Selflessness, to me, means uplifting others through the constraints I once endured—especially remembering how overwhelming and isolating it can be in the classroom as an ESL learner navigating a new language and culture. As an English as a Second Language (ESL) student, I found my most meaningful expression of giving back through the Mexican American Student Alliance (MASA), where I tutored younger Latino students facing the language barriers I once struggled with. One of my scholars, Jocelyn, struggled with reading and writing. I recognized the familiar frustration in her eyes—the same look I once carried. I was determined not to let her feel alone, or fear her native tongue as I once had. Drawing from my own journey and experiences, I developed learning strategies like bilingual flashcards, Spanish-English cognates, and cultural references, bridging Jocelyn to her new language while honoring her heritage. Witnessing Jocelyn’s growth as she advanced three reading levels was a profound moment. Each milestone—pronouncing words on her own, building classroom confidence, and reading books aloud with joy, mirrored my own language learning journey. During one of our sessions, I remember her face lighting up with a big smile when she read a paragraph without hesitation and without my help for the first time. I felt my heart warm and a surge of pride throughout my body, knowing I was helping her reclaim confidence in her voice. It reminded me that perseverance isn’t just about pushing through your own obstacles, it’s about refusing to give up on others as well. MASA has deepened my commitment to supporting others with similar backgrounds, while strengthening my sense of belonging within a community that mirrors my own experiences of overcoming language barriers. Tutoring students like Jocelyn showed me that mentorship isn’t just about academics, it’s about building trust, creating a safe space where students feel understood and supported, while advocating for students who often go unseen. Beyond the classroom, MASA has enlightened me on how language barriers extend beyond education, impacting access to essential services like healthcare. Just as I helped Jocelyn find her voice, I aim to ensure that no one is denied access to care because of linguistic barriers. My journey fuels my devotion to supporting underserved communities like my own and Jocelyn’s, particularly in healthcare, where I aspire to bridge these gaps so that all individuals, regardless of their background, are equipped with the resources to thrive—whether in the classroom or in healthcare. It’s these same values in helping others to reclaim their right to be seen, heard, and cared for that continue to guide me. It has driven me to pursue a career where I can advocate for equity and inclusion at every level—specifically within healthcare, where my values can be reflected in action.

If selected for the KC MedBridge Scholarship, I would use the funds to deepen my passion for medicine and strengthen my preparation for college as a future pre-med student. As a first-generation student, access to medical opportunities is limited—but my commitment to serving others through healthcare has never wavered. This scholarship would allow me to pursue more hands-on learning, such as student-focused medical enrichment programs, volunteering or shadowing professionals, and online workshops to learn directly from experienced medical professionals. My recent fellowship at Mount Sinai exposed me to healthcare inequities, where I collaborated with professionals researching disparities in hospital access for immigrant communities—strengthening my commitment to a career in equitable healthcare. Building on this, I hope to utilize the resources at Fordham University—such as volunteering at the Jesuit Health Care Center on campus or attending Dorothy Day Center workshops focused on health equity and outreach. These experiences will further my understanding of compassionate care and connect me to mentors in the medical field. This scholarship would help fund transportation to these essential opportunities. Ultimately, as someone who has witnessed firsthand how language barriers and limited access affect my community, I’m driven to become a physician who not only provides care, but also advocates for equity—ensuring no one is overlooked, especially in low-income and immigrant communities. The KC MedBridge Scholarship would be an investment in that future, helping me take meaningful steps toward a career built on compassion, service, and leadership in medicine.

1) I began learning English in Pre-K as a native Spanish speaker. In the classroom, I often found myself confused and isolated, watching my classmates adapt quickly—I felt the weight of being different. I was hesitant to speak, fearing mistakes and my native tongue. My hardship motivated me to overcome my barrier. Empowered, I practiced daily—watching cartoons with subtitles, reading books, and engaging more with my peers. Eventually, I became my parents' translator—from school letters to doctor’s appointments; this responsibility taught me the power language holds. Learning English wasn’t about fitting in—it was about finding my voice. Now, it’s about helping others find theirs. I remind myself that growth comes from pushing through discomfort. 2a) As a first-generation student, I had no roadmap for navigating or preparing for college. My parents didn't speak English or understand the U.S. school system, so I was left figuring things out alone—from completing the FAFSA to writing supplemental essays. I continued translating at home, completing school assignments, and studying late into weekends to keep up. Eventually, the pressure became overwhelming. Despite this weight, I reminded myself why I started this journey: to open doors for myself and my family. I kept going—not because it was easy, but because I believe education is the bridge between where I am and where I want to be. 2b) Months ago, I saw an advertisement for the Seeds of Fortune College Prep Leadership program—a program helping young women of color navigate the college process. Optimistic, I applied, and was accepted. Through workshops and mentorship, I learned to organize my applications, tackle supplemental essays, and understand financial aid. Most importantly, I realized I wasn’t alone. I connected with other first-generation, low-income students also assisting their families, juggling school, and dreaming of college. Their presence reassured me that my struggles made me resilient. My advisor, Jennifer, became a guiding voice, grounding me when I felt overwhelmed. With her support, I trusted myself more, spoke up for my needs, and began seeing college as something within reach. 3) Ms. Kreuser’s warmth and encouragement shape the student and person I am today. She pushed me and my classmates to excel, never letting us give up without a fight. When we felt discouraged or overwhelmed, she would smile and begin chanting, “Persevere! Persevere!”—embedding in us the power it holds. We would join in, our voices growing louder with strength. “Persevere” has remained my anchor since I was seven. Whenever I feel defeated by any obstacle, I still hear her voice, urging me to keep going. Ms. Kreuser taught me that perseverance means believing in yourself, even when things feel impossible. To this day, she remains my favorite role model—the first person who helped me see that I was capable of much more. 4a) Education has been my path to possibility—I hope to continue pushing myself by pursuing a rigorous college curriculum in biology and related sciences to prepare for a future in medicine. I’m eager to expand on the research I conducted during my Mount Sinai Fellowship, to continue exploring healthcare inequities and proposing solutions rooted in equity and access through new research opportunities. Beyond academics, I aim to join student organizations and volunteer programs focused on advocacy and service. I plan to pursue internships and clinical shadowing to gain hands-on experience with patients. 4b) I am committed to becoming a physician dedicated to serving underserved communities. I want to use the knowledge I gain between college and medical school to address healthcare inequities in immigrant and low-income populations. I desire to provide excellent medical care, but most importantly, to advocate for systemic changes that improve healthcare access and quality for all. As others have guided me, I want to mentor students—especially those from underrepresented backgrounds who dream of careers in medicine. Ultimately, I want to give back to the community that shaped me by making healthcare more inclusive—ensuring no one feels overlooked when they need care most. 5) At Masa, I tutor ESL learners like Jocelyn—struggling with reading and writing. Drawing from my own ESL experiences, I created bilingual learning tools and culturally relevant strategies to assist students. Watching Jocelyn advance three reading levels was a powerful reminder of the impact mentorship and cultural connection have. At UA3, I distribute fresh food, educational materials, and health resources. I connect community members to social services, ensuring they’re aware of and able to access the support available to them. Giving back is about more than service, it’s about building trust and empowerment.