During my first year at USC, I explored both the scientific and socioeconomic dimensions of environmental sustainability through coursework in Water and Soil Sustainability, General Biology, and Economics for Natural Resources and the Environment. I gained insight into the importance of environmental advocacy, studied biodiversity through laboratory activities, and gained experience in water and soil-core sampling. Although I enjoyed analyzing environmental policy and resource allocation from an economic perspective, I discovered that I am most fulfilled through laboratory and field research. As a result, I plan to pursue Biological Sciences (Ecology, Evolution, and Environment) with a minor in Environmental Studies to prepare for a career as a conservation biologist. While earning a place on the USC Dornsife Dean’s List for the Fall 2025 and Spring 2026 semesters, I also strengthened my discipline and time-management skills as a member of the Trojan Marching Band. After being admitted to USC, I joined the USC Trojan Marching Band, where I challenged myself to learn the tenor saxophone, maintain precise marching formation, musical performance, and vocal coordination during chants under physically demanding conditions. During the fall semester, I spent more than six hours each week in rehearsals, while Saturdays were dedicated to football games. Within the band, I found a supportive community that helped me adjust to college as a first-generation student while encouraging me to grow personally, academically, and musically. Because the Trojan Marching Band required most of my time commitment during the fall semester, I used the spring semester to further explore my interest in education, which began while serving as a crew leader in the Bright Prospect program that empowers students to and through college. During my junior and senior years of high school, I mentored students in the same grade level in my Bright Prospect crew, many of whom were close friends. Beyond reminding my group members to attend Bright Prospect events, as a friend, I cared about their success, so, as their crew leader, I would regularly check in with them to ensure that they were staying on track with their academics and the college application process. Whenever they needed advice or support, I answered any questions they had, provided them with words of encouragement during the difficult moments, and connected them with Bright Prospect advisors when they needed additional support. After serving as a crew leader, I learned that I enjoyed supporting students directly and attending to their needs and concerns. At USC, I sought additional experience working directly with students by joining USC Science Outreach. As a member, I served as a group leader who facilitated interactive science experiments for small groups of second-grade elementary school students. I encouraged collaboration by dividing tasks so every student could actively participate. To foster curiosity and engagement, I made sure to explain the scientific concepts behind each experiment in an age-appropriate manner. Watching students become excited as they made observations and asked questions reminded me of how meaningful science education can be. Their curiosity reinforced my desire to pursue conservation biology while helping others develop an appreciation for the natural world, biodiversity, and conservation. These experiences strengthened my goal of educating diverse audiences, especially K-12 students, about sustainability and conservation while inspiring future environmental stewards. My long-term goal is to become a conservation biologist who conducts biodiversity research and develops conservation strategies that protect threatened ecosystems. This scholarship would allow me to continue building the skills necessary for a career in conservation biology. This past semester, I learned how to swim—a lifelong dream of mine. After such achievement, I am now pursuing my Open Water Diver certification to eventually earn an AAUS scientific diving certification through USC’s Wrigley Institute for Environment and Sustainability. By taking these steps, I plan to eventually conduct underwater research and contribute to the conservation of endangered marine ecosystems. Furthermore, with the support of this scholarship, I would pursue opportunities to strengthen my scientific research skills by assisting faculty with their research and learning directly from them as professional scientists. Additionally, I hope to pursue conservation internships through the USC Wrigley Institute for Environment and Sustainability, including the opportunity to intern at the Los Angeles Zoo. These experiences would provide field-based training in habitat assessment, species monitoring, and ecological data collection while strengthening the technical skills necessary for a career in conservation biology. As a first-generation college student, USC has given me access to mentors, research opportunities, and a community that has encouraged me to pursue goals I once believed were beyond my reach. My academic achievements, commitment to serving others, and determination to pursue meaningful research demonstrate my commitment to making a lasting contribution to environmental conservation and science education. With the support of this scholarship, I will be able to continue pursuing these opportunities as I work toward becoming a conservation biologist dedicated to protecting biodiversity and inspiring others to become environmental stewards.

1. During the COVID-19 pandemic, I regularly watched Korean dramas with Spanish subtitles alongside my mom, and later became interested in BTS. While watching BTS content, I encountered a video of TXT meeting BTS after a concert. Their shy personalities and cute gesture of sharing a lovely message to BTS through a notebook immediately stood out to me, so I decided to learn more about them. 2. As MOAs, we share a dream with TXT, which is to face life’s hardships together while giving each other the courage to move forward. TXT portrays this through their music. Therefore, a MOA should believe in themselves, work hard to realize their dreams, and support others as they pursue theirs. 3. My TXT bias is Soobin because he is caring, introverted, yet chaotic, and a dependable leader. I admire how he notices when his members are struggling and supports them with patience and kindness. My friends often come to me when they need someone to listen, and I have even been nicknamed the “mom” of the friend group, since I follow my values of being attentive to others and creating a space where people feel comfortable opening up. Seeing those same qualities in Soobin makes me appreciate him even more. 4. My ult bias is Taehyung from BTS. My love language is quality time, and my friends and family often joke that I make random comments and ask unexpected questions that lead to meaningful conversation. I connected with Taehyung because of his whimsical personality and “TaeTae language.” I admired how comfortable he was being himself. He encouraged me to embrace my own quirks and reminded me that the people who truly care about me will accept me for who I am. 5. "Can't You See Me?” is my favorite TXT song because it helped me through a difficult period of friendship. During high school, I often felt misunderstood and invisible, even among people I considered friends. The lyrics “My friends don’t understand me anymore” made me feel seen. The song comforted me during a time when I struggled to understand why I felt so alone. 6. No, I have not had the chance to see TXT live in concert before. 7. My favorite album concept is The Chaos Chapter: Freeze because it captures the confusion of growing up and navigating difficult relationships. Songs like “Anti-Romantic” and “0X1=LOVESONG” reflected my experience with friendships where I could not truly be myself and felt frozen at this reality. The album encouraged me to value myself, keep moving forward, and trust that I would eventually find people who accepted me for who I am. 8. To pay for this upcoming school year, I will be taking out federal loans and participating in work-study as a University of Southern California Student Ambassador. 9. This scholarship can cover expenses that work-study and federal loans cannot. It would reduce my need to take on additional loans or a second job. It would allow me to dedicate more time to my studies and extracurricular activities. 10. TXT has encouraged me to become more confident, compassionate, and authentic. I admire how TXT confidently embraces themselves and they have inspired me to do the same. Yeonjun taught me the importance of opening up about struggles, Soobin reminded me to care for others with patience, Beomgyu showed me it is okay to not always appear happy, Taehyun encouraged me to appreciate life’s small joys, and Hueningkai reminded me that genuine friendships are worth seeking. Together, they have made me feel less alone while growing alongside them. 11. I am pursuing my Open Water Diver certification and hope to eventually earn an AAUS scientific diving certification at USC. My goal is to become a conservation biologist conducting biodiversity research and developing conservation strategies to protect threatened ecosystems, especially marine ecosystems. My education at USC will provide the scientific knowledge, research experience, and communication skills needed to achieve that goal. Through my roles as a Spanish Mass Lector at church and an aspiring USC Student Ambassador, I plan to strengthen my public speaking skills so I can educate diverse audiences, especially K-12 students, about biodiversity and conservation, whom I hope to inspire to become future stewards.

Leadership and science are two forces that shape our future, turning ideas into action. Leadership helps make sure scientific discoveries lead to real change, while science gives us the tools to solve problems. As someone who wants to be an environmental chemist, I see how both play a big role in tackling issues like climate change. My experiences as a leader have taught me how to guide, encourage, and adapt—skills I hope to bring into my work in science. One of my biggest leadership experiences was in the Bright Prospect program, where I helped my friends with their college applications. Many of them faced obstacles, like not knowing where to start or being hesitant to ask for help. As their crew leader, I made sure they had the right resources, relayed their questions to mentors, and checked in regularly to keep them on track. This experience showed me that leadership isn’t about telling people what to do—it’s about supporting them so they can succeed, a mindset I want to bring into scientific research. In science, leadership is just as important as knowledge. Scientists don’t just work in labs; they collaborate, communicate their findings, and push for policies that make a difference. I want to lead research teams that focus on sustainable solutions, like reducing pollution and creating alternative energy sources. By guiding labs toward innovative ideas, I hope to contribute to a healthier planet. My love for chemistry started in AP Chemistry, where a chromatography lab made me realize how complex and fascinating simple processes can be. That curiosity pushed me to research more outside of class, revise my notes, and make connections between different concepts. This drive to learn motivates me to major in chemistry and environmental science, where I can explore even more ways to apply chemistry to environmental solutions. I’m excited about colleges like Occidental and Chapman, where I can challenge myself with rigorous courses and hands-on research. At Occidental, I would focus on environmental analysis and take part in the Academic Mastery Program to strengthen my skills. At Chapman, I’d dive into environmental geochemistry and participate in projects like the annual environmental audit to create real-world sustainability solutions. These experiences will help me grow as both a scientist and a leader. Science is powerful, but without leadership, its impact can be limited. Climate change is one of the biggest challenges we face, and we need scientists who can not only make discoveries but also advocate for change and educate others. I want to be one of those scientists—someone who turns research into real solutions and helps guide teams toward a more sustainable future. In the future, I see myself leading research that tackles environmental problems through chemistry. Whether it’s developing biodegradable materials, improving carbon capture, or finding new ways to make industries more sustainable, I want to be at the forefront of these innovations. My leadership experiences have prepared me to take initiative, support my peers, and push for progress. I’m determined to bring these qualities into my career and make a difference in the world. Leadership and science shape the future by solving problems and driving progress. By combining my passion for chemistry with my leadership skills, I hope to make an impact in the fight against climate change, ensuring that science leads to a better world for future generations.

During finals week, my honors chemistry class required me to build a complex molecular structure using kabob sticks and Styrofoam balls. I meticulously measured the angles between atoms, bonds, and unpaired electrons, but I quickly realized how difficult it was to ensure precision. To solve this, I created cardboard cutouts of the necessary angles, allowing my partner and me to measure more accurately and complete the project more efficiently. This experience made me realize how many scientific processes and concepts are embedded in something as simple as molecular structure. It sparked my curiosity and pushed me to take AP Chemistry, where I could gain a deeper understanding of the countless processes that govern matter. Once in the class, I participated in several labs, including the chromatography lab, which fascinated me. I was astonished by how something that seemed so simple was actually complex at a molecular level. However, I initially struggled to understand the process. Determined to grasp the concept, I took matters into my own hands—I researched videos and articles online, revised my notes by making connections to previously learned material, and practiced solving problems through trial and error. Expanding my knowledge outside of the classroom not only deepened my understanding but also gave me the confidence to engage in discussions with my classmates. As one of the few young women in my class, I felt proud to hold my own in these conversations. That experience solidified my decision to pursue chemistry as my major. AP Chemistry also made me think critically about issues I had never considered before. For instance, while reflecting on how often my family and friends replaced their phones, I became aware of society’s obsession with overconsumption. My research into electronic waste revealed the alarming environmental impact of discarded smartphones. Every year, 150 million phones are thrown away in the U.S., releasing toxic heavy metals that pollute the air, soil, and water, leading to serious health issues like respiratory diseases. This realization transformed my perspective on chemistry—I no longer saw it as just a subject in school, but as a tool I could use to address real-world problems. As a future environmental chemist, I aspire to develop biodegradable and recyclable materials to replace harmful smartphone components and explore chemical processes that neutralize hazardous substances in e-waste. By combining chemistry with environmental science, I want to create sustainable solutions that reduce long-term pollution and promote a healthier planet. Beyond academics, my involvement in STEM has helped me develop leadership skills. From guiding my partner through our chemistry project to helping my peers understand difficult concepts, I have learned how to communicate effectively, think critically, and collaborate with others. In college, I plan to build on these skills by participating in hands-on research, working on environmental policy initiatives, and connecting with other scientists who share my passion. As a low-income, Latina, first-generation student, I understand the barriers that exist for young women in STEM. However, my experiences have taught me resilience, innovation, and the importance of using my knowledge to create change. Just as I once found a way to solve a chemistry project with simple tools, I am determined to use my education and hard work to develop real solutions for environmental sustainability. I am eager to take the next step in my journey and use science to make a lasting impact on my community and beyond.

Since my sophomore year, representing my Mexican community’s culture has become important to me. While growing up, my parents raised me with the Spanish language, traditional Mexican foods like tamales, watching telenovelas with my abuelita, and family visits to Mexico. However, I still did not feel entirely connected to my Mexican heritage. Once such an opportunity to develop more insight into my cultural identity presented itself, I joined the Ballet Folklórico Club at my high school. As I strengthened my cultural pride through dance, I stepped into a new skill and interest. I progressively executed complex moves until success, improved my interpersonal skills, and overcame my stage fright. Integrating myself into my culture through strong friendships in my folklórico team and a meaningful medium outside of my comfort zone granted me the experience of feeling its impact on the audience. Without a miss, at each performance, I hear individuals let out “gritos”, as we call it, which is an exuberant shout of encouragement to boost the ambiance. The crowds' contagious reactions make me feel honored to represent my Mexican culture. Dancing ballet folklórico while in high school has shaped me as an individual as I honor my heritage by reviving the fervent passion of my community and prioritizing academic success. As someone who thrives in intellectually curious communities and aspires to become an environmental chemist, I am excited to pursue a four-year college education. Under a chemistry major, I eagerly anticipate partaking in hands-on research projects to gain valuable fieldwork experience in innovating comprehensive solutions to real-world challenges. These opportunities would enhance my preparation for graduate school employment, with the development of leadership, communication, and collaborative skills. My household consists of my parents, my brother who is in college, my grandmother, and myself. We rent at my uncle’s house. My father, a postal worker, is the main provider of our family, and my mother is a part-time elementary campus supervisor. The money my parents make is our only source of income. When paying the bills, we have little to no money left to spend on recreation. Therefore, I am applying for scholarships to afford and take full advantage of my college education. With this support, I will strive to become a successful female, Mexican student in STEM and inspire other Mexicans like me, from low-income communities, to pursue a post-secondary education where they can refine their future with prosperous experiences.

Attending college has always symbolized more than earning a degree—it represents opportunity, growth, and the chance to fulfill my potential. Through a college education, I hope to build unforgettable memories alongside diverse communities of people through interactive college events and resources. Moreover, my goal entails eventually forming a career as an environmental chemist, and through college, I will have several chances to increase my qualifications in this field while surrounded by an intellectually curious science community. To have a fulfilling educational experience, discovering the opportunity to form a support system of people I can trust and admire is essential. During high school, I developed a strong cultural pride for my Mexican culture as I performed ballet folklórico dances in front of various crowds to share that joy. Whether through visiting a Hispanic/Latino resource center or participating as a member or founder of my college’s ballet folklórico club, I would search to integrate myself into such communities where I can celebrate my identity. The people within these organizations would help me feel a sense of belonging on campus as I would be inspired to connect with individuals with whom I share similar cultural backgrounds and interests. Equally important is my academic goal: to grow my passion for chemistry which I sparked during a chromatography lab in my AP Chemistry class. While analyzing the lab project I reflected on how something seemingly simple is so complex and invested my free time to study it further. In expanding my knowledge outside of the classroom, I could analyze the topic profoundly while discussing it in class which inspired me to gain even further insight into chemistry by pursuing it as my major. Through a chemistry major, I would have the privilege of improving my high school notes with advanced college-level notes and completing within a passionate scientific community, making all the additional time I invested in studying chemistry worth it. Within the major, through a college education, I would expand my potential by gaining valuable hands-on fieldwork experience through faculty-led research projects. Within these research projects, I would learn to construct multidimensional inquiry with peers and professors, as we strive to innovate comprehensive solutions to real-world challenges. Through this experience, I would have the chance to network with other enthusiastic researchers and practice exhibiting my research findings with curious members of the university. Meanwhile, thanks to my professor’s mentorship, I would have retained professional insight into the skills and knowledge necessary for positively impacting the community. A college education is important to me as it fosters an environment where I can prosper as a person and future colleague amongst committed STEM major students. Through arduous work, new experiences, and strong connections I will turn my dreams into reality and equip myself with the knowledge and skills needed to pursue a graduate education and make a meaningful difference in the environment as a low-income, Latina, and first-generation female student in my community and beyond.

During a chromatography lab in my AP Chemistry class, I reflected on how something seemingly simple is so complex. After finishing homework for the day, I was motivated to diligently research videos and articles online about the processes within chromatography. Promptly, I revised my class notes with arrows connecting previously learned material with recently gained information, detailed definitions, and free-response exercise questions that I solved through trial and error. Expanding my knowledge outside the classroom allowed me to analyze the topic profoundly while discussing it in class, which inspired me to pursue Chemistry as my major at a four-year university. While in university, I would be privileged to review my high school notes with advanced college-level notes. Transitioning into an intellectually curious scientific community in university will allow me to thrive and make all the additional time I invested in studying chemistry in high school worth it. Searching for one’s community in college where one can pursue one’s passions is just as important as searching for one in high school. My opportunity to find one arose in my sophomore year when I saw a flier posted at my high school about joining my school’s marching and symphonic band. Ever since fourth grade, during which I developed a passion for playing the flute, I desired to play in high school and this was the chance I eagerly took to do it. Despite my excitement, I quickly became overwhelmed managing my academics while participating in band activities. Moreover, I was a less experienced band member than my peers who partook in their middle school band. I challenged myself to rebuild a stronger musical foundation by concurrently learning basic and advanced musical terms, rhythms, and instrumental skills. To pursue my goal of playing music in high school, I maximized my time learning musical skills by asking my flute captain and band members questions regarding the music material during each band class, rehearsal, and while practicing at home. Additionally, I sought extra assistance by arranging days after school with my band’s assistant director, who taught me articulation and rhythms. Since rehearsals were 4.5 hours a week and events even longer, I prevented wasting time by utilizing rehearsal breaks, event waits, study hall during school, and the Movement’s after-school tutoring, for completing homework and studying. There were days when going to rehearsal felt like a burden of responsibility. Yet, I did not have the urge to let it go. Through self-dedication, I reinforced my academic discipline by scheduling and prioritizing homework and studying to maintain high grades. Despite the challenging sacrifices of missing out on social activities and losing sleep, they were key to my success. As a result of working diligently, I finished the school year with straight A’s, was acknowledged as the most improved musician, ran for leadership, and became the band’s librarian. All while, fulfilling my childhood dream to reencounter my love for music through unforgettable memories and improvement in my musical knowledge and skills. This experience allowed me to realize the strength of my capabilities as I genuinely worked towards a goal and did not just dream about it. With a persevering and resilient mindset, I strengthened my ability to make sacrifices to prioritize certain pursuits such as my academics, which I confidently continued to do in my junior year and now senior year with new interests and established self-discipline. As I am on the road to attending college, I will continue to employ such a mentality as it is a rewarding process that will fulfill my ambition of completing college after experiencing an enriching education.