I grew up in a rural community, where I didn’t see many women working in mathematics. In fact, I didn’t see many people working in math at all. Despite that, I was drawn to numbers and problems that made my mind light up. Math wasn’t just equations and facts, but a language that made the world make sense, and I wanted to speak it fluently. My passion for math really took off in middle school, when my parents finalized their divorce. Things in my life were uncertain and I took comfort in the logic of numbers. However, I often felt like an outsider in advanced math settings as one of few girls. I was quiet in groups that seemed to reward confidence over accuracy and jocks scoffed at those who tried. As I progressed into high school, I truly began to believe that math could be my path. I had the same teacher for Algebra II and AP Calculus, Mr. Knetter. He fostered a collaborative environment, with group work on whiteboard tables, teaching us how to support one another. I was pushed out of my comfort zone as I was forced to speak up, explain my reasoning, and help other students reach their own conclusions. I became a stronger student, but more importantly, I began to see myself as a leader in the subject I loved. I realized I didn’t have to choose between being kind, collaborative, and “feminine” and being a math person. I could be all of the above and excel in each. My rural background also exposed me to disparities in access to education, especially in STEM fields. I watched the high-achieving students around me give up their pursuits of math or science simply because no one had shown them a future in them. Among girls, I saw potential dimmed by stereotypes and a lack of encouragement. As I noticed this, my purpose became clear: to use my love for math to create opportunities for others. I plan to study statistics and actuarial science, combining mathematical modeling with real-world impact. I want to use data to make informed decisions that serve people, especially those often left out of the equation. I plan to find ways to uplift rural students with potential and drive, through programs that find these students and then match them with scholarships, mentors, and learning opportunities to expand their horizons, and most importantly, show them what is possible. I hope to myself mentor young women from small towns like mine, helping them envision futures for themselves that include their passions and personalities. Math is about more than problem-solving and numbers. It creates possibilities. I’ve experienced the isolation that comes from being one of the few girls in the room, but I’ve also seen the strength that comes from showing up anyway. With this scholarship, I hope to not only continue pursuing my love of mathematics at a higher level, but also help close the gender gap by being a visible and supportive presence for those coming next.

One of the few advantages of a smaller school is the opportunity to have the same teacher for multiple classes throughout your years. I had the same teacher for Algebra II as a freshman and AP Calculus as a junior. Mr. Knetter stood out to me through his innovative teaching and emphasis on collaboration. His bold approach shifted my mindset from individual achievement to collective growth and deeper understanding. As a freshman in Algebra II, I was the youngest in a class of sophomores through seniors. I was intimidated by the environment and preferred to work independently. Mr. Knetter used group-based and student-driven learning, something that initially clashed with my instincts. I distinctly remember being with two senior girls one unit who would write nasty things about me on the table when I refused to just hand over my answers. I grew to despise Mr. Knetter, as he pushed me to work with my team despite these actions. I felt my learning was being hindered, not fostered. The year went on, and I continued to struggle with the group setting of Mr. Knetter’s class, growing snarkier with my attitude towards him and my classmates. In response, he just continued to push me towards collaboration. He kindly but firmly encouraged me to slow down and explain concepts. While I didn’t let go of my frustration with peer work that year or come even close to mastering explaining concepts without giving away answers, I began to try. This taught me to develop my empathy and patience, while reinforcing my own learning through teaching others. My junior year, I returned to Mr. Knetter's classroom, slightly more mature and open to collaboration. His AP Calculus course focused less on group work than Algebra II did, but I was still pushed out of my comfort zone with group projects and a dreaded team test. We joked about how incapable I was of working with others freshman year, while recognizing how far I still had to go. Mr. Knetter's pushing me toward collaboration at levels he knew I was capable of built a deeper respect for math within me. There is often more than one way to solve a problem, and if there isn’t, there’s surely more than one way to view it. I have a great appreciation for diversified ideas and opinions in all facets of life, fostered by this forcing of group work. Mr. Knetter pushed past the standard mathematics curriculum through group work and student-driven learning. This reframed my view of academic success from speed and solo performance to collective growth and understanding. Transcending the classroom, I have become more group and relationship oriented in all facets of my life, including my clubs and athletics. I am forever grateful that Bob never let me hole up in the numbers by myself, teaching me to be more empathetic, patient, and a better teacher myself. I will carry these concepts with me into college and my career, recognizing that the success of the group is always more valuable than the success of the individual.

I grew up in northern rural Wisconsin, surrounded by woods, rivers, fields, and a tight-knit community. It is an area renowned for its natural beauty, but not necessarily for its academic prowess. Local schools rank low on state report cards and focus on the trades. These statistics fail to show the dedication of teachers and capable, ambitious students striving to reach higher. I learned early on that academic intelligence isn’t limited by geography, but too often is limited instead by lack of opportunities. My goal in life is to use math and data to identify and support high-achieving students from rural areas whose potential often goes unrecognized. In my community, limited resources have led to fewer AP and advanced courses. With a lack of these rigorous courses, I was advanced in math twice and completed AP Calculus in my junior year, the highest math course available. Thanks to a partnership with Northcentral Technical College, I was able to take additional math courses to stay stimulated. Despite this, I often felt unchallenged in class and became aware of the gap between rural schools compared to their urban counterparts. I attended a STEM camp outside of Chicago, going into my freshman year, and made friends with students from larger cities. I learned how striking the difference in our schooling was. Rural students just don’t get the same opportunities as those from urban areas, which puts them behind in the college search, leading to them being behind in graduate school applications and then in their careers. Math has always been my favorite subject for its emphasis on logic and problem-solving, alongside its ability to provide structure to the world around us. I plan to study mathematics, statistics, and actuarial science in college, and then combine my analytical strengths with a commitment to equity in education. With a mother in the education system, I am aware of how data is used to drive decisions in schools, from funding to curriculum choices. Too often, this approach prioritizes helping the bottom while overlooking those quietly excelling at the top, especially in rural areas. If we want to fully develop the intellectual potential of our society, we must better support students with talent currently falling through the cracks, not just those who struggle. I dream of using actuarial science and data analytics to transform how we identify and support high-achieving students in smaller areas. I want to develop a program that identifies high-potential students in rural schools using accessible performance metrics. Once identified, students can be recommended resources tailored to their strengths, like scholarships, mentorships, competitions, and enrichment programs. This will help to flag and uplift driven youth, setting them up for success in their university schooling and beyond. In addition, helping just one outstanding student from a rural area can create a ripple effect, bringing new energy, hope, and opportunities to their community. My experience as a high-achieving student from rural northern Wisconsin has made this mission personal. I know what it is like to work hard in settings where resources may be limitied but ambition is not. I plan to change the use of data to not just measure performance, but uncover possibility. With the right tools and the right mindset, I believe we can uncover and nurture brilliance in every corner of the country- one student, one data point, and one future at a time.

On Saturday, October 22nd, 2022, I competed in the WIAA DII Sectional Cross Country Race. I finished in the top 20, just seven seconds off my personal record. No one would have guessed that the night before, I swam the breaststroke leg on the opening relay at our conference swim meet and hurried home to perform in the band concert, or that I had an extensive school project due the day of the meet. While this weekend may seem extreme to some, it represents a reality that other student-athletes and I have lived through high school, balancing our commitments in academics, athletics, and extracurriculars. Dedication in all areas of my life has shaped me into a resilient, driven, and well-rounded individual who is equipped for the demands of a future career in STEM and is committed to leading with purpose. Throughout high school, I managed a rigorous course load alongside sports, band, service-oriented clubs, and a part-time job. This lifestyle demanded discipline and refined my time management skills. I learned how to prioritize, stay focused under pressure, and maximize my time. These habits will serve me well in college, especially as I pursue a STEM degree with an intense workload while being an NCAA DII athlete. They will continue to support me beyond college as I work toward a career in a data-driven field while also maintaining balance in other areas, including family, fitness, and service. Being a student-athlete didn’t just shape my habits- it reshaped my mindset. After narrowly missing qualifying for the state cross country meet in my junior year, I reflected deeply on my approach to the sectional race. I realized I was drained from frustrations with my training, coaching, and teammates, and was ready for the season to be over. Focusing too much on the future and my disappointments, I had neglected the importance of fully embracing the present moment. I was taught to stay grounded, find joy in difficulty, and approach each opportunity with gratitude. These are qualities I will bring into my future career, where setbacks are inevitable and long-term success depends on the ability to remain engaged and optimistic during challenges. I also served as a captain on both my cross-country and track teams. Through this, I learned that leadership isn’t just about organization and setting an example. It’s about listening, supporting, and empowering others. I found that motivating teammates with compassion and empathy often bolstered their performance better than any running tip could. This has inspired my long-term goal of becoming a leader in my profession and using my data and problem-solving skills to help underserved communities. While excelling in my athletics, I stayed committed to my other passions, including academics, band, and community service. I’ve helped organize donation drives for the local humane society through DECA and coordinated Red Cross blood drives with NHS. These experiences shaped my understanding of the impact of giving back and deepened my commitment to service. I will carry this mindset into my career, combining analytical skills with purpose-driven work that uplifts others. My experience as a student-athlete has shaped me into someone who strives for excellence in all areas of life, not just in the classroom or on the track. I’ve learned how to lead, serve, and persever. I will carry this foundation into college and my career, living with drive, passion, purpose, and gratitude- ready to make the most of every opportunity.

On the morning of January 2nd, 2023, I marched down Colorado Boulevard in Pasadena, CA, surrounded by 430 other student musicians from rural northern Wisconsin. Together, we performed a medley that blended traditional American songs with ones celebrating our home state. That day, we weren’t rivals from eight different schools. We were one united band, made possible through music. Throughout high school, music was not just something I participated in, but a life-shaping force that helped me to grow personally, connect with others, and gain a deeper understanding of our world. When I moved schools in eighth grade, I joined the band, helping me find a sense of belonging in a new environment. While initially a flute player, in my fourth quarter, I took an independent study to learn alto saxophone, spurred on by the encouragement and vibrance of my band director. I dove headfirst into every musical opportunity I could freshman year, joining pep band, marching band, and pit band for the musical. Balancing music with my academics and athletics meant I often had to practice alone, strengthening my discipline and time-management. Watching talented upperclassmen perform motivated me to push farther, leading me to audition for the state honors band. The experience was nerve-wracking, but it forced me to grow technically and personally. The most transformative moment occurred going into my sophomore year, when I joined the Northwoods Marching Band. This was a combination of eight rival schools from our area who rehearsed separately and together, preparing for an unforgettable performance in the Rose Bowl Parade. That trip was not just about music, but also about connection. I met a fellow saxophone player from another school who shared her family’s cultural traditions with me, and would even invite me to help in the hosting of her graduation celebration. I learned to appreciate perspectives different from my own. Despite the school rivalries, our band found harmony. We weren’t competing- we were collaborating. I saw how music transcends boundaries, bringing together people from different towns, backgrounds, and beliefs through a shared rhythm and purpose. Beyond performances and experiences, music was my emotional anchor as I struggled with my mental health. No matter what stress or challenges I faced, the band room was my safe space, filled with safe people. My band teacher and fellow musicians formed a community that listened to, supported, and uplifted one another. I learned to express myself, show empathy, and offer the same support I was given. I learned far more from music in high school than technical skills like scales and marching patterns. I was taught how to work towards something bigger than myself. Unity is beyond powerful when people come together with open hearts. I gained resilience, broadened my view of the world, and grew into someone who values harmony over discord. I will carry these lessons with me forever. I’m proud to be a part of a generation that understands the power of music to bridge divides and create lasting bonds. I know I will always march to that rhythm and continue to grow through music.