As a child of an immigrant mother, my upbringing was already steeped in responsibility. That responsibility intensified when my mother’s health struggles began abruptly. When I was in eighth grade, a series of strokes that resulted in a coma left her disabled. I became not only my mom's daughter, but her advocate, translator, and primary support system. My identity was shaped in those moments, as I navigated doctor’s appointments, therapy sessions, and the countless small tasks that allowed my mother to maintain her dignity and independence. These early caregiving experiences shaped my character, instilling empathy, responsibility, and a strong work ethic. Over the years, I supported my mother through multiple recoveries, including her most recent stroke this past August, where I recognized symptoms of aphasia and helped secure timely care. Sitting in on her therapy sessions gave me first hand exposure to the work of speech-language pathologists and inspired me to pursue a career that helps individuals like my mother regain their communication abilities and confidence. At the same time, balancing full-time work, full-time school, and full-time caregiving tested my limits and strengthened my resilience. Managing these responsibilities taught me discipline, organization, and perseverance. My academic achievements and experiences reflect my resilience and determination. Transitioning to SDSU in Fall 2023 marked a significant milestone in my journey, and I am grateful for the opportunity to grow and excel here. Balancing my education with caregiving for my mother through In-Home Supportive Services (IHSS) has deepened my understanding of the challenges faced by individuals with communication disorders while strengthening my resolve to contribute to this field. Growing up biracial, I was also exposed to the unique challenges that historically marginalized communities face, particularly within healthcare and education. This early awareness motivated me to address the disparities that persist in these systems. People of color and other underserved groups have long encountered systemic barriers to accessing equitable care and support. This reality fuels my passion for increasing diversity and representation within the field of speech-language pathology. I believe that representation matters- not only in building trust, but also in fostering genuine understanding between professionals and the communities they serve. Ultimately, my goal is to work in a medical setting where I can combine my personal experiences and professional training to provide compassionate, culturally responsive care to individuals from all backgrounds. I am confident that my personal journey, combined with my academic and professional background, has prepared me to succeed in graduate school and beyond. I am eager to bring my empathy, resilience, and dedication to the field, advancing my understanding of speech-language pathology and making a meaningful difference in the lives of others, like my mother.

My journey toward becoming a speech-language pathologist has been profoundly shaped by personal challenges and transformative professional experiences. I am currently pursuing a Bachelor’s degree in Speech-Language and Hearing Sciences at San Diego State University, with an expected graduation date of May 2025. My academic journey began at Los Medanos College, where I earned a Certificate in Child Development, solidifying my passion for working with children. Since then, my diverse background in education, caregiving, and advocacy has fueled my commitment to making a meaningful impact in the field of speech-language pathology. As a child of an immigrant mother, my upbringing was steeped in resilience and responsibility. My mother’s health struggles began when I was in eighth grade, following a series of strokes that left her disabled. This coincided with my parents' divorce, which forced me into the role of a "parentified child." These early caregiving experiences shaped my character, instilling empathy, responsibility, and a strong work ethic. Over the years, I supported my mother through multiple recoveries, including her most recent stroke, where I recognized symptoms of aphasia and helped secure timely care. Sitting in on her therapy sessions gave me first hand exposure to the work of speech-language pathologists and inspired me to pursue a career that helps individuals like my mother regain their communication abilities and confidence. This personal connection to speech therapy is complemented by my professional experiences. I worked as a full-time kindergarten teacher in Dallas, Texas, where I increased my communication skills and developed a deep appreciation for early childhood education. Through internships with children from Pre-K to third grade, I gained invaluable insight into the developmental needs and challenges faced by younger populations. These experiences reinforced my desire to support children’s growth, particularly those with communication and developmental disorders. Earlier this year, I worked as a Registered Behavior Technician, where I gained experience in Applied Behavior Analysis (ABA). This role allowed me to further understand how behavior and communication intersect, especially for children with autism and other developmental challenges. Additionally, I have shadowed speech-language pathologists in hospitals and classroom settings, providing me with practical knowledge of the field and solidifying my commitment to becoming a speech-language pathologist. As a biracial black woman, I am personally deeply motivated to address the disparities within our healthcare and educational systems. Historically marginalized groups, including people of color, have faced systemic barriers to accessing equitable care and support. This reality has helped drive my passion for increasing diversity and representation within the field of speech-language pathology. I strongly believe that representation matters in fostering trust and understanding between professionals and the communities they serve. Currently, 90.5% of ASHA members in the Speech-Language Pathology field identify as white. Discussions of diversity and inclusion are prevalent in academic settings, but this commitment is not sufficiently reflected within the profession itself. To me, diversity, equity, and inclusion must go beyond just rhetoric or written statements and be upheld as actionable and measurable priorities within the field. I currently and will continue to advocate for culturally responsive and neurodiversity affirming practices. Respecting autonomy, centering individuals, celebrating special interests, and understanding intersectional identities are all emerging concepts that should be prioritized in the continuing development of our field as a whole. Whether it be attending conferences that uplift outspoken voices, joining research teams that focus on underrepresented populations, or simply holding discussions within the cohort, I hope to continue a spirit of activism in my time in graduate school and beyond, combining my personal experiences and professional training to provide compassionate, culturally responsive care to individuals from all backgrounds.