, I completed a similar preorientation program that made adapting far easier than it would have been without, my mentors were friendly, honest, warm, and helpful. As a WILD leader, I will do the same. Still, in addition to the previous elements of this category of leadership positions I will also introduce some of my mentees to a part of life that they may have never experienced. I will guide students on a camping trip that consists of tent-building, kayaking, and rock climbing. Aiding in the provision of these new experiences to new students (who more often than not feel very vulnerable in this unfamiliar environment ) will allow them to build bonds with others in their situation, My roles as a first-gen mentor and as a member of the Peer Hearing Board will last throughout my time at University and my role as a WILD leader will likely occur during the preorientation period of the following two years. I balance my two consistent leadership roles and my academics in a disciplined way. As a leader, I demand of myself that I am fully present. This object of complete presence requires a certain degree of preparation and haste. I typically complete short-term assignments as soon as possible and chip away at long-term assignments when I can. beginning the year with each assignment listed in the syllabus marked in my calendar and planner. My GPA (3.85) has maintained strong regardless of my responsibilities as a leader and my typical heavy courseload of 16-18 credits due to my dedication to academics and my love for success.