My greatest academic challenge has been learning to operate with ADHD. Whether my struggling attention span, dealing with burnout, or pushing through medication side effects, I’ve learned to balance my learning challenges with my desire to be a good student. Overcoming this challenge has required dedication and compromise. I have worked not to let my ADHD impact me by experimenting with study methods and note-taking techniques, as well as communicating with teachers. Through the peer mentorship program and the NHS tutoring initiative at my high school, I have been able to guide younger students who struggle with ADHD and show them that their challenges in the classroom do not define them. By passing along the learning tools and tactics that I have used over the years, I model healthy relationships with distractions, medications, and accommodations in school. I delved deeper into the world of special education by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools that support mental health and became determined to bridge educational divides. In the future, I will continue supporting students with learning differences as an elementary school teacher, as well as further explore my own journey with ADHD. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore academic and social barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my high school career, peer mentoring, and Honor Society tutoring will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my ADHD journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

While scrolling through the superficial content that populates my “For You” page, I found myself searching for depth and meaning that weren’t there. Social media connects individuals to an interconnected web of ideas and cultures. With videos and images curated to grab the viewer’s attention, social media often creates opportunities for misinformation and bias. Digital consumers, especially teens, are exposed to an overwhelming volume of diverse perspectives and opinions, and it’s difficult to weed out valuable insights from overdramatized distortions of reality. Social media also has the tendency to boost only the loudest and boldest “hot takes,” drowning out many valuable but less vocal ideas. Fear of online backlash or being “canceled” creates hostile environments where weaponized criticism takes the place of constructive discourse. This epidemic of surface-level thinking threatens to reduce collaborative problem-solving and encourages opting for the quick, temporary fix. On a higher education campus, social media’s emphasis on superficial content erodes open inquiry and academic freedom. Issues that were once complex academic debates are flattened into misunderstood online arguments. Unfortunately, many teen that I know have gotten caught up in the toxicity of social media and experienced cyberbullying and harassment online, simply because of their opinions or beliefs. Through the peer mentorship program and the NHS tutoring initiative at my high school, I have been able to guide younger students who struggle with cyberbullying and show them that their challenges online do not define them. By passing along the learning tools and tactics that I have used over the years, I model healthy relationships with with the digital world. I am drawn to schools and programs that place emphasis on curiosity and critical evaluation because they embody what social media often lacks: the prioritizing of deep analysis and challenging of the status quo. This culture enables teens to look beyond surface-level discussion and solve problems while taking the full picture into account. In a world that prioritizes “loud” information, this scholarship will equip me to look beyond disinformation and engage meaningfully with my peers. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore the impacts of cyberbullying in schools and foster safe, constructive relationships with the internet. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

My greatest academic challenge has been learning to operate with ADHD. Whether my struggling attention span, dealing with burnout, or pushing through medication side effects, I’ve learned to balance my learning challenges with my desire to be a good student. Overcoming this challenge has required dedication and compromise. I have worked not to let my ADHD impact me by experimenting with study methods and note-taking techniques, as well as communicating with teachers. Through the peer mentorship program and the NHS tutoring initiative at my high school, I have been able to guide younger students who struggle with ADHD and show them that their challenges in the classroom do not define them. By passing along the learning tools and tactics that I have used over the years, I model healthy relationships with distractions, medications, and accommodations in school. I delved deeper into the world of special education by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools that support mental health and became determined to bridge educational divides. In the future, I will continue supporting students with learning differences as an elementary school teacher, as well as further explore my own journey with ADHD. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore academic and social barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my high school career, peer mentoring, and Honor Society tutoring will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my ADHD journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

Growing up, Bollywood dance opportunities were almost nonexistent. Sunday morning classes were my favorite times of the week, where I could share snacks and my love of Bollywood with all of my Desi friends. Despite our strong bond, keeping the class together and running in a neighborhood isolated from the greater Indian-American community was a struggle. My journey to becoming a dancer and choreographer was riddled with teachers who were tired of the long drive to my neighborhood, workshops were 45 minutes away, and dance companies saw Dallas as more trouble than it was worth. When I joined Masti Dance Academy as a teacher, new parents in my community faced the same problems I experienced. I decided to pitch a new satellite branch to my bosses. Over the next four months, I scoured Desi mom Facebook groups and local restaurant crowds for enough people to join the class. Everyone in my life said I shouldn’t get my hopes up, but I was determined to convince my bosses to trial a Dallas location. I learned how to patiently and effectively communicate with parents and studio owners, facilitating discussion about progress and next steps. After countless 9 p.m. calls to my boss, I had a full class of eager students and parents who were grateful I never gave up. By bridging the vibrant Desi communities inside and outside my city, I get to share my love of dance with the next generation of dancers and inspire them to build their own communities. In building this community, I learned perseverance and communication are instrumental in creating change, and that I should always stand up for what I believe in. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and foster empathy and community in the classroom. I hope to build up public education systems as well as cultural centers to solve problems that prevent people from finding a supportive community. With the help of this scholarship, as well as mentorship and research programs, the values that I built throughout my time teaching dance will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my dance teaching journey. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

My greatest academic challenge has been learning to operate with ADHD. Whether my struggling attention span, dealing with burnout, or pushing through medication side effects, I’ve learned to balance my learning challenges with my desire to be a good student. Overcoming this challenge has required dedication and compromise. I have worked not to let my ADHD impact me by experimenting with study methods and note-taking techniques, as well as communicating with teachers. Through the peer mentorship program and the NHS tutoring initiative at my high school, I have been able to guide younger students who struggle with ADHD and show them that their challenges in the classroom do not define them. By passing along the learning tools and tactics that I have used over the years, I model healthy relationships with distractions, medications, and accommodations in school. In the future, I will continue supporting students with learning differences as an elementary school teacher, as well as further explore my own journey with ADHD. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore academic and social barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my high school career, peer mentoring, and Honor Society tutoring will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my ADHD journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

"Tomorrow and tomorrow and tomorrow Creeps in this petty pace from day to day To the last syllable of recorded time, And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Life’s but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more. It is a tale Told by an idiot, full of sound and fury, Signifying nothing." (Macbeth, act five, scene five) This soliloquy comes from act five, scene five of Macbeth. In it, Macbeth, a king who murdered his way to the throne and is now facing a rebellion, has just learned that his wife, who was the driving force behind his bloody rise to power, has died. Shakespeare uses repetition, imagery, and paradox literary techniques to paint a picture of Macbeth as an introspective yet emotionless widower. The repetition of, "Tomorrow and tomorrow and tomorrow," gives the impression of a slow, steady march, bringing an air of doomsday or just waiting for one’s death to the opening of this soliloquy. Macbeth seems to have given up, and the consistency across his day-to-day life as he simply goes through the motions is highlighted by the plodding rhythm of this line. Right away, the reader is familiar with the hopelessness and inability to think beyond short term events, and gets the image of Macbeth wallowing in impending downfall. The lines, "lighted fools / The way to dusty death," provide insight into Macbeth's guilt that those who looked up to him and tried to follow in his footsteps will now face the same repercussions, (literally rebellion or the death of loved ones or figuratively his depression and emotional death), as he faces now. Those who seek to attach themselves to whichever side of a conflict appears to be the most powerful followed Macbeth, and he led them astray. He feels responsible for their downfalls, as if as he went down, he dragged everyone else down with him. With the phrasing, "a walking shadow," it is clear that Macbeth feels like he has also died alongside his wife, and that without her, he is not a full person but an echo of his former self. Despite this, he feels chained to the real world and to life, represented by his movement. This imagery of Macbeth also gives the impression that their relationship was not balanced, with Macbeth appearing to be the powerful partner on the outside, but behind this mirage, his wife was the boss. The wife’s power was overshadowed by Macbeth, but now that she is gone, all that is left is the shadow. Macbeth describes his former self as a person who, "struts and frets," and in this he acknowledges his past self’s vanity and is ashamed of the fool he made of himself. His cockiness is repeated by the "fools" that he led astray as well, and being on the outside, he can see that now. "Sound and fury, / Signifying nothing," also illuminates a key element of Macbeth's character. His rage and intensity as Macbeth rose to power felt so real to him at the time, but as loud as his anger was, Macbeth realized that his words were empty, with nothing to back them up. Macbeth is full of regret and reflection, and views his past self as an "idiot" and not a true or “worthy” ruler. He maybe even is realizing that his wife made his words and his anger come to life and directed them towards a purpose, even though it was Macbeth who actually said them.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

My greatest academic challenge has been learning to operate with ADHD. Whether my struggling attention span, dealing with burnout, or pushing through medication side effects, I’ve learned to balance my learning challenges with my desire to be a good student. Overcoming this challenge has required dedication and compromise. I have worked not to let my ADHD impact me by experimenting with study methods and note-taking techniques, as well as communicating with teachers. Through the peer mentorship program and the NHS tutoring initiative at my high school, I have been able to guide younger students who struggle with ADHD and show them that their challenges in the classroom do not define them. By passing along the learning tools and tactics that I have used over the years, I model healthy relationships with distractions, medications, and accommodations in school. In the future, I will continue supporting students with learning differences as an elementary school teacher, as well as further explore my own journey with ADHD. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore academic and social barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my high school career, peer mentoring, and Honor Society tutoring will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my ADHD journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

I prop open the studio door and nine preschoolers stream in, bouncing off the studio walls and giggling with excitement. I take my place at the front of the room and call out, “Are you ready for Bollywood dance class?” Growing up, Bollywood dance opportunities were almost nonexistent. Sunday morning classes were my favorite times of the week, where I could share snacks and my love of Bollywood with all of my Desi friends. Despite our strong bond, keeping the class together and running in a neighborhood isolated from the greater Indian-American community was a struggle. My journey to becoming a dancer and choreographer was riddled with teachers who were tired of the long drive to my neighborhood, workshops were 45 minutes away, and dance companies saw Dallas as more trouble than it was worth. When I joined Masti Dance Academy as a teacher, new parents in my community faced the same problems I experienced. I decided to pitch a new satellite branch to my bosses. Over the next four months, I scoured Desi mom Facebook groups and local restaurant crowds for enough people to join the class. Everyone in my life said I shouldn’t get my hopes up, but I was determined to convince my bosses to trial a Dallas location. I learned how to patiently and effectively communicate with parents and studio owners, facilitating discussion about progress and next steps. After countless 9 p.m. calls to my boss, I had a full class of eager students and parents who were grateful I never gave up. By bridging the vibrant Desi communities inside and outside my city, I get to share my love of dance with the next generation of dancers and inspire them to build their own communities. In building this community, I learned perseverance and communication are instrumental in creating change, and that I should always stand up for what I believe in. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and foster empathy and community in the classroom. With the help of this scholarship, as well as mentorship and research programs, the values that I built throughout my time teaching dance will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my dance teaching journey. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

My name is Maya Tolia, I just turned eighteen years old, and I am a high school senior at TAG Magnet @ Townview school in Dallas, Texas. I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to a school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and Texas food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

"Town was already bustling with excitement. Witchfolk hung festoons of lace and flowers from lamp posts and dwarves scampered around them, chattering as they hammered and welded last-minute supports to the towering pillars. Musicians tuned their various instruments and vendors fried and skewered every food imaginable. Carts poured into the streets from all directions. There was no time to talk; everyone had something to do, something to prepare for the festival." — an excerpt from my Advanced Fairytale Portfolio I joined Intro to Creative Writing my sophomore year because my friends were taking it. I had no idea that this decision would fundamentally shift my attitude towards writing. I struggled over vague essay prompts, wondering how anyone could reduce a complex experience to just a few words on a page. Too often, I stared at my computer screen without any idea of how to bring my character to life. With each draft, I started to see that my struggle was part of discovering my voice. It wasn’t easy, but I unlocked a powerful talent within myself and fell in love with creative writing. In this intensive three-year program, I learned to use imagery and metaphors and even a few choice malapropisms to push the plot forward, and by doing so, I refined my observation skills and learned how different scents and sounds can make a story feel more real. I immersed myself in 1980s grocery stores and dystopian sci-fi submarines to experience new perspectives and cultures, opening a window into new universes. I learned to capture emotion in a way that actually connects readers to characters. Most importantly, I found my voice and discovered an outlet for my creativity. My writing has evolved far beyond technique and has taken shape as several long-form works of fiction. My ability to write creatively has changed the way I think and the way I connect with others, both on the page and in the real world. Writing is my most valuable and meaningful talent because it’s my way of turning creativity and imagination into empathy and understanding. In college, I will continue to attend writing workshops, build my literary portfolio, and submit my works for publishing in order to learn more about myself within and beyond the page. Even though I am not applying to schools with an English major, I aspire to embody the empathy and openness of creative writing in my everyday life.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

Creating Connection: Growing up, Bollywood dance opportunities were almost nonexistent. Sunday morning classes were my favorite times of the week, where I could share snacks and my love of Bollywood with all of my Desi friends. Despite our strong bond, keeping the class running in a neighborhood isolated from the greater Indian-American community was a struggle. My journey to becoming a dancer and choreographer was riddled with teachers who were tired of the long drive to my neighborhood, workshops were 45 minutes away, and dance companies saw Dallas as more trouble than it was worth. When I joined Masti Dance Academy as a teacher, new parents in my community faced the same problems I experienced. I decided to pitch a new satellite branch to my bosses. Over the next four months, I scoured Desi mom Facebook groups and local restaurant crowds for enough people to join the class. Everyone in my life said I shouldn’t get my hopes up, but I was determined to convince my bosses to trial a Dallas location. I learned how to patiently and effectively communicate with parents and studio owners, facilitating discussion about progress and next steps. After countless 9 p.m. calls to my boss, I had a full class of eager students who were grateful I never gave up. By bridging the vibrant Desi communities inside and outside my city, I get to share my love of dance with the next generation of dancers and inspire them to build their own communities. In building this community, I learned perseverance and communication are instrumental in creating change, and that I should always stand up for what I believe in. I’ll approach every challenge with the determination and commitment that have defined my dance teaching journey. Boldly, Unapologetically Me: “What do you even eat then? Cheeseburgers?” I cleared my throat and explained to Inara, my Desi friend, that my family only ate Indian food on holidays. As classmates at South Asian Society bonded over drinking mango juice boxes and spending Saturdays at temple, I stayed silent, wondering where my four words of broken Gujarati fit in. I had nothing to show for my heritage but a single pack of unused haldi, turmeric, gathering dust in a kitchen drawer. The more time I spent with other Desi kids, the more I realized how little I really knew about my culture. Wanting more than a faded family tree, I peppered my grandparents with questions about their traditions, but that didn’t automatically make them my own. I auditioned for a high school Bollywood Fusion team, and a part of my mind clicked. Even though I didn’t understand the lyrics of the songs, the vibrant energy and expressive storytelling of Bollywood created a window into the culture I wanted to know. Between traditional Gujarati folk steps and pop culture hook trends, all of the divides between my ethnicity and upbringing fall away, and I feel truly at home with myself. Being Indian American isn’t about speaking the language or going to temple; it’s about creating connection. My choice to seek out my heritage is a central and authentic piece of my identity. In forging my own version of cultural legitimacy, I’ve recognized that my character has less to do with inheritance and much more to do with creating a space for myself to embrace my culture. The truth is, identity is an evolving story, and our chosen place of belonging leads to who we eventually become. My active effort to connect to my heritage reflects my evolving story of self-discovery, and that choice means more to me than any cheeseburger.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

"Tomorrow and tomorrow and tomorrow Creeps in this petty pace from day to day To the last syllable of recorded time, And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Life’s but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more. It is a tale Told by an idiot, full of sound and fury, Signifying nothing." (Macbeth, act five, scene five) This soliloquy comes from act five, scene five of Macbeth. In it, Macbeth, a king who murdered his way to the throne and is now facing a rebellion, has just learned that his wife, who was the driving force behind his bloody rise to power, has died. Shakespeare uses repetition, imagery, and paradox literary techniques to paint a complex picture of Macbeth as an introspective yet emotionless widower. The repetition of, "Tomorrow and tomorrow and tomorrow," gives the impression of a slow, steady march, bringing an air of doomsday or just waiting for one’s death to the opening of this soliloquy. Macbeth seems to have given up, and the consistency across his day-to-day life as he simply goes through the motions is highlighted by the plodding rhythm of this line. Right away, the reader is familiar with the hopelessness and inability to think beyond short term events, and gets the image of Macbeth wallowing in impending downfall. The lines, "lighted fools / The way to dusty death," provide insight into Macbeth's guilt that those who looked up to him and tried to follow in his footsteps will now face the same repercussions, (literally rebellion or the death of loved ones or figuratively his depression and emotional death), as he faces now. Those who seek to attach themselves to whichever side of a conflict appears to be the most powerful followed Macbeth, and he led them astray. He feels responsible for their downfalls, as if as he went down, he dragged everyone else down with him. With the phrasing, "a walking shadow," it is clear that Macbeth feels like he has also died alongside his wife, and that without her, he is not a full person but an echo of his former self. Despite this, he feels chained to the real world and to life, represented by his movement. This imagery of Macbeth also gives the impression that their relationship was not balanced, with Macbeth appearing to be the powerful partner on the outside, but behind this mirage, his wife was the boss. The wife’s power was overshadowed by Macbeth, but now that she is gone, all that is left is the shadow. Macbeth describes his former self as a person who, "struts and frets," and in this he acknowledges his past self’s vanity and is ashamed of the fool he made of himself. His cockiness is repeated by the "fools" that he led astray as well, and being on the outside, he can see that now. "Sound and fury, / Signifying nothing," also illuminates a key element of Macbeth's character. His rage and intensity as Macbeth rose to power felt so real to him at the time, but as loud as his anger was, Macbeth realized that his words were empty, with nothing to back them up. Macbeth is full of regret and reflection, and views his past self as an "idiot" and not a true or “worthy” ruler. He maybe even is realizing that his wife made his words and his anger come to life and directed them towards a purpose, even though it was Macbeth who actually said them.

I prop open the studio door and nine preschoolers stream in, bouncing off the studio walls and giggling with excitement. I take my place at the front of the room and call out, “Are you ready for Bollywood dance class?” Growing up, Bollywood dance opportunities were almost nonexistent. My journey to becoming a dancer and choreographer was riddled with teachers who were tired of the long drive to my neighborhood, workshops that were 45 minutes away, and dance companies that saw Dallas as more trouble than it was worth. When I joined Masti Dance Academy as a teacher, new parents in my community came with the same problems I experienced. I decided to pitch a new satellite branch to my bosses. Over the next four months, I scoured Desi mom Facebook groups and local restaurant crowds for enough people to join the class. Everyone in my life said that I shouldn’t get my hopes up, but I was determined to convince my bosses to trial a Dallas location. I learned how to patiently and effectively communicate with parents and studio owners, facilitating discussion about progress and next steps. After countless 9 p.m. calls to my boss, I had a full class of eager students, with parents who were grateful I never gave up. I get to share my love of dance with the next generation of dancers and inspire them to build their own communities. The values of perseverance and communication that I built will stay with me as I continue my own education. I’ll approach every challenge with the determination and commitment that have defined my dance teaching journey to ultimately enrich the vibrant culture and rigorous academic environment of my future university.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.

I am fascinated by how teachers create inclusive and enriching learning environments, foster empathy and understanding, and prepare students for a globalized world. Education offers insight into diverse cultures and perspectives. As a future educator, my goal is to encourage students to value intellectual inquiry, discourse, and collaborative problem-solving to create a more empathetic and unified world. I first discovered my interest in education during my freshman year. I was sitting in my AP Human Geography class when I read an article about how socio-cultural norms and infrastructure gaps in rural West Africa hindered the education of teen girls. I couldn’t help but compare my high school experience with the constant barriers that prevented these students from even getting to school. This contrast sparked an overwhelming sense of empathy for the conflicts and obstacles that people face and became my catalyst for entering the world of education. I decided that I wanted to advocate for underprivileged students in minority communities and help kids gain access to quality education. I delved deeper into the world of educational perspectives by spending my summers volunteering at my local Montessori school and packing snack bags for kids who usually relied on free school lunch programs, to fuel their minds and bodies until the start of school. Through community centers and food banks, I sorted through canned goods, clothes, and school supplies. I helped out with clothing, backpack, and school supply drives, packing back-to-school bags so that underprivileged students would have the tools they need for a successful school year. I saw firsthand the immense value of teachers and schools in my community and became determined to bridge educational divides. As a future educator, I want to create accepting and socially conscious classrooms. I hope to earn an Early Childhood Education degree at an institution that will support me as I work towards these goals. I will embrace opportunities to explore socioeconomic barriers in schools and gain real-world experience. With the help of this scholarship, as well as mentorship and research programs, I will gain hands-on experience working with diverse students and learn how to bring equity to the classroom. The values of perseverance and communication that I built throughout my time at Lakewood Montessori School, Brother Bill’s Helping Hand, and Family Gateway will stay with me as I continue my own education. I will approach every challenge with the determination and commitment that have defined my teaching journey so far. Ultimately, I aim to foster empathetic classrooms and make quality education accessible to more kids.