"Be the domino in your community," my mother said. I am an Afro-Latina; my family is from Latin America–my father is Dominican, and my mother is Colombian. In my father's country, dominoes are traditionally passed down to each generation. It is a game of strategy and planning, played in pairs. Although everyone has the same number of pieces, no one knows exactly which ones. The player who starts usually begins with pieces that connect other pieces— this tactic increases their chances of successfully getting rid of more tiles, winning the game. This family game has taught me many lessons that have shaped my approach to life and education, as my mother told me, a player must plan ahead. I applied these lessons throughout my educational journey, particularly to my reading and spelling disability, diagnosed in third grade. When entering college, I had to plan ahead and determine what resources I needed. As a first-generation college student, I faced the added challenge of navigating the complicated higher education systems. I learned how to advocate for extra time on exams and use visual resources to support my learning. This experience helped me develop confidence and independence, lessons I continue to carry. Growing up in an immigrant household, community was central. I remember my parents having their friends over and chatting over coffee about navigating systems in America. Everyone worked hard together to create a better life for their children. They built a community in our living room by being crucial domino pieces in their friends' lives. I have always been fueled to create community and meaningful change. During my first year of college, I experienced meaningful change in Austin, Texas, through an Alternative Break Program, a short-term service-learning experience focused on addressing social issues. In the spring of 2023, with a cohort of 12 students, I went to Austin and connected with community organizations to understand the impact of health policies on women's health. This experience sparked my interest in the overlap of public health and social justice, leading me to co-lead a new Alternative Break Program in New Orleans focused on youth empowerment and sexual and reproductive education. In the winter of 2024, we collaborated with community partners, collected over 4,000 period products for young girls, and led panel discussions on health policy and stigmas around STIs with healthcare professionals at the Tulane HIV Medical Center. Through this program, we aimed to bring awareness to New Orleans's high STI rates and understand the underlying causes. When returning to American University, we spoke at open mics and created digital infographics to continue our work. As the child of two immigrants, my parents and grandma encouraged me to serve others. My grandma used to remind me that advocating for others created change, even if the action was as small as a domino piece. Through my family's actions and my experience in college as a public health student, I've learned the importance of community engagement for change to happen. After graduating from college, I plan on attending medical school and becoming a pediatrician, focusing on adolescent health. Through my medical career, I want to be a crucial domino piece in my community by creating youth programs focusing on health prevention. I want children in my community to feel empowered and supported by healthcare workers who look like them and understand their environment. The lessons I've learned from my family, academic adversity, and community engagement have shaped my goals for a future where I can empower children through a healthcare lens and support people through community outreach.

“Be the domino in your community,” my mother said. I am an Afro-Latina; my family is from Latin America–my father is Dominican, and my mother is Colombian. In my father's country, dominoes are traditionally passed down to each generation. It is a game of strategy and planning, played in pairs. Although everyone has the same number of pieces, no one knows exactly which ones. The player who starts usually begins with pieces that connect other pieces— this tactic increases their chances of successfully getting rid of more tiles, winning the game. This family game has taught me many lessons that have shaped my approach to life and education — as my mother told me, a player must plan ahead. I applied these lessons throughout my educational journey, particularly to my reading and spelling disability, diagnosed in third grade. When entering college, I had to plan ahead and determine what resources I needed. As a first-generation college student, I faced the added challenge of navigating the complicated higher education systems. I learned how to advocate for extra time on exams and use visual resources to support my learning. This experience helped me develop confidence and independence, lessons I continue to carry. Growing up in an immigrant household, there was a strong foundation of community. I remember my parents having their friends over and chatting over coffee about navigating systems in America. Everyone worked hard together to create a better life for their children. They built a community in our living room by being crucial domino pieces in their friends' lives. I have always been fueled to create community and meaningful change. During my first year of college, I experienced meaningful change in Austin, Texas, through an Alternative Break Program, a short-term service-learning experience focused on addressing social issues. In the spring of 2023, with a cohort of 12 students, I went to Austin and connected with community organizations to understand the impact of health policies on women's health. This experience sparked my interest in the overlap of public health and social justice, leading me to co-lead a new Alternative Break Program in New Orleans focused on youth empowerment and sexual and reproductive education. In the winter of 2024, we collaborated with community partners, collected over 4,000 period products for young girls, and led panel discussions on health policy and stigmas around STIs with healthcare professionals at the Tulane HIV Medical Center. Through this program, we aimed to bring awareness to New Orleans's high STI rates and understand the underlying causes. When returning to American University, we spoke at open mics and created digital infographics to continue our work. As the child of two immigrants, my parents and grandma encouraged me to serve others. My grandma used to remind me that advocating for others created change, even if the action was as small as a domino piece. I've learned firsthand through my family's actions and my experience in college as a public health student the importance of community engagement for change to happen. After graduating college, I plan on attending medical school and becoming a pediatrician, focusing on adolescent health. Through my medical career, I want to be a crucial domino piece in my community by creating youth programs focusing on health prevention. I want children in my community to feel empowered and supported by healthcare workers who look like them and understand their environment. The lessons I've learned from my family, academic adversity, and community engagement have shaped my goals for a future where I can empower children through a healthcare lens and support people through community outreach.

“Be the domino in your community” my mother said. I am an Afro-Latina; my family is from Latin America–my father is Dominican, and my mother is Colombian. In my father's country, dominoes are traditionally passed down to each generation. It is a game of strategy and planning, played in pairs. Although everyone has the same number of pieces, no one knows exactly which ones. The player who starts usually begins with pieces that connect other pieces together— this tactic increases their chances of successfully getting rid of tiles, winning the game. This family game has taught me many lessons that have shaped my approach to life and education — as my mother told me, a player must plan ahead. Throughout my educational journey, I applied these lessons, particularly to my reading and spelling disability, diagnosed in third grade. When entering college, I had to plan ahead and determine what resources I needed. As a first-generation college student, I faced the added challenge of navigating higher education systems. I learned how to advocate for extra time on exams and use visual resources to support my learning. This experience helped me develop confidence and independence, lessons I continue to carry. Growing up in an immigrant household, there was a strong foundation of community and faith in God. I remember my parents having church members over, chatting over coffee about how to navigate systems in America. Everyone worked hard together to create a better life for their children. They built a community in our living room by being domino pieces in their friends' lives. I have always been fueled to create community and meaningful change. During my first year of college, I experienced meaningful change in Austin, Texas, through an Alternative Break Program, a short-term service-learning experience focused on addressing social issues. In the spring of 2023, with a cohort of 12 students, I went to Austin and connected with community organizations to understand the impact of health policies on women's health. This experience sparked my interest in the overlap of public health and social justice, leading me to co-lead a new Alternative Break Program in New Orleans focused on youth empowerment and sexual and reproductive education. In the winter of 2024, we collaborated with community partners, collected over 4,000 period products for young girls, and led panel discussions on health policy and stigmas around STIs with healthcare professionals at the Tulane HIV Medical Center. Through this program, we aimed to bring awareness to New Orleans's high STI rates and understand the underlying causes. When returning to American University, we spoke at open mics and created digital infographics to continue our work. As the child of two immigrants, my parents and grandma encouraged me to serve others as Jesus would serve. My grandma used to remind me that advocating for others created change, even if the action was as small as a domino piece. I've learned firsthand through my family's actions, my faith, and my experience in college as a public health student the importance of community engagement for change to happen. After graduating college, I plan on attending medical school and becoming a pediatrician, focusing on adolescent health. Through my career in medicine, I want to be a crucial domino piece in my community by creating youth programs on health prevention. I want children in my community to feel empowered and supported by healthcare workers who look like them and understand their environment. The lessons I've learned from my family, faith, academic adversity, and community engagement have shaped my goals for a future where I can empower children through a healthcare lens.

From an early age, this tenet has been drilled into my brain. Of course, it was usually in Spanish: “Si tu quieres tu puedes ahora despierta corazón porque la vida no espera a nadie.” Normally, it was my grandmother who would say this to my siblings and me. It was a way of motivating us in the morning. For me, it was also a reminder of the hard work she and my mother had taken on in coming to the United States and building a good life for our family. Both my grandmother and mother balanced work and raising four kids. As a child, I would be woken up to the sound of my mom walking in through the door; she would be coming in from her job as a full-time nanny. Despite her exhaustion, she would constantly have a smile on her face. Occasionally she would take me to work with her, where I saw firsthand a future I didn’t want for myself. My mom was only 20 when she had me after she had my older brother at the age of 16. This didn’t discourage her; she believed she could give us a better life, so she worked hard to do so. Being raised by these two strong women encouraged me to become one as well. Throughout my educational career, I have always applied these lessons, in particular to my reading, and spelling disability, which was diagnosed when I was in third grade. Outside of school I read and memorized how to spell. This also helped me to develop my sense of responsibility as well as patience. I have learned to never run from the “impossible.” Using this mindset, I pushed myself to take college classes while in high school through the school district’s Dual Enrollment program. At Montgomery College, I was placed in classes with older students, yet I didn’t let that intimidate me. Now as a 12th grader and a leader in my community -- as Moco EmpowHER Diversity and Equity Director, President of Woman UP at Albert Einstein High School, and a Girls on the Run Junior Coach -- I work hard with my peers to build and support other strong women. As I consider my next steps and look toward a career helping women as an OB/GYN, I am going to continue to reach for the impossible. I know that where ever life takes me I will flourish and discover new concepts that will drive my future endeavors. “Yo quiero, entonces yo puedo.” “I want to, so I can.”

From an early age, this tenet has been drilled into my brain. Of course, it was usually in Spanish: “Si tu quieres tu puedes ahora despierta corazón porque la vida no espera a nadie.” Normally, it was my grandmother who would say this to my siblings and me. It was a way of motivating us in the morning. For me, it was also a reminder of the hard work she and my mother had taken on in coming to the United States and building a good life for our family. Both my grandmother and mother balanced work and raising four kids. As a child, I would be woken up to the sound of my mom walking in through the door; she would be coming in from her job as a full-time nanny. Despite her exhaustion, she would constantly have a smile on her face. Occasionally she would take me to work with her, where I saw firsthand a future I didn’t want for myself. My mom was only 20 when she had me after she had my older brother at the age of 16. This didn’t discourage her; she believed she could give us a better life, so she worked hard to do so. Being raised by these two strong women encouraged me to become one as well. Throughout my educational career, I have always applied these lessons, in particular to my reading, and spelling disability, which was diagnosed when I was in third grade. Outside of school I read and memorized how to spell. This also helped me to develop my sense of responsibility as well as patience. I have learned to never run from the “impossible.” Using this mindset, I pushed myself to take college classes while in high school through the school district’s Dual Enrollment program. At Montgomery College, I was placed in classes with older students, yet I didn’t let that intimidate me. Now as a 12th grader and a leader in my community -- as Moco EmpowHER Diversity and Equity Director, President of Woman UP at Albert Einstein High School, and a Girls on the Run Junior Coach -- I work hard with my peers to build and support other strong women. As I consider my next steps and look toward a career helping women as an OB/GYN, I am going to continue to reach for the impossible. I know that where ever life takes me I will flourish and discover new concepts that will drive my future endeavors. “Yo quiero, entonces yo puedo.” “I want to, so I can.”

I am Afro-Latina; my family is from Latin America—my father from the Dominican Republic, and my mother from Colombia. In my father’s country, the game of dominoes is traditionally passed down to each generation. It is a game of strategy and planning. It is played with an even number of people in pairs, and although everyone has the same number of pieces, no one knows exactly which ones. The player who starts usually begins with a number of dots that they have a lot of—this tactic increases their chances of successfully getting rid of more tiles, thereby winning the game. This family game has taught me many lessons—as my aunt told me, a player must plan ahead. Throughout my educational career, I have always applied these lessons, in particular to my reading and spelling disability, which was diagnosed when I was in third grade. Planning ahead helped me to overcome these challenges. Outside of school I read and memorized how to spell. This also helped me to develop my sense of responsibility as well as patience. Dominoes is more than just a game; it brings people together, and it creates a ripple of effects. The game of dominoes taught me a constant cycle of cause and effect for instance when I traveled to Colombia in 2010 to visit our family. One day my uncle took us to visit another family that lived on a hill in the countryside. When we arrived, all I could see was their small shack with a metal roof. Their bathroom was outside, a few feet into the forest, and they had a string tied onto two trees to dry their clothes. I had never been exposed to that level of poverty before. Yet, despite this, the family had a smile on their faces when we arrived. They served us food and their two daughters brought out their dolls made of corn husks to proudly show us. The generous hospitality the family had towards strangers was incredible. When we left, I felt that there must be more I could do other than simply thank them for their acts of kindness. A week later back in the United States I told my grandma I wanted to help the family. She already regularly shipped boxes to Colombia with resources for people in need. I learned from her how to do the same and it led me to make my own box. My grandma explained to me that any act of kindness, even one as small as giving a domino piece, would be greatly valued. The care package we sent for the whole family contained clothes, toys, and personal hygiene supplies. I also added a few of my favorite things as I was taught to give the best to those in need. We shipped it out and a few weeks later received a phone call from my uncle describing the excitement the family had on receiving their gift. I felt a new overwhelming feeling of joy. Through this experience, I learned to be more empathetic and humble. As I’ve grown, I have participated in various community projects and feel blessed to have several domino pieces that have shaped me into the person I am today—my mother who taught me to fight until my goals are accomplished and then strive for even better things, my Abuela who showed me the value of humility and caring to those who need a lending hand, my brother who taught me how to speak up for myself, and my sisters who showed me how to stay curious and innocent.

“Nothing is given to you.” From an early age, this tenet has been drilled into my brain. Of course, it was usually in Spanish: “Si tu quieres tu puedes ahora despierta corazón porque la vida no espera a nadie.” Normally, it was my grandmother who would say this to my siblings and me. It was a way of motivating us in the morning. For me, it was also a reminder of the hard work she and my mother had taken on in coming to the United States and building a good life for our family. Both my grandmother and mother balanced work and raising four kids. As a child, I would be woken up to the sound of my mom walking in through the door; she would be coming in from her job as a full-time nanny. Despite her exhaustion, she would constantly have a smile on her face. Occasionally she would take me to work with her, where I saw firsthand a future I didn’t want for myself. My mom was only 20 when she had me after she had my older brother at the age of 16. This didn’t discourage her; she believed she could give us a better life, so she worked hard to do so. Being raised by these two strong women encouraged me to become one as well. Throughout my educational career, I have always applied these lessons, in particular to my reading, and spelling disability, which was diagnosed when I was in third grade. Outside of school I read and memorized how to spell. This also helped me to develop my sense of responsibility as well as patience. I have learned to never run from the “impossible.” Using this mindset, I pushed myself to take college classes while in high school through the school district’s Dual Enrollment program. At Montgomery College, I was placed in classes with older students, yet I didn’t let that intimidate me. Now as a 12th grader and a leader in my community -- as Moco EmpowHER Diversity and Equity Director, President of Woman UP at Albert Einstein High School, and a Girls on the Run Junior Coach -- I work hard with my peers to build and support other strong women. As I consider my next steps and look toward a career helping women as an OB/GYN, I am going to continue to reach for the impossible. I know that where ever life takes me I will flourish and discover new concepts that will drive my future endeavors. “Yo quiero, entonces yo puedo.” “I want to, so I can.”