My journey to Spelman and medicine began with critical choices. One significant decision was to leave the comfort of my familiar school and attend a new STEM-focused charter school. This school was not the closest to my home, nor was it where my friends attended, but it was where I could start building my future. This choice marked the first time I truly followed my ambitions, serving as a major turning point for me. I learned that education is not just about memorizing answers; it’s about asking the right questions. In my college-level courses, I engaged with big ideas. For instance, in AP Biology, I didn’t just memorize the steps of mitosis; I analyzed lab results and presented my findings. This class taught me the difference between doing well academically and doing meaningful work. I discovered my passion for learning about the human body and how it develops, suffers, and heals. Attending an HBCU (Historically Black College or University) is an opportunity for me to grow among students and faculty who understand my experiences. I won’t have to over-explain myself or describe something that comes naturally to me. The sisterhood, comfort, and support I’ve found at Spelman College are unique, something I wouldn’t have experienced at a larger, predominantly white institution. I would have struggled to reach out to faculty, make connections in my classes, or even feel accepted. At Spelman, my vision has expanded. I recognize that representation alone is not enough for younger generations. As a future OB-GYN, I want to contribute to a healthcare system that sees, hears, and protects patients of color. I am committed to challenging bias in maternal care, developing techniques for mothers and their unborn children, mentoring young Black women in STEM, teaching in medical schools, and serving in community hospitals. I want to help girls understand their bodies and approach changes in their gender identity without fear. I aspire to be a reflection for those who never envisioned seeing themselves in a white coat. Through the Junie Project Scholarship, I will be able to continue the work I have begun in the Atlanta community. I wish to expand my impact and honor the sacrifices my family has made to help me succeed. I don’t just want a seat at the table; I want to leave space for others. My story is not just mine; it’s our story, and it is just beginning.

My journey to Spelman College began with a series of pivotal choices that shaped my path forward. One of the most significant decisions I made was to step out of the cozy familiarity of my old school and enroll in a new STEM-focused charter school. This institution wasn’t the nearest to my home, nor did it align with the circle of friends I had cultivated over the years. However, it represented a crucial opportunity to lay the groundwork for my future ambitions. This leap marked the first moment in my life when I truly embraced my aspirations and desires, not just following the crowd, but daring to forge my own path. It became a turning point that transformed my understanding of education; I realized it’s not merely about rote memorization, but rather about posing the right questions that spark curiosity and deeper understanding. In my college-level courses, I immersed myself in expansive ideas that challenged my perceptions. For instance, in AP Biology, I moved beyond simply memorizing the intricate stages of mitosis; I engaged in analyzing lab results, drawing conclusions, and presenting my findings to my peers. This experience taught me a profound lesson: there is a stark difference between merely performing well in academics and producing work that is truly meaningful and impactful. Through this exploration, I uncovered my passion for understanding the complexities of the human body and its remarkable ability to develop, endure suffering, and ultimately heal. Attending an historically Black college like Spelman is more than just an educational opportunity; it’s a chance to thrive in an environment filled with students and faculty who genuinely understand my experiences and the nuances of my identity. Here, I won’t feel the need to over-explain myself or justify aspects of my life that feel innate. The sisterhood, warmth, and unwavering support I have found at Spelman are remarkably unique, creating an atmosphere I would have found difficult to replicate at a larger, predominantly white institution. In such a setting, I might have struggled to forge connections with faculty, engage in meaningful discourse in my classes, or even feel a sense of belonging in the academic community. Being at Spelman has broadened my vision significantly. I have come to realize that mere representation is not sufficient for inspiring younger generations. As I aspire to become an OB-GYN, I feel a deep commitment to contributing to a healthcare system that truly sees, hears, and advocates for patients of color. I am dedicated to confronting and challenging bias in maternal care, developing effective techniques that support mothers and their unborn children, mentoring aspiring young Black women in STEM fields, teaching in medical schools, and providing care in community hospitals. I envision my role as one that empowers young girls to understand their bodies, approach their evolving gender identities without fear, and ultimately see a reflection of themselves in a doctor’s white coat, something that has often been absent in their narratives. I am eager to continue the impactful work I have initiated within the Atlanta community. My goal is to expand my influence and honor the sacrifices my family has made to pave the way for my success. I yearn for more than just a seat at the table; I aspire to create space for others, ensuring that my story is intertwined with the collective story of those around me. Together, we are just beginning this journey, and I am excited to see where it takes us.

My long-term objective is to become an obstetrician-gynecologist (OB-GYN) who provides compassionate, equitable care to women, particularly those in underserved communities. I envision a career where I not only treat patients but also advocate for systemic improvements in maternal health outcomes The disparities in healthcare access and quality faced by marginalized populations deeply concern me, and I am committed to being part of the solution. To set the foundation for this journey, I plan to pursue a degree in biology at Spelman College, where I aim to immerse myself in a rigorous curriculum that emphasizes scientific inquiry and critical thinkin . My academic path will be enriched by hands-on experiences in medical research and clinical settings, preparing me for the challenges of medical school and the subsequent residency training in obstetrics and gynecolo y. Throughout this journey, I seek to build a strong foundation not only in the biological sciences but also in clinical research, healthcare policy, and patient-centered care, all of which are essential to effective medical practice. In the short term, my goals are multiface ed. I am committed to maintaining a high standard of academic excellence while actively seeking out opportunities for hands-on clinical and research experi nce. I plan to engage with community-based health initiatives that specifically address the disparities in women’s healt care. These initiatives may include outreach programs focused on preventive care, reproductive health education, and support services for those navigating the healthcare ystem. Additionally, I aim to continue developing my leadership skills through service and men orship. I believe that empowering others is crucial in creating lasting change in public health systems. Furthermore, expanding my understanding of reproductive health, public health systems, and healthcare equity is p ramount. I intend to engage with faculty members and industry professionals, participate in relevant workshops, and stay informed about the latest research and best practices in he field. Collaboration with organizations dedicated to promoting health equity and women’s rights will also be an essential component of my preparation for a future in medicine. Ultimately, I aspire to work in community hospitals or teaching institutions where I can both treat patients and serve as a mentor to future healthcare pro essionals. It’s important to me to create an encouraging and supportive environment for medical students and residents, ensuring that the next generation of doctors understands the importance of advocacy and compassion n medicine. My objective extends beyond the practice of medicine; I aim to educate, advocate, and help create a healthcare system where women, especially women of color, are heard, respected, and supported in their healthc re journeys. By combining my clinical skills with a dedication to community service and education, I hope to make a meaningfulpatients’n my patients' lives and contribute to a healthcare landscape that values equity and compassion for all women.

I believe that as humans, we excel in empathy. There is a level of care and compassion that artificial intelligence cannot replicate. Our focus is on people, not just tasks. Leaders, now and in the future, need to prioritize the lives of those they serve. In a world of artificial intelligence that is significantly impacting my future, especially in my pursuit of a career as an obstetrician-gynecologist. AI has the potential to revolutionize healthcare by improving diagnostics, streamlining patient care, and enhancing medical research. In my intended profession, AI-powered tools could help analyze patient data, detect complications earlier, and personalize treatment plans, ultimately improving maternal and infant health outcomes. However, artificial intelligence cannot replace the essential human aspects of medicine and healthcare: empathy, patient trust, and ethical decision-making. As someone who values human connection, I see my role as integrating new advances in AI while ensuring compassionate and individualized care. Beyond my career, AI will likely shape my daily life, influencing areas such as education, communication, and my engagement with the world. While I welcome its benefits, I also understand the need to maintain critical thinking and ethical responsibility in an AI-driven future. As artificial intelligence evolves, distinguishing between human and machine capabilities becomes increasingly tricky. AI excels in speed, accuracy, and information retrieval, but what truly sets us apart from machines is our capacity for empathy and deep connections. This is crucial for leaders who are integrating AI while keeping humanity at the forefront of progress. Empathy allows us to understand and share others’ feelings. Although AI analyzes data effectively, it cannot genuinely connect with people on an emotional level. For example, when a doctor comforts a worried patient, the emotional weight of that human interaction fosters trust and healing that AI cannot replicate. AI cannot offer comforting eyes or a reassuring hand; it cannot be a shoulder to cry on. As humans, we prioritize people over processes. While AI optimizes tasks, we can recognize broader contexts and tailor solutions to individual needs. For instance, in a classroom, AI may assist with grading, creating lesson plans, and even teaching specific topics. However, this is merely surface-level support. A teacher can effectively nurture and guide students. For example, a teacher who senses a struggling student’s frustration can adjust their approach far more adeptly than an AI recommendation could. A teacher can provide a safe space and not impose personality differences that may result from the home. In conclusion, while AI excels at task performance, the key contribution of humanity is our ability to connect and care for one another. This empathy will significantly shape future leadership. Most successful leaders will prioritize human connection, adapt to change, and champion the qualities that define our humanity. Ultimately, the future of leadership lies not in competing with AI, but in recognizing that while machines can execute tasks, they cannot offer the unique compassion that only humans possess. Leadership lies not in competing with AI, but in recognition that while machines can execute tasks, they cannot offer the unique compassion that only humans possess.

I am a first-year biology student on the pre-med track from Fulton County, Georgia, and a member of a hardworking family that instilled in me the different values of service, resilience, and purpose. Growing up, I learned early on that care is not just an action but a responsibility to support others, even when resources are limited. Surrounded by teachers, educators, social workers, and other hard-working professionals,I learned that it takes a village to build a community, and you have to reach out to those who are scared to ask. These lessons have shaped who I am and what I aspire to do. No one in my family has pursued a Medical Doctorate. My earliest introduction to healthcare was in church, watching my grandmother check blood pressures after the service. She was a retired Red Cross medical assistant. My interest in healthcare developed through rigorous STEM coursework and hands-on experiences that demonstrated the power of science to change lives. My leadership role in HOSA, service in childcare settings, and community involvement helped me recognize that trust, advocacy, and compassion are essential to the healing process. I became particularly drawn to women’s health after noticing how often Black women’s concerns are dismissed in medical settings. I am pursuing a career in healthcare to become a provider who listens, educates, and advocates. As a future OB-GYN, I aim to combine clinical excellence with empathy to improve outcomes and empower patients and communities. My journey to Spelman began with critical choices. One significant decision was to leave the comfort of my familiar school and attend a new STEM-focused charter school. This school was not the closest to my home, nor was it where my friends attended, but it was where I could start building my future. This choice marked the first time I had wholly followed my ambitions. It was a turning point for me. I learned that education is not just about memorizing answers; it’s about asking the right questions. In college-level courses, I engaged with big ideas. For instance, in AP Biology, I didn’t just memorize the steps of mitosis; I analyzed lab results and presented my findings. This class taught me the difference between doing well and doing meaningful work. I discovered my passion for learning about the human body and how it develops, suffers, and heals. Attending an HBCU is an opportunity for me to grow among students and faculty who will understand my experiences. I won’t have to over-explain myself or describe something that comes naturally to me. The sisterhood, comfort, and support I’ve found at Spelman College are unique, something I wouldn’t have experienced at a larger, predominantly white institution. I would have struggled to reach out to faculty, make connections in my classes, or even feel accepted. At Spelman, my vision has expanded. I recognize that representation alone is not enough for younger generations. As a future OB-GYN, I want to contribute to a healthcare system that sees, hears, and protects patients of color. I am committed to challenging bias in maternal care, developing techniques for mothers and their unborn children, mentoring young Black women in STEM, teaching in medical schools, and serving in community hospitals. I want to help girls understand their bodies and approach changes in their gender identity without fear. I want to be a reflection for those who never envisioned seeing themselves in a white coat. I am ready to continue the work I have begun in the Atlanta community. I wish to expand my impact and honor the sacrifices my family has made to help me succeed. I don’t just want a seat at the table; I want to leave space for others. My story is not just mine; it’s our story, and it is just beginning.

Leadership isn’t about having all the answers; it’s about creating the space where others can find their voice, even in uncertainty. I learned this truth during one of the most challenging moments of my high school career, when our HOSA: Future Health Professionals chapter was on the verge of collapse. It was my senior year, and I had just stepped into the role of Vice President. The organization, once filled with energy and excitement, had lost its spark after COVID disruptions. Many members had graduated, and our advisor was juggling multiple responsibilities. Meetings became sparse, attendance dropped, and the sense of purpose that once brought us together seemed to disappear. I remember sitting in an empty classroom after one meeting, looking at the scattered papers and wondering if the program would survive the year. But giving up didn’t feel like an option. I had joined HOSA not just for competitions or résumé lines, but because it represented a community where students interested in healthcare could learn, grow, and serve. I knew what it meant to find belonging in spaces that empowered you, and I wasn’t ready to lose that for myself or anyone else. So I started small. I reached out to my advisor and proposed rebuilding from the ground up. I organized a mentorship program pairing new members with upperclassmen to keep them engaged. I took responsibility for planning our blood drive, coordinating volunteers, and handling logistics. I also worked to bring in guest speakers such as nurses, EMTs, and a local OB-GYN to remind our members why we joined in the first place: to care for others. Slowly, energy began to return to the club. Students who had been quiet in the back of the room started volunteering for events. Attendance grew. By the end of the year, our team competed at the state level, earning eighth place in the Health Career Display competition. That experience changed me. It showed me that leadership doesn’t always mean leading from the front. Sometimes it means rolling up your sleeves behind the scenes, motivating others, restoring hope, and reminding people that their efforts matter. It’s not about control; it’s about connection. That lesson carries into every part of my life, especially my passion for STEM and medicine. Science has always been more than memorizing formulas or diagrams. It’s been a way to understand people and their stories. Through my Patient Care Technician certification, I learned how to check vitals, collect specimens, and assist patients with mobility and feeding. But more importantly, I learned to see the person behind the procedure. A steady hand might take a pulse, but an empathetic heart knows how to make a patient feel safe. My interest in healthcare is deeply personal. Growing up as a young Black girl, I’ve seen how women who look like me are often dismissed or overlooked in medical spaces. I’ve heard the stories of Black mothers who weren’t listened to, whose concerns were brushed aside, and whose outcomes suffered because of it. These realities fuel my dream of becoming an obstetrician-gynecologist, not only to treat patients but to advocate for them. I want to bridge the gap between scientific knowledge and compassionate care, ensuring that every woman’s voice is heard and valued. My background in STEM gives me the tools to do just that. STEM teaches resilience, the ability to fail, analyze, and try again. It demands curiosity, precision, and the willingness to confront complex problems with creativity. These are the same qualities required to improve healthcare outcomes and address systemic inequities. Whether through medical research, clinical practice, or education, I want to apply these skills to advance maternal health and reproductive justice. But my vision extends beyond the clinic. In the future, I hope to create outreach programs that provide accessible women’s health education and mentorship for students of color interested in medicine. Representation matters. When young girls see a doctor who shares their background and understands their experiences, it opens doors they didn’t even know existed. I want to be that example, someone who not only practices medicine but uses it as a tool for empowerment and change. In every leadership position I’ve held, from President of the National Honor Society to volunteer at Harvest Rain Learning Academy, I’ve learned that service isn’t about recognition; it’s about responsibility. It’s about seeing a need and responding with compassion and action. At Harvest Rain, I spent summers caring for children, assisting teachers, and learning how small gestures such as a kind word, a patient explanation, or a helping hand can make a lasting difference. Those lessons will stay with me throughout my medical career. Leadership, for me, is an act of love. It’s choosing to care deeply, even when it’s inconvenient or challenging. It’s showing up for your community, even when no one’s watching. It’s building something that lasts beyond your time there. As I look ahead to my journey through Spelman College and eventually medical school, I see my future not just as a career path but as a continuation of this commitment to lead, to serve, and to heal. My goal is to work in a teaching hospital, combining clinical practice with mentorship, ensuring that the next generation of Black women in medicine are supported, seen, and celebrated. Science gives me the foundation. Compassion gives me the purpose. Leadership gives me the drive. Together, they form the legacy I hope to leave: one of equity, empathy, and empowerment. That’s how I plan to make an impact, not just in my community but in the world. By standing at the intersection of knowledge and care, using the power of STEM not only to save lives but to affirm them.

In the future, I plan to become an obstetrician-gynecologist who advocates for equitable healthcare and empowers women, especially Black women, to take control of their bodies and their stories. My passion for women’s health was born from witnessing the disparities that persist in underserved communities and strengthened as I learned how often Black women’s pain is overlooked or dismissed. I want to combine science and empathy through medicine to ensure every patient feels seen, heard, and cared for. Beyond the hospital, I hope to teach in a medical school or lead programs that mentor students of color who dream of entering healthcare. Being Black to me means resilience, creativity, and community. It’s carrying the legacy of those who built pathways where there were none, and using my voice to open doors for others. My identity is my power; it connects me to a shared history of excellence and perseverance that constantly pushes me to do more and be more. I chose Spelman College because it is a space built on that same foundation. At an HBCU, I’m not an exception; I’m part of a collective of brilliant Black women striving toward greatness. Spelman allows me to grow academically while grounding my ambitions in purpose and sisterhood. It’s a place that nurtures my dreams and reminds me that being unapologetically Black in every space I enter is my responsibility and strength.

If given the opportunity, I would improve my community by expanding access to women’s health education and preventative care, especially for young women of color in underserved areas. Too often, conversations around reproductive health and mental well-being are silenced due to stigma or lack of access to trusted medical resources. I want to change that narrative by creating outreach programs that provide accurate health information, mentorship, and early exposure to healthcare careers for students like me. My experiences as Vice President of HOSA and President of the National Honor Society taught me how powerful education and service can be.. Through organizing tutoring programs, blood drives, and community events, I’ve seen how small acts of leadership can inspire change. Those moments and volunteering at Harvest Rain Learning Academy showed me the importance of empathy, patience, and advocacy. All qualities I hope to bring into my future as an OB-GYN. Improving my community matters because I grew up seeing the strength and the struggles of those around me. I’ve witnessed how limited access to healthcare and mental health resources can affect families, especially Black women. By becoming a physician who listens, teaches, and serves, I hope to ensure that care is not a privilege but a right. Empowering others with knowledge and compassion isn’t just my goal; it’s my purpose. If given the opportunity, I would improve my community by expanding access to women’s health education and preventative care, especially for young women of color in underserved are s.areasersations about reproductive health and mental well-being are often silenced due to stigma and a lack of access to trusted medical resources I aim. to change that narrative by creating outreach programs that provide accurate health information, mentorship, and early exposure to healthcare careers for students like me. My experiences as Vice President of HOSA and President of the National Honor Society have taught me how powerful education and service can be. By organizing tutoring programs, blood drives, and community events, I have seen how small acts of leadership can inspire change. Volunteering at Harvest Rain Learning Academy has shown me the importance of empathy, patience, and advocacy, qualities I hope to bring into my future as an OB-GYN. Improving my community matters because I have grown up seeing the strengths and struggles of those around me. I have witnessed how limited access to healthcare and mental health resources can impact families, especially Black women. By becoming a physician who listens, teaches, and serves, I hope to ensure that care is a right, not a privilege. Empowering others with knowledge and compassion isn’t just my goal; it’s my purpose.

My name is Mia Finney, and I am a biology major at Spelman College with the goal of becoming an OB-GYN who serves underrepresented and medically neglected communities. For as long as I can remember, I have been fascinated by how the human body works. As a child, I asked questions about healing, birth, and illness, not just out of curiosity but out of a desire to understand people. That curiosity grew into a passion for science, and over time, it became a mission. The life sciences are not simply about discovery for me; they are about service, justice, and care. I chose to research a cure for breast cancer because of the impact this disease has had on my community and on Black women in particular. Breast cancer is one of the most common cancers among women, yet Black women are more likely to be diagnosed at later stages and face higher mortality rates compared to their white counterparts. These inequities are not the result of biology alone, but of systemic disparities in healthcare access, quality of care, and awareness. I have witnessed the ripple effects of cancer in my community: the fear in families, the struggle to navigate treatment, and the pain of losing loved ones too soon. Those experiences made breast cancer more than a statistic for me. It became personal, and it became a call to action. Through research, I hope to contribute to breakthroughs that will not only extend lives but also improve the quality of those lives. My interest lies in understanding cancer at the cellular and molecular level and finding ways to translate that knowledge into innovative treatments. Yet I know that research is not only about discovery in the lab, but also about accessibility. A new therapy is only meaningful if patients can afford it, understand it, and trust the system that delivers it. That is why I want my work to bridge science and advocacy, ensuring that research outcomes reach the communities most affected by inequity. Spelman has given me the foundation to pursue this vision by encouraging me to connect my scientific interests with my commitment to service. As I continue my education, I want to strengthen my skills not only in research but also in leadership and teaching. My long-term goal is to practice as an OB-GYN in a community-based hospital while remaining actively involved in research on women’s health and disparities in care. I want to work in a teaching hospital where I can mentor future medical students and expand representation in medicine. In particular, I hope to inspire young Black women in STEM, showing them that they, too, belong in spaces of discovery and healing. In the end, my pursuit of a career in medicine and research is about building a legacy of care. Research offers me the opportunity to seek answers, to push the boundaries of what is known, and to fight diseases like breast cancer that have stolen too many lives. Medicine offers me the opportunity to turn those discoveries into care that heals, empowers, and uplifts. Together, they form the foundation of the future I envision, one where my passion for science and my commitment to equity come together to make a lasting difference.

Making my community a better place begins with service. I have always believed that service is not only about big projects or titles, but about the small, consistent actions that uplift the people around me. In high school, I spent my summers at Harvest Rain Learning Academy, where I cared for children as young as eight months old. Some days that meant teaching lessons, other days it meant cutting fruit in the kitchen, or soothing toddlers at nap time. What I learned was that real impact often looks like patience, presence, and love in ordinary moments. I also supported my family by working retail jobs while balancing school and leadership responsibilities. At Ross and Dollar Tree, I rang up customers, stocked shelves, and often stayed late into the night. These jobs were more than paychecks; they were opportunities to practice care and kindness with every interaction. They also gave me perspective on the realities of financial insecurity and the importance of creating systems where people do not have to choose between survival and opportunity. Right now, I am making my community better by showing up wherever I am needed: tutoring children, volunteering at health drives, and being a leader who is present and dependable. My philosophy is simple: if I can make one person’s day easier, brighter, or more hopeful, then I am living my purpose. After college, I plan to continue this work as a physician. My dream is to become an OB-GYN who not only provides medical care but also builds trust and empowerment within underserved communities. I want to create clinics where women of color feel safe, heard, and respected. I want to teach young girls about their bodies so they grow up with confidence rather than fear. I also plan to mentor future students in STEM, especially young Black women who may not see themselves represented in medicine. Ultimately, I want to make the world better by building spaces that feel like home. Clinics that heal, classrooms that inspire, and communities that uplift. My impact will not stop at the individual level. I envision advocating for equity in healthcare, challenging systemic bias, and teaching future doctors to lead with compassion. In every stage of my journey, from childhood to Spelman and beyond, one truth has remained constant: my gift is to serve. Whether through a smile at the checkout counter, a child learning a new word, or a patient feeling truly heard, I am committed to making care the foundation of my legacy.

The greatest obstacle I have faced in my pursuit of higher education has been financial insecurity. Growing up in a household of six, I often saw how difficult it was for my parents to make ends meet. My father worked steadily in a position with little room for advancement, and my mother returned to school after losing her job. As the youngest child, I was deeply aware that while love was abundant in my home, financial security was not. Financial insecurity shaped how I saw my future from an early age. I knew that college was not something automatically promised to me. It would require intentional effort, sacrifices, and resilience. While some of my peers could dedicate themselves entirely to academics, I often had to balance schoolwork with part-time jobs to help support my family. During my time working, I stocked shelves, rang up customers, and worked long shifts that stretched into late nights. On more than one occasion, I closed the store and then woke up early the next morning to prepare for class. The support of my parents helped me push through these challenges. My mother, who pursued education even after setbacks, became a model of resilience for me. Watching her juggle schoolwork, family responsibilities, and financial hardship showed me that education is not only an opportunity but also a form of perseverance. My father’s quiet consistency, working each day to provide for us, reminded me that determination is often measured in small, steady steps. Their example taught me that financial insecurit y did not have to define my story. Instead, it could be a motivating force. Mentors and teachers also played an important role. In AP Biology, my teacher encouraged me to look beyond test scores and focus on curiosity and understanding. That validation mattered deeply because financial insecurity sometimes made me question if I truly belonged in rigorous academic spaces. Mentors in health-related student organizations also reminded me that leadership is about service, not perfection, which gave me the courage to keep showing up even when I felt stretched thin. Faith gave me the grounding I needed to face moments of uncertainty. There were times when I wondered how I would balance it all or whether the sacrifices would be worth it. Now, as a student at Spelman College pursuing a degree in biology, I can see how financial insecurity has shaped me into the person I am becoming. It has taught me resilience and persistence. It has made me deeply empathetic toward others who carry invisible burdens. It has also fueled my passion to pursue a career in medicine. As a future OB-GYN, I want to serve communities where financial insecurity often limits access to healthcare. I know firsthand what it feels like to want opportunities but face barriers, and I want to remove those barriers for others. Financial insecurity was never easy, but it was transformative. It forced me to grow up quickly, to develop discipline, and to keep my focus on long-term goals even when short-term struggles felt overwhelming. I overcame it with the strength of my parents’ example, the encouragement of mentors and teachers, and the grounding of my faith. Most importantly, I overcame it by believing that my future was worth fighting for. Today, I carry those lessons with me as I continue to pursue education. Financial insecurity may have been my obstacle, but it has also become my motivation. It pushed me to strive harder, dream bigger, and commit myself to a future where I can use my education and my career to bring hope, healing, and opportunity to others.

I am a fan of Sabrina Carpenter because her career is a reflection of persistence, reinvention, and authenticity. In an industry where young women are often pressured to stay in the boxes others put them in, Sabrina has shown the courage to create her own lane. Watching her growth has not only made me admire her artistry but has also inspired me to think differently about what it means to succeed and how to stay true to myself in the process. My first introduction to Sabrina Carpenter was through her acting. Like many others, I knew her as a Disney star. At the time, it was easy for people to assume that would be her identity forever. Yet, what has always stood out to me about her is the way she refused to be defined by that role. Transitioning from acting to music is not easy, especially when critics often doubt the seriousness of young artists who take that leap. Sabrina, however, approached it with determination and creativity. She worked to prove that she was not simply an actress who sang, but a genuine musician with her own sound, voice, and perspective. That reinvention taught me a valuable lesson: success is not a straight line. Too often, people expect you to choose one identity and stay in it. Sabrina showed that you can evolve and grow, even when people doubt you. Instead of allowing the industry to place limits on her, she built her career around persistence and self-belief. That inspires me to embrace growth in my own life, even when it means taking risks or stepping outside of what others expect. Her music also connects with me on a personal level. Sabrina has a gift for writing songs that feel both playful and meaningful. She can use humor and wit to make light of a situation, but she is also honest about vulnerability and heartbreak. That balance reminds me that strength and softness are not opposites—they can exist together. When I listen to her music, I am reminded that being authentic means embracing all sides of who you are. You can be bold and confident while also acknowledging the challenges you face. That message encourages me to express myself fully, whether in my personal life, academics, or the career I hope to pursue. Sabrina’s career has also shown me the importance of voice—not just in singing, but in using your platform to connect with people. Through her music and performances, she has built a community where listeners feel seen and understood. That impact has pushed me to think about how I want to use my own voice. For me, that means speaking up for others, being a leader in my school and community, and ultimately using my career in STEM and medicine to advocate for those who are often unheard. What makes Sabrina Carpenter most inspiring is that her story is not one of overnight success, but of persistence. She is proof that reinvention is possible, that setbacks are not the end, and that authenticity matters more than perfection. Her career motivates me to see challenges as opportunities to grow and to define success on my own terms. In the end, being a fan of Sabrina Carpenter is about admiring the way she has built her path. She reminds me that no matter how much doubt or difficulty stands in the way, there is always power in persistence, creativity, and staying true to yourself. That lesson is one I carry with me as I pursue my own goals and create the future I want to see.

Growing up in a household of six, I learned resilience not as a lesson from a textbook but as part of daily life. Our home was full of love and laughter, yet financial challenges often lingered in the background. When my mother was laid off and returned to school, the weight of providing for our family fell heavily on my father. With one child already in college and three others at home, every expense mattered. I still remember evenings when my parents sat at the kitchen table, bills spread out in front of them, carefully calculating what we could and could not afford. It was a quiet reminder that stability was fragile and that each of us had to do our part. These circumstances shaped me early on. I began working part-time in high school, juggling shifts at Ross and Dollar Tree while balancing advanced courses and leadership responsibilities. At times, it felt overwhelming to keep up with everything, but those experiences taught me discipline and time management. I realized that while I could not control my family’s financial situation, I could control the effort I gave and the opportunities I sought. Adversity became more than an obstacle—it became the foundation of my persistence. My passion for STEM began with curiosity but grew into something much deeper. Science fascinated me because it explained life’s mysteries, especially through biology. I loved learning how a single cell could divide and develop into something as complex as a human being. But what transformed that fascination into passion was realizing that science connects directly to people. It is not only about theories or experiments—it is about saving lives, improving health, and giving hope. One moment stands out vividly in my memory. I was volunteering at Harvest Rain Learning Academy, helping teachers and supporting families. A young mother, exhausted but determined, shared her story of struggling to balance childcare with her own health needs. Listening to her, I realized that access to care is not just a matter of science, but of equity. Women like her deserve doctors who see them fully, who treat them not only as patients but as people with stories and struggles. That realization guided me toward obstetrics and gynecology. I want to be that kind of physician—the one who not only understands the science but also hears the voice of the patient. The disparities in women’s health, particularly for women of color, drive my commitment. Black women are far more likely to face complications during pregnancy and childbirth, and too often their concerns are dismissed in medical settings. These inequities are unacceptable. My dream is to become an OB-GYN who not only provides care but also advocates for systemic change in reproductive health. I want to use both science and compassion to ensure that women, regardless of background, are treated with dignity and respect. My journey has also shown me how innovation can serve people when guided by empathy. Through programs like SMASHxSpelman, I worked on projects inspired by the United Nations Sustainable Development Goals. I discovered how technology could be used to solve real-world problems, and I realized that STEM must never exist in isolation. In medicine, this means embracing the possibilities of artificial intelligence and data-driven tools, while never losing sight of the human hand to hold, the listening ear, and the comforting presence that technology cannot replace. Leadership and service have been equally important parts of my growth. As president of the National Honor Society and vice president of HOSA, I organized service projects, supported peers, and built community within my school. Volunteering as a tutor reinforced my belief that meaningful change often begins with small acts of care. Whether explaining a math problem to a younger student or leading a school-wide service initiative, I learned that leadership is about lifting others up. Looking ahead, I envision a future where my career combines practice, advocacy, and teaching. I see myself working in hospitals that serve diverse populations, where I can provide equitable care and fight against the disparities that persist in reproductive health. I also hope to one day teach in medical schools or training hospitals, passing on the values of empathy, resilience, and equity to the next generation of physicians. By combining science with advocacy, I hope to create ripples of change that extend far beyond individual patients. Ultimately, my background has given me strength, and my passion for STEM has given me direction. Financial adversity taught me the value of persistence. STEM gave me the tools to transform persistence into impact. Medicine gives me the purpose to tie both together. I am not defined by the obstacles I have faced but by how I have learned to rise above them. In the future, I want my work to stand as proof that challenges can be transformed into opportunities, and that determination, guided by compassion, can change lives.

Living with ADHD has shaped my education and life in ways that have been both challenging and transformative. At times, it has felt like my thoughts move faster than the world around me, racing ahead while I am still expected to focus on one idea. Something as simple as finishing an assignment without distraction or keeping my materials organized has often felt like a test of endurance. There were moments when I sat at my desk staring at the same page, my mind spinning in a dozen directions, while classmates seemed to move forward with ease. ADHD sometimes made me feel like I was running a marathon with extra weight on my back, carrying invisible obstacles that others could not see. In the early years, this often led to frustration. I knew how much effort I was putting into my work, yet my grades or performance did not always reflect it. That disconnect between effort and outcome made me doubt myself. However, what I eventually learned is that ADHD does not mean I cannot succeed. It simply means I must approach learning differently. Over time, I discovered strategies that helped me transform obstacles into stepping stones. I began breaking large tasks into smaller, more manageable pieces so they did not feel overwhelming. I relied on planners, reminders, and timers to keep myself accountable. I created study spaces where distractions were minimized and my focus could thrive. Most importantly, I learned that asking for help is not a weakness but a strength. Checking in with teachers, using resources, and leaning on mentors gave me the support I needed to keep moving forward. These adjustments taught me more than academic skills. They taught me resilience and creativity. Living with ADHD has forced me to think outside the box and to approach challenges with flexibility. When one strategy failed, I found another. This persistence has made me stronger and more resourceful. It has also made me empathetic to others who struggle. I know how it feels to work twice as hard just to stay afloat, and that awareness has shaped the way I connect with people. Instead of judging someone who is struggling, I try to listen, understand, and encourage them in the same way I have needed encouragement. Despite the challenges, ADHD has not prevented me from succeeding. In fact, it has pushed me to achieve more. I have taken on leadership roles, balanced academics with work, and contributed to my community through service. Each success feels meaningful not just because of the achievement itself, but because of the persistence and effort behind it. ADHD has given me difficulties, but it has also given me energy, creativity, and a perspective that makes me unique. In the end, ADHD is part of my story, but it does not define me. What defines me is how I adapt, how I grow, and how I continue to sparkle despite it. Every challenge becomes an opportunity to demonstrate strength, determination, and the ability to thrive.

I plan to make a positive impact on the world by becoming the kind of physician who heals not only bodies but communities. My dream is to become an OB-GYN who offers compassionate, culturally sensitive care to underserved populations—especially to women of color who often face systemic neglect in healthcare. I also want to serve as a medical educator, teaching and mentoring the next generation of physicians so they, too, can approach medicine with empathy, equity, and purpose. Healthcare has long been shaped by inequality. In communities like mine, reproductive care is often inaccessible, misunderstood, or rooted in mistrust. I’ve seen firsthand how people suffer from lack of information, resources, or supportive providers. I want to change that. Through my medical training, I will build the skills to care for patients not just as a doctor, but as a listener, advocate, and educator. I plan to provide thoughtful, person-centered care and create safe spaces where patients feel empowered and informed about their own bodies. But my impact won’t stop at the exam room. I hope to work in a teaching hospital or medical school, where I can help shape a future generation of doctors who are just as committed to justice as they are to science. I want to teach from experience—not only the kind learned in classrooms, but what it means to care for people in communities with limited access to support. My goal is to normalize conversations about race, gender, and equity in healthcare and train medical students to address bias head-on. Teaching is one of the most powerful ways to create lasting change, and I am excited to one day be a part of that process. I also plan to lead outreach programs focused on health literacy. In many parts of the Atlanta metro area, menstrual health education is still a taboo topic. Too many young people grow up ashamed of their own bodies or unaware of what’s normal and what’s not. I want to change that by hosting workshops, creating community partnerships, and distributing free resources in schools and shelters. Education is the first step to empowerment—and I want to make it accessible to everyone. What motivates me most is the idea of becoming the kind of doctor I would have looked up to as a child. Someone who reflects my values, my identity, and my commitment to change. Through medicine, mentorship, and public service, I will continue to show up for my community, one patient and one student at a time. That is how I plan to make a meaningful impact on the world—and I am ready for the work ahead.

My name is Mia Finney, and I am a passionate student pursuing a career in obstetrics and gynecology. From a young age, I have been drawn to science and deeply motivated to serve others, especially women in underserved communities who often face barriers to quality healthcare. This scholarship would help reduce the financial stress of my educational journey so I can stay focused on becoming the kind of doctor and leader I have always aspired to be. I come from a working-class family where determination and sacrifice shaped my path. While my parents have always encouraged my goals, the cost of higher education continues to be a significant burden. Despite this, I’ve remained committed to academic excellence, taken on leadership roles in HOSA and National Honor Society, and sought every opportunity to learn and give back. Still, expenses like tuition, books, transportation, and application fees present daily challenges. Receiving this scholarship would give me the stability to continue pursuing my dreams without being limited by financial strain. My long-term vision is to work in a teaching hospital or medical school, where I can combine hands-on care with mentorship and education. I want to provide high-quality, culturally sensitive reproductive healthcare while also helping train the next generation of doctors to do the same. Teaching would allow me to multiply my impact not just by treating patients, but by shaping the perspectives of future physicians who will go on to serve countless others. For me, medicine is not just a science, but a tool for equity, advocacy, and transformation. My commitment to service has already begun to take shape through volunteering and community health work. I’ve helped organize menstrual product drives, hosted workshops on reproductive health, and mentored younger students exploring careers in STEM. These experiences have shown me how small acts of outreach can shift lives and build trust. They’ve also reinforced my belief that healthcare must be accessible, human-centered, and rooted in the unique needs of each community. With the support of this scholarship, I will be able to take the next step in my education with greater confidence and fewer financial barriers. I plan to continue serving my community, excelling in my studies, and ultimately becoming a physician-educator who not only heals, but teaches and uplifts. This is more than a career to me, it’s a calling. And with the right support, I know I can answer it fully.

In the Atlanta metro area, where vibrant communities live alongside persistent inequities, one health issue remains largely overlooked and under-discussed: menstrual health. Period stigma and low health literacy surrounding menstruation continue to affect young people, particularly girls of color, from fully understanding, managing, and advocating for their reproductive health. As a future OB-GYN and a Black girl raised in the South, I know this issue intimately. I have lived it, seen it ignored, and am determined to be part of the solution. In many schools across Atlanta’s underserved neighborhoods, menstruation is still taught as a taboo topic. If it is covered at all, it is often reduced to awkward classroom videos or vague language that leaves students more confused than informed. Young people are left to fill in the gaps with misinformation from social media, whispers from classmates, or silence. That lack of foundational knowledge can lead to shame, embarrassment, and even missed school days because students do not have the resources or confidence to manage their periods properly. Health literacy around menstrual care is not just about understanding cycles or symptoms. It is about giving young people the power to know what is normal, when to ask for help, and how to advocate for their health. In communities that already face racial health disparities, this knowledge becomes a critical tool. I have heard girls talk about painful cramps being dismissed by adults or how they are afraid to ask for menstrual products because they will be teased. Those are not small problems. They are signs of a system that still does not treat menstrual health as a basic right. If given the opportunity, I would launch a youth-centered menstrual health education initiative in Atlanta’s middle and high schools. This program would be designed with students and tailored to reflect the specific needs of their communities. It would go beyond basic biology, addressing period poverty, gender inclusivity, and the stigma that keeps too many girls silent. We would work with local clinics and nonprofits to distribute free menstrual products and provide accurate, age-appropriate information on menstrual and reproductive health. We would also create safe spaces where students could ask honest questions and learn without fear or shame. Atlanta is full of potential. Future doctors, teachers, engineers, and community leaders walk its school hallways every day. But if students are missing class, struggling silently with pain, or too ashamed to seek help, that potential is being held back. Improving menstrual health literacy is one small, powerful way to unlock it. This work matters to me not just as a future physician, but as someone who remembers being a young girl with questions and nowhere to turn. I want to change that story. I want young people in Atlanta to grow up informed, empowered, and unashamed of their bodies. Menstrual health is health. And in a city where our communities are too often left out of the conversation, it is time to start talking about periods like they matter...because they do.

My name is Mia Finney, and I am a proud African American young woman with a deep passion for science, equity, and service. Growing up in a community where access to quality healthcare wasn’t always a given, I developed an early awareness of the disparities that exist in our systems, especially when it comes to women’s health. These realities have shaped not just how I see the world, but how I want to change it. I’m working toward a career as an obstetrician-gynecologist because I want to make sure that women, especially those who are often overlooked, receive the compassionate and culturally competent care they deserve. Although I am not an immigrant or foreign student, my story is still one of navigating identity, history, and resilience. Being African American means carrying the legacy of those who came before me. People who endured unthinkable hardship yet still managed to survive, create, and lead. It means knowing that my presence in academic and medical spaces is not accidental, but hard-won. It also means confronting the ongoing challenges that come with being a Black woman in America, from implicit bias to systemic barriers. These challenges have pushed me to speak up, advocate for others, and continue striving, even when the path isn’t easy. One thing I’ve learned about myself over the years is that I am deeply driven by purpose. I don’t just want to succeed, I want to matter. I’ve also learned to value the strength of community and family. Whether it’s through my involvement in leadership organizations like HOSA or NHS, or through conversations at the dinner table, I’ve grown up surrounded by people who believe in giving back, lifting others up, and never forgetting where you come from. My experiences have also taught me that the United States is a country full of contradictions. It’s a place where opportunity exists, but not always equally. It’s a place where people dream big, but where too many still struggle to access basic needs like education and healthcare. These contradictions have fueled my desire to become part of the solution. I want to help bridge the gaps, both through the care I’ll provide as a physician and through the mentorship and education I hope to offer future medical students. This journey has been a defining force in shaping my career path. I don’t just want to be a doctor. I want to be a doctor who understands her patients' stories, who advocates for structural change, and who makes room for more people who look like me in medicine. I also hope to teach one day, helping the next generation of physicians understand the importance of empathy, equity, and listening. In everything I do, I carry the stories, struggles, and strengths of those who came before me. I am building on that foundation with determination, grace, and a clear sense of purpose. And I am ready to lead, serve, and make waves in every space I enter.

My name is Mia Finney, and my story is shaped by a deep passion for science, a commitment to helping others, and a strong desire to make a meaningful impact on my community. From a young age, I was curious about how the human body works and fascinated by the power of medicine to heal and transform lives. But beyond my love of science, I was deeply moved by the challenges faced by women in my community who struggled to access quality healthcare. Witnessing these obstacles sparked a fire in me to pursue a career in medicine, specifically as an obstetrician-gynecologist. I want to serve women, especially those from underserved backgrounds, and provide the compassionate, culturally aware care that everyone deserves. I have seen how disparities in healthcare affect real people mothers, sisters, and friends. And I am determined to be part of the solution. This commitment drives my academic and professional goals. I plan to study biology and pre-medical sciences in college, followed by medical school and specialized training in obstetrics and gynecology. I am eager to gain hands-on experience through internships, clinical rotations, and community health projects. These experiences will allow me to apply what I learn in real settings and better understand the unique needs of diverse populations. My passion for medicine goes hand in hand with my commitment to education. I want to become a skilled clinician and eventually teach future medical professionals. Sharing what I have learned and shaping doctors who understand the importance of empathy, equity, and cultural sensitivity is essential to creating a more just healthcare system. By educating others, I can multiply my impact and help build a healthcare environment that serves all patients with respect and understanding. Throughout my journey, I have embraced leadership roles in organizations that promote health awareness and equity. These roles have strengthened my resolve and taught me the power of advocacy and community connection. I have learned that meaningful change begins with listening carefully to others and building trust. These lessons will guide how I approach my work as a future doctor. At my core, I am someone who believes in resilience, hope, and the power of community. I see my education and career as tools to transform individual lives and uplift entire neighborhoods. I am committed to breaking down barriers, fighting inequities, and inspiring others, especially young women of color, to pursue their dreams with confidence and courage. I also plan to develop outreach programs focused on reproductive health education to provide resources and close gaps in knowledge and access. This approach combines medical care with education and advocacy, helping to create lasting change beyond individual patient visits. This journey is only beginning. Every step I take is fueled by the stories I carry, the lessons I have learned, and the passion that drives me to improve every day. I am Mia Finney, and I am ready to make a difference through medicine, education, and community service.

My name is Mia Finney, and I am deeply passionate about pursuing a career in the medical field as an obstetrician-gynecologist (OB-GYN). From a young age, I have been fascinated by the intricacies of science and driven by a strong desire to help others. More specifically, I am committed to serving women who face barriers to accessing quality healthcare. These challenges, often rooted in systemic inequities, inspired me to dedicate myself to mastering the trade of medicine through rigorous study, hands-on experience, and continuous learning. To truly master this trade, I plan to begin with a demanding academic program focused on biology and pre-medical studies throughout my college years. I recognize that a strong foundation in these sciences is essential for success in medical school and beyond. After completing my undergraduate studies, I intend to attend medical school, where I will pursue specialized training in obstetrics and gynecology. This path will equip me with the knowledge and skills necessary to provide comprehensive care to women of all backgrounds. But mastering medicine goes far beyond classroom learning. I am committed to gaining practical experience through internships, clinical rotations, and community health projects. These opportunities will allow me to apply my knowledge in real-world settings, working directly with patients and healthcare teams. I plan to seek out experiences in diverse healthcare environments, especially those serving underserved communities, to better understand the unique challenges these populations face. I also intend to stay engaged with ongoing medical research and advancements, ensuring that my skills remain current and that I can provide the best possible care throughout my career. Giving back to my community is at the core of my vision as a future healthcare provider. Growing up in a neighborhood where quality reproductive healthcare was not always accessible, I witnessed firsthand the barriers that many women face. These experiences fuel my determination to use my expertise to improve health outcomes for women in communities like mine. I want to be more than a doctor; I want to be a trusted ally who listens, educates, and empowers women to take control of their own health. In addition to clinical care, I am passionate about creating outreach programs focused on reproductive health education. These programs would provide valuable resources and information to help close gaps in knowledge and access. By addressing both medical needs and educational disparities, I believe I can make a meaningful difference that extends beyond individual patient visits to impact the entire community. Providing culturally sensitive care is vital in building trust and fostering positive health behaviors, and I plan to prioritize this in every interaction. My commitment to mastering the medical trade also includes an interest in medical education. I want to become involved in teaching future healthcare providers, sharing my experiences and perspective to help cultivate a new generation of culturally competent, compassionate doctors. Through education, I hope to contribute to a healthcare system that better serves all patients, regardless of their background. Ultimately, mastering the trade of medicine will allow me to serve individual patients with skill and empathy while also contributing to the health and resilience of my community. I am excited and motivated by the journey ahead—the challenges, the growth, and the opportunity to make a lasting impact. Through dedication, education, and a heart for service, I plan to use my medical career as a powerful tool to uplift and transform the lives of women in need.

My medical career goals are rooted in a deep commitment to improving women’s health, especially for underserved and marginalized communities. I plan to become an obstetrician-gynecologist, a role that will allow me to provide comprehensive care for women across all stages of life. I am passionate about addressing the significant disparities in reproductive health that disproportionately impact Black women and other marginalized populations. These disparities include higher rates of maternal mortality, limited access to quality care, and systemic barriers that reduce trust in the healthcare system. Beyond clinical practice, I am equally committed to becoming a medical school teacher. Teaching future healthcare providers is a crucial way to extend my impact beyond individual patients and contribute to transforming the medical field itself. As a medical educator, I would have the opportunity to share my unique perspectives and experiences with students. I want to help shape doctors who are not only skilled in medical science but also deeply aware of the social, cultural, and historical contexts that influence patient care. I believe that educating physicians to be culturally sensitive and socially responsible is key to reducing health disparities and improving outcomes for all patients. In medical school teaching, I would focus on integrating lessons about health equity, cultural humility, and implicit bias into the curriculum. These topics are often underrepresented in traditional medical education but are essential for preparing providers who can deliver truly patient-centered care. By fostering a learning environment that values diversity and inclusivity, I hope to inspire future doctors to advocate for their patients and challenge systemic inequities in healthcare. Increasing racial diversity in healthcare is critically important for many reasons. Representation matters greatly in the doctor-patient relationship. Patients tend to feel more comfortable, understood, and respected when their healthcare providers share or understand their cultural backgrounds and lived experiences. This comfort can improve communication, trust, and adherence to medical advice, ultimately leading to better health outcomes. Moreover, diverse healthcare teams bring a wider range of perspectives and ideas, which enhances problem-solving and innovation. A medical workforce that reflects the diversity of the communities it serves is better equipped to identify and address the unique challenges faced by different populations. Increasing diversity also helps combat the systemic biases and barriers that have historically excluded many talented individuals from entering and advancing in the medical profession. For Black students and other underrepresented minorities, seeing people who look like them in positions of leadership and expertise provides inspiration and affirmation. It creates a cycle of empowerment that encourages more diverse candidates to pursue careers in healthcare and medicine. This, in turn, strengthens the entire system by broadening the talent pool and making healthcare more equitable and accessible. My personal experiences have shown me how vital diversity is in healthcare. Growing up in a community with limited access to quality reproductive care, I witnessed firsthand the mistrust and challenges many women face. These experiences fueled my passion for medicine and my desire to become both a skilled clinician and an educator. I want to be part of a future where every patient feels seen, heard, and cared for, and where future doctors are trained to serve with empathy and cultural awareness. In summary, my medical career goals include becoming an OB-GYN who provides compassionate care to underserved populations and becoming a medical school teacher dedicated to training culturally competent physicians. I believe increasing racial diversity in healthcare is essential to improving patient outcomes, fostering trust, and addressing systemic inequities. Through both clinical practice and education, I aim to contribute to building a more just and inclusive healthcare system that benefits everyone.

I am a dedicated and passionate student who believes deeply in the power of education to transform lives and communities. From an early age, I have been fascinated by science and driven by a desire to help others. This motivation has guided my academic journey and shaped my goal of becoming an OB-GYN. I plan to further my college education by majoring in biology, which will provide me with the essential knowledge and skills needed to pursue a career in medicine and make a meaningful impact in women’s health. Throughout high school and beyond, I have been committed to excelling in my studies, particularly in the sciences. I understand that a strong foundation in biology, chemistry, and anatomy is critical for success in medical school and my future career. I also recognize that medicine is not just about science; it requires empathy, communication, and cultural awareness. These are qualities I have worked to develop through leadership roles, community service, and personal experiences. My goal is to enter college ready to engage deeply with my coursework while seeking opportunities to grow as a well-rounded healthcare professional. In college, I plan to take advantage of rigorous academic programs, research opportunities, and clinical internships. I want to gain hands-on experience in healthcare settings where I can learn from physicians and interact with patients. This real-world exposure will be invaluable in helping me understand the complexities of patient care and the challenges faced by underserved populations. I also intend to participate in student organizations focused on health equity and advocacy to further develop my leadership skills and connect with like-minded peers. My major in biology will serve as the foundation for my medical education. I am particularly interested in courses related to human physiology, reproductive health, and genetics. I plan to supplement my science studies with classes in psychology, sociology, and cultural studies to gain a broader understanding of the social factors that influence health outcomes. This interdisciplinary approach will help me become a compassionate doctor who treats not only the medical condition but also considers the whole person within their community and culture. After completing my undergraduate degree, I plan to attend medical school to specialize in obstetrics and gynecology. I am deeply committed to addressing the health disparities faced by Black women and other marginalized groups. Many communities lack access to quality reproductive healthcare, leading to preventable complications and poor health outcomes. I want to be a part of the solution by providing compassionate, culturally competent care and advocating for systemic changes that improve access and education. Beyond clinical practice, I envision myself working on community-based health initiatives that combine medical care with education and outreach. I want to create programs that empower women and girls with knowledge about their bodies and health choices. My ultimate goal is to help build healthier communities where everyone has the resources and support they need to thrive. In addition to my professional aspirations, I am committed to lifelong learning and growth. I also plan to engage in advocacy efforts that promote equity in healthcare policy and practice. In summary, my plan for college is to pursue a biology major attend medical school and become an OB-GYN. I am motivated by a desire to improve women’s health, particularly for underserved populations, through compassionate care, education, and advocacy. I believe that by continuing my education with focus and purpose, I can achieve my goals and contribute meaningfully to creating a more just and equitable healthcare system.

My passion for education has always been about more than just achieving good grades or checking boxes. To me, education is a form of liberation, a powerful tool to break down barriers, uplift communities, and create lasting change. As I pursue my degree with the goal of becoming an OB-GYN, I am committed to using the knowledge I gain not just to heal individual patients but to empower entire communities, especially Black women and girls who have historically faced systemic neglect and health disparities. Growing up, I rarely saw women who looked like me represented in science or medicine. Even more, I witnessed how many people in my community lacked access to clear, trustworthy information about reproductive health. Topics like menstruation, contraception, mental health, and consent were often surrounded by silence or stigma. I saw firsthand how this silence could lead to fear, misinformation, and a lack of care. That reality fueled my determination to change the narrative and build bridges between medical knowledge and cultural understanding. Over the past few years, I have channeled this passion into community-based projects that center education, empathy, and empowerment. I created informal meetups and safe spaces where young girls could come together to talk openly about their bodies and experiences. I developed and distributed handmade zines and pamphlets filled with accessible, culturally relevant information about reproductive health and self-care. These materials weren’t just educational; they were affirmations of identity and worth, designed to break down shame and encourage honest conversation. I believe that education is most effective when it honors the whole person, not just their biology but their culture, history, and emotions. That’s why I plan to integrate the arts and cultural literacy into my future work as a healthcare provider and educator. By combining science with storytelling, visual arts, and community dialogue, I want to create innovative programs that teach reproductive health in ways that resonate deeply and personally. Whether through workshops, creative materials, or mentorship programs, my goal is to make information approachable, relatable, and empowering. My vision includes founding a community health initiative that offers free reproductive health education and services tailored to the unique needs of marginalized populations. This program would not only provide medical care but also focus on education that connects with people’s lived experiences. I want to mentor young Black girls interested in STEM and medicine, helping them see themselves in these fields and equipping them with the tools to succeed. By fostering a sense of belonging and agency, I hope to cultivate a new generation of leaders who will continue this work. Ultimately, my degree will be more than a credential. It will be the foundation of a lifelong commitment to advocacy, healing, and community empowerment. I want every young person I reach to know they are seen, heard, and valued. I want them to understand their bodies, their rights, and their potential. When education is inclusive, culturally affirming, and accessible, it becomes a powerful force for healing and transformation. This is the future I’m working toward, one where knowledge breaks cycles of inequity, art and culture inspire connection, and healthcare becomes a true partnership rooted in respect and understanding. Through my education, I will build bridges between science and culture and between individuals and the communities they deserve.

Creativity has always been a quiet but powerful force in my life—a steady companion guiding me through everything from self-discovery to healing. Whether I’m painting, writing, or simply doodling in the margins of my notebook, these small acts of creation help me process complex emotions, make sense of the world, and get to know myself better. Art gives me space to pause and reflect, to speak truths I can’t always find the words for, and to explore who I’m becoming. One of the creative pieces I’m most proud of is called Legacy of Care. It shows a Black girl cradling her doll—an image that speaks to agency, identity, and the future I hope to help shape as an OB-GYN. This piece is deeply personal. It challenges the idea that motherhood must be assumed or expected. Instead, it celebrates the power of choice—the freedom to imagine a life of one’s own making. For me, art is not just self-expression—it’s a tool for advocacy and change. It’s how I explore big ideas about womanhood, justice, and care in ways that are emotional, not just logical. My passion for creativity extends beyond personal projects. Through HOSA and NHS, I’ve found ways to use my artistic skills in service of community. I’ve designed flyers, helped plan mural concepts, and led creative service initiatives that bring students together around shared causes. These experiences showed me that creativity isn’t just something I keep to myself—it’s something I can use to build connections, foster belonging, and inspire others to get involved. Even something as small as a poster can carry a powerful message when it’s designed with heart. Nature is one of my biggest sources of creative energy. While working at Harvest Rain Academy, I helped teach children about biodiversity. Watching them interact with trees, soil, and insects reminded me of my younger self—carefully sketching leaves, collecting wildflowers, and taping them into a journal like tiny living treasures. That sense of wonder, of seeing magic in the natural world, still stays with me. Even now, when I sit beneath a tree to draw or reflect, I feel a kind of peace that’s hard to describe. Nature reminds me that some of the most profound expressions don’t need words—they just are. Looking ahead, I want to keep using creativity as both a bridge and a mirror—to connect more deeply with others and to reflect my values. As a future OB-GYN, I hope to blend science with storytelling. I want to design inclusive educational tools, use art to raise awareness about reproductive health, and build programs that affirm agency and choice, especially for underserved communities. Creativity has helped me understand myself and the world more fully—and I believe it will help me help others, too. It is, and always will be, a part of how I care.

One experience that has had a profound impact on my life is my time as a tutor at Campbell Elementary School. When I first signed up, I knew I wanted to give back, but I had no idea how deeply this experience would shape my understanding of leadership, compassion, and purpose. What started as a volunteer opportunity quickly became a defining chapter in my personal and professional journey. At Campbell, I worked with students in reading and math—many of whom were performing below grade level. These students weren’t just struggling academically; they often carried invisible challenges from outside the classroom, from language barriers to unstable home environments. My job wasn’t just to help them with their work; it was to listen, to encourage, and to believe in them when they didn’t yet believe in themselves. I remember one student who barely spoke during our first few sessions. They would avoid eye contact and seemed overwhelmed by even the simplest tasks. But with time, patience, and lots of encouragement, they began to open up. By the end of the semester, not only had their reading skills improved significantly, but they were also raising their hand in class and reading aloud with confidence. Witnessing that transformation showed me the incredible power of consistent, compassionate support. Through this experience, I learned that leadership isn’t always loud or grand—it’s often quiet, steady, and rooted in care. It also deepened my awareness of the disparities that exist in education and made me think about how similar barriers show up in healthcare. That connection sparked something in me. I began to see that my passion for helping others extended beyond the classroom—I wanted to make a broader impact, particularly in communities where support and access are limited. This realization solidified my aspiration to become a doctor who not only treats illnesses but addresses the underlying inequities that affect people’s health and well-being. In everything I do moving forward, I hope to honor the lessons I learned at Campbell. I want to carry that same spirit of service, empathy, and commitment into my future work—whether I’m in a hospital, a clinic, or creating technology that improves access to care. My goal is to create spaces where people feel seen, heard, and valued. Just as I helped those students find their voice, I want to empower patients and communities to take control of their health and futures. The students at Campbell may never know how much they’ve taught me, but their impact is lasting. They showed me what it means to lead with heart, and they inspired me to become someone who uses every opportunity to uplift and advocate for others. Their influence is something I will carry with me forever.

Caregiving, to me, isn’t just a set of responsibilities—it’s a way of life that has shaped how I show up for others and myself. While I may not have been the primary caregiver for a parent or sibling, I’ve taken on the role of caretaker in my own way—through mentorship, emotional support, and service. As the middle child in a family of six, I’ve often been the bridge between generations and personalities. I care for my younger brother by helping him navigate schoolwork and adolescence, and I support my older sister emotionally as she balances early adulthood and the challenges that come with it. Even beyond my household, I’ve served as a caregiver to younger students, friends, and community members in need of guidance, reassurance, or simply someone who will listen. At Campbell Elementary, where I volunteered as a math tutor for a first-grade student, I learned that caregiving can look like patience. I didn’t just help my student solve problems—I celebrated every small win, encouraged effort even when answers were wrong, and reminded them of how capable they are. At Harvest Rain Academy, where I’ve worked for multiple summers, I’ve cared for children from infancy to age twelve. I changed diapers, read stories, mediated conflicts, helped with lunch, and comforted kids missing their parents. The work was tiring but fulfilling, and through it, I learned that caregiving requires resilience, compassion, and the ability to be calm even when everything around you feels chaotic. In all these spaces, I’ve often become the “go-to” person—someone who will stay late, offer encouragement, and find a way to help, even when it’s inconvenient. I don't take that lightly. It’s in those moments—quiet, unglamorous, and often unnoticed—that I’ve learned the most about who I am. Caregiving has shaped me into a future OB-GYN. It’s deepened my passion for women’s health and reproductive justice, and shown me how important it is to provide care that is both competent and compassionate. I want to work in underserved communities, supporting women who often feel ignored by the healthcare system. Whether that means helping a new mother feel confident, supporting a teen through difficult health decisions, or offering reassurance to someone recovering from trauma, I know that the heart of medicine is service. And I know that I’ve already started living that truth. This mindset has also influenced the leadership positions I’ve taken on in high school. As president of National Honor Society and vice president of HOSA (Healthcare Occupations Students of America), I’ve led with a caregiver’s heart—making space for others, encouraging collaboration, and keeping compassion at the center of every project. From organizing blood drives to tutoring peers, I’ve poured myself into creating a community where everyone feels seen and supported. Still, being a caregiver while managing school, work, and life hasn’t always been easy. I’ve held part-time jobs to support my family financially, worked late hours at retail stores, and come home exhausted—but still made time to study, apply for scholarships, and plan for my future. These experiences have made me stronger, more focused, and even more determined to succeed. I’ve learned to ask for help when I need it, and to extend grace—to others, and to myself. Receiving this scholarship would be life-changing. It would allow me to step into college without the constant pressure of financial stress. As someone whose family has had to stretch every dollar—especially during periods of single income, job loss, and rising costs—this support would lift a burden I’ve carried for years. It would free me to fully immerse myself in my studies, pursue internships and research opportunities, and stay on track toward medical school without the need to overextend myself through work. More than that, this scholarship would affirm the work I’ve already done and the person I’ve become. It would tell the younger version of myself—the girl helping her brother with homework while folding laundry, the teen staying late to clean classrooms, the student balancing AP Biology with cash register shifts—that all of it mattered. That all the unseen acts of care were worth it. I am not just pursuing a degree—I am pursuing a mission. A mission to bring healing and hope to others, to create change in the healthcare system, and to be the kind of doctor who listens as much as she treats. This scholarship would help me build that future, brick by brick, not just for me—but for every person I hope to care for in the years to come.

One of the most meaningful local events I’ve participated in was the Martin Luther King Jr. Day of Service in my community. That morning, I joined dozens of volunteers of all ages to walk our streets with gloves, trash bags, and a shared sense of purpose. I was assigned a group and a stretch of road, and together we picked up every bit of litter we could find. It may sound like a simple task, but the meaning behind it ran much deeper. What made this event special wasn’t just the act of cleaning—it was the unity I felt with those around me. Strangers became teammates, elders shared stories of past MLK Days, and kids asked questions about why we were doing what we were doing. It was a day of reflection, action, and community connection. For me, this event was a reminder that service doesn’t always have to be grand or complex to be powerful. Sometimes, showing up for your community—literally getting your hands dirty—is a radical act of love and respect. Dr. King once said, “Everybody can be great because everybody can serve.” That quote rang in my head as I watched neighbors from all walks of life come together for something bigger than ourselves. This event reminded me of my personal responsibility to be an active participant in my community’s growth and wellbeing—not just on holidays, but every day. I would love to see this spirit of service spread even further. While MLK Day is a great spark, I hope it inspires year-round initiatives. For example, I’d like to see our community build on this event with seasonal cleanups, community garden projects, or neighborhood beautification contests that involve schools and local businesses. I also believe this kind of work could spark deeper conversations about environmental justice, especially in lower-income neighborhoods that are often neglected when it comes to public maintenance and green space access. Ultimately, I hope that events like the MLK Day of Service plant seeds of pride and responsibility in young people like me. When we take part in shaping our environment, we’re more likely to protect it. And when we work side-by-side with our neighbors, we realize that change is possible—especially when we come together. This event reminded me that leadership is not always about standing at the front of the room. Sometimes, it’s about being on your hands and knees on the sidewalk, doing the work no one else wants to do—and doing it with heart.

How do you plan to use your degree and personal experiences to impact positive change for others? My dream is to become an OB-GYN—a doctor who not only brings life into the world but also helps women reclaim theirs. As someone deeply committed to equity and healing, I plan to use my biology degree, medical education, and lived experiences to serve women who have been silenced, marginalized, or abused. I want to be a provider who not only offers care, but also champions choice, safety, and support—especially for those affected by intimate partner violence. From a young age, I’ve understood the significance of being heard. I’ve seen how families can struggle silently, how financial burdens and emotional weight can change the way people move through the world. Though I come from a loving and supportive household, my awareness of IPV and its devastating reach has grown through personal stories shared within my community and the content I’ve studied. Survivors are often isolated, financially dependent, or made to feel invisible—and these barriers aren’t just emotional, they’re institutional. That’s why I am passionate about health equity and reproductive justice. I created a piece of art titled Legacy of Care, featuring a young Black girl and her doll, as a statement on how society often forces motherhood and caretaking roles on young women before they’re ready. The piece reflects my belief that care should be chosen, not imposed. This belief drives my mission as a future OB-GYN: to provide women—especially Black and brown women, immigrants, and low-income patients—with the resources, respect, and information they need to make empowered decisions about their bodies and lives. My work in HOSA (Healthcare Occupation Students of America) and as president of my school’s National Honor Society has prepared me to lead and serve with empathy. Whether I was organizing events, volunteering at clinics and schools, or mentoring peers, I’ve always been drawn to work that uplifts others. I’ve helped coordinate blood drives, volunteered in early childhood education, and supported teachers and students alike. These roles taught me the power of community care—the kind of care survivors of IPV often need most. My family’s financial challenges have shaped my resilience. I've worked part-time throughout high school to help support our household while maintaining a strong GPA and engaging in service. I know what it means to stretch resources, to show up tired but still give your all. And I carry that spirit into every space I enter. It’s not just about surviving—it’s about finding ways to thrive, to lead, and to make room for others to rise with me. As a future doctor, I hope to offer more than prescriptions. I want to create safe environments where survivors feel seen, respected, and cared for. Whether through trauma-informed medical practices, community education, or eventually opening clinics that provide both physical and emotional healing, I plan to be a force for change. This scholarship represents more than financial support—it’s a commitment to empowering the overlooked. And I am ready to turn that investment into lasting impact. One patient, one story, one voice at a time.

Georgia has offered me educational opportunities that have shaped not only my academic path but my future purpose. Through my public charter high school—a STEM-focused school that opened just five miles from my home—I’ve had access to rigorous courses like AP Biology and dual enrollment, which sparked my passion for women’s health. Programs like HOSA and NHS, both of which I helped establish at my school, have given me leadership experience and a clear direction: I want to become an OB-GYN and serve underserved communities in Georgia. However, I’m deeply aware that not every student in this state has access to those same opportunities. In rural and low-income areas, schools often lack advanced science courses, qualified teachers, and extracurricular support that can make or break a student’s confidence and college readiness. I believe that no student’s potential should be limited by their zip code. To address these inequalities, I propose a three-part solution: First, expand funding and resources for rural and Title I schools to offer AP and dual enrollment courses virtually, in partnership with local universities. Georgia already has strong institutions like Georgia Tech and Emory—let’s leverage their resources to bring advanced learning into classrooms that need it most. Second, create a statewide mentorship initiative connecting healthcare professionals and college students with high schoolers interested in STEM and healthcare careers. Representation matters, and mentorship can be a powerful force in helping students believe they belong in those spaces. Finally, I would advocate for a mobile health education initiative—traveling workshops that provide hands-on science labs and health education to schools across the state. If awarded a GAfutures scholarship like Zell Miller, I won’t just use it to fund my education—I’ll use it to fuel my purpose. I propose launching a statewide mentorship and outreach program through HOSA, pairing healthcare professionals and college students with high schoolers from underserved areas. I also want to create mobile STEM and health education workshops—bringing hands-on labs and healthcare career awareness directly to rural schools. These programs could start with local partnerships and expand through presentations to the Georgia Department of Education. My experiences growing up in Georgia, especially during moments like the time my cousin gave birth at home during a snowstorm when I was just a child, have taught me how crucial healthcare access and education truly are. That moment sparked my dream of becoming a doctor. These scholarships will help me realize that dream—and help me return the investment by advocating for a healthier, more equitable Georgia.

When I was about seven or eight years old, my cousin gave birth at home—during a snowstorm. It was a moment that has never left me. The roads were too icy for an ambulance to arrive in time, and I remember the mix of fear and awe that filled the room as my family gathered to support her through what felt like a miracle. I didn’t fully understand everything that was happening at the time, but I knew it was serious. I saw the pain in her eyes, the strength in her voice, and the deep love in the way everyone worked together to make sure she and the baby were safe. That day, something changed in me. I come from a family of six, where care, laughter, and resilience are our everyday language. As the youngest daughter, I’ve always been observant—watching, learning, and hoping to make my family proud. But that snowy day introduced me to a new kind of purpose. It was the first time I witnessed the raw beauty and vulnerability of childbirth. I didn’t have the words for it then, but I now know that what I felt was a calling. That experience is part of what draws me toward becoming an OB-GYN. I want to be the calm in the chaos, the support in the storm. I want to be someone women can trust in their most vulnerable moments—especially women who look like me, whose needs are too often overlooked in healthcare. That moment, coupled with my passion for biology and my leadership in HOSA, has guided every step I’ve taken since. From volunteering in my community to building our healthcare club from the ground up, I’ve always tried to make space for care. My dream isn’t just about delivering babies. It’s about delivering hope. It’s about making sure that no one has to face a moment like my cousin did—scared, unsure, and almost alone. I want to work in underserved communities, advocating for choice, access, and dignity in healthcare. The snowstorm may have been temporary, but the impact it left on me was lasting.

Overview: In Heart Rate Hustle, Islanders will compete to get each other’s heart rates pumping—literally! Think part flirty dares, part hilarious obstacle course, and part emotional surprise. The goal? Make someone’s heart rate rise the most… but with a twist that keeps everyone guessing. The Setup: The Islanders are split into two teams—boys vs. girls (or split based on current couple dynamics for extra drama). Each team will take turns performing a wild, high-energy routine in front of the opposite team. But instead of just watching, the other team is secretly hooked up to heart rate monitors. The Islander who raises the most heart rates isn’t revealed until the end. The Challenge Arena: Set at sunset by the pool with a runway-style platform, disco lights, and smoke machines. Think full glam, with access to dramatic costumes—firefighter uniforms, glittery dancers, lifeguards, whatever gets the adrenaline going. Part 1 – The Entrance: Each Islander enters solo, performing a mini-routine—dance, flirt, lip sync, or even a comedic skit. They’ve got 60 seconds to wow, confuse, or seduce. This is where personalities shine. **Part 2 – The Obstacle Course: But wait—there’s more. The performer then has to guide a randomly chosen Islander (from the opposite team) through a silly mini-course together. Think carrying them through an inflatable maze, racing while tied together, or sharing a giant spoon full of whipped cream. Points are awarded not just for sex appeal, but for chemistry and chaos. **Part 3 – Confession Roulette: At the very end of their turn, each performer spins the "Confession Roulette" wheel, which lands on a question they must answer out loud. Questions include: “Who do you actually fancy most in this villa?” “Who do you trust the least?” “If you had to kiss someone else right now, who would it be?” Cue jaw drops, raised eyebrows, and broken hearts. The Results: Once every Islander has performed, the heart rate data is revealed. The twist? It’s not just whose heart rate went up the most, but who caused the most raised heart rates—meaning the person with the highest impact wins. Sometimes it’s the person who’s least expected. (Let the love triangles commence!)

Chappell Roan’s music found me at a time when I needed it most—when I was trying to figure out where I belonged, who I could be, and how I could live out loud as a bisexual Black girl in a world that often asks people like me to quiet down, fit in, or stay invisible. Her songs didn’t just speak to me—they sang to me. Loudly. Proudly. Unapologetically. And in her voice, I found pieces of my own. What makes Chappell Roan special isn’t just her unique sound or glittery aesthetic—it’s her honesty, her vulnerability, and her courage. She makes space for the messiness of identity and desire, for joy and heartbreak and confusion, all wrapped in synth-pop brilliance. Songs like “Good Luck, Babe!” capture this perfectly. On the surface, it’s catchy and fun, but when I really listened, I realized it was telling a story I knew intimately: loving someone who can’t love you back the way you need. “Good Luck, Babe!” became an anthem for that specific kind of heartbreak—loving in silence, loving in fear, loving without being loved fully in return. As a queer girl, I’ve felt that ache, the quiet pain of being the secret or the phase or the maybe. And when Chappell sings, “you’ll find out the hard way,” there’s both hurt and healing in that line. She gives me permission to grieve but also to move on, to hope for better. Then there’s “Picture You”—a song that hit me in a completely different way. It’s softer, more reflective, and full of longing. For me, this song speaks to the bittersweet beauty of memory: how someone can live in your mind even when they’re gone from your life. The song feels like sitting with an old photograph, tracing the outline of a love that once was. It reminded me that it’s okay to miss someone and still let them go. That it’s okay to love someone who isn’t meant to stay. Chappell doesn’t shy away from complexity, and that’s why her music is so powerful. It feels real. But it’s not all heartbreak. One of my favorite parts of Chappell’s discography is how much fun it is—how she gives us space to celebrate our queerness, our weirdness, and our joy. “HOT TO GO!” is pure electric fun. It’s bold, it’s campy, it’s impossible not to dance to. That song doesn’t just hype me up—it makes me feel like I belong. There’s something radical about a queer woman owning her space so confidently, encouraging us to move our bodies, take up room, and just exist loudly. As a Black bisexual girl, representation like this means everything. I don’t see myself reflected often—not in the mainstream, not in the music I grew up with. But Chappell Roan’s music makes me feel seen, even when our identities differ, because she sings with a kind of authenticity that invites everyone in. She’s building a career not just on talent, but on truth. She’s not afraid to be political, to be emotional, or to be ridiculous—and that balance is what makes her so powerful. I support Chappell Roan because she’s creating art that uplifts, challenges, and inspires. She’s carving out space in the industry for queer voices, for honest storytelling, and for glitter-covered healing. Her music reminds me that my identity isn’t something to hide—it’s something to celebrate. In a world that often wants people like me to shrink, Chappell Roan gives me permission to expand.

Sabrina Carpenter has solidified her position within contemporary pop culture, and my admiration for her as an artist stems from a confluence of factors that extend beyond mere sonic appeal. Her career trajectory, marked by a deliberate evolution and a discernible artistic integrity, offers a compelling case study in navigating the complexities of the entertainment industry. As an 18-year-old Black woman coming of age in a world often characterized by rigid expectations, Carpenter's journey has resonated with me on multiple levels, offering subtle yet significant insights into the possibilities of self-definition and artistic growth. Her songwriting has also deepened, delving into themes of interpersonal relationships, self-discovery, and the complexities of young adulthood with a refreshing candor and wit. A track like "Don't Smile" exemplifies this evolution. Its lyrical content, grappling with the raw emotions of heartbreak and the lingering expectation of a former lover's remorse, showcases a vulnerability and emotional depth that resonates authentically. The directness of lines like "Don't smile because it happened, baby, cry because it's over / Oh, you're supposed to think about me every time you hold her" reveals a maturity in her songwriting, unafraid to confront the pain of a relationship's end and the desire for acknowledgement. This willingness to explore more complex emotional terrain is a key element in my appreciation of her work.   Furthermore, as a young Black woman navigating societal expectations and striving for self-expression, witnessing Carpenter's confident assertion of her artistic vision has been subtly impactful. In an industry that often imposes narrow definitions and expectations, particularly on young female artists, her consistent pursuit of her own creative direction serves as an understated yet powerful example of self-determination. Her willingness to explore more emotionally resonant themes, as evidenced in "Don't Smile," while remaining true to her core artistic values, underscores the importance of charting one's own course and not shying away from vulnerability in artistic expression. While the impact may not be overtly transformative, Carpenter's career has offered subtle yet significant lessons. It has illustrated the potential for growth and reinvention within a demanding industry, demonstrating that early beginnings do not necessarily dictate future trajectories. Her confident stride into a more mature artistic phase, evidenced in her willingness to explore complex emotions in songs like "Don't Smile," provides a quiet encouragement to pursue my own aspirations with a similar sense of self-assuredness and a willingness to embrace vulnerability. Observing her navigate the complexities of the music industry while maintaining a seemingly grounded and authentic presence offers a valuable perspective on the possibilities of creative self-expression and the importance of staying true to one's artistic vision. In conclusion, my appreciation for Sabrina Carpenter extends beyond the realm of casual fandom. It is rooted in a recognition of her artistic growth, her strategic navigation of the entertainment industry, and her ability to connect with her audience in a meaningful way. Her willingness to delve into more complex emotional landscapes in her songwriting, as exemplified by "Don't Smile," resonates with a sense of authenticity and maturity that I find particularly compelling. As a young Black woman, witnessing her confident evolution and her commitment to her artistic integrity has offered subtle yet significant insights into the possibilities of self-definition and the pursuit of one's creative passions in a complex and often prescriptive world. Her journey serves as a quiet reminder of the power of consistent effort, artistic evolution, and the importance of charting one's own unique path, even when navigating the complexities of heartbreak and personal growth.

I love Wicked not just because of its music or magic, but because of the truth it dares to tell about the world: that being “good” is not the same as being kind, and doing what’s “right” doesn’t always look how we expect.It's a lesson about perception, morality, and identity that has stayed with me ever since. At its core, Wicked challenges what it means to be good. Glinda is adored by the public, celebrated as “Glinda the Good.” She sparkles, she smiles, and she plays by the rules. But being labeled “good” doesn’t always mean doing the right thing. Glinda often chooses acceptance over justice, popularity over truth. She isn’t a bad person—but her “goodness” is superficial, based more on image than intention. Elphaba, on the other hand, is misunderstood from the moment we meet her. Her green skin sets her apart, making her an outsider before she even speaks. But beneath that exterior is a girl who is kind, brave, and relentlessly driven by a desire to do what’s right. She fights for the voiceless. She challenges power. She chooses integrity over approval. Yet, despite her heart, the world calls her “wicked.” Why? Because she doesn’t fit the mold. Because she dares to push back. That distinction—between being “good” and doing good—is one of the reasons I love Wicked. It mirrors the world we live in, where people are often judged more by how they look or how well they follow the rules than by the content of their character. Elphaba represents those of us who are misunderstood for being different—especially women, especially Black women. As a Black girl watching Wicked, I saw more than just a misunderstood witch. I saw someone who looked like me—not literally, but symbolically. Elphaba is villainized not because of who she is, but because of how she’s perceived. Her green skin becomes a metaphor for the biases and stereotypes that cling to people who don’t match society’s image of perfection or acceptability. She is constantly having to prove her worth, defend her values, and assert her humanity in a world determined to reduce her to a caricature. This colorblind symbolism struck me deeply. Just like Elphaba, Black women are often misjudged—labeled “angry,” “intimidating,” or “difficult”—simply for existing in a world that wasn’t built for us. We are expected to be strong but not too assertive, confident but never threatening, capable but always agreeable. Watching Elphaba refuse to shrink herself, to hold firm to her values even as the world twists her narrative, reminded me of the power and dignity in staying true to who you are. Wicked also taught me that the truth isn’t always what the crowd believes. The Wizard rewrites history, spins lies, and manipulates perception to maintain power. Sound familiar? Elphaba’s story shows how dangerous it can be when people in power control the narrative—and how courageous it is to resist, even when no one believes you. That lesson hit close to home in ways I didn’t expect. As a young Black girl learning to find her voice, I saw in Elphaba a reminder that sometimes, doing what’s right means standing alone. In the end, Wicked isn’t just a retelling of Oz—it’s a reminder to look deeper. To ask hard questions. To challenge labels. To value kindness and courage over appearance and applause. Elphaba didn’t need the world’s approval to matter—she needed her own self-belief. And in loving her story, I’ve come to see my own a little more clearly. That’s why I love Wicked. It’s more than a musical and a movie. It’s a mirror.

The chaotic heart of "The Bear" finds a measure of peace in its potential perfect ending. The final scene unfolds during a busy but controlled dinner service. The kitchen, once a battleground, now hums with practiced efficiency. The dining room echoes with satisfied customers, a testament to their hard-won success. Carmy, while still driven, has found a healthier balance. His anxiety has lessened, replaced by a quiet focus and occasional genuine smiles. "The Bear" is stable and acclaimed, his priority now the quality and the team's well-being. His relationship with Claire, though still navigating his demanding career, is built on open communication. The ghosts of his past remain, but he manages them, finding a sense of purpose beyond external validation. Sydney has fully embraced her role as partner and co-chef. Her business acumen and culinary creativity are undeniable. Her dynamic with Carmy is one of deep respect and collaborative energy. She is confident and trusted, perhaps even exploring new ventures without leaving the core restaurant, having found her family within the team. Richie's transformation is complete. He manages the front-of-house with surprising charm and efficiency. His co-parenting is healthy, his daughter a priority. His Michelin "stage" has instilled respect and purpose. He may be pursuing related passions, solidifying his place and finally feeling valued. Marcus's pastry artistry flourishes, his creations celebrated. He might be considering a small side venture, supported by Carmy and Sydney. Tina has become a respected and reliable presence, mentoring others and potentially pursuing further culinary growth. Ebraheim and Neil remain the quirky, supportive backbone, perhaps expanding their roles in the business. Sugar continues to offer vital support while balancing her own family. The ending emphasizes healing, found family, and the pursuit of passion. The characters have learned to cope with their past traumas through support and connection. The restaurant has fostered genuine bonds, creating a chosen family. Each character is actively engaged in their passion, finding fulfillment within their roles. The final shot lingers on Carmy observing the bustling room, a subtle smile playing on his lips. A knowing glance shared with Sydney encapsulates their journey. The warm glow of "The Bear" sign in the Chicago night serves as a beacon of resilience and community. The perfection lies not in a flawless conclusion, but in the believable progress, leaving a hopeful taste of a future finally worth savoring.

Diverse representation in STEM is not just important—it’s essential. It ensures that the world of science, technology, engineering, and mathematics reflects the world we live in. When people from different racial, cultural, socioeconomic, and gender backgrounds are included in STEM, it broadens perspectives, deepens innovation, and, most importantly, builds trust and accessibility in fields that affect everyone. Growing up as a Black girl fascinated by biology and dreaming of becoming an OB-GYN, I’ve always understood that representation matters. I rarely saw people who looked like me in textbooks or leading scientific conversations. Yet, I’ve seen firsthand how powerful it is to feel seen. When someone walks into a doctor’s office, a classroom, or a lab and sees someone who shares their experiences or understands their culture, a sense of safety and trust begins to form. That’s why it’s so critical that we uplift voices from all walks of life in STEM—because connection is a part of care, and understanding is a part of innovation. Science is about solving problems—and many of the world’s problems don’t affect everyone equally. For instance, Black women in the United States are three times more likely to die from pregnancy-related causes than white women. These are not just statistics; these are real people, real families. Without diverse representation in medical research and healthcare leadership, these disparities persist, and solutions remain out of reach. We need voices in STEM that come from the communities most affected—people who not only understand the science but also understand the context. People like me, who dream of becoming OB-GYNs not just to practice medicine, but to advocate for equity and care. Diversity in STEM also drives innovation. When people from different backgrounds come together, they bring unique ways of thinking, seeing, and solving problems. It’s not just about race or gender—it’s about lived experience. A student raised in a rural farming town may approach an environmental issue differently than someone raised in an urban center. A first-generation college student might see gaps in education that others overlook. These perspectives aren’t just “nice to have”—they’re necessary to address global challenges with creativity and empathy. In high school, I helped start our HOSA and National Honor Society chapters, not just to build community, but to create space for people like me—students of color, students passionate about healthcare, students with big dreams and limited resources. When I step into leadership roles, I bring my full self—my background, my culture, and my desire to make a difference. That’s why I push for inclusion and advocate for opportunities that many students don’t know exist. We all benefit when the doors to STEM are opened wider. Representation also inspires. I think about the younger students I mentor at my elementary school volunteer site. When they see me—a student leader who looks like them, who talks like them, who understands their stories—they begin to see new possibilities. They start to imagine futures in medicine, in science, in research. That spark matters. And if we want more young people to enter STEM, we need to show them that there’s a place for them there. Ultimately, the future of STEM depends on diversity. The most meaningful discoveries and the most compassionate care happen when we value every voice and every story. We don’t just need diverse minds—we need diverse hearts. People who lead with empathy, advocate for others, and bring their whole identity to the work they do.

My passion for STEM—particularly biology—stems from more than a classroom interest. It’s a deep-seated calling that reflects who I am and who I hope to become. From the moment I learned what college was, I knew I wanted to attend—not just to gain knowledge, but to explore a world that could equip me to change lives, starting with my own. Biology captivated me early on. It offered a glimpse into the intricacies of life, and for me, that fascination turned into purpose. I dream of becoming an obstetrician-gynecologist (OB-GYN), a role that blends science and compassion in a way that deeply aligns with my values. I want to support women, nurture life, and make healthcare more accessible, especially in underserved communities. This isn’t just a career goal—it’s a calling that motivates everything I do, from my academic pursuits to my volunteer work. Throughout high school, I’ve sought every opportunity to deepen my STEM education. In AP Biology, I learned the difference between memorizing facts and truly understanding science. We weren’t just answering multiple-choice questions—we were analyzing real-life lab results, evaluating graphs, and applying our knowledge to unfamiliar scenarios. It was challenging, but it felt purposeful. I realized that learning, especially in STEM, isn’t about grades—it’s about gaining skills that will one day help me save lives and support families. This mindset has carried me through other advanced courses and dual enrollment, where I’ve continued to develop the critical thinking and resilience needed for a future in medicine. Beyond the classroom, I’ve invested in healthcare-focused extracurriculars that reflect my passion. As a founding member and officer of my school’s HOSA (Healthcare Occupations Students of America) chapter, I’ve found a community of like-minded peers and a platform to lead and serve. Even before I became an officer, I volunteered at every opportunity—promoting blood drives, organizing events, and assisting advisors however I could. Though I wasn’t old enough or heavy enough to donate blood myself, I showed up every time, ready to help. That determination reflects how I approach every challenge: with effort, heart, and the belief that every step forward matters. STEM education also represents something greater to me—choice. I believe deeply in the power of choice, especially for women. I once created a piece titled Legacy of Care, portraying a Black girl and her doll, symbolizing the importance of choosing your path in life, including motherhood. Pursuing a career in women’s health allows me to advocate for that choice, to ensure others feel empowered to make decisions about their bodies and futures. I want to create a space where patients feel heard, seen, and supported—not just treated. My time working at Harvest Rain Academy also shaped my love for science and service. For two summers (and soon to be three), I worked with children from eight months to twelve years old, helping teachers and staff create nurturing, educational environments. Whether preparing meals, helping with administrative tasks, or guiding lessons about biodiversity, I saw how much effort it takes to care for others. That experience strengthened my belief that real impact starts with empathy—and STEM, when guided by compassion, is one of the most powerful tools we have to create change. An education in STEM represents hope, empowerment, and transformation. It’s my way of honoring my values—effort, empathy, and growth—while preparing to serve my community as a healthcare provider. I’m not just passionate about STEM because I love biology. I’m passionate about it because it allows me to be part of something bigger: a lifelong journey of learning, healing, and leaving behind a legacy of care.

Calculus is essential in the STEM field because it provides the mathematical framework for understanding and analyzing change, which is at the heart of nearly every scientific and technological advancement. The concepts of limits, derivatives, integrals, and differential equations allow us to model and solve real-world problems across a wide range of disciplines. Whether it's in physics, engineering, computer science, economics, or biology, calculus plays a fundamental role in how we understand and interact with the world. At its core, calculus is the study of change. Derivatives, for example, describe how quantities change over time. In physics, this concept is crucial for understanding motion, velocity, and acceleration. When an object moves, its position, velocity, and acceleration change over time, and calculus gives us the tools to quantify these changes. Without calculus, we wouldn’t be able to accurately describe and predict the behavior of physical systems, whether it’s the trajectory of a rocket, the motion of a car, or the behavior of particles in quantum mechanics. Similarly, integrals help us understand how quantities accumulate over time or across a range of values. For instance, in engineering, integrals are used to calculate areas under curves, volumes of irregular objects, and even to determine the total work done by a force. In biology, integrals are applied to model population growth or the spread of diseases, where small changes accumulate over time and lead to larger effects. Calculus also plays a pivotal role in optimization, which is central to fields like economics, machine learning, and operations research. For example, in economics, calculus is used to find the optimal level of production or pricing to maximize profits or minimize costs. In machine learning, calculus is used in algorithms for training models, particularly in optimizing error functions to improve predictive accuracy. Optimization problems are ubiquitous in the STEM field, and the ability to find optimal solutions is often rooted in calculus. Moreover, calculus helps scientists and engineers model complex systems and predict behavior in ways that would be impossible with simple arithmetic or algebra. For instance, the spread of diseases, the flow of fluids, and the interactions between various forces are often governed by differential equations, which are a key part of calculus. These equations allow us to understand how different variables change in relation to one another over time, enabling predictions and insights that are critical in fields like medicine, environmental science, and engineering. In addition to its practical applications, calculus helps build critical thinking and problem-solving skills. The discipline teaches us to break down complex problems into smaller, manageable pieces and approach them systematically. It trains us to understand how small changes can accumulate into larger effects, and how to quantify and model these changes. This ability to model and understand systems of change is a skill that extends far beyond mathematics, impacting everything from technological innovation to strategic decision-making. Ultimately, calculus is the foundation upon which much of modern science and technology is built. It provides the tools necessary to understand the world around us, predict future outcomes, and solve complex problems in innovative ways. In the STEM fields, where advancement relies on pushing the boundaries of what we know and can achieve, calculus is not just important—it’s indispensable. Whether it’s designing new technologies, understanding natural processes, or solving global challenges, calculus is the key to unlocking new possibilities and advancing our collective knowledge.

I’ve always had a deep appreciation for math because it offers a sense of clarity and structure that is both comforting and empowering. From a young age, I found joy in solving problems with clear, logical steps that led to a single correct answer. There’s something deeply satisfying about that process—starting with a challenge and, through persistence and thought, arriving at a solution that feels complete and definitive. In a world that often feels chaotic, math is a constant. What I love most about math is its universality. It transcends cultural and linguistic barriers, providing a common language that can connect people around the world. Whether it's calculating distances, understanding patterns, or analyzing data, math is a tool that unites disciplines, from the sciences to the arts. It helps us describe everything from the movement of celestial bodies to the intricate patterns in nature. This universal applicability makes math feel like a key to understanding the universe itself. Additionally, math encourages creativity in ways I never expected. While it’s often perceived as rigid or formulaic, it’s also a field where there’s room for exploration and innovation. Problems can often be approached in multiple ways, and the path to a solution is not always linear. Whether it’s finding a new method to solve an equation or applying abstract concepts to real-world situations, math pushes me to think outside the box and challenge my own assumptions. This creative aspect is what makes it feel like a puzzle, one that I can keep revisiting and refining. Another reason I love math is how it builds problem-solving skills that extend beyond equations. It teaches persistence, as solutions aren’t always apparent at first glance, and it encourages precision and attention to detail. Math also fosters a mindset where mistakes are just part of the learning process. Instead of seeing failure as something to avoid, math teaches me to embrace errors as opportunities for growth, further strengthening my ability to approach challenges with confidence and resilience. In short, math captivates me because it’s a field where logic meets creativity, clarity meets complexity, and every problem has the potential to unlock new perspectives. It challenges me, rewards my efforts, and constantly reminds me that learning is a journey—one I’m always eager to continue.

In my sophomore year, I faced one of the biggest challenges of my high school experience: helping to launch my school’s first National Honor Society (NHS) chapter. My school was still in its early years, with limited extracurricular opportunities and few established student organizations. When I saw a lack of platforms that fostered academic excellence, leadership, and service, I decided to step up. But as I quickly learned, stepping up wasn’t easy. The task of establishing NHS came with its fair share of setbacks. There were moments when I felt overwhelmed and out of place—juggling AP classes, a part-time job, family responsibilities, and the pressure of creating something entirely new. I faced numerous hurdles, from low initial interest and technical obstacles to scheduling conflicts and moments of self-doubt. At times, it felt like the mountain I was trying to climb was too steep, and I wasn’t sure if I could make it to the top. But despite the challenges, I couldn’t let my vision fall apart. I believed in the importance of what I was building—something that would offer students the chance to grow as leaders while giving back to the community. So, I “turned it up to 11.” I took a hands-on approach to solving the problems we faced. I stayed after school for hours to revise proposals, seeking feedback from teachers and peers. I created marketing materials to increase awareness and promote the idea of NHS within the school. To boost student interest, I spoke at school events and shared the benefits of being part of such a prestigious organization. I also worked closely with faculty members to ensure that the chapter would be sustainable beyond my involvement. At the same time, I dove into the technical aspects of the process—teaching myself how to manage Google Forms for applications, organize service events, and even draft the constitution. These efforts weren’t always easy, but they were necessary. Slowly, things began to take shape. More students began to show interest, teachers offered their support, and our chapter started to thrive. It wasn’t just about numbers or formal meetings—it was about creating an environment where students could connect, support each other, and grow together. Today, NHS at our school is a vibrant part of our community. We host tutoring programs, organize guest speaker events, and have even earned recognition for our service initiatives and academic achievements. Seeing the chapter come to life and make an impact on students' lives reinforced the value of perseverance. Reflecting on this experience, I realized that failure is not the end—it’s often the fuel we need to keep moving forward. This journey taught me invaluable lessons about leadership, persistence, and resilience. I learned that leadership isn’t always about being the loudest or most visible person in the room; it’s about being the one who stays after the room is empty and keeps building, even when it’s tough. I also learned the importance of asking for help, as I could not have achieved this on my own. Building something from the ground up requires teamwork, adaptability, and the willingness to keep pushing, even when the results aren’t immediate. Ultimately, this experience was not just about launching NHS—it was about learning how to turn challenges into opportunities for growth. I now approach obstacles with a mindset that they are just stepping stones on the path to success, and I’m more equipped than ever to take on new challenges with the same persistence, creativity, and resilience I used to build NHS.

1. I come from a home where love is loud, laughter is frequent, and strength is stitched into the everyday fabric of life. As the youngest of four in a two-parent household, I’ve learned the beauty of balance—of taking up space while still being thoughtful, of chasing my own dreams while honoring the sacrifices made for me. My parents, who’ve worked tirelessly to give our family stability, are my greatest motivation. I’ve seen them stretch to make sure we had what we needed, and that inspires me to work just as hard to give something back—something meaningful. What motivates me most is the desire to serve others, particularly in moments when they feel unseen, unheard, or uncertain. That’s why I want to become an obstetrician-gynecologist. For me, medicine isn’t just a career; it’s a calling to support women during some of the most vulnerable and powerful moments of their lives. I want to be a source of trust, representation, and compassion—especially for those in marginalized communities where medical bias and lack of access still exist. If I could do anything with my life, I would dedicate it to creating spaces where women feel safe, supported, and empowered. I’d work not only in clinics but in classrooms and communities, educating young girls about their health and rights. I’d advocate for better maternal healthcare policies. I’d use technology—like AI and health apps—to bridge care gaps, especially for rural or underserved areas. I’ve already had a glimpse of how tech and service can combine through programs like SMASH x Spelman, where I helped design a health education app for elementary students. That experience taught me I can dream big and act with purpose, even now. Beyond my professional goals, I imagine mentoring other girls of color who want to pursue careers in medicine. I didn’t grow up seeing many people who looked like me in lab coats or leadership positions in healthcare. If I can be that image for someone else, then I’ll know I’m living with impact. At the heart of it all, I want to live a life that uplifts others. Whether through healing, teaching, or simply listening, I want to be a presence of care and courage in every space I enter. What motivates me is the knowledge that one act of kindness, one decision to show up, can change everything—for someone else and for me. 2. STEM excites me because it’s the perfect blend of logic and possibility—a space where innovation solves problems and imagination meets action. What fascinates me most is how STEM, particularly in healthcare and information technology, can improve lives on both an intimate and global scale. It’s not just about learning facts or writing code—it’s about building tools that can save lives, close equity gaps, and empower entire communities. My introduction to real-world STEM application came through the SMASH x Spelman program. For two weeks, I lived on Spelman College’s campus and worked with a team to create a health education app for elementary students. That experience taught me how coding, design, and data can be used to solve public health problems—and that I could be one of the people creating those solutions. It showed me that tech is not only powerful, but personal. In the future, I see myself using information technology to support my work in healthcare. Whether it’s developing platforms that track maternal health data or designing apps that deliver accessible reproductive education, I want to use tech to bridge the gap between medicine and the people it serves. I’m also passionate about ensuring AI in medicine is equitable and inclusive, reflecting the diversity of the patients it impacts. A career in STEM allows me to lead with purpose, create with intention, and help shape a future where technology uplifts people—especially those whose voices have too often been left out of innovation. 3. One of the greatest challenges I’ve faced was helping to start the National Honor Society (NHS) and Healthcare Occupational Students of America (HOSA) chapters at my school—a brand-new charter school with few existing traditions or student-led organizations. I saw the potential these groups had to foster leadership, academic excellence, and career exploration, but turning that vision into reality was anything but easy. The challenge was twofold: convincing administrators and teachers to support something brand-new, and rallying students to participate while we all juggled demanding coursework and part-time jobs. There were moments of discouragement—events with low turnout, technical issues, and the constant pressure of balancing it all with my personal responsibilities and college preparation. But I didn’t give up. To overcome these challenges, I leaned into research, organization, and persistence. I drafted proposals, held planning meetings, and created marketing materials to build momentum. I listened to feedback and adapted when things didn’t go as planned. Most importantly, I kept my focus on the bigger picture: creating something that would outlast me and make a lasting impact on my school community. Eventually, both organizations grew and thrived. NHS launched peer tutoring and leadership workshops; HOSA connected students with healthcare professionals and earned awards at state competitions. These successes reminded me that resilience, collaboration, and vision can turn even the hardest situations into triumphs. This challenge didn’t just test my leadership—it defined it.

One of the greatest accomplishments of my high school career came from one of the most difficult journeys I’ve faced—helping to start my school’s National Honor Society (NHS) and Healthcare Occupational Students of America (HOSA) chapters from the ground up. This didn’t happen in a school with decades of history or abundant resources—it happened in a brand-new, STEM-focused charter high school where every tradition, system, and student-led organization had to be built from scratch. I saw a gap in our community: students who wanted to serve, lead, and grow didn’t have a space to do so. And I knew I had to do something. At the time, I was juggling rigorous coursework, dual enrollment, part-time work, and family responsibilities. But something in me said, “Do it anyway.” The hardship wasn’t just time—it was the emotional weight of self-doubt, limited support, and constant trial-and-error. I didn’t always feel qualified to lead, especially while trying to balance my personal and academic life. But I leaned into strategy. I started by researching both organizations in depth—their values, requirements, and how to structure a successful chapter. I reached out to teachers and administrators with detailed proposals, built presentations, and made my case to peers who were unsure if they had time or interest to commit. I used every skill I had—communication, perseverance, organization, and empathy. I learned how to write persuasive emails, how to speak confidently in meetings, and how to plan events that aligned with our mission. I also learned how to listen: to student concerns, to my advisors' feedback, and to the quiet voice in me that reminded me why I started this journey in the first place. The real hardship came when things didn’t go as planned—when events failed, when participation dropped, or when I had to redo hours of work because of a misstep. But I refused to let failure define the outcome. Instead, I learned to reflect, adapt, and ask for help when needed. I also leaned on time management techniques like prioritizing tasks, using planners and digital tools, and setting boundaries for rest and recovery. Eventually, our NHS and HOSA chapters became thriving organizations. We hosted tutoring sessions, invited healthcare professionals to speak, and even competed at state-level events, winning awards that made our entire school proud. What I helped create gave students a place to belong and to believe in themselves—and that, to me, is something truly great. Through this experience, I learned that hardship doesn’t block success; it refines it. I emerged more resilient, more compassionate, and more prepared for the challenges ahead. The real win wasn’t just building a club—it was discovering the strength I never knew I had.

In the summer of 2024, I participated in the SMASHxSpelman program, a two-week residential experience centered around STEM innovation and social impact. Held on the historic campus of Spelman College, the program challenged us to apply technology to a real-world issue inspired by the United Nations Sustainable Development Goals. This wasn’t just about learning theory—we were expected to design and build a prototype for an app that could create meaningful change. It was here that I got my first hands-on experience with coding, user interface design, and collaborative tech development. Our team chose to focus on elementary health education, recognizing that early exposure to health concepts can shape lifelong wellness habits. Together, we designed an app tailored to young students that combined interactive learning modules with fun, age-appropriate activities around nutrition, hygiene, and physical fitness. The goal was to make health education more engaging and accessible—especially in schools where resources might be limited. Throughout the process, I contributed to both the creative design and the coding elements, learning how user experience and functionality come together to serve a greater purpose. The experience showed me how powerful technology can be when it's grounded in empathy and driven by community needs. This project was deeply personal for me, as I plan to become an obstetrician-gynecologist. I’ve always been passionate about improving health outcomes, especially in underserved communities, and SMASHxSpelman gave me a clear glimpse into how I can blend healthcare with innovation. I now see a future where I don’t have to choose between being a doctor and being a changemaker through technology—I can be both. AI and machine learning hold the potential to transform healthcare: improving diagnostic tools, reducing medical bias, and providing early interventions. But these tools are only as powerful as the people behind them. What excites me most is the chance to be one of those people—someone who not only understands medicine but also how to apply tech solutions to close gaps in care. I envision contributing to the development of AI-driven tools that enhance patient care while prioritizing ethical considerations and human connection. For instance, apps that help expectant mothers track their symptoms in real time, or algorithms that detect high-risk pregnancies early through data analysis, all while keeping patients informed and supported. My experience at SMASHxSpelman sparked my curiosity, strengthened my leadership skills, and gave me confidence in my ability to create. I left with the understanding that I don't need to wait until I’m a doctor to start making a difference—I can begin now by exploring how AI and tech can empower healthier lives. In a world increasingly shaped by machines, I hope to be a voice that ensures people always remain at the heart of progress.

My name is Mia Finney, and I am a high school senior with a passion for science and education. I have always been fascinated by the intricacies of the human body and the way healthcare professionals can make a real difference in people's lives. This interest has driven me to pursue a degree in healthcare, with a focus on becoming a positive influence in the field. Growing up, I was inspired by the strong women in my life who worked tirelessly to care for others, whether in their personal lives or professional careers. Their dedication and compassion showed me the importance of helping those in need and how rewarding it is to make a positive impact on someone's life. This motivation, combined with my love for biology and science, has led me to pursue a career in healthcare. I am particularly drawn to the idea of working in healthcare because it allows me to combine my interests in science and education. I hope to major in biology or health education, which will provide me with a solid foundation to understand the complex systems of the human body and how to effectively communicate this knowledge to others. By becoming a healthcare professional, I can help bridge the gap between medical information and patient understanding, ensuring that individuals receive the best care possible. As an African American woman entering the healthcare field, I am aware of the unique challenges and opportunities that lie ahead. Representation matters, and I am committed to being a role model for young women of color who aspire to join the healthcare profession. I want to show them that they, too, can succeed in this field and make a significant impact on their communities. In the future, I hope to work in a role where I can directly interact with patients and educate them about their health. Whether it is through teaching patients about preventive measures or helping them understand their treatment options, I want to empower individuals to take control of their health and make informed decisions. Additionally, I am interested in exploring how healthcare technology can be used to improve patient outcomes and access to care, particularly in underserved communities. Ultimately, my goal is to contribute to a healthcare system that is compassionate, inclusive, and accessible for all. I believe that by bringing diverse perspectives and experiences to the table, we can develop innovative solutions to the challenges faced by the healthcare industry today. As a woman in healthcare, I am committed to advocating for equality and ensuring that everyone receives the care and respect they deserve. In conclusion, my choice to pursue a degree in healthcare is driven by my passion for science, education, and helping others. I am excited about the opportunity to make a positive impact as a woman in the healthcare field and to inspire the next generation of healthcare professionals. By working together, we can create a healthier and more equitable future for all.

As the youngest daughter, I often find myself trying to strike a delicate balance between making my parents proud and staying true to my own dreams and aspirations. It hasn’t always been easy, but from a young age, I’ve felt this deep desire to carve out a path that’s uniquely mine, while still honoring the values my family holds dear. Ever since I first learned about college and the opportunities it could open up for me, I’ve been driven by an unstoppable urge to pursue higher education—not just for the sake of academics, but to immerse myself in an environment filled with new experiences, challenges, and personal growth that far exceed what I’ve been exposed to so far. At the heart of my ambition is my passion for biology. It’s not just a subject I enjoy; it’s a field that sparks a deep curiosity and love for learning within me. Earning a degree in biology would mark the beginning of a rewarding and purposeful journey toward my ultimate career goal of becoming an obstetrician-gynecologist, or OB-GYN. I first became interested in this profession because of my desire to be part of something truly special—helping bring new life into the world. I’ve always had a soft spot for babies and children, though my interests didn’t quite align with pediatrics. What captivated me instead was the beauty and complexity of pregnancy and childbirth. This passion spurred me to do some research, starting with a simple search term: “doctors who birth babies.” What I discovered was a field full of compassionate professionals who do so much more than just deliver babies. These doctors nurture, support, and make a profound impact on the lives of women and their families, often during one of the most vulnerable and transformative times of their lives. Over time, this interest has deepened into something far more meaningful than just a career choice. It’s become a mission rooted in compassion, connection, and a genuine desire to make a difference. I don’t want to just "birth babies." I want to provide care that supports, uplifts, and empowers women. Specifically, I am deeply passionate about addressing the troubling maternal mortality rates among women of color, particularly Black women. The disparities in maternal healthcare are alarming, and I’m committed to doing everything in my power to reduce these injustices. I dream of a future where Black women feel safe, valued, and empowered during childbirth—where they can fully trust their doctors and know that their voices are heard, their concerns are taken seriously, and their lives are cherished. Whether it means opening my own clinic, advocating for policy changes, or helping to establish new standards in healthcare, I am determined to play a role in creating a world where women, especially women of color, can experience safe and healthy births. I envision a future where no woman has to fear for her life while bringing new life into the world, and where the maternal mortality rate is no longer a reflection of racial inequalities in healthcare. The thought of supporting women on their motherhood journeys, particularly those who are often overlooked or underserved, fuels my passion and keeps me motivated to pursue this path. I am eager to embrace every opportunity that comes my way to help tackle maternal health disparities and contribute to positive change. The journey ahead is both exciting and challenging, but I am ready to take it on with dedication, compassion, and a commitment to making a lasting impact.

Mental health is the bedrock of our overall well-being, shaping the way we think, feel, and behave in our daily lives. It plays a crucial role in how we cope with stress, make decisions, and connect with those around us, making it just as vital as our physical health. I truly believe that nurturing good mental health is essential not only for surviving but for truly thriving in this world. Without a foundation of mental wellness, even the simplest tasks can feel like insurmountable mountains, and our long-term aspirations may appear beyond reach. When I find myself in a mentally healthy state, I have the clarity and resilience to tackle challenges, sustain meaningful relationships, and pursue both personal and academic growth with genuine confidence. This belief inspires me to actively engage in practices that preserve and elevate my mental wellness. Struggling with mental health can cloud our performance at school or work, fracture relationships, and reduce the richness of our overall quality of life. On the flip side, by prioritizing mental wellness, it becomes increasingly easier to concentrate, stay motivated, and navigate the inevitable hurdles that life throws our way. For instance, maintaining my mental wellness has empowered me to face academic pressures with greater ease. Rather than allowing stress to overwhelm me during exam seasons or tight deadlines, I've discovered how to channel that stress into motivation, transforming it into a driving force for productivity. This shift has profoundly enriched both my academic performance and personal development. To uphold my mental wellness, I rely on a few fundamental strategies: self-care, stress management, and seeking support when necessary. These practices keep me anchored, even amidst the storms of life. Self-care is an indispensable part of my daily routine. I make time for the activities that replenish my spirit, whether it’s curling up with a book,physical exercise, or getting outside. The link between physical and mental health is undeniable, so I make it a priority to nourish my body with wholesome food, stay active, and ensure I get restorative sleep. For example, taking a jog or going for a leisurely walk after a demanding day clears my mind and readies me to confront challenges with fresh focus. Stress management is another crucial element in sustaining my mental wellness. Life is a tapestry of challenges, and our reactions to them can significantly shape our mental state. I cultivate mindfulness through practices like meditation and deep breathing exercises, helping me remain present and calm amidst stressful moments Journaling has become a cherished outlet for processing my thoughts and emotions, offering clarity when everything around me feels chaotic. Lastly, I’ve come to appreciate the invaluable role of seeking support. No one should carry their burdens alone, and having a support network is essential for maintaining mental health. Whether it’s confiding in friends or family members, I make it a point to reach out when I'm feeling low. In school, I have turned to teachers or counselors for guidance during particularly stressful times. Knowing that there are people in my life who genuinely care, listen, and offer encouragement makes a world of difference. Mental wellness is not merely a one-time goal; it’s an ongoing journey that demands our attention and care. By embracing self-care, managing stress, and seeking support when needed, these habits empower me to navigate life's ups and downs, ensuring that I can commit to my personal and academic aspirations. Most importantly, prioritizing my mental health enables me to lead a rich and fulfilling life, allowing me to truly flourish.