If you had asked me years ago whether I wanted to play golf, my answer probably would have been no. My dad was the one who encouraged me to give it a chance. He always told me that golf was a sport I could play for the rest of my life and that it would be an important skill in the business world someday. I had also seen how much he enjoyed golfing on family vacations, so I decided to try it. What started as something I did because my dad suggested it eventually became something I genuinely loved. One of my favorite parts of golf is the time it creates with family. During vacations, my dad, brother, and I often play together. Unlike many sports that move quickly, golf gives you hours of conversation between shots. Some of my favorite memories are walking down the fairway talking about school, sports, faith, or whatever happens to be on our minds. Those rounds have helped me build stronger relationships with my dad and brother while creating memories I will carry with me long after I stop competing. I also love that golf challenges me mentally. Success is never guaranteed. One great shot can be followed by a bad one, and there is nobody else to blame. Golf has taught me patience, accountability, and how to move forward after mistakes. Those lessons have helped me in every area of my life, from academics to leadership roles and other sports. As a female golfer, one challenge I have faced is being part of a sport that has traditionally received more support and recognition for male athletes. There are fewer girls who play, and sometimes it can feel like women's golf receives less attention. Rather than allowing that to discourage me, I focused on improving my game and supporting my teammates. Our golf team was not always the strongest team in the league. We experienced our share of difficult matches and disappointing results. Yet those seasons taught me some of the most valuable lessons. I learned that leadership is not about winning every competition. It is about showing up with a positive attitude, encouraging teammates, and finding ways to enjoy the experience even when the scoreboard is not in your favor. Eventually, I became captain of the team. Being captain was not about having the lowest score. It was about helping create a culture where everyone felt included, supported, and motivated to keep improving. Looking back, some of my favorite memories are not the victories but the laughs shared during difficult rounds and the friendships built through the sport. Golf began as something my dad encouraged me to try. Today, it is one of the most meaningful activities in my life. It has strengthened my family relationships, taught me resilience, and helped me grow as a leader. Most importantly, it has shown me how to find joy in the process, whether I am celebrating a great round or learning from a tough loss.

My favorite part of playing golf is the quiet. In most of the sports I play, everything moves quickly. Flag football, soccer, and track all require quick reactions, noise, speed, and constant movement. Golf is different. When I step onto the course, I have to slow down. I notice the grass, the wind, the slope of the green, and the space between one shot and the next. Golf gives me time to think, but it also teaches me not to overthink. I have learned that sometimes the best thing I can do is take a breath, trust my preparation, and swing. Golf has shaped my character because it demands honesty and patience. There is no referee watching every shot or teammate who can cover for me if I lose focus. Golf shows me exactly where I need to grow. A bad hole can test my attitude more than my ability, and a good round can fall apart if I get too comfortable. Because of that, golf has taught me humility. I have learned how to reset after mistakes, stay calm when things do not go my way, and keep competing even when I am frustrated. As a varsity golfer and team captain, I also learned that golf is not as individual as people think. Yes, each player takes her own shots, but the team still depends on everyone’s effort and attitude. I tried to lead by encouraging my teammates, staying positive during difficult matches, and showing that leadership is not just about scores. It is about consistency, respect, and how you carry yourself when the round is not going the way you hoped. One of the biggest challenges I have faced is balancing high academic goals with athletics, service, and leadership. I am an IB diploma candidate, have completed dual enrollment college classes, and have pursued research in artificial intelligence and brain tumor classification. At the same time, I have played multiple varsity sports, served as a captain, led service initiatives through CSF, and volunteered as a translator at my church. There have been seasons where I went from school to practice to homework late at night, then woke up and did it again. Golf helped me handle that pressure because it trained me to focus on one shot at a time. I cannot fix a whole round at once, just like I cannot accomplish every goal in one day. I can only be disciplined with the next step. I have not personally experienced a serious medical condition like Scott did, but my family has seen how health challenges can shape daily life. Watching my brother receive neurostimulation therapy for ADHD helped me understand how much medical innovation can change someone’s confidence, focus, and independence. That experience is part of why I am passionate about neuroscience and technology. It made me want to use my education to help people facing uncertainty in their health. Golf has given me more than memories on the course. It has taught me focus, patience, resilience, and gratitude. It has shown me how peaceful life can feel outdoors, but also how much strength it takes to keep going after a difficult shot. I hope to carry those lessons into college and beyond, using the same discipline and calm determination to serve others, pursue medical innovation, and make a positive impact.

The impact I want to make starts with my brother. Watching him receive neurostimulation therapy for ADHD changed the way I understood science. For years, medication had been part of his routine, but neurostimulation gave him another path. I saw how technology could support his brain in everyday life, not in an abstract way, but in our family, through his confidence, focus, and independence. That experience made neuroscience personal to me. It showed me that when education and technology are used well, they can change the way someone learns, grows, and sees himself. I want to use my education in neuroscience, artificial intelligence, and entrepreneurship to create tools that make healthcare more accessible and more human. I began exploring this through my research paper, Evaluating Convolutional Neural Networks for Brain Tumor Classification, where I studied how AI could help classify brain tumors from MRI scans. At first, I was excited by the technical challenge of training models and comparing accuracy. But the more I learned, the more I thought about the person behind each scan. Someone is waiting for answers. A family is praying for good news. A doctor is trying to make the best decision as quickly as possible. If AI can help support earlier and more accurate diagnosis, then technology can reduce fear and suffering in a real way. The people who inspire me most are those who use their gifts to serve others. My parents, who work in education, have shown me how much one teacher or mentor can shape a student’s future. My coaches have taught me that sports can build discipline, confidence, and belonging. As a four-sport varsity athlete and captain, I have learned that a team is strongest when every person feels seen and valued. Sports have given me safe spaces to grow, fail, lead, and try again, and I believe every young person deserves that same chance. That belief also comes from my service work. As a translator at church food drives and school supply events, I have met families who are doing everything they can for their children but still need support. Sometimes giving back means helping someone understand a form, find the right table, or ask for what they need without feeling embarrassed. Those moments have taught me that access matters, whether it is access to education, sports, healthcare, or simply someone who speaks your language. In the future, I hope to build medical technologies that help patients and families who feel overlooked or overwhelmed. I also want to give back by mentoring younger students, especially girls interested in science, sports, and leadership. I know what it feels like to be encouraged by people who believe in you before you fully believe in yourself, and I want to be that person for others. My vision is a future where innovation does not only reach the people who can afford it first. I want technology to serve families like mine, students in underserved communities, and patients waiting for answers. My brother helped me see what is possible when science meets real human need. Now I want to use my education to make that possibility available to more people.

Being a student-athlete has shaped how I show up every day on the field, in the classroom, and in my community. Whether I am leading my team as a captain, preparing for an exam, or working with kids at summer camp, I have learned that success is built on consistency, discipline, and trust in the people around me. I have been a varsity athlete in four sports: golf, flag football, soccer, and track and field, serving as a captain in each. These roles taught me that dedication is not defined by game day performance, but by the habits you build when no one is watching. It is early morning practices, staying late after training, and pushing through fatigue while balancing multiple responsibilities. Being named First Team All-League in flag football, Second Team All-League in soccer, and competing in all-star games reflects that commitment, but more importantly, it reflects the standards my teammates and I held each other to. Taking the field at SoFi Stadium for the Chargers flag football all-star game was unforgettable, not just because of the stage, but because it represented years of consistent work in a sport that continues to expand opportunities for female athletes. In the classroom, I bring that same discipline. As an AP Scholar with Distinction, a full IB Diploma candidate, and a student who has completed nine dual-enrollment college courses, I have learned how to manage a demanding academic schedule alongside four varsity sports. There have been nights after games when I still needed to study or finish assignments, and those moments taught me how to stay focused and follow through. Being recognized as a Scholar-Athlete all four years, along with being named CIF Southern Section Female Scholar-Athlete of the Year for my school, is especially meaningful because it reflects that balance. Teamwork has been one of the most important lessons I have learned. As a captain, I understand that leadership is not about being the loudest voice, but about setting the tone through my actions. On the field, that means encouraging teammates after mistakes, holding each other accountable, and building trust so we can perform as one unit. I carry that same mindset into the classroom, where I focus on listening, communicating clearly, and making sure everyone feels supported. I have also seen how teamwork extends beyond sports through my role as a camp counselor, where parents trust us to care for their children. Working together to create a safe and supportive environment showed me that accountability and trust matter just as much off the field. Resilience has defined my experience as a student-athlete. Not every game goes as planned, and not every performance meets expectations. I have faced losses, setbacks, and moments where I had to push through frustration and fatigue. Instead of letting those moments hold me back, I have learned to grow from them and respond with a stronger mindset. When I encounter challenging material in the classroom, I approach it the same way, putting in extra time and effort until I understand it. As a bilingual student in a K–12 dual language immersion program, I also use my skills to serve others through translation and outreach. This has strengthened my ability to connect with people from different backgrounds and reinforced the importance of communication and empathy in everything I do. Being a student-athlete has taught me that dedication, teamwork, and resilience work together to shape how I lead, how I learn, and how I respond to challenges. These are the values I will continue to carry with me in everything I pursue.

I chose to pursue STEM because I have seen how science and technology can directly change someone’s life. What began as curiosity became personal when I watched my brother navigate ADHD. For years, he relied on medication that helped in some ways but never fully addressed the challenges he faced. When he began neurostimulation therapy, I saw a transformation I had never seen before. He became more present, more confident, and more engaged in both school and his relationships. That experience shifted my perspective. STEM was no longer just academic, it became a way to restore confidence, improve lives, and create real change. From that point on, I became interested in the connection between the brain and technology. I wanted to understand how tools like artificial intelligence and neurotechnology could be used to better support cognitive health. This led me to independently research and author a paper on how convolutional neural networks can classify brain tumors, exploring how machine learning can improve diagnostic accuracy. That experience showed me that STEM is not just about learning concepts, but about applying them to solve meaningful problems. My drive to go beyond the classroom has shaped my path. Through the Medical Innovation, Research, and Entrepreneurship (MIRE) program, I worked to develop solutions to real clinical needs and present them to professionals. At the UCLA Social Entrepreneurship program, I led a team that won a business pitch competition by applying technology to address real-world challenges. These experiences strengthened my ability to think critically, collaborate with others, and turn ideas into action. As a young woman pursuing STEM, I have also experienced what it means to be underrepresented. In many of my classes and programs, I have been one of the few girls in the room. Instead of discouraging me, this has pushed me to take initiative and grow in confidence. It has also motivated me to help create environments where other girls feel encouraged to pursue their interests in technology without hesitation. Representation matters, and I want to be part of changing that. Looking ahead, I plan to study artificial intelligence and neuroscience to develop technologies that improve cognitive health and expand access to care. I am especially interested in how innovations like neurostimulation, machine learning, and even nanotechnology could one day help treat or prevent conditions such as dementia and Parkinson’s disease. What excites me most about STEM is that its possibilities are constantly expanding, and with the right mindset, there is always more to discover and improve. As a woman in STEM, I hope to make a difference not only through the technologies I help create, but also by encouraging others to pursue paths they may not have seen themselves in before. I am driven to keep learning, keep building, and use what I know to make a meaningful impact.

My interest in technology became personal the moment I saw how it could change someone I love. My brother struggled with ADHD for years, and like many families, we relied on medication to help him focus in school. While it helped in some ways, it never fully addressed the challenges he faced socially or academically. Over time, he began neurostimulation therapy, and I watched a shift happen that I had never seen before. He became more present, more confident, and more engaged, not just in school, but in his relationships and daily life. For the first time, I saw technology not just as a tool, but as something that could genuinely improve the way people think, learn, and live. That experience sparked my interest in the connection between the brain and technology. I began exploring how artificial intelligence and neuroscience could work together, leading me to conduct independent research on how convolutional neural networks can classify brain tumors. While the research was technical, the motivation behind it was simple: I wanted to understand how technology could be used to solve real problems that affect real people. Since then, I have pursued opportunities beyond the classroom to deepen my understanding. Through the Medical Innovation, Research, and Entrepreneurship (MIRE) program, I worked on developing solutions to clinical needs and presenting them to professionals. At the UCLA Social Entrepreneurship program, I led a team that won a business pitch competition, where we focused on using technology to address real-world challenges. These experiences showed me that innovation requires both technical knowledge and the ability to apply it in meaningful ways. As a female student pursuing technology, I have also been aware of the gender gap in STEM spaces. Whether in computer science classes or technical programs, I have often been one of the few girls in the room. While this could be intimidating, it has pushed me to speak up, take initiative, and prove to myself that I belong in these spaces. It has strengthened my confidence and motivated me to help create environments where other girls feel the same sense of belonging. Looking ahead, I plan to study artificial intelligence and neuroscience to develop technologies that improve cognitive health and expand access to care. I am especially interested in how tools like neurostimulation and machine learning can support individuals with neurological and cognitive challenges. What excites me most about the future of technology is its potential to bridge gaps, between diagnosis and treatment, between data and human understanding, and between people who feel overlooked and the care they deserve. My goal is not just to advance technology, but to use it in a way that reflects empathy, purpose, and impact. What started with my brother’s journey has grown into a commitment to helping others, and I am driven to continue that work in the future.

I have always tried to approach my life with purpose, whether that is in the classroom, on the field, or in my community. As a high school senior with a strong academic record and a commitment to both athletics and service, I strive to go beyond what is expected of me and pursue opportunities that challenge me to grow. As a multi-sport varsity athlete and team captain, I have learned what it means to lead with consistency and discipline. Competing in golf, soccer, track, and flag football has pushed me to grow not only physically, but mentally. In high-pressure moments, I have learned how to stay steady, support my teammates, and lead by example. Winning as a team has shown me that success is built on trust, preparation, and shared effort, a mindset I carry into every area of my life. That same drive has led me to pursue opportunities outside of school. I attended a law and trial program at Stanford, where I strengthened my interest in law and advocacy, and the UCLA Social Entrepreneurship program, where I led a team that won a business pitch competition. Through the Medical Innovation, Research, and Entrepreneurship (MIRE) program, I worked on developing solutions to real clinical needs and presenting them to industry professionals. These experiences pushed me to think beyond the classroom and apply my ideas in real-world settings. Academically, I am especially interested in the intersection of artificial intelligence and neuroscience. I independently conducted and authored a research paper on how convolutional neural networks can classify brain tumors, which deepened my understanding of how technology can improve medical diagnostics. This work showed me that innovation is not just about creating new tools, but about using them to solve meaningful problems. Outside of academics, service has shaped how I define impact. As a Spanish translator at my church, I work with families from underserved communities, helping them access food, school supplies, and support. I have also served as a camp counselor, creating spaces where younger students feel safe and included. These experiences have taught me that true impact comes from showing up consistently and caring for others. I plan to study artificial intelligence and neuroscience to develop technologies that improve healthcare and expand access to care. This scholarship would support me in continuing to pursue opportunities that challenge me to grow and serve others. I am committed to using my education, leadership, and experiences to make a meaningful and lasting impact.