Arriving in the United States as an undocumented child, I didn’t know what opportunities awaited me, but my family’s dream was clear: that my sister and I would have the chance to succeed where our parents could not. Neither of my parents went past middle school, and my dad had always dreamed of attending college. Their greatest hope was that we would continue our education, and they made it clear that our job was to work hard so we could have a better future. Two weeks after moving, I started third grade. Everything felt unfamiliar, and I was nervous about fitting in or understanding the teacher. Luckily, I was placed in a bilingual classroom, where my teacher, Mrs. Ramos, taught in Spanish and English. She was kind, patient, and cared equally for every student, reassuring me when English felt impossible. In her classroom, I felt safe, seen, and capable. Those early experiences shaped how I approached learning, but as I grew older, I began to notice the limitations of my undocumented status. It wasn’t until high school that I fully realized those limitations. I watched friends get drivers’ licenses, apply to college, and start jobs, opportunities I could not access. After high school, receiving DACA allowed me to pursue higher education and eventually work in schools. Though I had originally planned to become a film editor, I took a job as a paraprofessional to support myself in college. What began as a temporary job became a passion. Working as a paraprofessional, I witnessed the dedication teachers put into their students and the joy of helping children overcome obstacles. Two years later, I moved to a new school, where most of my students were English Language Learners from backgrounds similar to mine, including many who were undocumented. I watched their faces light up when they finally understood a concept, their pride in answering questions with support, and the relief they felt knowing someone was there to guide them filled me with purpose. These moments made me realize teaching was my true calling, and a temporary job became a lifelong goal. My eleven years in education have shown me the highs and lows of teaching. I have seen students struggle and succeed and observed both highly effective and ineffective teachers. Having experienced education both as a student navigating language barriers and as a teacher supporting students, I understand why students struggle and what they are feeling. This perspective helps me respond with patience, encouragement, and strategies that meet their unique needs. These experiences have shaped the teacher I aspire to be. I strive to create a classroom where every student feels they belong and can learn without fear of being underestimated. I want to be the teacher who not only teaches content but also builds confidence, celebrates accomplishments, and helps students believe in themselves, even when challenges arise. I believe every student is capable, from ELLs and students with IEPs or 504 plans to general education students. Every child deserves a chance to succeed. This scholarship would help me continue my education despite the financial challenges of being a DACA and first-generation college student, allowing me to focus fully on completing my teacher preparation program. More importantly, it would equip me to become a teacher who models perseverance, hard work, and possibility, showing my students that higher education is attainable and that they can overcome obstacles, just as I have.

For the longest time, I was never aware that I was part of an underrepresented minority population. I was simply Mitzary, a Mexican girl living in the United States. Growing up as an undocumented immigrant did not feel unusual at first, as I lived inside a bubble where those around me shared similar experiences. My family was close, and our community provided a sense of belonging that shielded me from fully understanding how different my reality was from that of others. It was only later, as that bubble began to fade, that I realized my identity carried challenges and responsibilities that would shape my path forward. Elementary school was one of my favorite places growing up. It was a space where I felt seen and heard, where I could openly express who I was and where I came from. I was surrounded by students who shared experiences similar to mine, many of us learning English and navigating a new culture together. One of my favorite moments each year was Hispanic Heritage Week, when I had the opportunity to showcase my culture through traditions, food, and stories. During these celebrations, I felt a deep pride in my Mexican and Hispanic identity. It was not until I reached middle and high school that I began to recognize the challenges that came with being part of an underrepresented minority population. In middle and high school, I left the shelter of the bubble I had lived in during my first years after arriving from Mexico. During this time, I began to see how the rest of the world viewed me. I became familiar with hurtful terms like “wetback” and “beaner,” words that reduced my identity to stereotypes. Where I saw my community as hardworking, resilient, and loving, others reduced us to labels meant to diminish our worth. Over time, I learned that these experiences weren’t reflections of my value, but lessons that shaped my resilience, empathy, and determination. As I grew into who I am, I became comfortable in both myself and my identity as a Mexicana. I no longer see myself or the circumstances that brought me to this country as a hindrance, but as motivation to keep pushing forward. I carry myself with pride in my family, culture, and journey. Today, I bring that pride into the classroom. As an Elementary Education major at the University of Central Florida and a current classroom assistant, many of the students I work with are English language learners or undocumented, just like I once was. I support them by celebrating their identities, organizing school-wide Hispanic Heritage Month activities, speaking to students in Spanish, and affirming their cultural pride whenever I see it. Elementary school was once a place where I felt safe being myself, and I now strive to create that same sense of belonging for my students. Seeing their confidence grow reminds me that my identity is not only part of my story, but a tool to help others thrive. This scholarship will help support my education as an undocumented student while providing the resources needed to become an effective and compassionate educator. I aspire to build classrooms rooted in inclusion and equity, where every student feels seen, valued, and empowered to succeed, particularly those from underrepresented communities. By embracing and sharing my identity, I hope to create lasting impact through education and representation.

My name is Mitzary Rosales, and I am undocumented. Growing up I learned to resent that fact about myself. I despise the term 'undocumented.' This word taught me fear, shame, and guilt, but it also taught me strength, perseverance, and resilience. Despite the countless challenges, being undocumented has fueled my desire to succeed. From the moment we arrived in the United States in 2002 my parents made it clear that being undocumented meant we could not return to Mexico, and I could never tell anyone about our immigration status. In my early years here, being undocumented did not affect me as much. Aside from the frequent, sometimes frustrating question from friends, "Do you go to Mexico often?” which I never knew how to answer, I had a very normal childhood. I loved going to school and I was eager to learn English. At school I felt like everyone else, and being undocumented did not matter. This sense of normalcy allowed me to focus on excelling at school and for a while my status had little impact on my life. It wasn't until I started high school that I understood the impact of growing up undocumented. In 9th grade, I was diagnosed with cancer, and that is when I realized how much my lack of status limited the resources available to me. It was also during this time that my resentment for being undocumented began to take root. I felt guilty for putting my parents in an impossible financial situation and ashamed when hospital staff would ask about insurance or how we could proceed with treatment without proper coverage. My frustration with my immigration status intensified as I watched my friends reach milestones like getting their driver's licenses, applying for jobs, and looking into colleges. Not being able to move forward with them made me angry, as if no matter how hard I tried, I was stuck. Despite this anger and the many obstacles in my way, I made it my personal goal to attend college. I saw education as a way to prove that my undocumented status would not determine my future. My college journey has been long and challenging. Due to financial barriers, and lack of aid it is taking me twice as long to complete my degree. However, I chose to pursue higher education as a way to prove that my undocumented status is not an obstacle in my path. Today, I attend the University of Central Florida, where I am pursuing a degree in Elementary Education. For me, education has always been the key to achieving my goals. Growing up, school was the one place where I felt seen and heard, where my undocumented status did not matter. This is why I aspire to become a teacher. I want to create an inclusive learning environment where all students, especially those like me, feel safe and valued. Winning this scholarship will help ease the financial burden and allow me to focus on my studies. More importantly, this scholarship will impact the hundreds of students that will come through my classroom, many of whom come from backgrounds like mine. It will show them that higher education is achiavable. In conclusion, growing up undocumented has been challenging. Yet, it is these challenges that have fueled my determination to succeed. I am ready to face any barrier with resilience and courage. This scholarship will not only help me overcome the financial difficulties that come with being an undocumented student in the United States, but it will also get me a step closer to reaching my goals.

I have realized that life has a way of leading you where you need to be. Life will close doors just to open better ones for you. It will take you down the longer path because the reward will be worth it in the end. In my case, life has led me to work as a program assistant at Ocoee Elementary and over the last decade it has ignited in me a passion for teaching. Today, my goal is to graduate with a Bachelors in Elementary Education from UCF (University of Central Florida) and become a teacher at my current school. Ten years ago, I found myself working at my first school, Hiawassee Elementary as a paraprofessional. I instantly fell in love with working with students. I loved how their eyes would light up every time I walked into the classroom to work with them and how excited they would get when they finally understood something they had been struggling with. This is when I realized that I could have a future in education. Two years later, I moved on to become a program assistant at Ocoee Elementary School. At Ocoee, I was with students that were just like me. Immigrants with similar backgrounds as mine. In them I saw myself, the wide-eyed student who did not speak a word of English, the quiet student that hoped they would not get called on and the student that was trying their best. It was at this school that I realized I had the power to influence these students, to help them build confidence and succeed. After many years of working as a program assistant, my school district offered the opportunity for people in my position to complete their bachelor’s degree in elementary education at UCF. This opportunity also offered a scholarship that would cover the cost of in-state tuition. I applied and got the scholarship, but because of my DACA (Deferred Action for Childhood Arrivals) status I was not able to claim residency for tuition purposes at UCF. That left me to pay for out-of-state tuition. I spent hours on the phone with the university, emailed every department that I could think of trying to find a solution to this challenge. Unfortunately, there was nothing I could do. It was disheartening to know there is this amazing opportunity out there, but because of my immigration status, I cannot take full advantage of it. However, this did not stop me from accomplishing my goals. I always dreamed of going to UCF, so I assumed financial responsibility to complete my education. As a DACA student, I have faced unique challenges. Navigating an education system as an undocumented immigrant has required persistence and resilience. I have faced uncertainty about my future, financial barriers, and the constant weight of not knowing what tomorrow might bring. However, these challenges have become a source of motivation and give me the drive I need to reach my goals. Since I began my career in education a decade ago, I have had the goal to become a teacher and create a learning environment where every student can thrive. Most importantly, I hope to show my future students that their goals are achievable, that they too can overcome adversity and reach their goals, just as I am striving to do.

My essay is submitted in video form.