My Journey in STEM has been shaped by an identity that does not always align with traditional expectations of what an engineer looks or sounds like. As a Black woman in chemical engineering, I occupy a space where my presence alone challenges stereotypes. Beyond that, my personal style, communication, and openness about my lived experiences mark me as "alternative" in environments that often reward conformity. Early in my academic career I felt pressure to soften or hide parts of myself in order to be perceived as capable or professional. Over time, I learned that authenticity; not assimilation has been my greatest source of strength. Navigating STEM spaces as someone who is both underrepresented and visibly different has not been without challenges. I have experienced imposter syndrome, self-doubt, and moments where I questioned whether I truly belonged in engineering. These feelings were intensified during a period when family challenges affected my academic focus and performance. Instead of allowing those setbacks to define my trajectory, I made a deliberate decision to rebuild. I sought community, mentorship, and accountability through organizations such as the National Society of Black Engineers and the American Institute of Chemical Engineers. These spaces affirmed that success in STEM does not require sacrificing identity, but rather embracing it. My alternative identity has also shaped how I approach problem-solving. I bring creativity, empathy, and a people-centered perspective into technical spaces that often prioritize results over impact. I am deeply motivated by how engineering solutions affect real communities, particularly those that have historically been excluded from innovation. My interest in infectious disease research and environmental challenges stems from personal experiences and a desire to use chemical engineering as a tool for equity, health, and sustainability. Because of my background, I am intentional about asking not only “Can this be done?” but also “Who does this help?” and “Who might be overlooked?” In learning to embrace my full identity, I have also become more confident in leadership and advocacy. Whether through outreach, mentorship, or collaboration, I strive to create environments where others feel seen and supported. Representation matters, especially for students who may feel out of place in STEM because of how they look, speak, or express themselves. I want to be a visible example that there is no single path or presentation required to succeed in engineering. Looking toward the future, I see myself contributing to my field both technically and culturally. I aim to advance research and innovation while also helping redefine the image of who belongs in STEM. By bringing my whole self into engineering spaces, I hope to inspire change, broaden perspectives, and encourage the next generation of scientists and engineers to pursue their goals without compromising their identity. My alternative identity has not been a barrier it has been the foundation of my resilience, purpose, and vision for the future.

My name is Gabriella Smith-Simpson, and I am currently pursuing a degree in Chemical Engineering. As a first-generation college student from an underrepresented background, I know firsthand the transformative power of education. Like Mark Anthony Green, I’ve faced challenges that could have stopped me—but I chose to keep going, grounded in perseverance, hope, and a deep desire to use my experiences to uplift others. Growing up in a financially unstable household, I often felt the weight of responsibility at a young age. Despite the distractions and hardships around me, I held on tightly to my education, knowing it was the key to changing not only my future but my family’s as well. When I began college, I faced unexpected personal hardships that affected my mental health and caused my grades to slip. It was one of the hardest periods of my life, but I refused to give up. Instead, I retook classes, worked with tutors, and rebuilt my academic foundation. My GPA is now a 3.2, and it stands as a symbol of my growth and resilience. What drives me today is the opportunity to serve. Through my involvement with the National Society of Black Engineers (NSBE), the American Institute of Chemical Engineers (AIChE), and student volunteer events, I’ve mentored visiting high school students, organized hackathons, and helped make STEM more accessible and less intimidating for others. I’ve seen how powerful it can be for a younger student to see someone who looks like them succeeding in engineering, and I want to be that example. My long-term goal is to work in infectious disease research and environmental health. Inspired by the illness of a loved one and by environmental crises like oil contamination in the Niger Delta, I want to use my chemical engineering background to develop technologies that protect underserved communities from health hazards. I believe science and service go hand in hand, and I hope to one day work on global health initiatives that serve those too often forgotten. The legacy of Mark Anthony Green deeply resonates with me. His life reminds me that perseverance in the face of adversity is one of the most powerful tools we have. Like Mr. Green, I have learned to see education not just as a path for personal advancement, but as a mission to uplift others. I hope to honor his legacy by continuing to serve my community, build bridges for others, and lead with integrity and purpose. This scholarship would not only help me continue my education without added financial burden—it would also be an affirmation of everything I’ve fought for. With your support, I can continue on my path to becoming a chemical engineer who uses their knowledge to serve, advocate, and transform lives, just as Mark Green and his family have done. Thank you for considering my application and for honoring a legacy that inspires students like me to persevere, rise, and give back.

I’m a first-generation college student pursuing a degree in Chemical Engineering, driven by a deep desire to create solutions that improve public health and environmental conditions, especially in underserved communities. My journey has been shaped by resilience, service, and a passion for learning. The challenges I’ve faced have tested my strength and clarified my purpose: to use my education to make a tangible difference in the world around me. Growing up, I watched a loved one suffer from a chronic illness without access to consistent, affordable care. That personal experience sparked a lasting interest in medicine and public health. Over time, I realized I didn’t want to be a doctor—I wanted to work behind the scenes, designing cleaner technologies and improving the systems that affect people’s health every day. Chemical engineering became the perfect blend of my interests in science, problem-solving, and service. My academic path hasn’t always been smooth. During my early semesters, family issues and mental health struggles impacted my performance. But instead of letting that define me, I chose to push forward. I retook courses, sought tutoring, and gradually raised my GPA. That period taught me discipline, humility, and the importance of self-advocacy. It also showed me that failure doesn’t mean you’re not capable—it means you still have room to grow. Outside the classroom, I’ve found purpose in leadership and service. I’m an active member of the National Society of Black Engineers (NSBE) and the American Institute of Chemical Engineers (AIChE), where I’ve worked to support fellow underrepresented students in STEM. I helped organize a campus hackathon and regularly volunteer to speak to high school students about college, engineering, and staying resilient through adversity. I was also recently recognized as Chemical Engineering Student of the Month—a moment that reminded me how far I’ve come. What drives me now is the opportunity to give others what I once needed: support, representation, and mentorship. That’s why I’m passionate about community-based research and outreach. I’m currently working on a project about oil contamination in the Niger Delta—an environmental crisis that has had devastating health consequences. This kind of work reminds me that engineering can be a form of advocacy. It can be about healing, justice, and hope. The degree I’m pursuing is more than just a career pathway—it’s a foundation for lifelong impact. In the short term, I plan to continue gaining experience through internships and research in infectious disease and environmental engineering. Long-term, I hope to work in global health initiatives or environmental policy, focusing on sustainable solutions that protect vulnerable populations. I also want to mentor younger students and eventually help build programs that expand STEM access in low-income areas. Education has opened doors for me that I once thought were closed. Now, I want to use that same key to unlock opportunities for others. I believe that true success isn’t measured just by personal achievement, but by the number of people you uplift along the way. With this degree, I plan to do both.

The field has always been more than just a place to compete—for me, it’s been a classroom, a proving ground, and a community. My time playing softball shaped who I am today by teaching me perseverance, teamwork, and how powerful mentorship can be. The lessons I’ve learned under pressure, in practice, and from coaches and teammates continue to guide me far beyond the game. I remember being a young player, nervous and unsure, stepping onto the field with more fear than confidence. But thanks to the patience of my coaches and the encouragement of older teammates, I quickly learned that growth comes from pushing through discomfort. I wasn’t always the fastest or strongest, but I became dependable. I showed up, stayed late, and learned to lead by example. Those long practices and tough games taught me that success isn’t just about talent—it’s about effort, consistency, and belief in yourself and your team. One moment that sticks with me was during a tournament when I struck out twice in a high-stakes game. I was frustrated and disappointed in myself, but a teammate pulled me aside and reminded me that one moment doesn’t define your whole game—or your worth. That act of mentorship changed how I saw failure. Instead of letting it define me, I started using it as fuel to get better. That shift in mindset has helped me in school, in life, and in my journey as a chemical engineering student, where challenges are constant and perseverance is key. Softball also helped me discover the power of community. There’s something special about a team that fights together, supports each other, and celebrates one another’s wins. Whether it was cheering from the dugout or picking someone up after an error, I learned that we are strongest when we lift each other up. That spirit of support and collaboration is something I now bring into every space I enter—classrooms, study groups, and student organizations like NSBE and AIChE. I’ve learned that you don’t have to be the loudest voice to make an impact—you just have to show up, care, and be willing to help others grow. The values I’ve gained from the field—resilience, teamwork, and the importance of mentorship—are central to who I am and what I hope to achieve. As I work toward becoming a chemical engineer with a focus on infectious disease and environmental health, I carry these lessons with me. I want to use my education not just to solve problems, but to build communities, mentor others, and create opportunities where they are needed most. People like Brett Brakel, who dedicate their lives to mentorship and community, inspire me deeply. I hope to honor that legacy by doing the same in my own way—whether that’s guiding younger students through engineering, volunteering in underserved communities, or simply showing up for others when they need it most. The field taught me how to lead, how to learn, and how to keep going. And those lessons will stay with me for life.

The persistent passion I hold for acquiring knowledge has served as the primary motivational force throughout my existence, influencing both my educational path and the way I perceive obstacles, personal development, and my worldly purpose. Through my experiences as a Chemical Engineering student I have developed an understanding that learning extends far beyond mere information absorption to encompass transformative processes that alter perspectives and drive the quest for meaningful change. The intricate workings of various systems fascinated me from an early age, prompting questions about why certain problems such as pollution and illness disproportionately affected specific communities. My inquisitive nature has strengthened with age through diverse life experiences gained from both academic environments and real-world settings. The decision to pursue a major in chemical engineering represented my method for transforming curiosity into tangible impact, and despite encountering numerous challenges along the way, I have steadfastly maintained my aspiration to expand my knowledge and develop personally. Throughout my experiences the realization emerged as one of the most potent teachings that failure signifies not a terminal point but rather indicates additional learning opportunities exist. Following a series of personal and familial difficulties which negatively affected my academic achievements I decided to enroll in courses again while simultaneously pursuing tutoring assistance. The experience served as a foundational lesson in perseverance while simultaneously transforming my mindset from a focus on perfectionism to an emphasis on progress. I have ceased to perceive challenging periods as failures and instead view them as chances for personal development and introspection. Beyond traditional academic pursuits my desire to learn has manifested through dedicated service activities and leadership roles. My participation in sessions with high school students visiting Howard University provided me the opportunity to narrate my personal journey while simultaneously inspiring others to pursue STEM fields. My role in organizing a campus hackathon involved collaboration with various student clubs to develop events that were both engaging and educational. The myriad experiences I encountered demanded personal growth as a communicator, mentor, and leader—abilities which traditional lectures often overlook yet hold equal value. My involvement with esteemed organizations such as the National Society of Black Engineers (NSBE) and the American Institute of Chemical Engineers (AIChE) has enabled me to expand my viewpoint to an even greater extent. The observation of my peers who share my identity striving for excellence in STEM fields has been a powerful motivator for me while simultaneously reinforcing the importance of representation. Through my involvement with these communities I have gained a profound understanding of the systemic obstacles that underrepresented students encounter while simultaneously reinforcing my dedication to utilizing my educational achievements to effectuate positive change. A particularly significant project from my career involved an extensive investigation into oil contamination issues within the Niger Delta region. The exploration of environmental damage alongside its detrimental effects on human health instilled within me an enhanced urgency and a renewed sense of purpose. The experience validated the notion that chemical engineering extends beyond mere formulaic studies to become a discipline dedicated to addressing tangible global challenges. In my future professional aspirations I intend to develop a career focused on infectious disease research combined with environmental health studies which have been inspired by both familial experiences and worldwide challenges. My passion for education will perpetually direct my path while I pursue answers and maintain an open mind along with curiosity and dedication to personal development which extends to the communities I aim to support.

Since I was in ninth grade I have loved life. Specifically how life forms and what makes an organism alive or dead. Throughout high school, I gained an appreciation for the hard sciences. My natural curiosity nurtured an unwavering desire to understand various phenomena, hence sparking my interest in majoring in Biochemistry. I have consistently sought to enrich my understanding of biological and chemical concepts. These questions have pushed me out of my comfort zone. I wish to be a Biochemistry major. Not because I believe I am the next prodigy of medicine or I will be the best Surgeon. I want to study biochemistry and study medicine because my mom has a rare respiratory disease. Her disease causes her immune system to be weaker than normal. My mother is my rock the one person in life I cannot live without. I am willing to spend my life going into mountains of debt to study her disease and find a way to bring her release. As an African American woman seeking a degree in STEM disciplines, specifically Biochemistry I have always felt unwanted or undesirable. Since I was in elementary school people have not failed to try and put me into a box and treat me as if I could never be smart enough for any STEM field. I used to give up on my coursework because I felt like there was no reason to try since so many people had told me I was "not good enough". I am so grateful for opportunities like submitting my application to the Jerzee Foundation because it gives me hope that my dreams and passions are not just a part of my imagination. I could get a chance to go to University and achieve everything I could ever want. My father is an alumnus of North Carolina A&T University, my dad always talked about how much support and connections he had while in school and still to this day. I wish to follow in his footsteps of learning at one of these institutions because, with a focus on Biochemistry, I aspire to positively shift paradigms and contribute innovative solutions to pressing challenges in our society through infectious disease research to help better the healthcare system. And provide hope for my future but also for my mom and everything she has done for me. With the help of the Jerzee Foundation scholarship, I hope I get the opportunity to learn with students who look like me and have similar passions.

Since I was young my mom has always been there for me. When I fell on the concrete sidewalk and scraped my knee my mom was always there to help clean up my wound. My mom stayed up late with me to help me finish projects that I had waited till the last second to do. I cannot remember a time when I wasn't there for me. However, I feel that I have not been there enough for her. My mom has gone through a lot medically and I wish I could support her in the same ways she has supported me. My passion for disease research comes from watching my mom struggle with her respiratory disease. My mom has sarcoidosis a respiratory disease that makes her immune system weak and causes sores all around her body. My mom has been to doctor after doctor to find relief, and nothing has helped her. It pains me just to write about how much my mom has struggled to simply feel comfortable in her skin. I have watched my mom return to shorts because she felt too self-conscious of the sores on her legs that come from her disease. I wish to study biology or molecular biology in hopes of finding a career in disease research. I want to study molecular biology to understand the very existence of viruses and other diseases, in hopes I can prevent anyone else to have to experience a life where they cannot have fun or go out in fear of getting sick. I also have a passion for studying Pharmacology mainly because I am interested in redeveloping medicine and the relationship between living organisms and pharmaceutical drugs that affect biochemical functions. Overall I am so excited to start my life outside of high school I know that I will get a chance to be a part of something much bigger than myself. I hope I can grow my career in Medicine and develop or at least come close to developing a cure for sarcoidosis.