The best thing someone has done for me was teaching me to love math. As a kid, I was not the smartest in elementary school in reading and math until I met Mrs. Alvarado. She prided herself on giving kids all the resources necessary for academic growth and awarding students for their accomplishments. Throughout 6th grade, we used Khan Academy to better understand math. As I completed Khan Academy assignments, I quickly excelled in math courses. I built a loving relationship with math because I wanted to be the best at something that involved academics. Math helped me achieve my highest goals; my test scores excelled, and I was at the top of my class. My school at the time gave me several awards for exceeding grade level. After graduating from elementary school, my love for math has not wavered. After elementary school, I have not failed a math test or fallen below the grade level. I'm grateful for the gift Mrs. Alvarado gave me because I now love math with all my heart. In high school, I desired to major in mathematics, and after graduating, I pursued a major in Mathematics and Actuarial Science. My major can increase my chances of becoming a math teacher for high school students. I concluded my senior year that I wanted to allow high school students to have a math teacher who teaches them in their learning style. I had the advantage of having a great math teacher for my 11th and 12th-grade years. Her name was Joanna Wisniewski, and she passed every student in her class. I wanted to be just like her because every student should have a math teacher who can adapt to their needs. Many students need help understanding math because teachers only teach them in one learning style. The four main learning styles are visual, auditory, writing, and kinaesthetic. So far, I have learned how to teach visual and auditory styles, but I have yet to learn the other two. I hope to gain new teaching methods from the classes and professors during my last year. I aim to teach every math student I come across to be prepared and adapt to courses so they can become math scholars. As an activist, the number of unrepresented Black students is an equation I plan to solve by building an all-Black charter school. After completing my master's I plan to open up a college-prep charter school for Black children k-12 that will offer STEM courses. I also hope to receive community and outside funding for school grants to provide low-income students with uniforms, school supplies, and books. I believe that it is important for kids to start prioritizing math skills as young as five years old. Like alumni before me, it is important to financially invest in Black youth's college education. College is expensive and I would like to fund a scholarship or create an endowed scholarship. My goal is to be an inspirational, encouraging, and hardworking Dillard alumnus by ultimately opening and heading a charter school for Black students. I given the opportunity to have a math teacher who gave me support and encouraging words to inspire my goal. Math continues to teach me that I can achieve anything with enough passion and inspiration. My love for math motivates me to show others that math can be a part of their future. Receiving this scholarship will enable me to pursue my dream of becoming a math teacher.

The most important goal I have is showing Black youth the importance of an education specifically in math. In grade school, I saw very few Black teachers, especially in STEM. Although math was my strongest subject I struggled with English and writing. Math made me feel smart because I was the only dark-skinned student excelling in my classes. I sadly did not have the opportunity to grow up with role models who encouraged me to enjoy math until high school. I was pushed further in my love for math so after receiving my bachelor's in mathematics I plan to become a math teacher. To become a great leader I feel that it’s important for me to show Black students, especially Black female students that there are teachers in STEM and we enjoy our work! I hope as a teacher my guidance will encourage students to apply themselves to academic courses like calculus and statistics. While in college I plan to connect incoming freshmen majoring in STEM with the UNCF Black Women in STEM Program and Scholarship. As an activist, the number of unrepresented Black students is an equation I plan to solve by building an all-Black charter school. After completing my master's I plan to open up a college-prep charter school for Black children k-12 that will offer STEM courses. I hope to receive community and outside funding for school grants to provide low-income students with uniforms, school supplies, and books. I believe that it is important for kids to start prioritizing math skills as young as five years old. Like alumni before me, it is important to financially invest in Black youth's college education. College is expensive and I would like to fund a scholarship or an endowed scholarship. I hope to create bright futures and make positive impacts.

Growing up, I never imagined excelling in math the way I do now. That belief didn’t come naturally. It came from educators who nurtured both my identity and potential. I want to give Black students, especially Black girls, that same sense of belief and show them they can thrive in math and pursue careers in STEM. Being Black to me means legacy, strength, and limitless possibility. It means overcoming barriers with resilience and pride. I chose to attend an HBCU because I wanted to grow in a space where my culture is honored and my identity is affirmed. I wanted to be in an environment where I was seen, heard, and empowered. Research by Wilson and Matthews (2024) shows how a student’s racial and mathematical identity deeply impacts academic success. For many Black students, a lack of representation and support can hinder that success. I want to break that cycle. I aim to build a classroom where Black students see themselves as capable mathematicians, empowered by teachers who reflect their identities and believe in their potential. Gonzalez, Chapman, and Battle (2020) emphasize that culturally responsive teaching fosters confidence and achievement. I want to create that environment where math is not just taught, but made meaningful. My ultimate goal is to open an all-Black charter school focused on STEM education from kindergarten through 12th grade. I want to provide resources, mentorship, and role models. I believe in creating a foundation where Black excellence in STEM is the norm.

Growing up, I was raised by a single mother who carried the weight of the world on her shoulders but never let it show. She made countless sacrifices so I could dream bigger than she ever had the chance to. Education was never optional in our household—it was the expectation. Every woman on my mother’s side earned a college degree, and my mom made it clear from early on that I would be next. I’ve always loved learning—especially math and history—but navigating the path to college wasn’t easy. My mom began preparing me for college in the 10th grade, urging me to apply for scholarships. But I was overwhelmed. I didn’t know where to start. I didn’t think any of the scholarships out there were meant for someone like me. Many required a specific major or were tailored to students in medical fields or other areas that didn’t seem to fit me. I had no idea scholarships even existed for students in math. By the time I reached 12th grade, I realized I had missed my chance. When I discovered Dillard University, I was torn. I wanted to become a teacher, but Dillard didn’t offer a major in education. Still, I felt drawn to the school. That’s when I found their mathematics and actuarial science program. It felt like fate. I decided to follow my passion, even if I had no scholarships and no clear path forward—only a dream. People often look at me with surprise when I tell them I want to major in mathematics. They’re even more surprised when I say I want to be a math teacher. But I believe that math—when taught with patience and compassion—can be life-changing. My own love for math helped me survive hard days in school and gave me a sense of purpose. That love deepened when I met Ms. Joanna Wisniewski, my 11th and 12th-grade math teacher. She made every student feel seen, capable, and smart. Everyone passed her class because she cared enough to teach us in ways that made sense to us. I want to be that teacher. Too often, students give up on math because it’s taught in only one way. But every student is different. We all learn differently—visually, by listening, by doing, or by writing things out. So far, I’ve learned to teach visual and auditory learners, and I’m committed to learning the rest. My dream is to become a teacher who can reach every student, no matter how they learn. As a Black woman in STEM and a first-generation college student, I know how rare it is to see someone who looks like me in this field. That’s why I’m passionate about representation. I want young Black girls to know that we do belong in STEM—and that we can thrive here. I want to be that example. After I earn my master’s degree, I plan to open a K–12, all-Black charter school that focuses on STEM education and college preparation. I want to create a school where every student, no matter their zip code or family income, has access to uniforms, school supplies, and a world-class education. This scholarship would lift a huge burden from my shoulders. It would give me the chance to focus on becoming the educator I’ve always dreamed of being—without the constant worry of how I’ll afford textbooks, tuition, or living expenses. It would be a lifeline—not just for me, but for every student I’ll one day teach. I’m not just asking for help—I’m asking for a chance to give back and to make a difference where it’s needed most.

I am very passionate about pursuing a career in teaching because I want to be the teacher I never had — one who inspires, empowers, and shows Black youth, especially Black girls, that they are capable of greatness, particularly in math. Growing up, I rarely saw Black teachers, let alone Black teachers in STEM. Although math was my strongest subject, I often felt out of place, especially since I struggled with English and writing. But math was different. It was the one subject where I felt seen, where I felt smart. I was the only dark-skinned student excelling in my classes, and math became my safe space, my way of proving my worth. However, I didn’t have role models who encouraged me to embrace my love for math until elementary school. That’s when I met Mrs. Alvarado, my 6th-grade math teacher. She changed everything. She introduced me to Khan Academy, gave me the tools and confidence to excel, and taught me that math wasn’t just something I was good at—it was something I could love. Under her guidance, I went from struggling with math to thriving, winning awards, and achieving test scores I had once only dreamed of. Mrs. Alvarado didn’t just teach math; she made me believe in myself. After earning my bachelor's in mathematics, I want to become a math teacher to pass on the same gift she gave me: the belief that math can be a source of strength, pride, and achievement. I want to show Black students, especially Black girls, that there are teachers in STEM who love what they do, who are invested in them, and who will push them to reach their highest potential. I want to be the role model I never had, guiding students through the complexities of calculus and statistics, and helping them see that STEM careers are not just for others—they’re for us. In college, I plan to help incoming freshmen majoring in STEM connect with resources like the Black Women in STEM Programs and Scholarships. I want to advocate for Black representation in STEM education and ensure that Black students are given the tools and opportunities to thrive. But my dream doesn’t stop there. I hope to one day open an all-Black charter school, offering a strong STEM curriculum from kindergarten through 12th grade. I want to create a place where students are not only taught math but are taught that their education is an investment in their future. I plan to provide school supplies, uniforms, and scholarships to help alleviate the financial burdens on low-income students, and I want to make sure every student has access to the resources they need to succeed. The teachers who shaped my journey—Mrs. Alvarado and Mrs. Wisniewski, my high school math teacher, taught me the value of a teacher who listens, adapts, and invests in their students. They showed me that teaching is about more than just delivering lessons; it’s about seeing the potential in every student and nurturing it. Their unwavering support and belief in me inspire me to do the same for my future students. I believe that with the right passion, guidance, and support, every student can succeed in math. I want to be the teacher who helps them believe that, just as I once had to learn to believe in myself.

I decided to pursue a STEM-related field of study because I am deeply passionate about addressing the challenges that Black students face, particularly in STEM fields. Growing up, I rarely saw Black teachers, especially in science, technology, engineering, and mathematics (STEM). This lack of representation fueled my desire to not only pursue a career in teaching but to become a role model for Black youth, especially Black girls, who are often underrepresented in these fields. In my own life, math was the one subject where I felt truly confident and capable. Despite struggling with English and writing, math became my sanctuary. It was the place where I felt seen, the one subject that allowed me to prove my worth. However, I didn’t have the support I needed until I met Mrs. Alvarado, my 6th-grade math teacher. She introduced me to Khan Academy, gave me the tools to succeed, and helped me realize that math wasn’t just something I could do—it was something I could love. Mrs. Alvarado’s belief in me helped me thrive, earning awards and excelling in math in ways I never thought possible. I want to give other Black students, especially Black girls, that same sense of belief and show them that they, too, can excel in math and pursue careers in STEM. Studies like those by Wilson and Matthews (2024) have shown how a student’s racial and mathematical identity plays a significant role in their academic success. For many Black students, the lack of representation and culturally relevant support can be a barrier to achievement. By creating a classroom environment where students see themselves as capable mathematicians, I hope to break the cycle of underachievement and inspire students to pursue careers in fields where they have historically been underrepresented. I believe that a culturally responsive approach, one that recognizes and celebrates students’ identities, is essential in helping them succeed. In college, I plan to help incoming freshmen majoring in STEM connect with resources like the Black Women in STEM Program and Scholarship. I want to advocate for more Black teachers in STEM to provide students with role models who can inspire and encourage them in ways that resonate with their experiences. My ultimate goal is to open an all-Black charter school that focuses on STEM education from kindergarten through 12th grade. This school will prioritize access to advanced coursework, provide school supplies and scholarships to alleviate financial burdens, and help students understand that education is an investment in their future.

If given the opportunity, I would work to improve my community by becoming the teacher I never had—one who inspires, empowers, and shows Black youth, especially Black girls, that they are capable of greatness, particularly in math. Growing up, I rarely saw Black teachers, especially in STEM. Even though math was my strongest subject, I often felt out of place, isolated as the only dark-skinned student excelling in class. While I struggled with English and writing, math became my refuge. It was the one place where I felt seen and smart, where I could prove my worth. Everything changed when I met Mrs. Alvarado, my 6th-grade math teacher. She introduced me to Khan Academy, gave me tools and confidence, and helped me realize that math wasn’t just something I was good at—it was something I could truly love. Under her guidance, I went from barely getting by to winning awards and achieving test scores I had never thought possible. She didn’t just teach me math—she made me believe in myself. Inspired by her and my high school math teacher, Mrs. Wisniewski, I plan to earn a bachelor’s degree in mathematics and become a math teacher who brings that same encouragement and empowerment to the next generation. I want to be a visible example in the classroom—someone who shows Black students, especially Black girls, that there are educators in STEM who look like them, care about them, and will push them to reach their full potential. I want to help them see that STEM is not just for others—it’s for us, too. In college, I plan to support incoming STEM freshmen by connecting them with resources like Black Women in STEM programs and scholarships. I will advocate for greater Black representation in STEM education and help ensure that students are equipped to thrive. But my dream goes further: one day, I hope to open an all-Black charter school with a strong STEM curriculum from kindergarten through 12th grade. I want this school to be a place where students not only learn math but also recognize their education as an investment in their future. I’ll work to provide school supplies, uniforms, and scholarships to lessen the burden on low-income families and ensure that every student has what they need to succeed. Teaching is not just about lessons—it’s about building relationships, seeing potential, and nurturing growth. I want to be the teacher who listens, adapts, and invests in every student, just as my teachers did for me. I believe that with passion, guidance, and support, every student can succeed in math. My goal is to help them believe that, just as I once had to believe in myself.

Born into a world of words—my mother’s voice the first one I heard and the only one I trusted. A mother’s love is meant to be a child’s first protection, yet mine came wrapped in both comfort and chaos. I remember birthday parties and laughter, but no traumatic memories before the age of eight. For years, I questioned why. As I grew older, I realized: my younger self had blocked out the pain. At nine, the memories came flooding back. I remembered my sister being beaten simply for being a child. I began to understand that it wasn’t normal for grandparents to raise you while your mother was still present and capable. I realized that the man I once adored—my grandfather—was stealing from us. The truth unraveled piece by piece. My mother, my protector, was also my source of pain. She kept me safe from the world, but not from herself. She was battling her own demons, many of which were inherited. I came to see that I was paying for the pain her mother had passed down to her. And then came the bottle—cheap Moscato, one a day. It numbed her, but it wounded me. Growing up with a highly functional, educated alcoholic was a nightmare. She celebrated my intelligence when sober and tore it down when drunk. I was a high-achieving student—good grades, a part-time job, athletics—but I was punished at home for things that weren’t even issues until alcohol was involved. I began to believe love wasn’t real and that liquor would always come first. Though the physical abuse stopped as I got older, the mental abuse lingered. I was silenced, just as my mother had once been. But I made a promise to myself: I would not let my voice be taken. My experiences taught me courage, self-respect, and a passion to advocate for others who suffer in silence. This journey is the foundation of my dream to become a teacher. I want to be the role model I never had—especially for Black youth, and Black girls in particular. Math became my refuge, the one subject where I felt seen and capable. Yet I rarely saw teachers who looked like me. That changed in 6th grade, when Mrs. Alvarado introduced me to Khan Academy and sparked a new confidence in me. In high school, Mrs. Wisniewski nurtured that passion further. Their belief in me saved me—and now I want to pass that gift on. With a degree in mathematics, I plan to become a math teacher who not only teaches, but uplifts and empowers. I want to create a classroom where students feel safe, seen, and inspired. I also plan to mentor Black students in STEM, connecting them with resources such as the Black Women in STEM programs that support academic and emotional growth. Through higher education, I am reclaiming my story. I plan to use my degree to advocate for mental health support and trauma-informed practices in schools, especially for African American girls who are too often overlooked or misunderstood. I will work to improve care, coordination, and communication between educators, mental health professionals, and families—so that cycles of abuse and silence are broken. My path has been marked by pain, but also by hope. I will use education as my tool to uplift others, to advocate for change, and to ensure no child feels alone in their struggle. I am no longer a victim of my circumstances—I am an architect of my future. And with this scholarship, I will continue building a future where healing, representation, and education come together to change lives.

Charity, to me, is more than giving—it’s about uplifting others with purpose, compassion, and vision. As a proud member of Sigma Gamma Rho Sorority, Inc., I am guided by our commitment to greater service, greater progress. I see charity not just as a one-time act, but as a lifelong mission rooted in education, equity, and empowerment. If given the opportunity, I would work to improve my community by becoming the teacher I never had—one who inspires, empowers, and shows Black youth, especially Black girls, that they are capable of greatness, particularly in math. Growing up, I rarely saw Black teachers in STEM, and though math was my strength, I often felt isolated. That changed when I met Mrs. Alvarado, my 6th-grade math teacher, who gave me the confidence to believe in myself and pursue excellence. She didn’t just teach me math—she transformed my self-worth. Inspired by her and my high school teacher, Mrs. Wisniewski, I plan to become a math educator who empowers the next generation. Through Sigma Gamma Rho, I will give back by creating tutoring programs, mentoring Black girls in STEM, and advocating for access to resources like scholarships and technology. One day, I hope to open an all-Black charter school focused on STEM, complete with supplies, uniforms, and scholarships to support low-income families. Giving back means using my gifts to create a path for others. With the principles of my sorority as my guide, I intend to uplift my community through service, education, and love.

If given the opportunity, I would work to improve my community by becoming the teacher I never had—one who inspires, empowers, and shows Black youth, especially Black girls, that they are capable of greatness, particularly in math. Growing up, I rarely saw Black teachers, especially in STEM. Even though math was my strongest subject, I often felt out of place—isolated as the only dark-skinned student excelling in class. While I struggled with English and writing, math became my refuge. It was the one place where I felt seen and smart, where I could prove my worth. Everything changed when I met Mrs. Alvarado, my 6th-grade math teacher. She introduced me to Khan Academy, gave me tools and confidence, and helped me realize that math wasn’t just something I was good at—it was something I could truly love. Under her guidance, I went from barely getting by to winning awards and achieving test scores I had never thought possible. She didn’t just teach me math—she made me believe in myself. Inspired by her and my high school math teacher, Mrs. Wisniewski, I plan to earn a bachelor’s degree in mathematics and become a math teacher who brings that same encouragement and empowerment to the next generation. I want to be a visible example in the classroom—someone who shows Black students, especially Black girls, that there are educators in STEM who look like them, care about them, and will push them to reach their full potential. I want to help them see that STEM is not just for others—it’s for us, too. In college, I plan to support incoming STEM freshmen by connecting them with resources like Black Women in STEM programs and scholarships. I will advocate for greater Black representation in STEM education and help ensure that students are equipped to thrive. But my dream goes further: one day, I hope to open an all-Black charter school with a strong STEM curriculum from kindergarten through 12th grade. I want this school to be a place where students not only learn math but also recognize their education as an investment in their future. I’ll work to provide school supplies, uniforms, and scholarships to lessen the burden on low-income families—and ensure that every student has what they need to succeed. Teaching is not just about lessons—it’s about building relationships, seeing potential, and nurturing growth. I want to be the teacher who listens, adapts, and invests in every student, just as my teachers did for me. I believe that with passion, guidance, and support, every student can succeed in math. My goal is to help them believe that, just as I once had to believe in myself.

The best thing someone has done for me was teaching me to love math. As a kid, I was not the smartest in elementary school in reading and math until I met Mrs. Alvarado. She prided herself on giving kids all the resources necessary for academic growth and awarding students for their accomplishments. Throughout 6th grade, we used Khan Academy to better understand math. As I completed Khan Academy assignments, I quickly excelled in math courses. I built a loving relationship with math because I wanted to be the best at something that involved academics. Math helped me achieve my highest goals; my test scores excelled, and I was at the top of my class. My school at the time gave me several awards for exceeding grade level. After graduating from elementary school, my love for math has not wavered. After elementary school, I have not failed a math test or fallen below the grade level. I'm grateful for the gift Mrs. Alvarado gave me because I now love math with all my heart. In high school, I desired to major in mathematics, and after graduating, I pursued a major in Mathematics and Actuarial Science. My major can increase my chances of becoming a math teacher for high school students. I concluded my senior year that I wanted to allow high school students to have a math teacher who teaches them in their learning style. I had the advantage of having a great math teacher for my 11th and 12th-grade years. Her name was Joanna Wisniewski, and she passed every student in her class. I wanted to be just like her because every student should have a math teacher who can adapt to their needs. Many students need help understanding math because teachers only teach them in one learning style. The four main learning styles are visual, auditory, writing, and kinaesthetic. So far, I have learned how to teach visual and auditory styles, but I have yet to learn the other two. I hope to gain new teaching methods from the classes and professors during my last two years. I aim to teach every math student I come across to be prepared and adapt to courses so they can become math scholars. I had the opportunity to have a math teacher who gave me support and encouraging words to inspire my goal. Math continues to teach me that I can achieve anything with enough passion and inspiration. My love for math motivates me to show others that math can be a part of their future. Receiving this scholarship will enable me to pursue my dream of becoming a math teacher.

I am very passionate about pursuing a career in teaching because I want to be the teacher I never had — one who inspires, empowers, and shows Black youth, especially Black girls, that they are capable of greatness, particularly in math. Growing up, I rarely saw Black teachers, let alone Black teachers in STEM. Although math was my strongest subject, I often felt out of place, especially since I struggled with English and writing. But math was different. It was the one subject where I felt seen, where I felt smart. I was the only dark-skinned student excelling in my classes, and math became my safe space, my way of proving my worth. However, I didn’t have role models who encouraged me to embrace my love for math until elementary school. That’s when I met Mrs. Alvarado, my 6th-grade math teacher. She changed everything. She introduced me to Khan Academy, gave me the tools and confidence to excel, and taught me that math wasn’t just something I was good at—it was something I could love. Under her guidance, I went from struggling with math to thriving, winning awards, and achieving test scores I had once only dreamed of. Mrs. Alvarado didn’t just teach math; she made me believe in myself. After earning my bachelors in mathematics, I want to become a math teacher to pass on the same gift she gave me: the belief that math can be a source of strength, pride, and achievement. I want to show Black students, especially Black girls, that there are teachers in STEM who love what they do, who cares about them, and who will push them to reach their highest potential. I want to be the role model I never had, guiding students through the complexities of calculus and statistics, and helping them see that STEM careers are not just for others—they’re for us. In college, I plan to help incoming freshmen majoring in STEM connect with resources like the Black Women in STEM Programs and Scholarships. I want to advocate for Black representation in STEM education and ensure that Black students are given the tools and opportunities to thrive. But my dream doesn’t stop there. I hope to one day open an all-Black charter school, offering a strong STEM curriculum from kindergarten through 12th grade. I want to create a place where students are not only taught math but are taught that their education is an investment in their future. I plan to provide school supplies, uniforms, and scholarships to help alleviate the financial burdens on low-income students, and I want to make sure every student has access to the resources they need to succeed. The teachers who shaped my journey—Mrs. Alvarado and Mrs. Wisniewski, my high school math teacher, taught me the value of a teacher who listens, adapts, and invests in their students. They showed me that teaching is about more than just delivering lessons; it’s about seeing the potential in every student and nurturing it. Their unwavering support and belief in me inspire me to do the same for my future students. I believe that with the right passion, guidance, and support, every student can succeed in math. I want to be the teacher who helps them believe that, just as I once had to learn to believe in myself.

1. I have always been passionate about educational equity, especially when it comes to empowering Black students, particularly Black girls, in STEM fields. Growing up, I rarely saw teachers who looked like me, especially in the subjects I loved—math and science. Although I was good at math, it became a quiet refuge for me, the one subject where I truly felt seen and capable. But outside of math, I struggled with English and writing, which made me question my place in education and the world at large. For so long, I felt that math was my only strength and that I had to prove my worth through it. It wasn’t until I met Mrs. Alvarado, my 6th-grade math teacher, that my math view—and myself—began to change. She introduced me to Khan Academy and gave me the tools and belief I needed to thrive. Mrs. Alvarado didn’t just teach me how to solve equations—she taught me that I was worthy of success. That experience transformed my life, and it’s the driving force behind my current goals. I want to be the teacher that I never had—the one who inspires, encourages, and helps Black students see their potential, especially in math. If I could do anything with my life, I would become an educator, specifically a math teacher, and dedicate my career to showing Black youth that they belong in STEM, that they can excel, and that they can change the narrative around who belongs in these fields. I want to be that mentor who helps students see themselves in a future they may have never imagined for themselves. In my ideal world, every Black student would have a teacher who believes in them the way Mrs. Alvarado believed in me. 2. STEM excites me because it is a realm full of endless possibilities—creativity, innovation, problem-solving, and the power to transform the world. As a student who has personally benefited from the empowering nature of math, I know that STEM holds the same potential for other Black students. What excites me most about pursuing a job in information technology (IT) is the ability to not just learn technology but to use it to change the lives of others, especially underrepresented communities. Growing up, I felt isolated in STEM because I lacked role models who looked like me or shared my experiences. But I realize now that representation is vital, not only for personal growth but for creating diverse and inclusive solutions to the world’s problems. Through a career in IT, I envision myself working toward creating tools, educational platforms, and technologies that empower students, particularly Black students, to access the same opportunities in STEM as their more privileged peers. I want to help bridge the digital divide and give marginalized communities the resources they need to thrive. By creating platforms or digital tools that make learning STEM accessible and relevant to students from all walks of life, I can help shape a more equitable future. I also want to help create educational programs specifically designed for Black students, providing resources that help them develop the confidence and skills to pursue careers in tech. Through IT, I can contribute to diversifying the future of innovation by ensuring that more Black students see themselves as contributors to the digital world. 3. The greatest challenge I’ve had to overcome is my own self-doubt, especially in math. Although math was my strongest subject, I often felt isolated because I rarely saw teachers who looked like me or understood my unique challenges as a Black student. This lack of representation, combined with the difficulties I had with other subjects like English, made me question my worth in the classroom. I had a hard time believing I could truly excel in math because I didn’t see others like me doing so. That changed when I met Mrs. Alvarado in 6th grade. She introduced me to tools like Khan Academy, which helped me not only improve my skills but also discover a passion for math I hadn’t realized was there. More than that, Mrs. Alvarado believed in me, even when I didn’t believe in myself. She showed me that with the right support, tools, and encouragement, I could overcome any obstacle. Her belief in me helped me push past the fear of failure that had held me back for years. Through her mentorship, I realized that overcoming challenges is not just about personal resilience—it’s about the right support system. It’s about having someone who sees your potential, even when you can’t see it yourself. This experience has shaped my desire to give back and be that kind of mentor to Black students, especially Black girls, who may feel like they don’t belong in STEM. I want to teach them that they can overcome their doubts and achieve greatness, just like I did. The lessons I learned from Mrs. Alvarado—about perseverance, confidence, and the power of believing in yourself—are the very lessons I want to impart to my future students. I want to be the teacher who believes in my students when they struggle to believe in themselves. I want to show them that with the right support, they too can overcome their doubts and break through any barriers. My journey from self-doubt to self-confidence in math has made me passionate about creating an inclusive classroom where students feel capable, supported, and empowered to succeed. In the end, I believe that with the right guidance, every student can reach their full potential. That’s the kind of teacher I want to be—one who helps Black students find their strength in math, and in themselves. I know that education has the power to transform lives, just as it transformed mine, and I want to be the teacher who helps students break barriers and achieve their dreams.

I am very passionate about pursuing a career in teaching because I want to be the teacher I never had — one who inspires, empowers, and shows Black youth, especially Black girls, that they are capable of greatness, particularly in math. Growing up, I rarely saw Black teachers, let alone Black teachers in STEM. Although math was my strongest subject, I often felt out of place, especially since I struggled with English and writing. But math was different. It was the one subject where I felt seen, where I felt smart. I was the only dark-skinned student excelling in my classes, and math became my safe space, my way of proving my worth. However, I didn’t have role models who encouraged me to embrace my love for math until elementary school. That’s when I met Mrs. Alvarado, my 6th-grade math teacher. She changed everything. She introduced me to Khan Academy, gave me the tools and confidence to excel, and taught me that math wasn’t just something I was good at—it was something I could love. Under her guidance, I went from struggling with math to thriving, winning awards, and achieving test scores I had once only dreamed of. Mrs. Alvarado didn’t just teach math; she made me believe in myself. After earning my bachelors in mathematics, I want to become a math teacher to pass on the same gift she gave me: the belief that math can be a source of strength, pride, and achievement. I want to show Black students, especially Black girls, that there are teachers in STEM who love what they do, who cares about them, and who will push them to reach their highest potential. I want to be the role model I never had, guiding students through the complexities of calculus and statistics, and helping them see that STEM careers are not just for others—they’re for us. In college, I plan to help incoming freshmen majoring in STEM connect with resources like the Black Women in STEM Programs and Scholarships. I want to advocate for Black representation in STEM education and ensure that Black students are given the tools and opportunities to thrive. But my dream doesn’t stop there. I hope to one day open an all-Black charter school, offering a strong STEM curriculum from kindergarten through 12th grade. I want to create a place where students are not only taught math but are taught that their education is an investment in their future. I plan to provide school supplies, uniforms, and scholarships to help alleviate the financial burdens on low-income students, and I want to make sure every student has access to the resources they need to succeed. The teachers who shaped my journey—Mrs. Alvarado and Mrs. Wisniewski, my high school math teacher—taught me the value of a teacher who listens, adapts, and invests in their students. They showed me that teaching is about more than just delivering lessons; it’s about seeing the potential in every student and nurturing it. Their unwavering support and belief in me inspire me to do the same for my future students. I believe that with the right passion, guidance, and support, every student can succeed in math. I want to be the teacher who helps them believe that, just as I once had to learn to believe in myself.

I decided to pursue a STEM-related field of study because I am deeply passionate about addressing the challenges that Black students face, particularly in STEM fields. Growing up, I rarely saw Black teachers, especially in science, technology, engineering, and mathematics (STEM). This lack of representation fueled my desire to not only pursue a career in teaching but to become a role model for Black youth, especially Black girls, who are often underrepresented in these fields. In my own life, math was the one subject where I felt truly confident and capable. Despite struggling with English and writing, math became my sanctuary. It was the place where I felt seen, the one subject that allowed me to prove my worth. However, I didn’t have the support I needed until I met Mrs. Alvarado, my 6th-grade math teacher. She introduced me to Khan Academy, gave me the tools to succeed, and helped me realize that math wasn’t just something I could do—it was something I could love. Mrs. Alvarado’s belief in me helped me thrive, earning awards and excelling in math in ways I never thought possible. I want to give other Black students, especially Black girls, that same sense of belief and show them that they, too, can excel in math and pursue careers in STEM. Studies like those by Wilson and Matthews (2024) have shown how a student’s racial and mathematical identity plays a significant role in their academic success. For many Black students, the lack of representation and culturally relevant support can be a barrier to achievement. By creating a classroom environment where students see themselves as capable mathematicians, I hope to break the cycle of underachievement and inspire students to pursue careers in fields where they have historically been underrepresented. I believe that a culturally responsive approach, one that recognizes and celebrates students’ identities, is essential in helping them succeed. In college, I plan to help incoming freshmen majoring in STEM connect with resources like the Black Women in STEM Program and Scholarship. I want to advocate for more Black teachers in STEM to provide students with role models who can inspire and encourage them in ways that resonate with their experiences. My ultimate goal is to open an all-Black charter school that focuses on STEM education from kindergarten through 12th grade. This school will prioritize access to advanced coursework, provide school supplies and scholarships to alleviate financial burdens, and help students understand that education is an investment in their future. The teachers who shaped my journey—Mrs. Alvarado and Mrs. Wisniewski, my high school math teacher, taught me the value of a teacher who listens, adapts, and invests in their students. They showed me that teaching is about more than just delivering lessons; it’s about seeing the potential in every student and nurturing it. Their unwavering support and belief in me inspire me to do the same for my future students. I believe that with the right passion, guidance, and support, every student can succeed in math, and I want to be the teacher who helps them believe that, just as I once had to learn to believe in myself.

I am deeply passionate about addressing the challenges that Black students face, particularly in STEM fields, and I believe that with the right tools and education, I can help create a better, more inclusive future for these students. Growing up, I rarely saw Black teachers in the classrooms, especially in science, technology, engineering, and mathematics (STEM). This lack of representation fueled my desire not only to pursue a career in teaching but to become a role model for Black youth, especially Black girls, who are often underrepresented in these fields. In my own life, math was the one subject where I felt truly confident and capable. Despite struggling with English and writing, math became my sanctuary—it was the place where I felt seen, the one subject that allowed me to prove my worth. However, I didn’t have the support I needed until I met Mrs. Alvarado, my 6th-grade math teacher. She introduced me to Khan Academy, gave me the tools to succeed, and helped me realize that math was not just something I could do—it was something I could love. Mrs. Alvarado’s belief in me helped me thrive, earning awards and excelling in math in ways I never thought possible. I want to give other Black students, especially Black girls, that same sense of belief, to show them that they, too, can excel in math and pursue careers in STEM. Studies like those by Wilson and Matthews (2024) have shown how a student’s racial and mathematical identity plays a significant role in their academic success. For many Black students, the lack of representation and culturally relevant support can be a barrier to their achievement. This is why I want to change the narrative for Black youth in math. By creating a classroom environment where students see themselves as capable mathematicians, I hope to break the cycle of underachievement and inspire students to pursue careers in fields where they have historically been underrepresented. Gonzalez, Chapman, and Battle (2020) also found that students’ academic success in math is deeply connected to their mathematical identity and access to supportive teaching. I believe that a culturally responsive approach, one that recognizes and celebrates students’ identities, is essential in helping them succeed. I want to create an environment where students not only develop strong math skills but also the confidence and perseverance to push through challenges. I envision connecting incoming freshmen with programs like the UNCF Black Women in STEM Program and Scholarship to help them access resources that will support them throughout their academic journey. By promoting more Black teachers in STEM, I hope to provide students with role models who can inspire and encourage them in ways that resonate with their experiences. My ultimate goal is to open an all-Black charter school that focuses on STEM education from kindergarten through 12th grade. I want to create a school where students not only learn math but also understand the value of education as a tool for empowerment. This school will provide the resources, such as school supplies and scholarships, that can make a real difference in the lives of low-income students.

I am very passionate about pursuing a career in teaching because I want to be the teacher I never had — one who inspires, empowers, and shows Black youth, especially Black girls, that they are capable of greatness, particularly in math. Growing up, I rarely saw Black teachers, let alone Black teachers in STEM. Although math was my strongest subject, I often felt out of place, especially since I struggled with English and writing. But math was different. It was the one subject where I felt seen, where I felt smart. I was the only dark-skinned student excelling in my classes, and math became my safe space, my way of proving my worth. However, I didn’t have role models who encouraged me to embrace my love for math until elementary school. That’s when I met Mrs. Alvarado, my 6th-grade math teacher. She changed everything. She introduced me to Khan Academy, gave me the tools and confidence to excel, and taught me that math wasn’t just something I was good at—it was something I could love. Under her guidance, I went from struggling with math to thriving, winning awards, and achieving test scores I had once only dreamed of. Mrs. Alvarado didn’t just teach math; she made me believe in myself. After earning my bachelors in mathematics, I want to become a math teacher to pass on the same gift she gave me: the belief that math can be a source of strength, pride, and achievement. I want to show Black students, especially Black girls, that there are teachers in STEM who love what they do, who care about them, and who will push them to reach their highest potential. I want to be the role model I never had, guiding students through the complexities of calculus and statistics, and helping them see that STEM careers are not just for others—they’re for us. In college, I plan to help incoming freshmen majoring in STEM connect with resources like the Black Women in STEM Programs and Scholarships. I want to advocate for Black representation in STEM education and ensure that Black students are given the tools and opportunities to thrive. But my dream doesn’t stop there. I hope to one day open an all-Black charter school, offering a strong STEM curriculum from kindergarten through 12th grade. I want to create a place where students are not only taught math but are taught that their education is an investment in their future. I plan to provide school supplies, uniforms, and scholarships to help alleviate the financial burdens on low-income students, and I want to make sure every student has access to the resources they need to succeed. The teachers who shaped my journey—Mrs. Alvarado and Mrs. Wisniewski, my high school math teacher, taught me the value of a teacher who listens, adapts, and invests in their students. They showed me that teaching is about more than just delivering lessons; it’s about seeing the potential in every student and nurturing it. Their unwavering support and belief in me inspire me to do the same for my future students. I believe that with the right passion, guidance, and support, every student can succeed in math. I want to be the teacher who helps them believe that, just as I once had to learn to believe in myself.

The best thing someone has done for me is teaching me to love math. As a kid, I was not the smartest in elementary with reading and math until I met Mrs. Alvarado. She prides herself on giving kids all the resources necessary for academic growth and awarding students for their accomplishments. Throughout 6th grade, we used Khan Academy to acquire a better understanding of math. As I completed assignments at Khan Academy I began to quickly excel in math courses. I built a loving relationship with math because I wanted to be the best at something that involved academics. Math helped me achieve my highest goals; my test scores excelled and I was at the top of my class. After grade school, my love for math helped me conclude my senior that I wanted to be the best math teacher for all students. I had the advantage of having a great math teacher in my 11th and 12th-grade years. Her name was Joanna Wisniewski, and she passed every student in her class. I wanted to be just like her because every student should have a math teacher who can adapt to their needs. Many students need help understanding math because teachers only teach them in one learning style. The four main learning styles are visual, auditory, writing, and kinaesthetic. So far, I have learned how to teach visual and auditory styles, but I have yet to learn the other two. I hope to gain new teaching methods from the classes and professors during my last two years of college. To become a great leader I feel that it’s important for me to show Black students, especially Black female students that there are teachers in STEM and we enjoy our work! I hope as a teacher my guidance will encourage students to apply themselves to academic courses like calculus and statistics. While in college I plan to connect incoming freshmen majoring in STEM with the Black Women in STEM Program and Scholarship. As an activist, the number of unrepresented Black students is an equation I plan to solve by building an all-Black charter school. After completing my master's I plan to open up a college-prep charter school for Black children k-12 that will offer STEM courses. I also hope to receive community and outside funding for school grants to provide low-income students with uniforms, school supplies, and books. I believe that it is important for kids to start prioritizing math skills as young as five years old. Like alumni before me, it is important to financially invest in Black youth's college education. College is expensive and I would like to fund a scholarship or create an endowed scholarship. The goals I have for my community will have a positive impact and create bright futures for the students.

The best thing someone has done for me is teaching me to love math. As a kid, I was not the smartest in elementary reading and math until I met Mrs. Alvarado. She prides herself on giving kids all the resources necessary for academic growth and awarding students for their accomplishments. Throughout 6th grade, we used Khan Academy to acquire a better understanding of math. As I completed assignments at Khan Academy I began to quickly excel in math courses. I built a loving relationship with math because I wanted to be the best at something that involved academics. Math helped me achieve my highest goals; my test scores excelled and I was at the top of my class. After grade school, my love for math helped me conclude my senior that I wanted to be the best math teacher for all students. I had the advantage of having a great math teacher in my 11th and 12th-grade years. Her name was Joanna Wisniewski, and she passed every student in her class. I wanted to be just like her because every student should have a math teacher who can adapt to their needs. Many students need help understanding math because teachers only teach them in one learning style. The four main learning styles are visual, auditory, writing, and kinaesthetic. So far, I have learned how to teach visual and auditory styles, but I have yet to learn the other two. I hope to gain new teaching methods from the classes and professors during my last two years of college. The most important goal I have is showing Black youth the importance of an education specifically in math. In grade school, I saw very few Black teachers, especially in STEM. Although math was my strongest subject I struggled with English and writing. Math made me feel smart because I was the only dark-skinned student excelling in my classes. I sadly did not have the opportunity to grow up with role models who encouraged me to enjoy math until high school. I was pushed further in my love for math so after receiving my bachelor's in mathematics I plan to become a math teacher. To become a great leader I feel that it’s important for me to show Black students, especially Black female students that there are teachers in STEM and we enjoy our work! I hope as a teacher my guidance will encourage students to apply themselves to academic courses like calculus and statistics. While in college I plan to connect incoming freshmen majoring in STEM with the UNCF Black Women in STEM Program and Scholarship. As an activist, the number of unrepresented Black students is an equation I plan to solve by building an all-Black charter school. After completing my master's I plan to open up a college-prep charter school for Black children k-12 that will offer STEM courses. I also hope to receive community and outside funding for school grants to provide low-income students with uniforms, school supplies, and books. I believe that it is important for kids to start prioritizing math skills as young as five years old. Like alumni before me, it is important to financially invest in Black youth's college education. College is expensive and I would like to fund a scholarship or create an endowed scholarship. The goals I have for my community will have a positive impact and create bright futures for the students. My goal is to be an inspirational, encouraging, and hardworking Dillard alumnus by ultimately opening and heading a charter school for Black students. Which, I can only achieve this if I graduate college. Graduating college requires funds that I am currently incapable of acquiring myself. After taking advantage of all the sources provided by FAFSA, I was left with an overwhelming feeling of disappointment. I was afraid that I would no longer have the opportunity to graduate because of my outstanding balance. My mother had already taken out previous loans for my education but with the help of this scholarship, my mother and I could take out smaller loans to cover the costs. Growing up with a single parent who has successfully got a degree my debt has become both of our financial burden. Receiving this scholarship would open up time in my daily life as a full-time student. Instead of working two jobs and 40+ hours a week, I intend to spend more time completing my homework; by engaging more in the community; applying and completing internships and fellowships; while fulfilling a goal by becoming a mathematics Teacher’s Assistant. If awarded this opportunity I would also focus some of my extra time trying to become a CNA. This is also a goal of mine. Becoming a CNA will allow me to work with the community and give me a part-time job which will permit me to save money. With this goal, I would be able to tutor students in undergraduate math courses. This scholarship will alleviate some of my financial burdens and I'll be able to keep my high GPA. So, receiving this scholarship would be an impactful investment for my future goals.

The most important goal I have is showing Black youth the importance of an education specifically in math. In grade school, I saw very few Black teachers, especially in STEM. Although math was my strongest subject I struggled with English and writing. Math made me feel smart because I was the only dark-skinned student excelling in my classes. I sadly did not have the opportunity to grow up with role models who encouraged me to enjoy math until high school. I was pushed further in my love for math so after receiving my bachelor's in mathematics I plan to become a math teacher. To become a great leader I feel that it’s important for me to show Black students, especially Black female students that there are teachers in STEM and we enjoy our work! I hope as a teacher my guidance will encourage students to apply themselves to academic courses like calculus and statistics. While in college I plan to connect incoming freshmen majoring in STEM with the Black Women in STEM Programs and Scholarships. As an activist, the number of unrepresented Black students is an equation I plan to solve by building an all-Black charter school. After completing my master's I plan to open up a college-prep charter school for Black children k-12 that will offer STEM courses. I also hope to receive community and outside funding for school grants to provide low-income students with uniforms, school supplies, and books. I believe that it is important for kids to start prioritizing math skills as young as five years old. Like alumni before me, it is important to financially invest in Black youth's college education. College is expensive and I would like to fund a scholarship or create an endowed scholarship. The goals I have for my community will have a positive impact and create bright futures for the students. My goal is to be an inspirational, encouraging, and hardworking Dillard alumnus by ultimately opening and heading a charter school for Black students. Which, I can only achieve this if I graduate college. Graduating college requires funds that I am currently incapable of acquiring myself. After taking advantage of all the sources provided by FAFSA, I was left with an overwhelming feeling of disappointment. I was afraid that I would no longer have the opportunity to graduate because of my outstanding balance. My mother had already taken out previous loans for my education but with the help of this scholarship, my mother and I could take out smaller loans to cover the costs. Growing up with a single parent who has successfully got a degree my debt has become both of our financial burden. Receiving this scholarship would open up time in my daily life as a full-time student. Instead of working two jobs and 40+ hours a week, I intend to spend more time completing my homework; by engaging more in the community; applying and completing internships and fellowships; while fulfilling a goal by becoming a mathematics Teacher’s Assistant. If awarded this opportunity I would also focus some of my extra time trying to become a CNA. This is also a goal of mine. Becoming a CNA will allow me to work with the community and give me a part-time job which will permit me to save money. With this goal, I would be able to tutor students in undergraduate math courses. This scholarship will alleviate some of my financial burdens and I'll be able to keep my high GPA. So, receiving this scholarship would be an impactful investment for my future goals.

The most important goal I have is showing Black youth the importance of an education specifically in math. In grade school, I saw very few Black teachers, especially in STEM. Although math was my strongest subject I struggled with English and writing. Math made me feel smart because I was the only dark-skinned student excelling in my classes. I sadly did not have the opportunity to grow up with role models who encouraged me to enjoy math until high school. I was pushed further in my love for math so after receiving my bachelor's in mathematics I plan to become a math teacher. To become a great leader I feel that it’s important for me to show Black students, especially Black female students that there are teachers in STEM and we enjoy our work! I hope as a teacher my guidance will encourage students to apply themselves to academic courses like calculus and statistics. While in college I plan to connect incoming freshmen majoring in STEM with the Black Women in STEM Programs and Scholarships. As an activist, the number of unrepresented Black students is an equation I plan to solve by building an all-Black charter school. After completing my master's I plan to open up a college-prep charter school for Black children k-12 that will offer STEM courses. I also hope to receive community and outside funding for school grants to provide low-income students with uniforms, school supplies, and books. I believe that it is important for kids to start prioritizing math skills as young as five years old. Like alumni before me, it is important to financially invest in Black youth's college education. College is expensive and I would like to fund a scholarship or create an endowed scholarship. The goals I have for my community will have a positive impact and create bright futures for the students. My goal is to be an inspirational, encouraging, and hardworking Dillard alumnus by ultimately opening and heading a charter school for Black students. Which, I can only achieve this if I graduate college. Graduating college requires funds that I am currently incapable of acquiring myself. After taking advantage of all the sources provided by FAFSA, I was left with an overwhelming feeling of disappointment. I was afraid that I would no longer have the opportunity to graduate because of my outstanding balance. My mother had already taken out previous loans for my education but with the help of this scholarship, my mother and I could take out smaller loans to cover the costs. Growing up with a single parent who has successfully got a degree my debt has become both of our financial burden. Receiving this scholarship would open up time in my daily life as a full-time student. Instead of working two jobs and 40+ hours a week, I intend to spend more time completing my homework; by engaging more in the community; applying and completing internships and fellowships; while fulfilling a goal by becoming a mathematics Teacher’s Assistant. If awarded this opportunity I would also focus some of my extra time trying to become a CNA. This is also a goal of mine. Becoming a CNA will allow me to work with the community and give me a part-time job which will permit me to save money. With this goal, I would be able to tutor students in undergraduate math courses. This scholarship will alleviate some of my financial burdens and I'll be able to keep my high GPA. So, receiving this scholarship would be an impactful investment for my future goals.