I have always been called a “plátano” (translates to “plantain”), which is a significant food ingredient in Dominican cuisine and a nickname for those who seem “too Dominican.” At first, I found the nickname embarrassing, but over time, I eventually embraced being a “plátano” as a reflection of my prominent Dominican heritage and my heritage’s values of perseverance and community that build my “plátano power.” This “plátano power” fuels my drive to work hard, think creatively, and lead with compassion, qualities that have shaped my high school experiences and will guide my journey to becoming a high school math teacher who inspires and uplifts the students I serve. My passion for becoming a math teacher comes from my experience of having had only one Dominican math teacher my whole life: my AP Precalculus teacher, Ms. Rosalind Abreu. Ms. Abreu’s commitment to engaging lessons, personalized support, and genuine one-on-one conversations made a profound impact not just on me, but on my entire class. In fact, thanks to her, our school achieved a 100% pass rate on the AP Precalculus exam. But beyond this, Ms. Abreu also exemplified how, while the presence of Dominicans as educators is rare, we have the potential to have a genuine impact on students when we embrace and properly use our “plátano power.” Ms. Abreu was the reason I officially fell in love with the idea of teaching all types of math, from Calculus and Statistics to Discrete Mathematics. Now, as a future math teacher, I want to become the next Ms. Abreu and inspire future students to fall in love with math the same way I did by empowering students to see math as an opportunity for success by fostering an empathetic and innovative learning environment. Having attended the Future Educators Academy at TCNJ in July 2023 and volunteered as a mathematics peer tutor at my school, I have continued to carry on Ms. Abreu’s legacy by creating specific, tailored physical and digital resources to tutor students while communicating with teachers and faculty to see how to enhance my tutoring services. Watching students grow in confidence and mastery affirmed my love for tutoring and strengthened my commitment to teaching math because when tutored and taught with care, math becomes more than just formulas, steps, and equations that must be memorized. Moreover, as a future math teacher, I want to empower students to not see math as an obstacle by helping them see their unique backgrounds and interests as assets in solving real-world problems through project-based learning. Outside the classroom, I’ll use my love for teaching to uplift others who may be dealing with personal struggles, comfort those feeling overwhelmed and alone, and help students who haven’t found the good within themselves become kind individuals who positively influence their community. So, as I head to Cornell University to prepare for a career as a math educator, I will use my “plátano power” and the patience and empathy it has given me to support and encourage struggling students, classmates, and colleagues. With the help of this scholarship, I can participate in initiatives like the Cornell Raising Educational Attainment Challenge (REACH) and gain the education necessary to make math an accessible and empowering problem-solving tool for everyone, just as Ms. Abreu did, all without financial burden, in hopes of carrying on Ms. Abreu’s teachings and proving that a proud “plátano” can make a lasting impact, inside and outside the classroom.

I have always been called a “plátano” (translates to “plantain”), which is a significant food ingredient in Dominican cuisine and a nickname for those who seem “too Dominican.” At first, I found the nickname embarrassing. Still, over time, I eventually embraced being a “plátano” as a reflection of my prominent Dominican appearance and my Dominican heritage, as well as my heritage’s values of perseverance, pride, and community that build my “plátano power.” This “plátano power” fuels my drive to work hard, think creatively, and lead with compassion, qualities that shaped and inspired my high school experiences and will guide my journey to becoming a high school math teacher. My passion for becoming a high school math teacher comes from my experience of having only one Dominican math teacher my entire life: my AP Precalculus teacher, Ms. Rosalind Abreu. Ms. Abreu’s commitment to designing creative and unique engaging lessons, providing extra support after class, and talking with students 1-on-1 truly impacted me and my classmates, as shown by the 100% pass rate my school achieved on the AP Precalculus exam, which was especially impressive considering Ms. Abreu was my school’s only AP Precalculus teacher at the time. Ms. Abreu showed me that while Dominican educators are rare, we can have a powerful impact when we embrace our “plátano power.” Her teaching methods and cultural pride made me fall in love with math, from Calculus and Statistics to Discrete Mathematics, and, more importantly, teaching math. As a result, success for me as a college student and, later, as a high school math teacher means becoming the next Ms. Abreu for future generations of scholars and inspiring future students to fall in love with math the same way I did by empowering them to see math as an opportunity for success by fostering an empathetic, innovative, and representative environment where they see their unique backgrounds as assets in solving real-world problems, inside and outside of mathematics. Having attended the Future Educators Academy at The College of New Jersey in July 2023 and volunteered as a mathematics peer tutor at my school, I have started working my way towards achieving this vision of success and carrying on Ms. Abreu’s legacy by creating specific, tailored physical and digital resources to prepare students for mathematics standardized assessments while communicating with teachers and faculty to see how to enhance my tutoring services. Watching my students grow in confidence and mastery affirmed my love for tutoring and strengthened my commitment to teaching math because when tutored and taught with care, math becomes more than just formulas, steps, and equations that must be memorized; it becomes a reliable tool students can use to navigate their lives. As a future math teacher, I want to empower students to not see math as an obstacle by helping them see their unique backgrounds as assets in solving real-world problems. Outside the classroom, I’ll use my love for teaching and math to uplift others, comfort those feeling overwhelmed and alone, and help students who haven’t found the good within themselves become kind individuals who positively influence their community. So, as I head to Cornell University in preparation for becoming a math teacher who is a leader in the classroom, I’ll draw on my “plátano power,” which has instilled in me the patience and empathy to support and encourage struggling students and inspire their growth, something I am determined to do inside and outside my future math classroom. Additionally, thanks to this scholarship, I will be able to create a learning environment where students view math not as a roadblock but as a bridge to endless opportunities in education, research, and beyond by being able to obtain the funds to work with organizations such as Skew the Script and MathMedic, in addition to having the funds necessary to implement culturally-inclusive teaching strategies, such as EFFL. With this scholarship, I’ll be able to fully immerse myself in the educational experience at Cornell University's College of Arts and Sciences, including volunteering with impactful programs like Cornell REACH (Raising Educational Attainment Challenge). This scholarship will also relieve me of the financial strain of my $20,000 expected family contribution, which will be particularly difficult to manage due to the high cost of my eczema treatments and medications, such as Adbry injections. With this scholarship, I can focus on my aspiration to make mathematics an accessible and understandable problem-solving method that empowers students in their future careers and everyday decisions, just like how Ms. Abreu did for me.

I have always been called a “plátano” (translates to “plantain”), which is a significant food ingredient in Dominican cuisine and a nickname for those who seem “too Dominican.” At first, I found the nickname embarrassing, but over time, I eventually embraced being a “plátano” as a reflection of my Dominican heritage and its values of perseverance and community that build my “plátano power.” This “plátano power” fuels my drive to work hard, think creatively, and lead with compassion, qualities that shaped my high school experiences and will guide my journey to becoming a high school math teacher. Specifically, my passion for becoming a math teacher comes from my personal experience of having had only one Dominican math teacher: my AP Precalculus teacher, Ms. Rosalind Abreu. Ms. Abreu’s commitment to designing engaging lessons, providing extra support after class, and talking with students 1-on-1 truly impacted me and my classmates, as shown by the 100% pass rate my school achieved on the AP Precalculus exam. Ms. Abreu exemplified how, while the presence of Dominicans as educators is rare, we have the potential to have a genuine impact on students. Ms. Abreu was the reason I officially fell in love with all types of math, from Calculus and Statistics all the way to Discrete Mathematics. I want to be the next Ms. Abreu and inspire future students to fall in love with math the same way I did by empowering them to see math as an opportunity for success by fostering an empathetic, innovative, and representative environment where they see their unique backgrounds as assets in solving real-world problems, inside and outside of mathematics. Having attended the Future Educators Academy at TCNJ in July 2023 and volunteered as a mathematics peer tutor at my school, I have continued to carry on Ms. Abreu’s legacy by creating specific, tailored physical and digital resources to prepare students for mathematics standardized assessments while communicating with teachers and faculty to see how to enhance my tutoring services. Watching students grow in confidence and mastery affirmed my love for tutoring and strengthened my commitment to teaching math because when tutored and taught with care, math becomes more than just formulas, steps, and equations that must be memorized; it becomes a reliable tool students can use to navigate their lives. As a future math teacher, I want to empower students to not see math as an obstacle by helping them see their unique backgrounds as assets in solving real-world problems through culturally relevant project-based learning. Outside the classroom, I’ll use my love for teaching and math to uplift others, comfort those feeling overwhelmed and alone, and help students who haven’t found the good within themselves become kind individuals who positively influence their community. As I head to Rutgers University-New Brunswick and their Honors College to receive my B.A. in Statistics/Mathematics and then my Ed.M. in Mathematics Education in preparation for becoming a math teacher who is a leader in the classroom, I’ll draw on my “plátano power” which has instilled in me the patience and empathy to support and encourage struggling students and the determination to inspire their growth inside and outside the math classroom. With this scholarship, I will create a learning environment where students view math not as a roadblock, but as a bridge to endless opportunities in education, research, and beyond. With this scholarship, I'll acquire the education and resources needed to transform math into an accessible and understandable problem-solving method that empowers students in their careers and everyday decisions, just like how Ms. Abreu and Nicholas J. Criscone did.

My eczema has been with me since August 18th, 2007. The physical discomfort was overwhelming, making me want to tear my skin off, but the emotional discomfort was even more painful. People stared at me with confusion and disgust, whispering remarks as if I wasn’t there. I sometimes avoided shaking hands, wearing short sleeves, and taking photos so people wouldn’t say stuff about me. These frequent moments would play in my mind every morning as I stood in front of my bathroom mirror, applying the same old greasy and flaky topical ointments. As I applied the ointment, I sometimes cried out of desperation for better skin. Yet, on the morning of May 5th, 2024, as I was applying my usual rounds of medication, I thought of my grandmother, Olga, who had passed away 4 days prior. My grandma was always a woman who, despite her struggles, demonstrated kindness and love towards everyone, from her family and friends to her neighbors, the community staff, and strangers she would encounter in public through warm meals, a joyful smile, thoughtful advice, or simply being there for those who needed her. Her actions showed me that hardships like eczema do not have to limit how much love and support we give others. Therefore, because of my grandma, I’m no longer focused on dwelling on the burdens that come with eczema. Instead, I’m now focused on carrying on and honoring her legacy by prioritizing kindness, leadership, and empathy. Specifically, through peer mentoring and peer tutoring, I now prioritize comforting those feeling overwhelmed and alone, encouraging those who doubt their abilities, and reminding them to be proud of their progress. As a result, I have been able to inspire the potential, growth, and success of my fellow peers both inside and outside the classroom. In fact, watching my peers grow affirmed my love for and strengthened my commitment to teaching math because when tutored and taught with care, math becomes more than just formulas, steps, and equations that must be memorized; it becomes a reliable tool students can use to confidently support those who need it most. In other words, as a teacher, I want to empower students to not see math as an obstacle by fostering an empathetic environment where they see that their unique backgrounds are assets in solving real-world problems. My journey with eczema has taught me that our greatest struggles can shape our strongest qualities. Now, whenever someone treats me differently because of my eczema, instead of wanting to tear my skin off or crying, I take it as a gentle reminder that they may be struggling to find the good within themselves. I can happily help them discover that missing piece with care and support, just as my grandma did. My eczema fuels my drive to work hard, think creatively, and lead with compassion, qualities that shaped my high school experiences and will continue to drive my journey to become a high school math teacher who inspires and understands students. So, if I had to give one piece of advice to anyone facing the same circumstances I faced, I’d say, “No matter what’s happening in your life, good or bad, don’t let it stop you or distract you from being kind, generous, and selfless because kindness and respect go a long way.”

I have always been called a “plátano” (translates to “plantain”), which is a nickname for those who seem “too Dominican.” At first, I found it embarrassing, but over time, I eventually embraced being a “plátano” as a reflection of my Dominican heritage and its values of perseverance, community, and pride that build my “plátano power.” This “plátano power” fuels my drive to work hard, think creatively, and lead with compassion, qualities that shaped my high school experiences and will fuel my journey to becoming a high school math teacher. However, I never would have embraced my “plátano power” without the experience of having had only one Dominican math teacher my entire life: my AP Precalculus teacher, Ms. Rosalind Abreu. Ms. Abreu’s commitment to designing engaging lessons, providing extra support after class, and talking with students 1-on-1 truly impacted me and my classmates. Specifically, for me, Ms. Abreu exemplified how, while the presence of Dominicans as educators is rare, we have the potential to have a genuine positive impact on students with our “plátano power.” I want to be one of those impactful individuals for future students by empowering them to see math as an opportunity for success by fostering a comfortable environment where they see their unique backgrounds as assets in solving real-world problems, inside and outside of mathematics. Having volunteered as a mathematics peer tutor at my school, I have carried on Ms. Abreu’s teaching pedagogy by preparing students for assessments while communicating with teachers and faculty, including Ms. Abreu, to see how to enhance my tutoring services. Watching my peers grow affirmed my love for tutoring and strengthened my commitment to teaching math because when tutored and taught with care, math becomes more than just formulas, steps, and equations that must be memorized; it becomes a reliable tool students can use to navigate their lives. Ms. Abreu has also influenced me to become a teacher who comforts those feeling overwhelmed and alone and helps others who haven’t found the good within themselves become kind individuals who exhibit a positive force in their community. As I head to college to prepare to become a math teacher who is a leader in the classroom, I’ll remember Ms. Abreu and my “plátano power,” who both instilled in me the patience and empathy to support and encourage struggling students and the determination to inspire their growth inside and outside the classroom.

I have always been called a “plátano” (translates to “plantain”), which is a significant food ingredient in Dominican cuisine and a nickname for those who seem “too Dominican.” At first, I found it embarrassing, but over time, I eventually embraced being a “plátano” as a reflection of my Dominican heritage and its values of perseverance, community, and pride that build my “plátano power.” This “plátano power” fuels my drive to work hard, think creatively, and lead with compassion, qualities that shaped my high school experiences and will fuel my journey to becoming a high school math teacher. Specifically, my passion for becoming a math teacher comes from my personal experience of having had only one Dominican math teacher: my AP Precalculus teacher, Ms. Rosalind Abreu. Ms. Abreu’s commitment to designing engaging lessons, providing extra support after class, and talking with students 1-on-1 truly impacted me and my classmates, as shown by the 100% pass rate my school achieved on the AP Precalculus exam. Ms. Abreu exemplified how, while the presence of Dominicans as educators is rare, we have the potential to have a genuine impact on students. I want to be one of those impactful individuals for future students by empowering them to see math as an opportunity for success by fostering an empathetic, innovative, and representative environment where they see their unique backgrounds as assets in solving real-world problems, inside and outside of mathematics. Having attended the Future Educators Academy at TCNJ in July 2023 and volunteered as a mathematics peer tutor at my school, I have continued to carry on Ms. Abreu’s legacy by creating specific, tailored resources to prepare students for standardized assessments while communicating with teachers and faculty to see how to enhance my tutoring services. Watching students grow in confidence and mastery affirmed my love for tutoring and strengthened my commitment to teaching math because when tutored and taught with care, math becomes more than just formulas, steps, and equations that must be memorized; it becomes a reliable tool students can use to navigate their lives. However, my journey toward becoming a math teacher has not been without challenges. Since I was a child, I have struggled with eczema, a chronic skin condition. No matter how many expensive medications, remedies, or prescriptions I have used and continue to use, my skin never stopped burning, cracking, or itching. The physical discomfort was exhausting, but the emotional pain of stares and whispers was even worse. Yet, despite this struggle, my Grandmother, Olga, showed me that hardship does not have to define us. She was a woman who, no matter her struggles, prioritized kindness, patience, and support for those around her. After she suddenly passed away in May 2024, I realized that I wanted to honor and carry on her legacy by using my own experiences to uplift others, comfort those feeling overwhelmed and alone, and help others who haven’t found the good within themselves become kind individuals who exhibit a positive force on their community, whether that is through peer tutoring, peer mentoring, or just having casual conversations with my classmates. As I head to Rutgers University-New Brunswick and their Honors College to receive my B.A. in Statistics/Mathematics and then my Ed.M. in Mathematics Education in preparation for becoming an engaging and compassionate math teacher who is a leader in the classroom, I’ll draw on my “plátano power,” my experience with eczema, and my Grandma’s teachings, which have all instilled in me the patience and empathy to support and encourage struggling students and the determination to inspire their potential, success, and growth inside and outside the classroom.

My eczema has been with me since August 18th, 2007. My skin never stopped cracking, burning, or itching, no matter how much hydrocortisone cream, cold Dupixent injections, or natural remedies I used. It was exhausting and frustrating, but the emotional discomfort was even more painful. People always stared at me, confused and disgusted, as if I wasn't already embarrassed about my skin. I sometimes even avoided shaking hands, wearing short sleeves, and taking photos so people wouldn’t say stuff about me. These moments would play in my mind every morning as I stood in front of my bathroom mirror, applying the same old greasy and flaky topical ointments. As I applied the ointment, I sometimes cried out of desperation for better skin. Yet, on the morning of May 5th, 2024, as I was applying my usual rounds of medication, I thought of my grandmother, Olga, who had passed away 4 days prior. My grandma was always a woman who, despite her struggles, demonstrated kindness and love towards everyone through warm meals, thoughtful advice, or simply being there for those who needed her. Her actions showed me that hardships like eczema do not have to limit how much love and support we give others. Therefore, because of my grandma, I’m no longer focused on dwelling on the burdens that come with eczema. Instead, I’m now focused on carrying on and honoring her legacy by prioritizing kindness, leadership, and empathy. Specifically, through peer mentoring and peer tutoring, I now work to comfort those feeling overwhelmed and alone, encourage those who doubt their abilities, and remind them to be proud of their progress. Now, whenever someone treats me differently because of my eczema, I take it as a gentle reminder that they may be struggling to find the good within themselves, and with care and support, I can help them discover that missing piece, just as my grandma did. My grandma, having taught children's church on Fridays, also taught me to be patient with others and never give up on them, and these are qualities I will carry into my career as a mathematics educator. Specifically, as a math teacher, I want to empower students to see math not as an obstacle but as a tool for success by fostering an empathetic environment where they see that their unique backgrounds are assets in solving real-world problems. Yet, my ability to carry out this mission wouldn’t be possible without this scholarship since this scholarship would ease the financial burden of pursuing my mathematics education degree since, on average, I am currently looking at paying $36,000+ per year for my undergraduate education, which is difficult to pay, considering the rising costs of my eczema treatments and my home’s many emergency repairs. Additionally, this scholarship would allow me to dedicate more of my time to participating in academic and professional experiences (such as conferences, workshops, and teaching abroad) that would prepare me to give the best second chance possible to my future students so that they are successful in math and see the subject, hopefully, as something that brings them joy. My journey with eczema has taught me that our greatest struggles can shape our strongest qualities. Specifically, just as my grandmother turned her challenges into compassion, my eczema has given me the patience to support struggling students, the empathy to encourage students, and the determination to remind students of their potential. With this scholarship, I would be blessed with a more affordable way of obtaining the second chance I need to continue to use my eczema for the better.

Every day, my life is plagued by one thing: the emotional toll and discomforts of eczema. People always look at me and sometimes even treat me as if I’m not trying to treat my eczema or as if I’m not already embarrassed enough about my skin. Yet, shortly after the death of my grandma, I realized something about my eczema, and I began to see moments like these in a new light. To elaborate, my grandma was always a woman who, despite her struggles, demonstrated kindness and love towards everyone through warm meals, thoughtful advice, or simply being there for those who needed her. Her actions showed me that hardships like eczema do not have to limit how much love and support we give others. In other words, my grandma never fell short of being a leader when it came to spreading kindness, generosity, love, and encouragement. Therefore, thanks to my grandma’s words and actions, I’m no longer focused on dwelling on the burdens that come with eczema. Instead, I now prioritize being a leader in the lives of others by ensuring that no one around me feels alone when trying to navigate the difficult challenges in their life by comforting others, encouraging those who doubt their ability to succeed, and reminding others that they should be proud of the progress they make every day. Whenever someone looks at me or treats me differently because of my eczema, I take it as a gentle reminder that they haven’t found the good within themselves to be kind and supportive to others who are struggling, and through strong leadership, I can help them find that missing piece within themselves. This is because, at the end of the day, leadership is the driving force behind positive change, and in the context of mathematics education, a career industry I desire to work in, strong leaders inspire innovation, support those in need, and foster progress in ways that shape our future so that no one feels alone in their struggles. Specifically, as a math teacher, I want to use my leadership and background in mathematical sciences to lead and inspire others to see mathematics as an opportunity for success. Mathematics is often seen as an irrelevant, minimally creative subject that involves formulas, steps, and equations to be memorized. However, math is the foundation of innovation, driving advancements in cybersecurity, healthcare, finance, artificial intelligence, etc. It is a branch of science that shapes how we live, work, and solve global challenges. Therefore, strong leadership in math education can transform the subject from an obstacle to an opportunity by fostering an empathetic, representative, and innovative environment so that students see the real-world impact of math and recognize their unique perspectives, cultures, backgrounds, and stories as assets when it comes to applying mathematics to solving real-world problems so that they are inspired to become part of the next generation of scientists, innovators, and problem-solvers. In fact, the opportunity to be a leader in others' lives as a math teacher particularly excites me because I am of Dominican and Puerto Rican descent, backgrounds that have minimal representation in mathematics education and STEM fields in general. Moving forward, I will combine my passion for mathematics with the leadership skills I’ve developed through my experiences with eczema and my relationship with my grandma. As a future Latino math teacher, I aim to break barriers in STEM and show future generations that math, an ever-evolving science, is not an obstacle but an accessible way of obtaining success in the careers they choose.

I had always wanted to change my skin for years because of my eczema. Living with eczema, which, according to the Mayo Clinic, is “a chronic skin condition that causes dry, itchy, and inflamed skin,” has been an unsolvable equation that I have been desperately trying to simplify since August 18th, 2007. But no matter how many topical ointments, cold Dupixent injections, or natural remedies I use, my eczema stays stubborn. Yet, the physical discomfort that came with eczema wasn’t as bad as the emotional and social discomfort that followed. Because society often equates physical appearance with self-worth, and because my skin wasn’t perfect, I always felt embarrassed about my eczema. In fact, I was so ashamed of my skin that I sometimes would avoid shaking hands, wearing short sleeves, and taking photos, all to escape the stares and whispers of my classmates, friends, and sometimes my family members. But one morning, shortly after the death of my grandma, I realized something about my eczema. My grandma was always a woman who, despite her struggles, demonstrated kindness and love not just toward me but toward her friends, neighbors, and even strangers through warm meals, thoughtful advice, or simply being there for those who needed her. I realized that her actions showed me that hardships like eczema do not have to limit how much love and support we give others. Therefore, thanks to my grandma’s words and actions, I’ve learned to use my eczema to become a positive force in my community by supporting others who struggle with their own challenges, whether visible or hidden. Through volunteer activities like peer mentoring, I have comforted peers dealing with their insecurities and problems, encouraged classmates when they doubted their ability to succeed in a class, and reminded others that we should be proud of the progress we make every day. I’m no longer focused on feeling alone and unseen because of my eczema. Instead, I now prioritize ensuring that no one around me feels alone when trying to simplify and solve the unsolvable equations in their life. As I look into the future and plan out my college and career journey, I plan to expand my impact by becoming a high school math teacher who emphasizes to students that math is more than numbers and formulas; it is also a tool that teaches patience, problem-solving, and perseverance. Just as I once saw eczema as an impossible equation, many students view math as something they will never understand. But I want to show them that, with effort, encouragement, and the proper guidance, every problem has a solution. I want to teach them in an engaging, relevant, and compassionate way to ensure that they feel academically and personally supported. Although I once longed to change my skin, I now focus on changing the way I see myself and the way others see themselves. Society may set expectations for how we should look and act or that we should always mind our business. Still, I have learned that actual integrity lies not in meeting those expectations but in lifting others up, persevering through challenges, and embracing imperfections. By carrying forward the lessons I’ve learned through my own journey, I am committed to being a positive force in the lives of those around me now as a source of encouragement and empathy and, in the future, as an educator who fosters resilience, confidence, and intellectual curiosity in every student I teach.

I’ve always been called a “plátano” (“plantain”), which is a significant food ingredient in many Dominican meals and, therefore, a nickname for those who seem “too Dominican.” Initially, this nickname made me feel embarrassed. Yet, I eventually grew to embrace being a “plátano” as a reflection of my Dominican heritage and its values of perseverance, community, and pride that build my “plátano power.” This power drives me to work hard, think creatively, and act with compassion, qualities that have shaped my high school experiences and will continue to guide my journey in STEM as an individual of Dominican descent who plans to transform the way students, especially those who come from a background like mine, experience and apply mathematics to their daily lives. Throughout my K-12 education, I had only one Dominican math teacher: my AP Precalculus teacher, Ms. Rosalind Abreu. Ms. Abreu went above and beyond in preparing us for something new, as I had her during the pilot administration of the AP Precalculus course. Whether it was designing creative and engaging activities or finding me after class to ensure I grasped key concepts that I initially struggled to understand, she was dedicated to the success of myself and my classmates. In fact, her commitment and positive impact on myself and other students was evident when my school achieved a 100% pass rate on the AP Precalculus exam. Ms. Abreu helped me realize that representation in education is necessary and that it is not just about seeing someone who looks like you; it is also about having someone who understands you, and that is why I want to become a math teacher. So, as I pursue my degree in mathematics and mathematics education, my goal is to use my “plátano power” to bring and strengthen Latino representation, especially Dominican representation, into the field of mathematics education. Just as plantains are a foundation of Dominican cuisine and my Dominican identity, I want my presence in STEM to be a foundation for future students, especially those who have never had a teacher who looked like them or understood their experiences. I want to show students that math is not just about numbers; it is about problem-solving, perseverance, and the ability to think critically about the world around them, just as Ms. Abreu has done for me. Fortunately, I have already begun carrying on Ms. Abreu’s legacy as a peer tutor by creating specific, tailored resources that prepare Algebra 1 students for standardized assessments while communicating with teachers and faculty to see how to enhance my tutoring services. For example, while working with a struggling Algebra 1 student, I used relatable examples and hands-on activities to help break down concepts in a way that helped him understand them better over time. Over time, I watched his confidence in and mastery of Algebra 1 grow, and one day, he told me that math had become one of his more enjoyable subjects. It was a moment that reinforced the fact that I love to teach and tutor mathematics because when I teach math with care, it becomes more than just formulas, steps, and equations that must be memorized; it becomes a tool students can use to navigate their lives. As a future Dominican math educator, I want to continue to unlock that tool within all of my future students, especially those from underrepresented backgrounds, so that they know that they belong in STEM. I want them to walk away from my class, knowing their culture, experiences, and perspectives are essential in mathematics.