Time stopped as I stepped into my physics class, and everyone’s eyes seemed fixed on the large label on my face. It wasn’t as if I could remove this label; it was permanently affixed to me. I could feel everyone’s judgment toward my label, though it was all in my head. Without looking, I knew exactly what it said. When transferring to a new high school, I didn’t realize how much of my identity was tied to being Latina, as my previous high school consisted of more than half of the students sharing the same label as me. However, at my new school, no more than two people in all of my classes shared it. As a first-generation Latina, access to education has always been a barrier to exploring career paths. I originally wanted to be a surgeon in kindergarten after undergoing three cosmetic surgeries, but it wasn’t until 10th grade that I realized healthcare wasn’t in my future. Not only was I unable to afford over fifteen years of schooling, but I also strongly disliked biology. During 11th grade, I realized that the problem-solving and critical-thinking skills in math were what attracted me to pursue engineering and physics, after self-teaching myself calculus. From that point on, I knew math was in my future. However, I was still unsure whether I should pursue science until my senior physics class at a new high school. As the only Latina in both my Calculus and AP Physics C: Mechanics classes, I learned that a label does not represent me. As a Latina and a low-income, future college student, I have faced the struggle of limited access to STEM education due to the area I live in. It wasn’t until my senior year of high school that I enrolled in a career-pathway school as an engineering student after my previous school closed. Understanding the struggles of being a first-generation student, I didn’t want others to experience the same academic difficulties I had faced. This realization led me to serve as a mentor for low-income elementary school girls who aspire to pursue STEM. Through the organization Scientific Adventures for Girls, I provide year-round, one-on-one support for girls in underprivileged schools in Oakland. I serve as someone close to their age who is well-educated in STEM subjects such as physics and math. One meaningful example of my mentorship was my work with a student named Alejandra. Two things we shared were our Latino heritage and our vocal lisps. Through her, I found comfort in speaking publicly without shame, even though my lisp can be distracting and often causes me to mispronounce words like “realize.” With her, I helped build confidence in asking questions ranging from aerodynamics to simple explanations of engineering and nutrition. I continued this work as a summer teacher’s assistant, where I was able to inspire more children over a longer period of time. Through my struggles with this label, I refuse to let it stop me from pursuing higher education after high school. Although I haven’t been privileged enough to receive a strong STEM education myself, I am privileged enough to give back to my community and provide essential education, an effort I aim to continue statewide in college while majoring in a STEM field.