Many people think of the American dream as financial success, stability, and achieving personal goals. In 1931, James Truslow Adams described it as a life that is "better and richer and fuller for everyone, with opportunity for each according to ability or achievement." My definition of the American dream goes beyond personal success. As an undocumented student, I learned that there are not many opportunities for us. Education often comes with uncertainty, financial barriers, and obstacles that American citizens don't face. I asked myself an important question: What good is achieving everything I have ever wanted if others are still struggling? Others like me. The American dream means building a stable future in which I provide for my mother, who has sacrificed so much to give me opportunities she never had. Her hard work and sacrifices have brought me this far. However, my dream isn't just my own success. I also want to guide and support others facing hardships like mine, so they know their circumstances do not define their future. My mom was born into a low-income family in Mexico. She grew up with seven siblings and no father. Her mother immigrated to America and sent money back home, but it was stolen by others, leaving her family in poverty. My mom began working at 11, sewing, delivering groceries, and cleaning houses. She eventually married, had her first two children, and built a home. However, she faced domestic abuse and a lasting physical injury. Divorced, she raised my brother and me on her own, working extra to provide for us. We were middle-class in Mexico. My mom almost realized her dream, but threats from my father forced us to sell our home and move to Fort Worth, Texas. forcing her back to her starting point. We had to start over. Since then, my mother has worked multiple jobs to support us, and my brother and I have had to watch others live the life we once had. I was ten when we moved here, and everything around me felt unfamiliar. The language, the school system, and the culture were all new experiences I had to navigate. However, music became one of the first places where I felt I could truly connect with others. Throughout school, my passion for music grew, particularly in percussion. I realized that percussion plays a unique role within an ensemble. Now I teach percussion year-round as a volunteer at Poly High School. The drumline had not marched before, and the students were beginners. Working with them allowed me to see music from a different perspective. Instead of focusing on my own performance, I had to explain rhythms clearly, demonstrate techniques, and help students understand their role within the ensemble. Watching them improve through rehearsals is incredibly rewarding. When the drumline finally performed after weeks of preparation, I saw firsthand how music education can build confidence, teamwork, and pride within a group of students. That experience confirmed for me that teaching music is what I want to dedicate my career to. Because of these experiences, my goal is to become a music educator and band director who creates meaningful opportunities for students. I want to build programs where students feel the same sense of belonging that I found in music. Music has the power to connect people from different backgrounds, teach discipline and collaboration, and give students access to someone who understands what they are going through. As a future educator, I aim to help students develop not only as musicians but also as confident and motivated individuals who achieve their American dream.

I came to the United States from Mexico at the age of ten, and everything around me felt unfamiliar. The language, the school system, and the culture were all new experiences that I had to learn to navigate. However, music became one of the first places where I felt I could truly connect with others. While in drumline, it did not matter where I came from or how long I had been in the country. What mattered was the sound we created together, the way we played the show, and the way we performed the pep tunes in the stands. Ever since, music has become more than just a subject in school for me—it has become a place of belonging, growth, and purpose. Throughout school, my passion for music grew, particularly in percussion. I quickly realized that percussion plays a unique role within an ensemble. While melodies capture attention and sound flashy, percussion provides the pulse and meter that hold the ensemble together. Becoming a percussionist taught me discipline, focus, and responsibility. Every rehearsal required preparation and commitment, and every performance depended on the entire ensemble working together. These experiences shaped not only my musical abilities but also my approach to education. They encouraged me to pursue music not only as a performer but also as a future educator. Currently, meaningful experiences in my musical journey have come through the opportunity to help teach the drumline at Poly High School. The drumline had not marched before, and many of the students were still developing their basic skills. Working with them allowed me to experience music from a completely different perspective. Instead of focusing on my own performance, I had to think about how to explain rhythms clearly, demonstrate techniques, and help students understand their role within the ensemble. Watching the students gradually improve through rehearsals is incredibly rewarding. When the drumline finally performed after weeks of preparation, I saw firsthand how music education can build confidence, teamwork, and pride within a group of students. That experience confirmed for me that teaching music is what I want to dedicate my career to. Because of said experiences, my goal is to become a music educator and band director who can create meaningful opportunities for students. I want to build programs where students feel the same sense of belonging that I found in music. Music has the power to connect people from different backgrounds, teach discipline and collaboration, and give students access to someone who understands what they are going through, helping them express themselves. As a future educator, I want to help students develop not only as musicians but also as confident and motivated individuals. Music has shaped my educational journey by giving me direction, purpose, and a community in which I could grow. As I continue my studies in music education, I look forward to sharing that same experience with future generations of students and helping them discover the impact that music can have on their lives.

My name is Marcos P. Mendoza, and I am a Mexican-born student who came to the United States at the age of ten. When I arrived, I was old enough to understand the weight of leaving my home but young enough to grow up and make this country my own. Now I am twenty years old, and this is the only home I have truly known. Despite that, there are still moments when people like me feel unwelcome. My dream was to serve this country. I wanted to give back to the place that had given me opportunities and showed me a future. However, as graduation approached, I tried to enlist in the military. I was denied enlistment due to my immigration status. Many things suddenly made sense. I understood why my family had always struggled financially compared to my classmates, why we lived in repurposed garages, and why we had to move so frequently. The truth was painful: opportunities are not always available to immigrants. College felt impossible. My family couldn't afford it, and I believed that my dream of a better future had ended before it even began. But someone believed in me when I struggled to believe in myself. My percussion director, Mr. Adams, decided to help me prepare for an audition. In just five weeks, he gave me what normally takes years of private lessons, pushing me to grow faster than I thought possible. Because of his generosity and belief in my potential, I was able to audition and earn a music scholarship that allowed me to attend college. Even now, the journey has not been easy. I've worked double shifts to afford a single semester of tuition, and recently I lost my job, leaving me uncertain about how I will continue paying for school. But my story stopped being just about me the moment Mr. Adams chose to invest his time and faith in my future. His example showed me the power one person can have to change someone else's life. Because of that, I have made it my mission to do the same for others. During my free time, I've begun donating percussion lessons and helping start a percussion program at Poly Tech High School for students who are economically and socially disadvantaged. When I first met them, none of the students had ever had a percussion instructor before. Their experience level was comparable to that of a 3-week beginner. However, I wanted to give them the same opportunity that someone once gave me. After a semester of hard work, the drumline at Poly Tech High School marched for the first time in five years. Previously, they had always performed their shows standing still because no one had taught them marching technique. This year, I spent time teaching them how to march, perform together, and take pride in their progress. Although they did not advance to the next round of competition, they earned a score of 2-2-2, which represents a "good" performance and is only one step away from excellent. For these students, that achievement meant everything. Now we are taking the next step. This semester, we are starting the first percussion ensemble in the school's history, and the students are preparing to compete and perform alongside a university ensemble. Music once gave me an escape during one of the most difficult times in my life. My goal now is to become the person who gives others the same opportunity. I want to help students discover confidence, discipline, and hope through music—just as my teacher once helped me.

I love music. As a first-generation percussionist in my family it has been tough for me to express the importance of music to my family. Although I've had many struggles (both at home and exterior) in my music career, I have never given up. My goal has been to be able to march in DCI and to become a band director. I have been in the band since I was in 6th grade and ever since the first time I touched my first pair of drumsticks to my first practice pad I knew I wanted to do the band for the rest of my life. The first ever DCI show I watched is titled "TILT" by the Bluecoats. I opened YouTube and there it was, "2014 Bluecoats Bakery TILT." I noticed what looked like an English traditional blue army uniform with a Roman Legion helmet. From then on DCI has been the favorite thing in my life. Music has become my life and I've overcome many obstacles with the help I've received from many people. Even though I've met such great people in my life, I have also met many obstacles and opposers. As a Mexican-born and raised student I've had to prove myself time and time again. An example of this is with my college applications. Every time I apply to a college I am asked to prove my English proficiency, yet with every document I've turned in, they can see that I've lived in the US for more than seven years. I've written many essays and I have shown my literacy and English skills yet I have to show my proficiency. These are time-consuming tasks that take significant amounts of time from my audition practice. As a Mexican student, I feel underrepresented, especially when it comes to financial aid. It's a hard and embarrassing process when you have to fill out different forms than all of your friends yet these are all things I don't mind doing as long as I can attend college for music education and fulfill my dreams of marching in DCI and becoming a band director. I want to be a Band director and I want to help others the way my band directors helped me. I believe that everyone needs a safe place and mine was music therefore I believe others might also need music and I want to be there for them the way my directors were for me. As a band director I want to be unique. There are only a handful of band directors that write their own shows for competitions. I want to be amongst that group of directors. I believe I can write fun and interactive shows for both the audience and performers. I strongly believe we should have music programs in grade schools. Like me, many of these kids are learning more than just the curriculum and they need something that they like that makes them feel safe and comfortable. Music is also a great way for kids and people to learn in a different capacity than social studies, science, and writing. Learning the different chords and arpeggios are example of how learning these details can help you in other areas of your like, like helping you remember the lyrics and tune of a song. A study realized by the ChildCare Education Institute shows how music helps kids develop better emotional stability and helps them focus and learn. The "ABC's" song is a prime example of how music helps to deepen the learning of everyone, which is why it is so important to keep music in schools.