Breaking barriers in psychology and education starts with increasing representation and accessibility. For too long, mental health and behavioral science have lacked professionals who truly understand the unique experiences of BIPOC communities. I plan to change that. My name is Keyandra, and I am an undergraduate student majoring in psychology and education. I am currently working toward becoming a Registered Behavior Technician (RBT) while in undergrad and will continue my education until I earn a doctorate. My ultimate goal is to make mental health and behavioral support more accessible, effective, and culturally competent, especially for marginalized communities. My passion for psychology and behavior analysis is deeply personal. I have struggled with mental health for most of my life and understand how difficult it can be to access the right resources. Many BIPOC individuals face even greater obstacles due to financial limitations, systemic barriers, social stigma, and a shortage of professionals who share their cultural background. According to the American Psychological Association, only 4% of psychologists in the U.S. are Black, despite the increasing need for diverse mental health professionals. This lack of representation results in many individuals feeling unheard, misunderstood, or discouraged from seeking help at all. I want to change this by ensuring that BIPOC individuals—especially children and young adults—receive the support they need in a way that is accessible, culturally relevant, and backed by research. Currently, I am taking steps toward making this vision a reality by pursuing my RBT certification while in undergrad. As an RBT, I will work directly with individuals using Applied Behavior Analysis (ABA) to help them develop essential life skills, improve their quality of life, and navigate behavioral challenges. I plan to use this foundation to build a career as a behavior analyst, working with children and young adults who need individualized support to thrive in educational and social settings. My long-term goal is to further my expertise by earning a doctorate, allowing me to conduct research, influence policy, and create large-scale programs that make behavioral and mental health interventions more accessible to underrepresented communities. Beyond my direct work in the field, I also want to inspire and mentor future generations of BIPOC students to pursue careers in psychology, education, and behavioral science. Representation matters. When students see professionals who look like them succeeding in these fields, it encourages them to believe that they, too, can pursue careers in mental health and behavioral science. I hope to serve as a mentor, providing guidance, sharing resources, and helping to break down the barriers that keep so many BIPOC students from entering these fields. This scholarship would allow me to continue my education, gain my RBT certification, and take the necessary steps toward becoming a leader in psychology and behavioral science. With the right support, I know I can contribute to a future where mental health and behavioral interventions are more inclusive, effective, and accessible to all who need them.

Gifted children often exist in a paradox. They are intellectually advanced, yet their emotional and social experiences can be fraught with challenges. Many are misunderstood, expected to thrive without the support that their neurodivergence requires. While society often assumes that intelligence equates to emotional resilience, the reality is that gifted children are just as vulnerable—if not more so—when it comes to social isolation, anxiety, and frustration. My career in psychology and applied behavior analysis (ABA) will be dedicated to ensuring that these children receive the support they need to flourish both intellectually and emotionally. As someone who has struggled with mental health for much of my life, I understand what it means to feel isolated, unseen, and overwhelmed by expectations. This personal experience has fueled my desire to become an advocate for children whose needs are often overlooked. Many gifted children struggle with asynchronous development, where their intellectual abilities far exceed their emotional maturity. This gap can lead to frustration, difficulty connecting with peers, and even behavioral issues when they are not given appropriate support. I plan to use behavior modification strategies, emotional regulation techniques, and educational interventions to create individualized plans that help gifted children navigate both academic and social challenges. One of my primary goals is to implement ABA strategies that emphasize positive reinforcement and self-regulation techniques. ABA is often misunderstood as a rigid, compliance-based approach, but when applied correctly, it can be a powerful tool for fostering independence, emotional resilience, and self-advocacy. Gifted children frequently experience perfectionism and intense emotional responses to perceived failures. By teaching them coping strategies rooted in behavior analysis, I can help them develop healthier ways to approach challenges without feeling defeated. Beyond emotional regulation, I want to ensure that gifted children have access to stimulating learning environments that keep them engaged and challenged. Traditional education systems often fail these students by either expecting them to conform to a standardized pace or neglecting their emotional needs in favor of academic acceleration. My goal is to work with educators and families to create differentiated learning experiences that cater to both their intellectual strengths and social-emotional development. For example, incorporating project-based learning, mentorship programs, and peer support groups can help gifted children feel connected while still being intellectually challenged. I am particularly passionate about advocating for children who are twice-exceptional, meaning they are both gifted and have a learning disability or neurodevelopmental condition such as ADHD or autism. These children are frequently misunderstood, with their intellectual strengths masking their struggles or their challenges overshadowing their talents. Through psychology and behavior analysis, I want to help develop intervention strategies that recognize and support both aspects of their identity, allowing them to thrive rather than be defined by their difficulties. Lieba Joran’s legacy is one of justice, kindness, and advocacy, values that align with my own mission. Like Lieba, I believe that every child, regardless of how they are perceived by society, deserves to be treated with dignity and respect. By dedicating my career to psychology and education, I will work to create an environment where gifted children are nurtured, understood, and given the tools to succeed both academically and emotionally. In a world that often focuses on either intellectual achievement or emotional well-being rather than both, I want to bridge that gap. My ultimate goal is to help gifted children develop a sense of self-worth beyond their intellect, ensuring they grow into well-rounded individuals who feel valued for who they are, not just for what they can accomplish. Through this work, I hope to honor Lieba’s mission by fostering a world where kindness, justice, and understanding define the way we support gifted individuals.

Hi, I'm Keyandra Pierre an undergrad at Nova Southeastern University double majoring in psychology and education. My journey is deeply intertwined with my connection to the LGBTQ+ community because of the experiences I have faced also the outcome of those experiences. These experiences cause me to continue to strive for greatness no matter what may come. For starters, I am a Christian who is also a part of the LGBTQ+ community. Seems like two different worlds colliding, however, I prove every day you can still have faith and be a part of the LGTBQ+ community. While growing up, I’ve witnessed others around me get judged based on their preferences. Therefore, I wasn’t oblivious to the fact that coming out would not be an easy process. But one thing I did not expect was to be shunned by my biological grandma because I love women. I honestly had many others look at me differently, but it caused a lot of emotional pain receiving that hatred from my grandmother. Receiving hate pushed me to hate and degrade myself. This also had a major impact on the state of my mental health. Got to the point that I needed to get on medication to uphold stability. To add on, my best friend is also a part of the LGBTQ+ community and he pushed me into a better way of thinking. I honestly don’t think I would still be here if he didn’t remind me of his coming out story and how he got to the rainbow at the end of the storm. So, after getting the treatment I needed and working on self-care my mental health skyrocketed. I went from never having calmness in my head or heart to an unexplainable peace. This is all because I started loving myself and treated my mental health like gold. What I received makes me want to pursue a career where I can help others part of the LGBTQ+ community in that same way. I truly believe that if I continue to strive academically, I can help change the lives of those within the LGBTQ+ community. In conclusion, I plan on using my degree in education and psychology to help and guide peace to others. This field empowers me to contribute meaningfully to issues that matter within the LGBTQ+ community, fostering inclusivity and understanding. My academic pursuits align with a commitment to create positive change and advocate for equality.