Growing up, my single mother was my first teacher. She set the precedent by modeling the transformative nature of education through hard work and discipline. She was inspiring, as she earned her bachelor’s degree in criminal justice while also raising two daughters on her own. My mother did not have a margin between working full-time and pursuing education. In the midst of this, I have vivid memories of sitting next to her as she studied. She was learning about the importance of the criminal justice system without realizing she was forging in me an eagerness to learn and pursue justice. My mom’s own journey in her pursuit of justice and education was stunted by the same notion that law school would always be a dream out of reach. Even in this, the differences between my mother and I are that, through her example, I had someone who introduced me to the importance of ambition and perseverance. Much like a teacher, my mother motivated me to maximize my potential and pursue justice and education in order to enact change through law and community development. My commitment to go to law school lies in the intersectionality between law and education. As an educator, skilled in communication, conflict resolution, and adaptability, I believe that I am an equipped and capable candidate for law school. The intersectionality between law and education prompts me to help equip and empower others to reach their individual success. While my background in education has prepared me for interpersonal change on a micro-level, law school will help equip and prepare me with the skills needed to serve my community through legislative change and advocacy work. During my undergraduate student teaching experiences in Harrisburg, PA, I worked within a high-stress educational system with limited resources. Through these experiences, I was able to learn transferable skills such as adaptability, commitment, and integrity, which are integral in my pursuit of a legal career. I was also able to learn communication skills through parent-teacher conferences and IEP meetings. I worked to simplify complex concepts for families and students with varying levels of understanding—which is a talent that lawyers require when working with individuals from varying levels of education, socio-economic backgrounds, and demographics. In the field of law, this skill corresponds to negotiation and mediation, which require the competency of emotional intelligence. As a teacher, I aimed to achieve excellence in my skills of communication, conflict resolution, and adaptability in order to increase my educational background and position me well for success in the legal field. Through learning from my mother and my student teaching experiences, I have been able to build a foundation and core values founded upon helping and educating others through law. To me, a key characteristic of being a successful lawyer is established through how law and education are institutions that have the power to liberate and equalize people. Unfortunately, education and law have tended to be systems that oppress or hinder people. I have learned that communities are searching for representation that resembles and honors them, which is ultimately who I am and hope to be as a lawyer. While my interests in particular areas of law vary, my purpose remains the same: serving the public with compassion and hospitality. I want to go to law school because of the transformative process that the legislature and education have, which I hope will maximize my potential as a lawyer for the ultimate purpose of representing my community with integrity and empowerment in order to fulfill the needs of the public.

Since the beginning of America's history, there has always been a whisper in the wind crying out about the persistent and arbitrary effects of the abuse of fundamental rights outlined in the Constitution. From Brown v. Board of Education to Gary B. v Snyder, we can track the explicit ways society has allowed many institutions to systematically abuse their power to impact a student’s growth, development, and livelihood, especially in the framework of education. In the fall of 2016, the nation heard the outraged voices of seven students from the Eastern District of Detroit, Michigan. These students would be at the heart of a four-year nationwide debate focused on the question “Do students have a constitutional right to literacy?” (Gary B. V. Snyder 2:16-Cv-13292 (E.D. Mich.) | Civil Rights Litigation Clearinghouse, n.d.). As these students filed legal action against Michigan Governor Rick Snyder and state education officials, they unknowingly began to pave the road for students of all backgrounds to access their fundamental right to a basic education. Now, three years later the ripples of this multiple-million-dollar settlement are still apparent, especially for those pursuing education as a vocation. While I reflect on the repercussions of our legal justice system re-enforcing the pervasive learning conditions that occur in red-lined school districts, I analyze more closely the intersectionality of moral obligation and the legal repercussions of depriving a child of the right to education. The driving question of this lawsuit is what navigates my inquiry project, which is derived from my passion for education and law. To me, these two institutions fulfill the roles of social justice; therefore, this project becomes a personal quest to understand why there must be legal precedence for institutions to honor their roles. This case change my perspective on the intersectionality between education and the legal system. As an English Learner (EL), I could have become another statistic who was pushed through the school system. However, I had teachers who understood that literacy was an unalienable right for students, no matter their demographic background. The reality is that in order to fully answer the question of whether literacy is a constitutional right, a person must first begin to comprehend and scrutinize the court case that birthed this question into existence, Gary B. v Snyder. It must be recognized that the “right” students were fighting for included three basic components: facilities, teaching, and educational materials. Additionally, the court wanted to emphasize that for each of the components “the quality and quantity provided must at least be sufficient for students to plausibly attain literacy within the educational system at issue” (Walsh, 2020). By defining the parameters of the right to literacy, a person can now measure whether the conditions of a school fulfill the components meant to achieve literacy. This case highlighted to me the duty that teachers have to properly equip students with literacy skills that prepare them for life. This lawsuit can teach future educators the importance of moral obligation and professional responsibility regardless of demographic background or resources. The reality is that teachers have the obligation to ensure students have more than just minimal literacy skills. Furthermore, this case demonstrates the significance of advocacy, a vital part of making education more accessible, which in this situation allowed the schools to get 94.4 million for literacy resources. The job of educators is not to push students through the system, rather it is to equip them with literacy skills to be successful citizens.

Growing up, my single mother was my first teacher. She set the precedent by modeling the transformative nature of education through hard work and discipline. She was inspiring, as she earned her bachelor’s degree in criminal justice while also raising two daughters on her own. My mother did not have a margin between working full-time and pursuing education. In the midst of this, I have vivid memories of sitting next to her as she studied. She was learning about the importance of the criminal justice system without realizing she was forging in me an eagerness to learn and pursue justice. However, as I got older, I became conditioned to believe that people with my socio-economic background could never be lawyers. My mom’s own journey in her pursuit of justice and education was stunted by the same notion that law school would always be a dream out of reach. Due to our financial instability, my grandmother was my sister and I’s primary caretaker, often taking us to live in Puerto Rico for long periods of time until I started elementary school in Reading, PA. As a native of the island, my grandmother rarely spoke English, so growing up, my first language was Spanish. This became an obstacle when I started schooling and was labeled as an EL (English Learner). Even in the midst of difficulty, I had my mother, who introduced me to the importance of ambition and perseverance in order to overcome obstacles. Much like a teacher, my mother motivated me to maximize my potential and pursue justice and education in order to enact change through law and community development. My devotion to public service is rooted in my background as a teacher and my upbringing as the oldest daughter of a single mother. Coming from a community that is poverty-ridden and violence-torn, I grew up hyper aware of the many obstacles and challenges my mother navigated. Although my mother’s hard work and perseverance are part of my success, it was also the community resources and programs that ultimately allowed me to flourish as a student and as a young girl. I had to overcome many obstacles; however, it was the volunteers and professionals' dedication to the betterment of their community that allowed me to have a firsthand experience of public service, thus empowering me with the tools to be successful. Contrastingly, it also made me acutely aware of the growing disparities between different people groups and, more importantly, the access to such services. This area of law is personal to me, and I want to be part of a movement that advocates for the underrepresented and works toward systemic reform. It is not just a career for me, but a way to honor my mother’s resilience and to help create a world where others like me have the same opportunities to thrive. This scholarship would provide me with the financial security needed to focus on my studies and alleviate some of the strain on my family. While my single mother has always done her best to support my siblings and I, attending law school will create additional financial burdens. Receiving this scholarship would help lift some of that weight, allowing me to concentrate more on my studies without the constant stress of financial worries. I am committed to the values of service above self, and I hope this scholarship will be a steppingstone toward my goal of earning my juris doctors. As a lawyer, my ultimate purpose is to represent my community with integrity and empowerment in order to fulfill the needs of the public.

Growing up, my single mother was my first teacher. She set the precedent by modeling the transformative nature of education through hard work and discipline. She was inspiring, as she earned her bachelor’s degree in criminal justice while also raising two daughters on her own. My mother did not have a margin between working full-time and pursuing education. In the midst of this, I have vivid memories of sitting next to her as she studied. She was learning about the importance of the criminal justice system without realizing she was forging in me an eagerness to learn and pursue justice. However, as I got older, I became conditioned to believe that people with my socio-economic background could never be lawyers. My mom’s own journey in her pursuit of justice and education was stunted by the same notion that law school would always be a dream out of reach. Even in this, the differences between my mother and I are that, through her example, I had someone who introduced me to the importance of ambition and perseverance. Much like a teacher, my mother motivated me to maximize my potential and pursue justice and education in order to enact change through law and community development. My commitment to go to law school lies in the intersectionality between law and education. As an educator, skilled in communication, conflict resolution, and adaptability, I believe that I am an equipped and capable candidate for law school. The intersectionality between law and education prompts me to help equip and empower others to reach their individual success. While my background in education has prepared me for interpersonal change on a micro-level, law school will help equip and prepare me with the skills needed to serve my community through legislative change and advocacy work. During my undergraduate student teaching experiences in Harrisburg, PA, I worked within a high-stress educational system with limited resources. Through these experiences, I was able to learn transferable skills such as adaptability, commitment, and integrity, which are integral in my pursuit of a legal career. I was also able to learn communication skills through parent-teacher conferences and IEP (Individualized Educational Plan) meetings. I worked to simplify complex concepts for families and students with varying levels of understanding—which is a talent that lawyers require when working with individuals from varying levels of education, socio-economic backgrounds, and demographics. As a teacher, I aimed to achieve excellence in my skills of communication, conflict resolution, and adaptability in order to increase my educational background and position me well for success in the legal field. Through learning from my mother and my student teaching experiences, I have been able to build a foundation and core values founded upon helping and educating others through law. To me, a key characteristic of being a successful lawyer is established through how law and education are institutions that have the power to liberate and equalize people. Unfortunately, education and law have tended to be systems that oppress or hinder people. I have learned that communities are searching for representation that resembles and honors them, which is ultimately who I am and hope to be as a lawyer. While my interests in particular areas of law vary, my purpose remains the same: serving the public with compassion and hospitality. I want to go to law school because of the transformative process that the legislature and education have, which I hope will maximize my potential as a lawyer for the ultimate purpose of representing my community with integrity and empowerment in order to fulfill the needs of the public.

As a young girl, I would watch my mother -late in the night- study and prepare for her classes. In this season of her life, she did not let being a single mother of two hinder her from working full-time and continuing her education rather it motivated her to work harder. Coming from a family who immigrated from Puerto Rico to Pennsylvania, my mother’s upbringing laid the foundation for my passion for education. My mother was always told that education was just as much a privilege as it was empowering. From the time I was born, it has been engraved into my being that knowledge was power and by being educated you could like Gandhi said, “be the change you want to see”. When my mother became the first to graduate with her bachelor’s degree, she left a lasting impact on my life. She illustrated to my sister and me the importance of education regardless of the obstacles. From elementary school to high school, I worked hard to overcome language barriers as well as stereotypes. Now, I am thrilled to be part of Messiah University’s Education department as a Dual Certification in Pre-K through 4th and Special Education. The program at Messiah means so much more to me than just earning my degree rather it is the process of becoming a teacher to students who need someone as I did years ago. Often, I think about why I wanted to become a teacher in the first place. This answer is comprised of many parts of my life, but an essential part is my grandfather. I lost my grandfather five years ago. He was not only my number one supporter but my first student. I never got to tell him that I wanted to become a teacher because of him. In the sixth grade, I moved to Oley and was introduced to a harder academic setting. This new workload made me study more than usual, and my grandpa noticed. He never made it past the third grade, so he did not understand why I spent so much doing schoolwork. Every day he made it a point to sit down and ask me what I was doing. It was in those moments that I found my passion. It would be my fuel and motivation to become an elementary school. The summer of his death I had my first teaching experience at Fortress, a summer program for at-risk youth. This experience solidified my desire to be a teacher. It taught me there is always a child who will need support and love. As a teacher, I am expected to mold the next generation into law-abiding and honorable citizens, which is no easy feat. With the scholarship, I can focus more on my studies and leadership responsibilities rather than stress about finances. I know that this scholarship was funded for people who know service above self. I intend to earn my teaching certificate to cultivate a positive learning classroom that empowers my students to engage in their education.

As a young girl, I would watch my mother -late in the night- study and prepare for her classes. Being a single mother of two did not hinder her from working full-time and continuing her education rather it motivated her to be the first in the family to have a college degree. Coming from a family who immigrated to Pennsylvania from Puerto Rico, my mother’s upbringing laid the foundation for my passion for education. My mother was always told that education was just as much a privilege as it was empowering. From the time I was born, it has been ingrained into my being that knowledge was power and by being educated you could like Gandhi said, “be the change you want to see”. When my mother became the first to graduate with her bachelor’s degree, she left a lasting impact on my life. She illustrated to my sister and me the importance of education regardless of the obstacles. From elementary school to high school, I worked hard to overcome language barriers as well as stereotypes that would serve as building blocks. I am thrilled to be part of Messiah University’s Education department as a Dual Certification in Pre-K through 4th and Special Education. With the help of my advisor, Dr. Tina Keller, I have also decided to minor in the TESOL/ESL program as well as Speech and Language Pathology. After graduating from Messiah University, I plan to use my TESOL certificate to teach abroad before teaching at my own elementary school, 16th & Haak Elementary School. I plan to give back to the community that helped raise me. I would like to use my bilingual skills to teach English in Central and South America. I knew right away that Messiah University would help me accomplish my aspirations of teaching abroad and as my time there continues, it becomes more like a reality. The professors I have at Messiah make me feel truly equipped to teach anywhere and to any child. This scholarship would provide me the opportunity to feel financially secure in this year's studies. My single mother has always tried her best to financially provide for my sister and me. However, this scholarship could elevate the financial burden we feel due to Messiah being a private school. I hope this scholarship will be a stepping-stone for my future. With the scholarship, I can focus more on my studies and leadership responsibilities rather than stress about finances. I know that this scholarship was funded for people who know service above self. I intend to earn my teaching certificate to cultivate a positive learning classroom that empowers my students to engage in their education.

Coming from a background where my community is poverty-ridden and violence-torn, a large contribution to my vocation is based not only on my need to serve God but my obligation to return to the community and help in the best ways possible. All through elementary school, I had teachers who supported and encouraged me to work hard in school so that I could have a better livelihood. They were intentional with how they created rapport with their students to help them develop holistically. After recognizing that my vocation is Education, the urgency I felt to teach children morphed into a passion for helping those in at-risk communities. It became a commitment to do what I felt most I needed to do for the purpose of feeling not only a sense of fulfillment in my vocation but contentment. It was those teachers, whose names I still recall, that helped me survive life in a city where many children have died in the crossfires of gang violence. I am thrilled to be part of the Education department as a Dual Certification in Pre-K through 4th and Special Education. With the help of my advisor, Dr. Tina Keller, I have also decided to minor in the TESOL/ESL program as well as Speech and Language Pathology. After graduating from Messiah University, I plan to use my TESOL certificate to teach abroad before teaching at my own elementary school, 16th & Haak Elementary. I plan to give back to the community that helped raise me. I would like to use my bilingual skills to teach English in Central and South America. I knew right away that Messiah University would help me accomplish my aspirations of teaching abroad and as my time here continues it becomes more of a reality. Just having professors like the ones at Messiah make me feel truly equipped to teach anywhere and to any child. While also providing me the opportunity to feel financially secure in this year's studies, this scholarship will help me continue attending Messiah University. My single mother has always tried her best to financially provide for my sister and me. However, this scholarship could elevate the financial burden we feel due to Messiah being a private school. I hope this scholarship will be a stepping-stone for my future. With the scholarship, I can focus more on my studies and leadership responsibilities rather than stress about finances. I know that this scholarship was funded for people that know service above self. I intend to earn my teaching certificate to cultivate a positive learning classroom that empowers my students to engage in their education.