When you are a first-generation college student, you do not start your journey with a map—you start with determination. There is no guidebook explaining how to navigate tuition, financial aid, or student loans. Instead, you learn step by step, often through trial and error. For me, pursuing higher education has meant stepping into the unknown and building a path that no one in my family has walked before. As a mother of three, the decision to return to school was not just about me. It was about creating opportunities for my children that I did not always see growing up. I want them to understand that education can open doors and that it is possible to pursue your dreams, even if the road feels uncertain. While student loan debt is something I think about often, I remind myself that finishing my education is the first and most important step toward long-term stability for my family. The truth is that I do not have every financial detail figured out yet. As a first-generation student balancing school, work, and family responsibilities, my focus right now is on successfully completing my degree. I believe that investing in my education will create opportunities that will allow me to manage that debt responsibly in the future. My goal is to become an art teacher, a career that allows me to inspire students while also providing stability for my family. Once I enter the field of education, I plan to explore options such as teacher loan forgiveness programs and other public service opportunities that support educators working in schools and communities that need them most. These programs offer a meaningful way to serve students while also helping reduce the financial burden of student loans. I also plan to continue applying for scholarships and other financial resources whenever possible. Each scholarship represents not only financial support, but also encouragement to keep going. As someone who started this journey without a clear roadmap, every opportunity makes a difference. Being a first-generation college student means learning to move forward even when the path is unclear. It means trusting that the sacrifices, long nights, and challenges will lead to something greater. While I may not have all the answers today, I am committed to finishing my education, building a career as an educator, and creating a future where my children can see that perseverance, courage, and hard work truly matter.

The courage to go back to school came from my children and the future I want to build for them. As a first-generation college student, pursuing higher education felt overwhelming at first because I did not grow up with a clear roadmap for college. There were moments when I questioned whether I was capable of doing it. But becoming a mother changed the way I looked at my dreams. I realized that if I wanted my children to believe in themselves and pursue their goals, I had to be willing to do the same. For many years, my focus was on raising my family and making sure my children had what they needed. While doing that, I put many of my own dreams aside. However, the desire to continue my education never left me. Deep down, I knew I wanted to become an art teacher. Art has always been a meaningful part of my life. It is a way to express emotions, tell stories, and connect with others in ways that words sometimes cannot. I believe creativity has the power to help students build confidence and discover their own unique voice. Returning to school as a first-generation student has come with challenges. Balancing school, work, and motherhood requires determination, time management, and sacrifice. There have been moments of self-doubt, but each challenge has also reminded me why I started this journey. I want my children to grow up seeing that education is powerful and that it is never too late to pursue a dream. I want them to understand that success does not come from having an easy path, but from having the courage to keep going even when things feel difficult. My goal is to become an art teacher who encourages students to believe in themselves and explore their creativity. I want to create a classroom where students feel safe expressing their ideas and where they learn that their voices and experiences matter. I hope to inspire students the same way I hope to inspire my own children: by showing them that hard work, creativity, and perseverance can open doors. Going back to school was not just a decision for my own future. It was a decision to break barriers, to lead by example for my children, and to prove to myself that dreams do not have an expiration date. As a first-generation college student, I am proud to be creating a new path not only for myself but also for my family and the students I hope to teach one day.

“I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” When I reflect on Professor Harold Bloom’s statement, I understand “a sense of one’s own presence” as the moment a student recognizes their worth, understands who they are, and believes they have a right to take up space in the world. For students with special needs, this sense of presence is often challenged by labels, misunderstandings, and experiences of exclusion. My role as a special education teacher is to help students move from feeling invisible or “less than” to feeling seen, capable, and empowered. One of the most important ways I guide my students toward experiencing their own presence is through transparency about their Individualized Education Program (IEP). I believe students deserve to understand what their IEP is, why it exists, and how it supports them. I teach my students how to read their IEPs, talk about their goals, and understand that accommodations are not signs of weakness. I am intentional in explaining that their brains simply process information differently, and their IEP is a tool to guide teachers in helping them learn in their own way. This is often the first step in helping students see themselves clearly and without shame. This process does not come easily. Many of my students have been picked on or made to feel different because of their disabilities. While I cannot change the world they face every day, I can help them gain control over how they see themselves within it. I focus on teaching self-advocacy, mindset, and reflection. When mistakes happen, I encourage students to ask, “What did I learn from this?” rather than internalizing failure. Through this approach, students begin to take up space, use their voices, and stop making themselves small. This is how I help them develop a true sense of their own presence. I do not teach this philosophy from theory alone, I teach it from lived experience. I am the protagonist of my own story, not in a fairy tale, but in a true story of resilience and perseverance. I grew up in instability with a mother who struggled with addiction, moving from place to place and enduring trauma that could have defined my future. I lived out of my car, worked while still in high school, and became a young parent while navigating life with limited support. Despite these challenges, I graduated high school, pursued higher education, and ultimately earned my bachelor’s degree magna cum laude as a first-generation college graduate. Today, I am a special education teacher, a graduate student, a wife, and a mother of three. I am continuing my education in pursuit of my master’s degree and teaching credential, not because my journey was easy, but because I learned to recognize my own presence and refuse to let my past silence my potential. This is the mission I bring into my classroom every day. I help students understand who they are, advocate for what they need, and believe they belong. Helping students experience their own presence is not just the purpose of teaching, it is how lives are changed. I know this because I lived it, and now I dedicate my career to helping my students do the same.

I am a mother of three, a wife, and a graduate student at National University, where I am pursuing my Master’s degree in Special Education. My path into this field has been shaped by both personal experience and professional work in school settings, where I have developed a deep commitment to supporting students with special needs and advocating for inclusive, equitable education. Through my work with students who have diverse learning, behavioral, and emotional needs, I have witnessed how easily children can be misunderstood or labeled based on their challenges. I have also seen how powerful it is when an educator takes the time to understand the whole child. When students are met with patience, empathy, and high expectations, they begin to believe in themselves. These moments have confirmed for me that serving students with special needs is not just my career choice—it is my calling. As a graduate student in Special Education, I am building the skills and knowledge necessary to make a meaningful difference in the lives of students and their families. My studies have strengthened my understanding of individualized instruction, behavior support, and inclusive practices. More importantly, they have reinforced my belief that students with special needs deserve to be seen for their strengths, not defined by their diagnoses or behaviors. In my future career, I plan to make a positive social impact by creating supportive learning environments where students feel safe, valued, and capable. I want to be an educator who looks beyond surface-level behaviors to understand what students are communicating. I am committed to using strengths-based and trauma-informed approaches that empower students rather than punish them. By focusing on relationship-building and consistency, I hope to help students develop confidence, self-regulation, and a sense of belonging. I am especially passionate about challenging deficit-based thinking in education. Too often, students with special needs are viewed through a lens of limitations instead of potential. I aim to advocate for inclusive practices that recognize differences as part of the human experience. I plan to work collaboratively with families, support staff, and other educators to ensure that students receive the services and understanding they need to succeed both academically and socially. Pursuing a master’s degree while balancing family and work responsibilities requires dedication and perseverance. Receiving this scholarship would help alleviate financial stress and allow me to remain focused on my education and professional growth. More importantly, it would support my long-term goal of serving students with special needs with compassion, integrity, and purpose. I am committed to using my education to create lasting, positive change. By advocating for students who are often unheard and ensuring they are met with respect and opportunity, I hope to contribute to a more inclusive and understanding educational system, one student at a time.

Mental health is something I have struggled with personally, and because of that, I have a deep understanding of how important it is to have support and compassion. Growing up in a low-income home and experiencing trauma left me with anxiety, depression, ADHD, and PTSD. Navigating these challenges while raising children and pursuing my education was not easy, but it taught me resilience and empathy. I know firsthand how much it matters for someone to feel seen, heard, and supported. I have been helping others with their mental health in small but meaningful ways every day. At home, I create a safe space for my children to express their emotions and remind them that it is okay to have hard days. I model healthy coping strategies, such as talking through feelings, taking breaks, and practicing patience, so they understand that managing emotions is a lifelong skill. At school, I support students by listening without judgment, encouraging them to share their struggles, and creating an environment where they feel safe to learn and grow. Even small gestures—checking in on someone, offering kind words, or validating their feelings—can make a significant difference, and I strive to do this consistently. Through my studies in linguistics and my pursuit of becoming a special education teacher, I plan to expand my ability to emotionally support others. Understanding language, communication, and the ways children express themselves will allow me to identify needs early and provide the right interventions. In my future classroom, I aim to build strong relationships with students, recognizing not only their academic needs but also their emotional wellbeing. I want every student to feel capable, valued, and understood, especially those who may feel overlooked or misunderstood due to learning differences or personal challenges. Beyond the classroom, I hope to advocate for mental health awareness in my community, helping families understand how to support children and adolescents. By combining my education, personal experience, and compassion, I can empower others to prioritize emotional wellness, build resilience, and create environments where mental health is acknowledged and nurtured. Helping others with their mental health is more than a goal for me—it is a purpose, and it is a path I am committed to continuing throughout my career and life.

The thing I want to build most is a future where I can make a lasting difference in the lives of others, especially children with unique learning needs. As a first-generation college graduate and a mother, I understand the power of opportunity, guidance, and support. I want to build a career as a special education teacher, a life of purpose that allows me to help students believe in themselves and reach their potential, just as others have done for me. Building this future requires more than just earning degrees—it requires persistence, dedication, and intentionality. I have worked hard to achieve my associate’s and bachelor’s degrees, earning honors while balancing parenthood, work, and the challenges of daily life. These experiences taught me resilience, time management, and the importance of modeling perseverance. Every assignment, every late night studying while my children slept, and every challenge I faced has been a brick in the foundation of the life I am building. I hope to build relationships with my students that go beyond the classroom. Many children face obstacles that are invisible to the outside world—anxiety, learning differences, or personal challenges at home. By creating a safe, supportive, and inclusive environment, I can help students grow academically, emotionally, and socially. I want them to know that their abilities are not defined by their circumstances, just as I had to learn for myself. Beyond the classroom, I want to build a sense of hope and representation in my community. As a Native American woman and a first-generation college graduate, I know that students benefit from seeing someone who has overcome adversity and succeeded. By sharing my story and serving as a mentor, I hope to inspire other young people to believe that they too can achieve their goals, no matter their starting point. Ultimately, the future I am building is one of impact and possibility. I am constructing a life that prioritizes education, advocacy, and compassion. This work will not only help me achieve my personal goals but also create ripples of positive change in the lives of my students, my family, and my community. Every effort I make to build my future is an investment in the success and wellbeing of those around me, and that is the legacy I hope to leave.

Faith has been my anchor through some of the hardest seasons of my life. Growing up, I experienced challenges that no child should ever have to face. I was raised in a low-income home, often living with my grandparents due to my mother’s struggles with alcoholism. I experienced sexual abuse, and the emotional scars of my childhood followed me into adulthood, leaving me with anxiety, depression, ADHD, and PTSD. For anyone, navigating these circumstances alone would be overwhelming. Despite these challenges, I have always believed that God has a purpose for my life, even when the path seemed impossible. My faith reminded me that I was not defined by my past or my circumstances. It gave me the strength to face my fears, to forgive, and to take steps toward a better future. When I became a mother, I realized that I was not only responsible for my own life but also for setting an example and providing stability for my children. I wanted them to know that hardships do not have to define us; with faith, perseverance, and hard work, we can rise above them. Balancing parenthood, full-time work, and college classes was incredibly demanding. On top of that, I faced the uncertainty and isolation of a global pandemic, which added emotional and financial strain. There were moments when it felt like too much, when the anxiety and depression threatened to derail my progress. But my faith reminded me that I was capable of more than I could see at the moment. I prayed for strength, guidance, and patience, and I relied on my belief that every step forward mattered, even when progress felt slow. Through faith, determination, and sheer resilience, I completed both my associate’s and bachelor’s degrees and earned honors. This accomplishment feels nothing short of miraculous considering the obstacles I’ve faced. I am proud not just because of the degrees themselves, but because they represent perseverance, healing, and hope. My faith helped me see that my struggles were not a lifetime sentence but an opportunity to grow, inspire, and serve as a role model for my children and my community. Today, I carry my faith into my work and studies. It guides how I interact with students, coworkers, and family, and it fuels my commitment to helping others overcome challenges. I want to show students that with faith, hard work, and resilience, they can achieve goals that once felt impossible. My journey has been difficult, but through faith, I have learned that miracles are possible, and I continue to strive for a life that reflects that hope.

Being a first-generation Native American college graduate is more than a milestone for me — it is a breakthrough. As someone who earned both an associate’s and a bachelor’s degree (with honors!) while also raising children and working, I know firsthand the weight of responsibility, sacrifice, and determination it takes to succeed. That success is even more meaningful when you consider that Native Americans remain dramatically underrepresented in higher education. Though Native Americans make up roughly 1% of all undergraduates in U.S. colleges and universities, only about 16.8% of American Indian/Alaska Native adults aged 25 or older hold a bachelor’s degree or higher, compared to 36.2% nationally. PNPI +1 Estimates show that fewer than half of first-time, full-time Native students at four-year institutions graduate within six years (about 41%, compared to ~62% overall). PNPI +1 I come from a background where higher education was rarely talked about. I grew up in low-income circumstances, often in and out of my mom’s custody, with periods living with my grandparents, due to difficult family challenges. My upbringing taught me to value every opportunity and to appreciate the weight of every achievement. When I received my associate’s and later bachelor’s degree with honors, I wasn’t just earning credentials — I was rewriting a story that began with hardship. I was making lemonade out of lemons. What makes me unique — what I bring to a scholarship — is this lived experience, combined with unyielding resilience and a heart to help others. Earning my degrees was not easy: I balanced parenting, work, school assignments, and family responsibilities. Yet I persisted, driven by the hope that my education could open doors for me and for future generations in my family. But I don’t intend to stop there. My goal is to become a special-education teacher who understands struggle, values empathy, and honors the strength of every student — especially those from underrepresented or marginalized backgrounds. My identity as a Native woman and first-gen graduate deepens my commitment: I know what it feels like to come from scarcity, instability, and limited expectations. I want to give students the encouragement and support I once longed for. This scholarship would ease the financial strains of continuing education and help me focus more on my professional—and community—goals. It would mean I can invest more in training, certifications, and resources that improve my ability to support students of diverse needs. In choosing me, you are not just supporting one student. You are investing in someone who has overcome adversity, broken barriers, and is committed to lifting others up next. That, to me, is the true power behind being a first-generation Native American college graduate.

Being a first-generation college student means more to me than earning a degree. It represents breaking cycles, rewriting my story, and creating a future that looks different from the one I was born into. I grew up in a difficult environment, spending time in my mom’s custody off and on and also living with my grandparents because of her struggle with alcoholism. We were extremely low-income, and there were many moments when stability felt out of reach. Those experiences shaped me. They taught me resilience, appreciation, and the belief that even when life is hard, you can still build something beautiful from it. As I grew older, I realized that education was my way forward. I didn’t have anyone at home who could guide me through college applications, financial aid, or even the idea of higher education itself. I had to figure everything out on my own while raising my children and working. There were nights I wanted to quit and semesters when the workload felt overwhelming, but I kept going because I wanted to show my kids that their circumstances do not define their future. I earned my associate degree as a first-generation student, and now I am working toward completing my bachelor’s degree. Every milestone has meant so much to me because I know the struggle behind it. Receiving honors was one of the proudest moments of my life. It reminded me that even though my path has not been easy, my hard work is paying off. I often say I’ve made lemonade out of lemons, and I truly believe that. The challenges I’ve faced have made me stronger, more determined, and more compassionate toward others. My dream is to become a special education teacher. I want to support students who may feel unseen or misunderstood—students who need someone patient, consistent, and willing to believe in them, the way I once needed. My life experiences help me connect with students who face their own struggles. I understand what it feels like to grow up with uncertainty, to feel different, or to battle invisible challenges. I want to be the kind of educator who helps students feel safe, valued, and confident. This scholarship would help me continue my journey without the financial stress that often makes balancing school, work, and motherhood difficult. It would allow me to stay focused on my classes, complete my degree, and move closer to becoming the teacher I aspire to be. Most importantly, it would support my mission to create a better life for my family and to show my children—and the community I serve—that no matter where you start, you can rise, you can grow, and you can achieve more than you ever thought possible.

Growing up in a single-parent, low-income household has shaped my strength and determination more than anything else. My childhood was unstable at times because my mom struggled with alcoholism, and I spent part of my life in her custody and part with my grandparents. Even though it was difficult, it taught me early on how to adapt, stay strong, and appreciate everything I earn. Nothing was ever handed to me, so I learned to work hard, stay focused, and never take opportunities for granted. These experiences are a big part of why I am so committed to my education today. Being a first-generation college student is something I am proud of because it shows how far I have come from where I started. I want to break cycles and give my children the stability I didn’t always have. My past motivates me to keep going, even when school, work, and life feel overwhelming. I have learned how to persevere through stress, financial struggles, and self-doubt because I know what it feels like to struggle—and I know what it feels like to grow from it. I plan to use my life experiences to make a positive impact as a future special education teacher. My background helps me connect with students who face challenges at home or in school. I understand what it’s like to feel unseen or unsupported, and I want to be the kind of teacher who notices those students and encourages them. In my community, I already support students as a paraprofessional by showing patience, kindness, and stability. I am actively pursuing my goals by continuing my education at Fresno Pacific University, balancing school with motherhood, and working in education every day. My journey has not been easy, but it has given me purpose.

Mental health is important to me because it affects every part of my life—how I learn, how I parent, and how I show up for others. As a first-generation college student, a mother, and someone who juggles school, work, and family, I have faced my own mental health challenges. There have been times when anxiety made it hard to focus or when stress made school feel overwhelming. For a long time, I felt like I had to keep everything to myself and push through, but I learned that ignoring mental health only makes things harder. Taking care of my mind is just as important as taking care of my responsibilities, and it has helped me grow into a stronger student and person. Mental health matters because it affects how we think, how we learn, and how we connect with others. When I finally started paying attention to my own emotional needs, I noticed a huge difference in my motivation and confidence. I realized that I cannot pour into others if I am completely drained myself. Understanding this has made me more patient and compassionate, not only toward myself but also toward the people around me. This is one of the reasons I want to become a special education teacher—to help students who may also struggle with their emotions and need someone who understands what they are going through. In my community, I advocate for mental health in small but meaningful ways. At home, I talk openly with my children about feelings and remind them that it is okay to have hard days. I want them to grow up knowing that strong people ask for help when they need it. At school, I support my classmates and coworkers by checking in on them, offering encouragement, and reminding them that they are not alone. Sometimes advocacy is not about big speeches—it is about being someone who listens without judgment. In my work with students, I try to create a safe, calm environment where they feel seen and heard. Many of the students I work with struggle with anxiety or frustration, and I try my best to model healthy coping skills by showing patience, taking breaks when needed, and celebrating small wins. I believe that when students feel emotionally safe, they learn better. Mental health is important to me because it shapes the way we live our lives, and everyone deserves support. By speaking openly about my own experiences and offering kindness to others, I hope to help make my community a place where mental health is taken seriously and no one feels alone.

I am pursuing a career in education because I want to make a meaningful difference in the lives of students who need support, guidance, and someone who believes in them. As a first-generation college student and a mother of three, I understand how important it is for young people to feel encouraged and capable. Working in schools has shown me that education is about more than teaching lessons. It is about building relationships, creating a safe space, and helping students see their own potential. That is what motivates me to become a special education teacher. My journey in education started when I became a paraprofessional. I had the chance to work closely with students with different abilities, and I saw how much they can grow when they receive the right support. Many of them just need someone to slow down, listen to them, and show them patience. Some of the students I’ve worked with struggled with confidence, and others needed help expressing themselves. Watching them overcome challenges and celebrate their progress inspired me deeply. Those moments made me realize that this is the career where I belong. The people who inspire me the most are my children. Seeing the world through their eyes reminds me every day why I chose this path. They are curious, creative, and full of potential, and they push me to be a better learner and a better role model. When I watch them grow, I am reminded that all children deserve teachers who see their strengths and advocate for their needs. My kids have also taught me that learning does not look the same for everyone, and that students need teachers who understand that. I am also influenced by the teachers I had when I was younger, those few educators who took the time to see me, support me, and make me feel capable. They didn’t always know the challenges I was facing, but their kindness stayed with me. They made me feel like I mattered, and now I want to pass that feeling on to the students I will serve. Choosing a career in education is choosing a life of impact, compassion, and service. I want to be the teacher who helps students feel confident, understood, and proud of who they are. That is why I am committed to this path, and why I am grateful for every step that helps me get closer to becoming a special education teacher.