My decision to pursue STEM began with something deeply personal: watching my mother navigate cancer. For years, she repeatedly told her doctors that something was wrong, but her concerns were attributed to endometriosis, a condition that itself remains severely understudied. When doctors eventually attempted to treat her presumed endometriosis, they discovered that it was actually ovarian cancer that had already progressed significantly. Watching my mother struggle to have her symptoms understood made me realize that gaps in medical research are not merely academic; they can profoundly affect whether patients are recognized, diagnosed, and treated. As I learned more about medical research, I became increasingly troubled by the historical underrepresentation of women in clinical research. Women make up roughly half of the population, yet for much of modern medical research, women were underrepresented in clinical trials and research studies. This matters because biological differences can influence symptoms, disease progression, treatment responses, and side effects. When women are not adequately represented in research, those differences can be overlooked. For me, this is more than an issue of equality. It is an issue of scientific rigor. Science depends on asking questions, challenging assumptions, and gathering evidence that accurately represents the population to which that evidence will be applied. If half of the population is inadequately represented in research, I do not believe we can consider that science complete. This realization shaped my decision to study Human Biology as an undergraduate and continue into a Master’s in Medical Science. As I studied the human body, I became increasingly aware that much of the biological knowledge presented in my textbooks was derived from research that historically centered male physiology. I began noticing how easily the male body could become the assumed “default,” even in everyday aspects of healthcare and science. This realization has made me more curious about what is missing from our understanding of human health and more determined to pursue an education that allows me to examine those gaps rather than simply accept existing knowledge. As a woman in STEM, I hope to make a difference by asking the questions that might otherwise go unasked. I want to participate in and eventually conduct research that examines the everyday assumptions embedded in medicine and science, particularly those that treat male physiology as the default. As a graduate student, I also hope to contribute by thoughtfully questioning the research and teaching around me: Who was studied? Whose biology is being treated as the standard? Who might be missing from these conclusions? Abigail Adams famously urged those shaping the future to “remember the ladies.” I hope to carry that spirit into STEM, not simply by asking that women be remembered, but by helping ensure that women are considered from the beginning. I want my contribution to be a scientific community that is more curious, critical, and representative of the people it serves.

I know why all great storms are female. My great-grandmother was one of four daughters with the surname Aylor. They descended from a line of my female ancestors known for their gifts of intelligence, strength, fierce determination, and integrity. In our family, we affectionately refer to these characteristics as having “that Aylor blood.” Possessing it is both a blessing and a responsibility. Some even claim it becomes more robust with each generation. This is our legend. This expression about our women was initially a cheeky comment about the nonconformity and determination of our character, but it has evolved into a high familial compliment. This legacy serves as a manifestation of their ambition, wit, and independence. I am an emblem of my ancestors. The identity that accompanies this is the source of my strength. It is a reminder to remain unrelenting and unyielding in the face of challenges and overcome obstacles to achieve my highest goals. The wisdom from their stories of hardship to triumph is an ever-present guide in honing my attributes for my personal success as well as others. With this pretense of greatness set before me, I have carved my own path to establishing a legacy of my own. I owe a debt of gratitude to those before me. I intend to honor their legacy by using these gifts to reach my full potential so that my example and my personal legacy are worthy of handing down. Through the adversity I have faced as a woman in STEM, it is both my hope and expectation that members of the new generation will take up my legacy as an inspirational point in their lives as they face similar struggles and hardships.

Learning has been the core foundation of my life from a young age. My mother is an educator, and she instilled in me a quotidian practice to question every aspect of life until a new understanding of the world around me could be developed and then questioned further. The ability to change my mind with new information was her paramount goal. To this day, she continues to ask me about my thoughts on the meaning of life and our place in the universe. This routine exploration ignited my passion and grand love for biology. In my youth, I remember the wonder that came from contemplating the interconnectivity and interdependence of all life on this planet. Beyond the awe of the interplay of biodiversity, these ruminations changed my perspective from an ego-centered to an eco-centered viewpoint. We need Earth; it does not need us. Biology is incomprehensibly captivating to me because of its broad, diversified scope unified with themes that cumulate into the most important answers that our generation requires. Coupled with this, it is one of the rare areas of research that is impactful in everyday life regardless of race, gender, ethnicity, etc as it is all-encompassing to the aggregate of life. Biological study is multifaceted. It is simultaneously the key to our survival while also being the gateway to a more proficient understanding of the human condition and ultimately ourselves. To be alive is to be a part of and contribute to this unique inquiry of scientific thought. Through this lifelong process, I now understand that a deeper scientific understanding of biology affords us an easier path to an ethical, fulfilling life.

Maturity has transformed the label of nonconformist from a dreaded burden into a treasured gift. In my youth, I envied my peers for presumably being handed their identity in infancy as a birthright dressed in a neatly confined package, unwrapped with ease along their journey into adulthood. The quick, preplanned revelations of self, guided by cheers of societal encouragement, were what I dreamed about most. I coveted clearly defined checkpoints. Simple, comforting answers to the mysteries of life were my deepest desire; communal acceptance was my goal, to which I always fell short. Where my friends seemingly inherited predetermined gifts, I was given an empty box to fill on my own. Authenticity, not acceptance, was my mother’s goal for me. It took years to see the relevance and importance of that distinction. I grew up with broad ideals to be explored, not a set of beliefs to be defended, the summary of which was interconnection. My ethics were finite in number yet infinite in scope. As those around me learned how to define, differentiate, and place varying values on disparate groups such as believer and nonbeliever, conservative and liberal, citizen and illegal immigrant, I was inspired by my upbringing to absolve all artificial constructs imposed by society within my mind. My charge was to assemble what was personally meaningful as I acquired knowledge and experiences in the flux of life. I was free to research anything and was expected to question everything, especially the evolution of my own preferences and assumptions. My upbringing bestowed me with barrierless potential, intellectual freedom, and heterodoxy. That fear of the undefined, unconstrained, and threat to a sense of normalcy that led to the ostracism of my youth was swift, fierce, and contagious. Whenever I was true to myself and open with others, I was met with a variety of negative experiences. For example, on the elementary school playground, I was regularly accused of being a witch deserving of stoning and excluded from group projects and lunch tables in junior high based solely on my beliefs. Now in high school, I am typically viewed as a naïve, attention-seeker in AP class debates when I exercise critical thinking as often the singular opposition regarding their interpretations of history and literature. Through my childhood lessons about introspection and possibility, experiences with groupthink and the pressures of conformity, and the trials that arise from difference and marginalization, I was intensely inspired by my background and added an intense passion for the scientific fields of biology, neuroscience, and psychology into my once empty box. My passion originated with my curiosity about identity acquisition but has broadened into an all-consuming springboard of ever-expanding and evolving questions about the entirety of the human condition. The cumulation of my life to this point has provided me with numerous opportunities for growth and the cultivation of vital revelations that are now faithful guides in my actions and discourse, namely that of the value of oppositional perspectives being an avenue for personal reflection and refinement knowing that the positive, as well as, negative attributes I find in others, are also within me. Humanity’s increasing interdependence requires perpetual evaluation of ideas, prioritization of goals and resources, and empathetic understanding of others. In the end, to my surprise, the gift of unconventionality has been the privilege of my life. It has uniquely positioned and inspired me to become a powerful contributor in our increasingly globalized world. Mankind needs divergent thinkers that challenge the status quo and compassionate unifiers to garner the support necessary, now more than ever, in facing the monumental challenges of our collective future.

Reading the Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain by Brock and Fernette Eide inspires me as it deepened my curiosity about the benefits of neurodiversity and reinforced my interest in neuroscience and neuropsychology. Through the research of brain structure and function in case studies by these doctors, it was discovered that the dyslexic brain struggles with two-dimensional thinking but allows for increased three-dimensional thinking due to neural wiring patterns. Four significant areas of strength in reasoning ability were identified in dyslexic brains: mechanical, interconnected, narrative, and dynamic reasoning. As a result of these findings, a realization, which was on the cusp of formation for years, has cemented in my consciousness as of late. I have held the wrong focus regarding my dyslexia! In the past, I cared more about the superficial, less significant challenges it presented me instead of the unique insights it could bring forth. I have always associated dyslexia with the negative connotations of a disability. I should have regarded it as a gift because what I gain from seeing the world differently greatly outweighs the struggles I face. Due to these outstanding strengths, as well as others, I now see dyslexia as a part of my giftedness rather than a deterrent to it. Without this book, my eureka moment of self-realization, which revolutionized my perception of dyslexia in relation to my capabilities, would have been rendered impossible. This book ignited inspiration in me to actualize my desires, as I now felt I could accomplish them, and pursue my passion for neuroscience and neuropsychology. As I further my education in the future, I hope to garner a new understanding of the impact of dyslexia upon the brain, using the information established by the Eide's research, to further this field of scientific inquiry.

To be in my position as captain of a varsity tennis team, skills such as effective communication, conflict resolution, and time management must remain priorities. These attributes are necessary to the fulfillment of goals. Cohesiveness with others is of utmost importance in both tennis and life. To succeed in this position, one must be effective in facilitating change and creating a lasting impact on your teammates, school, and community. As captain, I have developed certain perspectives/ideas that have allowed me to accomplish such an impact, which I plan on continuing as I advance to college life and beyond. To achieve this, I plan to continue my mission, adopted as captain, which is one of continuous kindness, understanding, and acceptance. I have found that these traits, while seemingly insignificant in the grander scheme of tennis, have a uniquely profound impact on those in all areas of my life. Although this may seem like a minor contribution compared to the plans of others, I am a firm believer that one small act of kindness may alter a person’s entire world. Above all else, kindness and the patient attempt to understand someone’s position/circumstances is a major motivator for people to change for the better and to reach their potential. It creates a sense of belonging and fosters trust, which is necessary to share struggles, receive constructive criticism, and consider another’s perspective. These practices immensely enhance the propensity for success and spread rapidly as it typically inspires others to practice kindness, acceptance, and understanding as well. It is my hope and expectation that this legacy and ripple-like effect of positivity will continue to spread and change the lives of others. Eventually, this approach will broaden globally because of its unique effect on others thus creating a wonderous, worldwide impact on the hearts of billions.

In my youth, I remember the wonder that came from contemplating the interconnectivity and interdependence of all life on this planet. Beyond the awe of the interplay of biodiversity, these ruminations changed my perspective from an ego-centered to an eco-centered viewpoint. We need Earth; it does not need us. Biology is incomprehensibly captivating to me because of its broad, diversified scope unified with themes that cumulate into the most important answers that our generation requires. Coupled with this, it is one of the rare areas of research that is impactful in everyday life regardless of race, gender, and ethnicity, as it is all-encompassing to the aggregate of life. It is simultaneously the key to our survival while also being the gateway to a more proficient understanding of the human condition and ultimately ourselves. To be alive is to contribute and be included in this unique inquiry of scientific thought. As a result of this passion, my unquenchable curiosity has compelled me to pursue numerous pre-college summer intensive camps over the years, my favorites of which being at Stanford University and Johns Hopkins University. During these programs, I participated in interactive labs concerning disease transmission, projects that required me to perform sutures, and lectures covering professionalism and doctor-patient relationships. The rigorous curriculum provided at these camps furthered my pre-existing fascination with biology and ignited my intrigue in the medical field. This newfound interest prompted me to enroll in classes and organizations offered at my school with particular emphasis on this subject such as healthcare-focused preprofessional groups, Medical Terminology, and Pharmacology along with my AP science courses. Due to these classes, I am on track to become a certified pharmacy technician in the state of Texas prior to my graduation and to participate in the annual HOSA Pharmacy Science competition this winter.

Reading the Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain by Brock and Fernette Eide inspires me as it deepened my curiosity about the benefits of neurodiversity and reinforced my interest in neuroscience and neuropsychology. Through the research of brain structure and function in case studies by these doctors, it was discovered that the dyslexic brain struggles with two-dimensional thinking but allows for increased three-dimensional thinking due to neural wiring patterns. Four significant areas of strength in reasoning ability were identified in dyslexic brains: mechanical, interconnected, narrative, and dynamic reasoning. As a result of these findings, a realization, which was on the cusp of formation for years, has cemented in my consciousness as of late. I have held the wrong focus regarding my dyslexia! In the past, I cared more about the superficial, less significant challenges it presented me instead of the unique insights it could bring forth. I have always associated dyslexia with the negative connotations of a disability. I should have regarded it as a gift because what I gain from seeing the world differently greatly outweighs the struggles I face. Due to these outstanding strengths, as well as others, I now see dyslexia as a part of my giftedness rather than a deterrent to it. Without this book, my eureka moment of self-realization, which revolutionized my perception of dyslexia in relation to my capabilities, would have been rendered impossible. This book ignited inspiration in me to actualize my desires, as I now felt I could accomplish them, and pursue my passion for neuroscience and neuropsychology. As I further my education in the future, I hope to garner a new understanding of the impact of dyslexia upon the brain, using the information established by the Eide's research, to further this field of scientific inquiry.

Within the American public school system, half of all students are identified as being at-risk. This term is used to describe students that are more likely to drop out of high school compared to their peers as determined by state-defined criteria, which includes nonselectable factors such as race, gender, economic status, etc. Generally, nonwhite male students from low-income families account for the majority of this population. In my town, there are a significant number of these young men. Often, these students feel hopeless in carrying the burden of this title placed upon them due to factors beyond their control, and many teachers tend to feel it is pointless to educate them with their behavior problems and apparent lack of motivation. Unfortunately, both of these further perpetuate this issue as it becomes a self-fulfilling prophecy. Through my experience as a peer to many of these boys and my mother’s experience as the teacher to them, we realized that this cycle must be broken in order for these students to have any chance of graduating and succeeding later in life. To curb this issue and help the largest junior high school in my area, a small group of teachers, my mother, and myself formed the Original Gentlemen of Colemen Junior High Guidance Group (the OG’s). This group, consisting solely of selected male, at-risk students from various backgrounds, was designed to encourage these children to have good citizenship, to provide priceless opportunities, and foster in these boys skills in life, leadership, and teamwork. Personally, I served as one of the High School Student Mentors. My duties included attending weekly meetings and befriending the OG’s, presenting high school and college opportunities, and serving as a role model in behavior and scholarship. In the future, we hope to reinstate our group after this pandemic.

I am a twice-exceptional student because I am qualified as a gifted student while also being dyslexic. The journey of my identification was a long, arduous process since I had learned to self accommodate for the majority of my issues early in my education, which masked my giftedness and dyslexia for some time. I was bereft of my desired intellectual challenge in class for years. In the void, I decided to create it for myself. This set me on a path of self-discovery, more beneficial than worksheets. I quickly gained interest in science as a guide to my profound questions about my experiences and attempts to contemplate the preconceived notions of intelligence, which effected me daily. Reading the Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain by Brock and Fernette Eide deepened my curiosity about the benefits of neurodiversity and reinforced my interest in neuroscience and neuropsychology. Through the research of brain structure and function in case studies by these doctors, it was discovered that the dyslexic brain struggles with two-dimensional thinking but allows for increased three-dimensional thinking due to neural wiring patterns. Strengths in reasoning ability were identified in dyslexic brains: mechanical, interconnected, narrative, and dynamic reasoning. A realization, which was on the cusp of formation for years, has cemented in my consciousness as of late. I have held the wrong focus regarding my dyslexia! In the past, I cared more about the superficial challenges it presented instead of the unique insights it could bring forth. I have always associated dyslexia with the negative connotations of a disability. I should have regarded it as a gift because what I gain from seeing the world differently greatly outweighs the struggles I face. I now see dyslexia as a part of my giftedness rather than a deterrent to it.