I loss my father when I was 15 years old. The counselors at my school only dealt with scheduling and discipline issues. I was hurting inside and had no one to turn to. I was referred to a private child psychologist that charged a few hundred dollars per 1 hour session. The first session was free and I told my mother that I never wanted to return again. The psychologist seemed insincere and more concerned about scheduling multiple sessions than he was about my grief. One day, one of my neighbors asked me over to chat. She was an aged woman with 2 older sons. Her younger son used to date one of my older sisters, so I knew of her family, but never talked to her one on one, other than hellos and goodbyes. She told me that I was turning into a fine young man and that she wanted to encourage me as she noticed that my bright smile had turned into a sorrowful "glare" since my father passed away. Her and her older son became my "counselors," extended family members, and confidants from that day on (even to this day). I have a certificate for Exploring Marriage and Family Issues, have worked with Counseling Teams throughout my career in education, and believe in giving back to the community. This began from my first teaching position as I was asked by the administrators at my school to mentor students: (boys and girls from all backgrounds). I immediately saw the fruits of my labor as I was able to inspire many students to fall in love with education and to strive for academic excellence. I am using my life experiences and educational backgrounds to make a positive impact in my community and to disrupt the inequitable pattern of outcomes for underserved and underrepresented students. I have been helping others with their mental health struggles through volunteer and paid positions with churches, non-profit organizations, and schools. In addition, I have provided emotional support to family and friends who are dealing with loved ones that are struggling with dementia, Alzheimer, and other mental health related issues. I completed my Masters Degree in Educational Leadership in 2023 and currently pursuing a Doctorate Degree in order to become an expert on how social factors, curriculum, bias, healthcare systems, and representation of underrepresented groups affect academic achievement, the cycle of poverty, and mental stress.

I loss my father when I was 15 years old. The counselors at my school only dealt with scheduling and discipline issues. I was hurting inside and had no one to turn to. I was referred to a private child psychologist that charged a few hundred dollars per 1 hour session. The first session was free and I told my mother that I never wanted to return again. The psychologist seemed insincere and more concerned about scheduling multiple sessions than he was about my grief. One day, one of my neighbors asked me over to chat. She was an aged woman with 2 older sons. Her younger son used to date one of my older sisters, so I knew of her family, but never talked to her one on one, other than hellos and goodbyes. She told me that I was turning into a fine young man and that she wanted to encourage me as she noticed that my bright smile had turned into a sorrowful "glare" since my father passed away. Her and her older son became my "counselors," extended family members, and confidants from that day on (even to this day). This would be my unique contribution to the world. I would provide free 24/7 drop-in clinics and emergency services that would make mental health care affordable (free) and accessible to anyone that needs support. I would provide free training, facilities, and financial support to retirees, church organizations, and volunteers to provide these "family" type services and referrals.

I am a world traveler. I have lived, worked, studied, and visited 6 continents of the world: (North America, South America, Europe, Africa, Asia, Oceania) and I would love to visit the 7th continent (Antartica) in the near future. My travels have transformed my mind and perspectives on life. I'm an inner city kid, first generation college graduate, and first male from my community to obtain a bachelors degree. I speak English and Spanish fluently, basic conversational Portuguese, beginning Russian, beginning Arabic, and I know a few phrases in Korean, Mandarin, and Japanese. My exposure to different cultures, perspectives, and environments has led to personal growth and development. In my youth, I witnessed drive-by shootings, street fights, drug deals, and prostitution in my inner-city neighborhood. We had homeless individuals sleeping under stairwells and on park benches. I saw dog fights, graffiti on buildings, and substance abuse. Many of my childhood friends have criminal records, multiple kids out of wedlock, and grew up in single parent homes. This was my learning environment as a kid and children who grow up in "toxic" environments often view these scenarios are "normal." Our worldviews are sculpted by a few blocks in our neighborhoods, public schools, social media, and family dynamics. As a 17 year old freshman at one of the top educational institutions in the world (UC Berkeley), I was “lost.” Statistically speaking, I was an at-risk fatherless kid that did not participate in “at-risk” activities. I had very limited exposure to other cultures, perspectives, and environments. My worldview was minuscule and I wanted to change that perspective. I joined as many cross-cultural student clubs as possible and made friends with peers from around the world. I read books, watched foreign films, and studied geography. I took advantage of international student trips, exchange programs, embraced cultural diversity, and began learning different perspectives. One of the first things that I noticed during my international travels was that many of the things that I experienced in America as a tall, athletic, Black male, did not occur in other countries. For example, in general, store employees did not follow me around thinking that I was trying to steal merchandise. I had no problems getting street taxis. Restaurant and bar owners encouraged my patronage. Single motherhood was not normalized and gender roles were more defined. I immediately began to see that many of the experiences from the neighborhood of my youth and in American culture are not universally shared around the world in respect to family dynamics and cultural biases. I also learned to appreciate the good aspects of American culture and began viewing life from various cultural lenses. I now have a better understanding of individuals with limited worldviews such as taxi drivers that refused Black patrons as I once too suffered from "small minded" ignorance before my travels transformed my mind to see people as individuals and to not judge by "skin color." International travel has broadened my mind, increased my faith, and expanded my horizons.

My 8th grade Science and History Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade Science/History Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I saw numerous friends and schoolmates fulfill the dire words of Mr. White. I witnessed drive-by shootings, street fights, drug deals, and prostitution in my inner-city neighborhood. Several of my childhood friends were murdered before turning 21 years of age. My best friend in High School tried to commit suicide. My father unexpectedly died from a massive heart attack in his sleep when I was 15 years old. My uncle died shortly after from a drug overdose. As a 17 year old freshman at one of the top educational institutions in the world, I was “lost.” Statistically speaking, I was an at-risk fatherless kid that did not participate “at-risk” activities. My faith in God is what sustained me during those difficult years and helped me to overcome the obstacles. I was academically recruited to UC Berkeley as a HS sophomore but through my “mis-education”—I still did not know that I was “smart!” My first realization that I was a “smart” and “highly intelligent” human being—occurred when I moved to Mexico after graduating from college and taught a GMAT prep class. There was an article written about me in a Mexican Newsletter and the score achieved by my student. This was the beginning of my “re-education.” I began my professional career as a STEM Teacher with SFUSD. I was voted favorite teacher by the student body, coached 3 after-school sports and received many accolades from my district. I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in education. Black Males make up only 2% of the teaching workforce. Lack of diversity has negative implications for all students and representation matters. Educational Focus Groups argue that Black Male Educators and Administrators have positive impact on children of all ages and the teaching profession as a whole, noting that the lack of a diversified teacher workforce continues to undermine equity through the reinforcement of persevering social injustices and inequalities. My great grandfather had a 2nd grade education. My grandparents did not graduate High School. My parents had High School Diplomas, but always encouraged me to strive for the highest! I completed my Masters Degree in 2023 and currently pursuing a Doctorate Degree at a HBCU (Virginia University of Lynchburg) in order to become an expert on how social factors, curriculum, racial bias, teacher expectations, healthcare systems, and representation of underrepresented groups affect academic achievement, and the cycle of poverty. The William A. Lewis Scholarship would help offset the $22,571 needed to complete my Doctoral Studies, help this inner city kid fulfill his academic goals, and aid my STEM work in education.

When I think about the nature of our universe, ideas, concepts, and conflicts around the world, I think about the 60s and contrast it with present times. JFK was assassinated in the 60s, Trump was struck in his ear at a rally a few days ago. The second wave of feminism occurred in the 60s, while some argue that feminist views dominate much of mainstream media in modern society. The U-2 Spy Plane was shot down over Russia in the 60s, Ukraine and Russia at currently at war. To better understand the present and future, we must look at the past! Leaders like Martin Luther King Junior (MLK) rose to prominence in the 60s. He is an exemplary example of a Transformational Leader. He fought for civil rights and equality for all Americans. He unified Americans of all religions, creeds, and colors to advance to a higher level of morale and motivation. MLK had a universal message, a vision, and “A Dream” that resonated with his followers, kept them motivated, and encouraged active participation. As described by Burns (1978), “Transformational leadership becomes moral in that it raises the level of human conduct and ethical aspiration of both leader and led, and thus it has a transforming effect.” Martin Luther King Junior raised the level of human conduct. He preached “love thy neighbor” when the world gave him “hate.” His version of transformational leadership was moral, ethical, and unifying. MLK was a courageous leader that made sacrifices for the greater good of humanity. He even laid down his life for a higher moral goal. MLK said: “I am not interested in power for power's sake, but I'm interested in power that is moral, that is right and that is good.” Martin Luther King Junior had a meaningful mission with a transcendent vision. As a transformational leader, he encouraged, inspired, and motived his followers. He built relationships with them, he empowered them, and led them with emotional speeches. MLK used words that mattered, he stirred emotions, and mobilized others to act. “Life's most persistent and urgent question is, 'What are you doing for others? Every man must decide whether he will walk in the light of creative altruism or in the darkness of destructive selfishness. An individual has not started living until he can rise above the narrow confines of his individualistic concerns to the broader concerns of all humanity. All labor that uplifts humanity has dignity and importance and should be undertaken with painstaking excellence. If a man has not discovered something that he will die for, he isn't fit to live. The hottest place in Hell is reserved for those who remain neutral in times of great moral conflict. He who passively accepts evil is as much involved in it as he who helps to perpetrate it. He who accepts evil without protesting against it is really cooperating with it. Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that. Love is the only force capable of transforming an enemy into friend.” (-Martin Luther King Junior quotes) MLK said: “A genuine leader is not a searcher for consensus but a molder of consensus.” Martin Luther King Junior was a champion for equitable treatment for all Americans, inclusive environments, equality, and justice for all. “Transformational” Leaders such as MLK strive to disrupt inequities to meet present and future needs of the communities that they serve. Unlike Transactional Leadership, Transformational Leaders lead by example, serve as role models, build trust and relationships with their followers. MLK was an extraordinary orator, communicator, and assessment visionary. He was a knowledgeable and instructional civil rights leader with impeccable observation skills that helped to change the course of American history. As a transformational leader, Martin Luther King Junior effectively communicated his vision to his followers in the 1960s and still impacts generations to this very day (2024). MLK’s “Dream,” transformational leadership, and civil rights legacy motives me to strive for excellence and equity in my education endeavors and in my life goals. To better understand the nature of our universe, we can look at the ideas and concepts of leaders from the past, like MLK, and employ the philosophies of peace for a better today and a better tomorrow. References: • Burns, J.M. (1978) Leadership. New York. Harper & Row. • King, Martin Luther, Jr., 1929-1968. (1968). I have a dream; the quotations of Martin Luther King, Jr. New York : Grosset.

My 8th grade History Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade History Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I saw numerous friends and schoolmates fulfill the dire words of Mr. White. I witnessed drive-by shootings, street fights, drug deals, and prostitution in my inner-city neighborhood. Several of my childhood friends were murdered before turning 21 years of age. My best friend in High School tried to commit suicide. My father unexpectedly died from a massive heart attack in his sleep when I was 15 years old. Shortly after, my uncle passed away from a drug overdose. As a 17 year old freshman at one of the top educational institutions in the world, I was “lost.” Statistically speaking, I was an at-risk fatherless kid that did not participate in “at-risk” activities. My High School routine before my father died consisted of getting great marks in school and playing sports! My faith in God is what sustained me during those difficult years but Mr. White’s words (and other teachers from my K-12th grade experience) began to unconsciously pierce my young mind. I have persevered through my childhood challenges and biased teachers like Mr. White. I became a first generation college graduate and the first male from my community to receive a bachelor’s degree. I began my professional career as a SFUSD Math Teacher and Athletic Coach. I was voted favorite teacher by the student body, coached 3 after-school sports, and received many accolades from my district. I was asked by the administrators at my school to mentor students: (boys and girls from all backgrounds) and I immediately saw the fruits of my labor as I was able to inspire many students to strive for academic excellence. Educational Focus Groups argue that Black Male Educators and Administrators have positive impact on children of all ages and the teaching profession as a whole, noting that the lack of a diversified teacher workforce continues to undermine equity through the reinforcement of persevering social injustices and inequalities. I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in education. My great grandfather had a 2nd grade education. My grandparents did not graduate High School. My parents had High School Diplomas, but encouraged me to pursue Higher Education. I completed my Masters Degree last year and currently pursuing a Doctorate Degree at a HBCU (Virginia University of Lynchburg) in order to become an expert on how teacher expectations, bias, social factors, curriculum, organizational models, and representation of underrepresented groups affect academic achievement and healthcare systems. The Sloane Stephens Doc & Glo Scholarship would help offset the $22,571 needed to complete my Doctoral Studies and aid in my social work in education.

My 8th grade Science and History Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade Science/History Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I was academically recruited to UC Berkeley as a HS sophomore but through my “mis-education”—I still did not know that I was “smart!” My first realization that I was a “smart” and “highly intelligent” human being—occurred when I moved back to Mexico after graduating from college to teach. I taught a TOEFL Test Prep class at a Private High School and all of my students passed the TOEFL. In addition, I taught the Verbal and Analytical Writing Sections of Graduate Management Admission Test (GMAT) to a PG&E executive from Guatemala in Mexico City. English was his second language and he exhibited various tense errors, grammatical issues and lacked vocabulary. J. Rodriguez scored 700 on the GMAT exam which is 220 points higher than the average native English speaker! There was an article written about me in a Mexican Newsletter and the score achieved by my student. This was the beginning of my “re-education.” I have persevered through my childhood challenges and biased teachers like Mr. White. I was an at-risk fatherless kid who became a first generation college graduate and the first male from my bilingual (English/Spanish) community to receive a bachelor’s degree. I began my professional career as a STEM Teacher with SFUSD. I was voted favorite teacher by the student body, coached 3 after-school sports and received many accolades from my district. I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in education. My great grandfather had a 2nd grade education. My grandparents did not graduate High School. My parents had High School Diplomas but pushed me to strive for Higher Education! I completed my Masters Degree in 2023 and currently pursuing a Doctorate Degree in order to become an expert on how social factors, curriculum, racial bias, teacher expectations, and representation of underrepresented groups affect academic achievement and the cycle of poverty. Graduate School is extremely expensive! The Powering the Future - Whiddon Memorial Scholarship would help offset the $22,571 needed to complete my Doctoral Studies and aid my STEM work in education.

My father was an Army veteran that passed away from a massive heart attack in his sleep when I was 15 years old. As a youth, attending a prestigious university and playing professional baseball were two of my life goals—but when my Father (who was also my mentor, best friend and coach) passed away at the end of my sophomore year in High School, my athletic passions, desires, and collegiate dreams seemed unattainable. During this somber time in my life, one of my fondest memories was receiving the United States Military Flag in honor of my father's service to our country. My mother did not drape my dad's casket with the Flag at his funeral, but instead gave it to me as a gift of remembrance for my father's sacrifices to his country and family. As a 17 year old freshman at one of the top educational institutions in the world (UC Berkeley), I was “lost.” Statistically speaking, I was an at-risk fatherless kid that did not participate “at-risk” activities. I have never been drunk, I have never tried drugs, I never been arrested, and I have a clean criminal record. My High School routine before my father died consisted of getting great marks in school and playing sports! My faith in God is what sustained me during those difficult years and my father's United States Military Flag was a symbol of strength that helped me to focus on my goals. I took my father's US Military Flag with me to school and became a first generation college graduate and the first male from my community to receive a bachelor’s degree. I attended a prestigious University (UC Berkeley) and I played semi-pro baseball. My dad's Military Flag reminded of the long walks that my father would take me on, imparting wisdom, and teaching me Army drills, chants, and procedures. I began my professional career as a SFUSD Math Teacher. I was voted favorite teacher by the student body, coached 3 after-school sports, received many accolades from my district, and have inspired 1000s of students to strive for educational excellence. I took my father's Military Flag into my classroom as an inspirational symbol and my students nicknamed me the "Drill Sergeant Math Teacher" due to my structured classes, "Military Cadence" Math Games, and my father's military influence on my life. I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in education. My great grandfather had a 2nd grade education. My grandparents did not graduate High School. My parents had High School Diplomas, but always encouraged me to strive for the highest! I completed my Masters Degree last year and currently pursuing a Doctorate Degree. The John Young 'Pursue Your Passion' Scholarship would help offset the $22,571 needed to complete my Doctoral Studies, aid in my social work in education, and continue my Father's legacy.

My 8th grade History Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade History Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I have persevered through my childhood challenges and biased teachers like Mr. White. My father passed away from a massive heart attack in his sleep when I was 15 years old. I was an at-risk fatherless child who became a first generation college graduate and the first male from my community to receive a bachelor’s degree. I began my professional career as a SFUSD Math Teacher in 2000. I was voted favorite teacher by the student body, coached 3 after-school sports, received many accolades from my district, and have inspired 1000s of students to strive for educational excellence over a 25 year teaching span. Research.com reports that Black Students (especially males) have the highest College Dropout Rate in the USA. As an American Black Male who attended inner-city public and private schools, I am personally concerned that Black Males have been underrepresented in PK-12th Education (Teachers, Administrators, and Counselors) and Higher Education (Tenured Professors, University enrollment, retention and graduation rates). Despite students of color representing more than 1/2 of the American Student Population (according to the Census Bureau), Black Males make up only 2% of the teaching workforce. Lack of diversity has negative implications for all students and representation matters. Black male students benefit from having a Black Male teacher with research findings noting lower dropout rates, fewer discipline issues, more positive views of schooling and better test scores. One study reported that Black students who were exposed to Black Teachers by the 3rd grade were 13% more likely to enroll in college. Educational Focus Groups have also argued that Black Male Educators and Administrators have positive impact on children of all ages and the teaching profession as a whole, noting that the lack of a diversified teacher workforce continues to undermine equity through the reinforcement of persevering social injustices and inequalities. I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in education. My great grandfather had a 2nd grade education. My grandparents did not graduate High School. My parents had High School Diplomas from the racially segregated states of Alabama and Mississippi. After a 20 year lapse from my collegiate studies, I completed my Masters Degree in Educational Leadership last year and currently pursuing a Doctorate Degree in order to become an expert on how social factors, curriculum, racial bias, teacher expectations, and representation of underrepresented groups affect academic achievement. The Debra S. Jackson New Horizons Scholarship would help offset the $22,571 needed to complete my Doctoral Studies and aid in my social work in education.

In Possessed by Memory, Professor Harold Bloom states, "I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." I wholeheartedly agree with Bloom's assessment of teaching. My 8th grade "Special Ed" Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade "Special Ed" Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I have persevered through my childhood challenges and biased teachers like Mr. White. I was an at-risk fatherless child who became a first generation college graduate and the first male from my community to receive a bachelor’s degree. I began my professional career as a SFUSD Teacher. I was voted favorite teacher by the student body, coached 3 after-school sports, received many accolades from my district, and have inspired 1000s of students to strive for educational excellence. I was academically recruited to UC Berkeley as a High School junior but through my “mis-education”—I still did not know that I was “smart!” I did not have teachers like Professor Bloom to help me gain a sense of presence. I had teachers like Mr. White! I began my High School career in remedial/special education classes but by teaching myself memorization techniques to overcome some of my learning difficulties, I was moved into honor classes for my junior and senior years. My first realization that I was a “smart” and “highly intelligent” human being—occurred when I moved to back to Mexico after graduating from college. I taught a TOEFL Test Prep class at a Private High School and all of my students passed the TOEFL. In addition, I taught the Verbal and Analytical Writing Sections of Graduate Management Admission Test (GMAT) to a PG&E executive from Guatemala in Mexico City. English was his second language and he exhibited various tense errors, grammatical issues and lacked vocabulary. J. Rodriguez scored 700 on the GMAT exam which is 220 points higher than the average native English speaker! There was an article written about me in a Mexican Newsletter and the score achieved by my student. This was the beginning of my “re-education.” As an Educator who has worked in multiple countries around the world and multiple school districts in California, each school that I worked at had an overrepresentation of Black and Brown students in Special Education classes and an overall lack of trained Special Education Teachers. Many of those students are just as I was in High School, without proper educational assessments and without curriculum adaptations for different learning styles. Research suggests that incorporating students’ culture, out-of-school experiences, addressing classroom biases, equitable reform measures, high expectations, engaging curriculum, and using data based instructional practices will lead to improved student achievement. Data shows that students need access to challenging coursework and high expectations from demanding teachers. School districts need to develop equitable teaching for all students and Individualized Education Plans (IEPs) for each special education student with an implemented plan of action. By using a variety of data-based learning strategies, games, project based techniques, allowing students to work in pairs, setting challenging goals for each student, daily feedback, and creating classroom cultures of motivation, love for learning, and self-efficacy, we will begin to see the fruits of our labor. I have used all of these methods to engage my special education students and have had great success! I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in special education. I completed my Masters Degree in Educational Leadership last year with a perfect 4.0 (A) average and currently pursuing a Doctorate Degree in order to become an expert on how social factors, curriculum, classroom biases, teacher expectations, and representation of underrepresented groups affect academic achievement in special education. The RonranGlee Special Needs Teacher Literary Scholarship would help offset the $22,571 needed to complete my Doctoral Studies, aid in my teaching, and research work in Special Education.

My 8th grade History Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade History Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I saw numerous friends and schoolmates fulfill the dire words of Mr. White. I witnessed drive-by shootings, street fights, drug deals, and prostitution in my inner-city neighborhood. Several of my childhood friends were murdered before turning 21 years of age. My best friend in High School tried to commit suicide and became a victim to gun violence. My father unexpectedly died from a massive heart attack in his sleep when I was 15 years old and when my Father (who was also my mentor, best friend, coach, and biggest influence of my life) passed away at the end of my sophomore year in High School, my athletic passions, desires, and collegiate dreams seemed unattainable. My uncle died from a drug overdose shortly after and my older brother later died from complications caused by prolonged alcohol and drug abuse. As a 17 year old freshman at one of the top educational institutions in the world (UC Berkeley), I was “lost.” Statistically speaking, I was an at-risk fatherless child that did not participate in “at-risk” activities. I have never been drunk, I have never tried drugs, I never been arrested, I never joined a gang, and I have a clean criminal record. My High School routine before my father died consisted of getting great marks in school and playing sports, but afterwards, Mr. White’s words (and other teachers from my K-12th grade experience) began to unconsciously pierce my young mind. I was greatly affected by the death of my loved ones and in my despair, I began to read the Holy Bible, pray, attend a local church, and meditate on a daily basis. My faith in God is what sustained me during those difficult years and those life lessons made me appreciate each day as a gift and to not take tomorrow for granted. I have persevered through my childhood challenges and biased teachers like Mr. White. I was an at-risk kid who became a first generation college graduate and the first male from my community to receive a bachelor’s degree. For me, that is success! Success is giving your all, doing our best, and making the most out of life's opportunities! Success is loving God with all your heart, loving your neighbor as yourself, and making each moment count! My upbringing inspires me to strive for achievements that will inspire the next generation! My great grandfather had a 2nd grade education. My grandparents did not graduate from High School. My parents had High School Diplomas but pushed me to strive for higher education! I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in education. I began my professional career as a SFUSD Math Teacher. I was voted favorite teacher by the student body, coached 3 after-school sports, received many accolades from my district, and have inspired 1000s of students to strive for educational excellence. I completed my Masters Degree in Educational Leadership last year and currently pursuing a Doctorate Degree. The Cat Zingano Overcoming Loss Scholarship would help offset the $22,571 needed to complete my Doctoral Studies, help this inner city kid fulfill his academic potential, and continue his Father's legacy.

My 8th grade History Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade History Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I saw numerous friends and schoolmates fulfill the dire words of Mr. White. I witnessed drive-by shootings, street fights, drug deals, and prostitution in my inner-city neighborhood. Several of my childhood friends were murdered before turning 21 years of age. My best friend in High School tried to commit suicide and became a victim to gun violence. My father unexpectedly died from a massive heart attack in his sleep when I was 15 years old and when my Father (who was also my mentor, best friend, coach, and biggest influence of my life) passed away at the end of my sophomore year in High School, my athletic passions, desires, and collegiate dreams seemed unattainable. My uncle died from a drug overdose shortly after and my older brother later died from complications caused by prolonged alcohol and drug abuse. As a 17 year old freshman at one of the top educational institutions in the world (UC Berkeley), I was “lost.” Statistically speaking, I was an at-risk fatherless child that did not participate “at-risk” activities. I have never been drunk, I have never tried drugs, I never been arrested, I never joined a gang, and I have a clean criminal record. My High School routine before my father died consisted of getting great marks in school and playing sports, but afterwards, Mr. White’s words (and other teachers from my school experience) began to unconsciously pierce my young mind. I was greatly affected by the death of my loved ones and in my despair, I began to read the Holy Bible, pray, attend a local church, and meditate on a daily basis. My faith in God is what sustained me during those difficult years and those life lessons made me appreciate each day as a gift and to not take tomorrow for granted. I have persevered through my childhood challenges and biased teachers like Mr. White. I was an at-risk fatherless child who became a first generation college graduate and the first male from my community to receive a bachelor’s degree. For me, that is success! Success is giving your all, doing our best, and making the most out of life's opportunities! Success is loving God with all your heart, loving your neighbor as yourself, and making each moment count! My upbringing inspires me to strive for opportunities that my forefathers did not have! My great grandfather had a 2nd grade education. My grandparents did not graduate from High School. My parents had High School Diplomas but pushed me to strive for higher education! I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in education. I completed my Masters Degree in 2023 and currently pursuing a Doctorate Degree. The Redefining Victory Scholarship would help offset the $22,571 needed to complete my Doctoral Studies and help this inner city kid fulfill his academic potential... That's success!

My 8th grade History Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade History Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I saw numerous friends and schoolmates fulfill the dire words of Mr. White. I witnessed drive-by shootings, street fights, drug deals, and prostitution in my inner-city neighborhood. Several of my childhood friends were murdered before turning 21 years of age. My best friend in High School tried to commit suicide and became a victim to gun violence. My father unexpectedly died from a massive heart attack in his sleep when I was 15 years old and when my Father (who was also my mentor, best friend, coach, and biggest influence of my life) passed away at the end of my sophomore year in High School, my athletic passions, desires, and collegiate dreams seemed unattainable. My uncle died from a drug overdose shortly after and my older brother later died from complications caused by prolonged alcohol and drug abuse. As a 17 year old freshman at one of the top educational institutions in the world (UC Berkeley), I was “lost.” Statistically speaking, I was an at-risk fatherless child that did not participate “at-risk” activities. I have never been drunk, I have never tried drugs, I never been arrested, I never joined a gang, and I have a clean criminal record. My High School routine before my father died consisted of getting great marks in school and playing sports, but afterwards, Mr. White’s words (and other teachers from my school experience) began to unconsciously pierce my young mind. I was greatly affected by the death of my loved ones and in my despair, I began to read the Holy Bible, pray, attend a local church, and meditate on a daily basis. My faith in God is what sustained me during those difficult years and those life lessons made me appreciate each day as a gift and to not take tomorrow for granted. I have persevered through my childhood challenges and biased teachers like Mr. White. I was an at-risk fatherless child who became a first generation college graduate and the first male from my community to receive a bachelor’s degree. My upbringing inspires me to strive for opportunities that my forefathers did not have! My great grandfather had a 2nd grade education. My grandparents did not graduate from High School. My parents had High School Diplomas but pushed me to strive for higher education! I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in education. I completed my Masters Degree in 2023 and currently pursuing a Doctorate Degree. The Ender Scholarship would help offset the $22,571 needed to complete my Doctoral Studies and help this inner city kid fulfill his academic potential.

My 8th grade History Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade History Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I have persevered through my childhood challenges and biased teachers like Mr. White. My father passed away from a massive heart attack in his sleep when I was 15 years old. I was an at-risk fatherless child who became a first generation college graduate and the first male from my community to receive a bachelor’s degree. My faith in God and volunteer ministry work is what sustained me and helped me to overcome adversity in my life. Research.com reports that Black Students (especially males) have the highest College Dropout Rate in the USA. As an American Black Male who attended inner-city public and private schools, I am personally concerned that Black Males have been underrepresented in PK-12th Education (Teachers, Administrators, and Counselors) and Higher Education (Tenured Professors, University enrollment, retention and graduation rates). Despite students of color representing more than 1/2 of the American Student Population (according to the Census Bureau), Black Males make up only 2% of the teaching workforce. Lack of diversity has negative implications for all students and representation matters. Black male students benefit from having a Black Male teacher with research findings noting lower dropout rates, fewer discipline issues, more positive views of schooling and better test scores. One study reported that Black students who were exposed to Black Teachers by the 3rd grade were 13% more likely to enroll in college. Educational Focus Groups have also argued that Black Male Educators and Administrators have positive impact on children of all ages and the teaching profession as a whole, noting that the lack of a diversified teacher workforce continues to undermine equity through the reinforcement of persevering social injustices and inequalities. I began my professional career as a SFUSD Math Teacher. I was voted favorite teacher by the student body, coached 3 after-school sports, received many accolades from my district, and have inspired 1000s of students to strive for educational excellence. I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in education. My great grandfather had a 2nd grade education. My grandparents did not graduate High School. My parents had High School Diplomas but always encouraged me to strive for the highest. I completed my Masters Degree in Educational Leadership in 2023 with a perfect 4.0 (A average) and currently pursuing a Doctorate Degree in order to become an expert on how social factors, curriculum, racial bias, teacher expectations, and representation of underrepresented groups affect academic achievement. The Henry Bynum, Jr. Memorial Scholarship would help offset the $22,571 needed to complete my Doctoral Studies and aid in my social work in education.

My 8th grade "Special Ed" Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade "Special Ed" Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I have persevered through my childhood challenges and biased teachers like Mr. White. I was an at-risk fatherless child who became a first generation college graduate and the first male from my community to receive a bachelor’s degree. I began my professional career as a SFUSD Teacher. I was voted favorite teacher by the student body, coached 3 after-school sports, received many accolades from my district, and have inspired 1000s of students to strive for educational excellence. I was academically recruited to UC Berkeley as a HS junior but through my “mis-education”—I still did not know that I was “smart!” I began my High School career in remedial/special education classes but by teaching myself memorization techniques to overcome some of my learning difficulties, I was moved into honor classes for my junior year. My first realization that I was a “smart” and “highly intelligent” human being—occurred when I moved to Mexico after graduating from college to teach. I taught a TOEFL Test Prep class at a Private High School and all of my students passed the TOEFL. In addition, I taught the Verbal and Analytical Writing Sections of Graduate Management Admission Test (GMAT) to a PG&E executive from Guatemala in Mexico City. English was his second language and he exhibited various tense errors, grammatical issues and lacked vocabulary. J. Rodriguez scored 700 on the GMAT exam which is 220 points higher than the average native English speaker! There was an article written about me in a Mexican Newsletter and the score achieved by my student. This was the beginning of my “re-education.” As an Educator who has worked in multiple countries around the world and multiple school districts in California, each school that I worked at had an overrepresentation of Black and Brown students in Special Education classes and an overall lack of trained Special Education Teachers. Many of those students are just as I was in High School, without proper educational assessments and without curriculum adaptations for different learning styles. School districts need to develop equitable teaching for all students and Individualized Education Plans (IEPs) for each special education student with an implemented plan of action. I have used several methods to engage my special education students and have had great success! I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in special education. I completed my Masters Degree in 2023 with a perfect 4.0 (A average) and currently pursuing a Doctorate Degree. The J.E. Anderson Family Scholarship would help offset the $22,571 needed to complete my Doctoral Studies and aid in my work in special education.

My 8th grade "Special Ed" Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade "Special Ed" Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I have persevered through my childhood challenges and biased teachers like Mr. White. I was an at-risk fatherless child who became a first generation college graduate and the first male from my community to receive a bachelor’s degree. I began my professional career as a SFUSD Teacher. I was voted favorite teacher by the student body, coached 3 after-school sports, received many accolades from my district, and have inspired 1000s of students to strive for educational excellence. I was academically recruited to UC Berkeley as a HS junior but through my “mis-education”—I still did not know that I was “smart!” I began my High School career in remedial/special education classes but by teaching myself memorization techniques to overcome some of my learning difficulties, I was moved into honor classes for my junior and senior years. My first realization that I was a “smart” and “highly intelligent” human being—occurred when I moved to back to Mexico after graduating from college. I taught a TOEFL Test Prep class at a Private High School and all of my students passed the TOEFL. In addition, I taught the Verbal and Analytical Writing Sections of Graduate Management Admission Test (GMAT) to a PG&E executive from Guatemala in Mexico City. English was his second language and he exhibited various tense errors, grammatical issues and lacked vocabulary. J. Rodriguez scored 700 on the GMAT exam which is 220 points higher than the average native English speaker! There was an article written about me in a Mexican Newsletter and the score achieved by my student. This was the beginning of my “re-education.” As an Educator who has worked in multiple countries around the world and multiple school districts in California, each school that I worked at had an overrepresentation of Black and Brown students in Special Education classes and an overall lack of trained Special Education Teachers. Many of those students are just as I was in High School, without proper educational assessments and without curriculum adaptations for different learning styles. Research suggests that incorporating students’ culture, out-of-school experiences, addressing classroom biases, equitable reform measures, high expectations, engaging curriculum, and using data based instructional practices will lead to improved student achievement. Data shows that students need access to challenging coursework and high expectations from demanding teachers. School districts need to develop equitable teaching for all students and Individualized Education Plans (IEPs) for each special education student with an implemented plan of action. By using a variety of data-based learning strategies, games, project based techniques, allowing students to work in pairs, setting challenging goals for each student, daily feedback, and creating classroom cultures of motivation, love for learning, and self-efficacy, we will begin to see the fruits of our labor. I have used all of these methods to engage my special education students and have had great success! I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in special education. I completed my Masters Degree in 2023 with a perfect 4.0 (A average) and currently pursuing a Doctorate Degree in order to become an expert on how social factors, curriculum, classroom biases, teacher expectations, and representation of underrepresented groups affect academic achievement in special education.

My 8th grade History Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade History Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I have persevered through my childhood challenges and biased teachers like Mr. White. My father passed away from a massive heart attack in his sleep when I was 15 years old. I was an at-risk fatherless child who became a first generation college graduate and the first male from my bilingual (English/Spanish) community to receive a bachelor’s degree. I began my professional career as a SFUSD Math Teacher. I was voted favorite teacher by the student body, coached 3 after-school sports, received many accolades from my district, and have inspired 1000s of students to strive for educational excellence. I was academically recruited to UC Berkeley as a HS sophomore but through my “mis-education”—I still did not know that I was “smart!” My first realization that I was a “smart” and “highly intelligent” human being—occurred when I moved back to Mexico after graduating from college to teach. I taught a TOEFL Test Prep class at a Private High School and all of my students passed the TOEFL. In addition, I taught the Verbal and Analytical Writing Sections of Graduate Management Admission Test (GMAT) to a PG&E executive from Guatemala in Mexico City. English was his second language and he exhibited various tense errors, grammatical issues and lacked vocabulary. J. Rodriguez scored 700 on the GMAT exam which is 220 points higher than the average native English speaker! There was an article written about me in a Newsletter and the score achieved by my student. This was the beginning of my “re-education.” I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in education. My great grandfather had a 2nd grade education. My grandparents did not graduate High School. My parents had High School Diplomas but always encouraged me to strive for the highest. I completed my Masters Degree in Educational Leadership in 2023 with a perfect 4.0 (A average) and currently pursuing a Doctorate Degree in order to become an expert on how social factors, curriculum, racial bias, teacher expectations, and representation of underrepresented groups affect academic achievement. Graduate is very expensive and the Dr. Chaman L. Gupta Scholars Award would help offset the $21,571 needed to complete my Doctoral Studies and aid in my social work in education.

My 8th grade Science and History Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade Science/History Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I was academically recruited to UC Berkeley as a HS sophomore but through my “mis-education”—I still did not know that I was “smart!” My first realization that I was a “smart” and “highly intelligent” human being—occurred when I moved back to Mexico after graduating from college to teach. I taught a TOEFL Test Prep class at a Private High School and all of my students passed the TOEFL. In addition, I taught the Verbal and Analytical Writing Sections of Graduate Management Admission Test (GMAT) to a PG&E executive from Guatemala in Mexico City. English was his second language and he exhibited various tense errors, grammatical issues and lacked vocabulary. J. Rodriguez scored 700 on the GMAT exam which is 220 points higher than the average native English speaker! There was an article written about me in a Mexican Newsletter and the score achieved by my student. This was the beginning of my “re-education.” I have persevered through my childhood challenges and biased teachers like Mr. White. I was an at-risk fatherless child who became a first generation college graduate and the first male from my bilingual (English/Spanish) community to receive a bachelor’s degree. I began my professional career as a STEM Teacher with SFUSD. I was voted favorite teacher by the student body, coached 3 after-school sports and received many accolades from my district. I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in education. I completed my Masters Degree in 2023 and currently pursuing a Doctorate Degree in order to become an expert on how social factors, curriculum, racial bias, teacher expectations, and representation of underrepresented groups affect academic achievement and the cycle of poverty. The STEAM Generator Scholarship would help offset the $21,571 needed to complete my Doctoral Studies and aid my STEAM work in education.

My father was an Army veteran that passed away from a massive heart attack in his sleep when I was 15 years old. As a youth, attending a prestigious university and playing professional baseball were two of my life goals—but when my Father (who was also my mentor, best friend and coach) passed away at the end of my sophomore year in High School, my athletic passions, desires, and collegiate dreams seemed unattainable. During this somber time in my life, one of my fondest memories was receiving the military letter of recognition and the United States Military Flag in honor of my father's service to our country. My mother did not drape my dad's casket with the Flag at his funeral, but instead gave it to me as a gift of remembrance for my father's sacrifices to his country and family. As a 17 year old freshman at one of the top educational institutions in the world (UC Berkeley), I was “lost.” Statistically speaking, I was an at-risk fatherless child that did not participate “at-risk” activities. I have never been drunk, I have never tried drugs, I never been arrested, and I have a clean criminal record. My High School routine before my father died consisted of getting great marks in school and playing sports! My faith in God is what sustained me during those difficult years and my father's United States Military Flag was a symbol of strength that helped me to focus on my goals. I took my father's US Military Flag with me to school and became a first generation college graduate and the first male from my community to receive a bachelor’s degree. I attended a prestigious University (UC Berkeley) and I played semi-pro baseball. The my dad's Military Flag reminded of the long walks that my father would take me on, imparting wisdom, and teaching me Army drills, chants, and procedures. I began my professional career as a SFUSD Math Teacher. I was voted favorite teacher by the student body, coached 3 after-school sports, received many accolades from my district, and have inspired 1000s of students to strive for educational excellence. I took my father's Military Flag into my classroom as an inspirational symbol and my students nicknamed me the "Army Drill Sergeant Math Teacher" due to my structured classes, "Military Cadence" Math Games, and my father's military influence on my life. I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in education. My great grandfather had a 2nd grade education. My grandparents did not graduate High School. My parents had High School Diplomas, but always encouraged me to strive for the highest! I completed my Masters Degree in Educational Leadership in 2023 and currently pursuing a Doctorate Degree in order to become an expert on how social factors, curriculum, bias, teacher expectations, and representation of underrepresented groups affect academic achievement. The Heroes' Legacy Scholarship would help offset the $21,571 needed to complete my Doctoral Studies, continue my father's legacy, and again, thank him for his military service!

My 8th grade History Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade History Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I have persevered through my childhood challenges and biased teachers like Mr. White. My father passed away from a massive heart attack in his sleep when I was 15 years old. I was an at-risk fatherless child who became a first generation college graduate and the first male from my community to receive a bachelor’s degree. I began my professional career as a SFUSD Math Teacher. I was voted favorite teacher by the student body, coached 3 after-school sports, received many accolades from my district, and have inspired 1000s of students to strive for educational excellence. Research.com reports that Black Students (especially males) have the highest College Dropout Rate in the USA. As an American Black Male who attended inner-city public and private schools, I am personally concerned that Black Males have been underrepresented in PK-12th Education (Teachers, Administrators, and Counselors) and Higher Education (Tenured Professors, University enrollment, retention and graduation rates). Despite students of color representing more than 1/2 of the American Student Population (according to the Census Bureau), Black Males make up only 2% of the teaching workforce. Lack of diversity has negative implications for all students and representation matters. Black male students benefit from having a Black Male teacher with research findings noting lower dropout rates, fewer discipline issues, more positive views of schooling and better test scores. One study reported that Black students who were exposed to Black Teachers by the 3rd grade were 13% more likely to enroll in college. Educational Focus Groups have also argued that Black Male Educators and Administrators have positive impact on children of all ages and the teaching profession as a whole, noting that the lack of a diversified teacher workforce continues to undermine equity through the reinforcement of persevering social injustices and inequalities. I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in education. My great grandfather had a 2nd grade education. My grandparents did not graduate High School. My parents had High School Diplomas from the racially segregated states of Alabama and Mississippi. I completed my Masters Degree in Educational Leadership in 2023 and currently pursuing a Doctorate Degree in order to become an expert on how social factors, curriculum, racial bias, teacher expectations, and representation of underrepresented groups affect academic achievement. The Carings Futures Scholarship would help offset the $21,571 needed to complete my Doctoral Studies and aid in my social work in education.

My 8th grade History Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade History Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I have persevered through my childhood challenges and biased teachers like Mr. White. I was an at-risk fatherless child who became a first generation college graduate and the first male from my community to receive a bachelor’s degree. I began my professional career as a SFUSD Math Teacher. I was voted favorite teacher by the student body, coached 3 after-school sports, received many accolades from my district, and have inspired 1000s of students to strive for educational excellence. I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in education. I completed my Masters Degree in Educational Leadership in 2023 and currently pursuing a Doctorate Degree in order to become an expert on how social factors, curriculum, racial bias, teacher expectations, and representation of underrepresented groups affect academic achievement.

Martin Luther King Junior (MLK), is an exemplary example of a Transformational Leader. He fought for civil rights and equality for all Americans. He unified Americans of all religions, creeds, and colors to advance to a higher level of morale and motivation. MLK had a universal message, a vision, and “A Dream” that resonated with his followers, kept them motivated, and encouraged active participation. As described by Burns (1978), “Transformational leadership becomes moral in that it raises the level of human conduct and ethical aspiration of both leader and led, and thus it has a transforming effect.” Martin Luther King Junior raised the level of human conduct. He preached “love thy neighbor” when the world gave him “hate.” His version of transformational leadership was moral, ethical, and unifying. MLK was a courageous leader that made sacrifices for the greater good of humanity. He even laid down his life for a higher moral goal. MLK said: “I am not interested in power for power's sake, but I'm interested in power that is moral, that is right and that is good.” Martin Luther King Junior had a meaningful mission with a transcendent vision. As a transformational leader, he encouraged, inspired, and motived his followers. He built relationships with them, he empowered them, and led them with emotional speeches. MLK used words that mattered, he stirred emotions, and mobilized others to act. “Life's most persistent and urgent question is, 'What are you doing for others? Every man must decide whether he will walk in the light of creative altruism or in the darkness of destructive selfishness. An individual has not started living until he can rise above the narrow confines of his individualistic concerns to the broader concerns of all humanity. All labor that uplifts humanity has dignity and importance and should be undertaken with painstaking excellence. If a man has not discovered something that he will die for, he isn't fit to live. The hottest place in Hell is reserved for those who remain neutral in times of great moral conflict. He who passively accepts evil is as much involved in it as he who helps to perpetrate it. He who accepts evil without protesting against it is really cooperating with it. Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that. Love is the only force capable of transforming an enemy into friend.” (-Martin Luther King Junior quotes) MLK said: “A genuine leader is not a searcher for consensus but a molder of consensus.” Martin Luther King Junior was a champion for equitable treatment for all Americans, inclusive environments, equality, and justice for all. “Transformational” Leaders such as MLK strive to disrupt inequities to meet present and future needs of the communities that they serve. Unlike Transactional Leadership, Transformational Leaders lead by example, serve as role models, build trust and relationships with their followers. MLK was an extraordinary orator, communicator, and assessment visionary. He was a knowledgeable and instructional civil rights leader with impeccable observation skills that helped to change the course of American history. As a transformational leader, Martin Luther King Junior effectively communicated his vision to his followers in the 1960s and still impacts generations to this very day (2022). MLK’s “Dream,” transformational leadership, and civil rights legacy motives me to strive for excellence and equity in my education endeavors and in my life goals. References: • Burns, J.M. (1978) Leadership. New York. Harper & Row. • King, Martin Luther, Jr., 1929-1968. (1968). I have a dream; the quotations of Martin Luther King, Jr. New York : Grosset.