When I first became interested in technology, I did not see many people who looked like me pursuing it. I often heard the idea that technology was more naturally suited for boys, and I began to wonder whether I truly belonged in the field. Instead of letting that question define me, I decided to learn anyway. Today, I am pursuing a degree in Data Science at UC Berkeley, and my goal is to build a career at the intersection of data, artificial intelligence, and technology. Academically, I want to strengthen my foundation in statistics, machine learning, computer science, and data analysis while gaining experience applying these skills to real-world problems. I am particularly interested in how AI systems can be evaluated and improved so that they are useful, reliable, and accessible. Through coursework and internships, I have worked with Python, SQL, machine learning, large language models, and data analytics. These experiences have shown me that data science is not only about building models; it is about asking meaningful questions and using technology to create better outcomes. My goals extend beyond my own education. I want to help make technology a field where young women can see themselves belonging and succeeding. At UC Berkeley, I serve as Director of Industry for CS KickStart, a program that introduces women-identifying students to computer science and helps them explore opportunities in technology. I help connect students with companies, organize professional development opportunities, and create spaces where they can ask questions and envision themselves in careers they may not have previously considered. I also mentor students through Berkeley's data science community, helping them navigate coursework and build confidence in their abilities. These experiences have taught me that representation can change someone's sense of what is possible. Sometimes, having one person say, "You belong here," is enough to encourage someone to take the next step. This scholarship would help me continue pursuing my education while taking advantage of opportunities that expand my technical and professional skills. As an undergraduate, there are costs beyond tuition including educational resources, professional development, and opportunities to gain experience outside the classroom. Financial support would allow me to devote more energy to my coursework, research, internships, and mentorship rather than allowing financial constraints to determine which opportunities I can pursue. I want my education to prepare me not only to build technology, but also to help build a more inclusive future for the people who use it and the people who create it. By investing in my education, this scholarship would help me take another step toward that goal.

My best friend is not someone I met in a classroom or chose over a shared interest. She is the person I have known for my entire life: my mom. Growing up, I did not always recognize how much of our friendship was built into the smallest moments. It was in the conversations we had while doing chores, the meals we shared at the end of long days, and the times she listened to me talk through something that felt much bigger than it really was. As I got older, those moments became some of the ones I valued most. One of the things that makes my mom my best friend is that she knows me beyond what I accomplish. At UC Berkeley, I am constantly balancing classes, mentoring students, leadership responsibilities, research, and my goals for a career in technology. It can be easy to measure myself by what I have finished or what I have not yet achieved. My mom reminds me that I am more than a résumé. When I am excited about an opportunity, she is excited with me. When something does not work out, she is the person I can call without having to pretend that I am okay. Our friendship has also grown as I have grown. As a child, I often looked to my mom for answers. Now, I find myself sharing things with her that I have learned, helping her navigate technology, and explaining parts of my college experience. There is something special about realizing that your relationship with your parent can become a two-way exchange: she taught me how to persevere, and I get to share the world I am discovering with her. What I appreciate most is that her support has never depended on whether I succeed. She celebrates my accomplishments, but she is equally present when I am frustrated, uncertain, or simply having an ordinary day. That consistency has taught me what friendship really means. It is not only about having fun together or being there for the biggest milestones. It is about showing up repeatedly, knowing someone deeply, and making space for them to become who they are. My mom is my best friend because I can bring every version of myself to her the ambitious student, the tired college student, the daughter who still needs advice, and the person who is figuring out what comes next. As I pursue my goals in technology and beyond, I know there will be successes and setbacks. Having my mom beside me makes both easier to face. I hope that one day I can give other people the same kind of friendship she has given me: steady, encouraging, and unconditional. She has been my first friend, but more importantly she has shown me what it means to truly be one.

I have learned that resilience is not always about overcoming one defining obstacle. Sometimes, it is about continuing to move forward while carrying loss, uncertainty, and the expectations of those who came before you. As a first-generation college student of Nepali and Newari heritage, I have learned to turn those experiences into motivation for how I want to serve others. My connection to Nepal has always been deeply personal. Because my grandfather lived there, many of my childhood memories with him happened through a screen. On weekends, I practiced Nepali and Newari with my grandparents while they tried to communicate with me in English. Even from thousands of miles away, language connected me to my family, my culture, and a part of myself I was still learning to understand. When my grandfather passed away from COVID-19, that connection suddenly felt more important. The summer after his death, I traveled to Nepal with my parents for his funeral. Grieving while being immersed in a culture I had mostly experienced from afar was difficult, but I chose to turn that loss into an opportunity to reconnect. I volunteered at an elderly group home, where speaking Nepali with the elders made me feel unexpectedly at home. Their stories and expressions reminded me of my grandfather and taught me that my heritage was not simply something to preserve it was something I could use to connect with others. That realization shaped the way I approached my future. The following summer, I returned to Nepal to volunteer with students ages thirteen to fifteen and teach them coding. One student repeatedly asked, “How does it work like that?” when she first encountered a computer. Rather than becoming frustrated when she struggled, I broke the concepts into smaller steps and encouraged her to keep trying. When she finally wrote her first lines of code, her smile showed me the power of persistence—not only my own, but hers. Many of my students came from families without computers, and their parents often worked as merchants. I recognized that access to technology can determine which opportunities students are able to imagine for themselves. My goal was not simply to teach them how to code for a few days. I wanted them to leave knowing that technology was something they could understand, create with, and potentially build a career in. That experience strengthened my ambition to pursue Data Science and a career in technology. At UC Berkeley, I have continued developing my technical skills while seeking opportunities to help others learn and grow. Through mentoring, teaching, and community involvement, I have seen how knowledge becomes more powerful when it is shared. I hope to build a career where I can use data and technology to solve meaningful problems while expanding access to opportunities. I want to create tools that make information more accessible, mentor students who may not initially see themselves represented in STEM, and use my education to give back to communities like the one that shaped me. My heritage has taught me where I come from; my experiences have taught me how to persevere; and my education has given me the tools to create change. I cannot change the distance that once separated me from my grandfather, but I can carry forward what he gave me. By turning my opportunities into opportunities for others, I hope to honor my family, my heritage, and the resilience that brought me here.

During Friday-night dinner, my mother’s phone rang. Speaking Nepali between sobs, my aunt told us that my grandfather had passed away from COVID-19. As the word “dead” rang in my ears, an unfamiliar feeling stung me: I knew so much about someone I had rarely seen in person. My memories of my grandfather were formed through a screen. Because he lived in Nepal, my grandparents and I communicated through WhatsApp. On weekends, I practiced speaking Nepali and Newari with them while they tried to communicate with me in English. Although thousands of miles separated us, language became the bridge that connected me to my family and my heritage. The summer after my grandfather died, I traveled to Nepal with my parents for his funeral. Grieving his loss and wanting to understand the culture he had passed down to me, I volunteered at an elderly group home. At first, everything felt unfamiliar. But when I spoke Nepali with the elders, I immediately felt at home. Their stories, humor, and expressions reminded me of my grandfather and showed me that preserving my language meant preserving a connection to the people and culture that shaped my family. That experience changed how I viewed my own opportunities. I realized that the values my family carried across generations community, perseverance, and helping otherswere not meant to stop with me. The following summer, I returned to Nepal, this time to volunteer with students ages thirteen to fifteen. I taught them the language of coding, just as my grandparents had taught me the language of my culture. One girl initially struggled to understand what a computer was. She repeatedly asked, “How does it work like that?” Rather than simply giving her an answer, I worked through the concepts with her until she began to understand. When she finally smiled after writing her first lines of code, I saw more than a student learning technology. I saw a new possibility opening for her. Many of my students came from families who did not have access to computers; their parents often worked as merchants. For them, the workshop was an opportunity to discover technology and imagine themselves pursuing opportunities that may have once seemed distant. My family's journey between Nepal and the United States has taught me that opportunity carries responsibility. I have benefited from the sacrifices and experiences of those who came before me, and I want to honor them by creating opportunities for others. Whether I am teaching someone to code, mentoring students, or pursuing my own career in technology, I hope to carry forward the same spirit of community that my family taught me. For me, giving back is another form of connection. Just as language connected me to my grandfather and my Nepali roots, I hope to use education and technology to connect others to opportunities they might not otherwise have.

For me I find Mental health very important to me because I have seen how easily students can appear successful on the outside while struggling internally. College brings academic pressure, uncertainty, and the expectation to constantly achieve. For students who are already navigating unfamiliar environments, it can sometimes feel like everyone else has everything figured out. I have experienced moments of self-doubt and imposter syndrome myself, and those experiences have taught me that academic success should not come at the expense of our well-being. As a first-generation college student, I have had to learn how to navigate many aspects of college without always having someone who had experienced them before me. At times, that uncertainty made challenges feel more isolating. I learned that having people who listen, encourage you, and remind you that you belong can make a meaningful difference. That realization has shaped how I support others in my community. At UC Berkeley, I serve as an Industry Director for CS Kickstart, a program that supports women-identifying students interested in computer science. Through this role, I help organize workshops, company events, and opportunities for students to connect with one another and professionals. While these activities focus on professional development, I have come to recognize that they also create something equally important: community. Creating an environment where students can ask questions, share concerns, and see that others are experiencing similar challenges can reduce the feeling that they have to navigate college alone. I also mentor students through Computer Science Mentors. In this role, I try to be more than someone who helps with coursework. I want students to feel comfortable asking questions without worrying that they are behind or that they do not belong. I have learned that sometimes advocacy begins with something simple listening, checking in, encouraging someone after a difficult experience, or reminding them that struggling does not make them incapable. I believe mental health advocacy is about creating a culture where seeking support is viewed as a strength rather than a weakness. Students should not have to choose between taking care of themselves and pursuing ambitious goals. By building welcoming communities and making space for honest conversations, I hope to help make college a place where students can succeed while also feeling supported, understood, and valued. Mental health matters because every achievement represents a person behind it. Supporting that person is just as important as celebrating the achievement.

At first glance, Plato's passage describes a physical journey: someone is pulled from a dark cave and brought into sunlight. But the language he uses makes the journey far more complicated than a simple movement from darkness to light. The person is “forcibly dragged,” experiences distress, and cannot immediately see clearly once he reaches the light. Plato is emphasizing that genuine learning can be uncomfortable because it requires people to confront the limitations of what they previously believed to be true. The word “forcibly” is especially important. The person in the cave does not voluntarily leave. He has become accustomed to his surroundings, and therefore has no reason to believe that he needs to change them. This suggests that ignorance is not always recognizable to the person experiencing it. If someone has only ever known one version of reality, questioning it may never occur to them. Education therefore begins not only when someone receives information, but when they become aware that their understanding may be incomplete. Plato's description of the sunlight creates a second important idea. The person who reaches the surface does not immediately understand everything. Instead, the light overwhelms him. This challenges the assumption that gaining knowledge automatically makes life easier. Sometimes learning initially creates more uncertainty because it reveals how much we did not know before. The discomfort is not evidence that the journey was a mistake; it is part of the process of adjusting to a larger understanding of reality. I recognize this process in my own experience as a first-generation college student. Growing up, I did not have a family roadmap for navigating higher education or the technology industry. I knew I wanted to learn, but I did not always know which opportunities existed or how people reached the careers I admired. College has expanded my understanding of what is possible. More importantly, it has taught me to become comfortable admitting what I do not know and seeking answers. My interest in technology began with a much smaller version of this experience. When I was eight, my dad asked me to convert one of his tax documents into a PDF. I had never done it before, so I searched for an answer and figured it out. At the time, I simply felt proud that I had solved a problem. Looking back, I realize that the experience taught me to question the boundaries of what I thought I could do. I did not know how to solve the problem, but I also did not assume that not knowing meant I could not. That mindset has continued throughout my education at UC Berkeley. As I have studied Data Science and developed an interest in data engineering and AI, I have repeatedly encountered concepts that initially felt unfamiliar. Instead of treating that discomfort as a sign that I did not belong, I have learned to treat it as evidence that I am learning something new. My experience has also changed how I think about education for others. If the people in Plato's cave do not know that another reality exists, then simply telling them to pursue opportunities outside the cave may not be enough. They first need someone or something to show them that those opportunities exist. This is why I value my work with other students. As Director of Industry for CS Kickstart, I help connect more than 80 women-identifying first-year computer science students with professionals, workshops, company visits, and career opportunities. Through Computer Science Mentors, I create weekly worksheets and support more than 70 students taking Data C88C. I want students to see possibilities that they may not have known existed. This is also why I believe close reading matters. Plato's passage rewards a reader who looks beyond the obvious story. If I only summarized the passage, I might say that the character leaves a dark cave and enters the light. But the deeper meaning emerges from asking why Plato emphasizes resistance, discomfort, and gradual adjustment. The passage is ultimately less about where the person is physically located than about how difficult it can be to change one's understanding of the world. The most powerful lesson I take from Plato is that education should not simply give us more answers. It should make us capable of recognizing better questions. It should challenge us to examine assumptions, become comfortable with uncertainty, and imagine possibilities beyond what we have previously known. For me, college has been that journey out of the cave. I am still learning to adjust to the light, and I suspect I always will be. But I no longer see uncertainty as something to fear. I see it as an invitation to look closer, question more deeply, and discover what I could not see before.

When I was eight, my dad asked me to convert one of his tax documents into a PDF. I had no idea how to do it, so I searched for an answer, experimented until I figured it out, and proudly handed him the finished file. It was a small moment, but it taught me something that has stayed with me: when I encounter a problem, my first instinct is to figure out how to solve it. Ten years from now, I hope that instinct has become the foundation of my own technology company. I am currently studying Data Science at UC Berkeley, with a growing interest in data engineering, artificial intelligence, and building systems that turn complex information into something useful. My internships have allowed me to experience this firsthand. I have built analytics dashboards, developed AI monitoring tools, and created applications that help people understand and work with data. Each experience has made me realize that I do not only want to analyze technology—I want to build it. My first step is to become technically excellent. Over the next few years, I plan to deepen my skills in Python, SQL, machine learning, databases, cloud computing, and software development through coursework, research, internships, and personal projects. After graduating, I hope to work at a technology company or startup as a data engineer or data scientist. I want to learn how strong teams take an idea from a problem to a product, how they work with users, and how they build technology that can scale. Eventually, I want to take what I have learned and build something of my own. I am particularly interested in education and accessibility because of my own experiences. I have seen how much technology can empower someone simply by giving them the knowledge to use it. I have also experienced how difficult it can be to navigate opportunities without a clear roadmap. That is why I founded a coding club in high school, taught coding to more than 100 students across 17 countries, and now help create career opportunities for women in technology through CS Kickstart at Berkeley. These experiences have made me interested in building technology that does not just make existing systems more efficient, but makes opportunities easier to access. Within ten years, I hope to have founded a company focused on using data and AI to solve a meaningful problem in education or another area where access matters. I envision starting small: identifying a problem, building a prototype, testing it with real users, listening to their feedback, and continuously improving it. If the idea proves valuable, I want to grow a team around it and eventually create products that can reach thousands or millions of people. I do not know exactly what my company will look like yet, and I think that is part of entrepreneurship. What I do know is the kind of founder I want to become: curious enough to keep asking questions, persistent enough to keep building when something fails, and thoughtful enough to remember the people I am building for. Ten years from now, I want to look back and see that the curiosity of the eight-year-old who figured out how to make a PDF never disappeared. I want it to have grown into something I built that helps other people solve problems, discover opportunities, and imagine possibilities of their own.

The Taylor Swift performance that moves me most is her performance of “Cornelia Street” during the City of Lover concert. What makes it so powerful to me is not the size of the stage or the production, but almost the opposite: Taylor standing with her guitar and letting the song speak for itself. There is something incredibly human about watching an artist who can perform for stadiums full of people become completely vulnerable in front of an audience. “Cornelia Street” is already a song about the fear of losing something meaningful, but hearing Taylor perform it makes that feeling even more personal. She is not simply singing about a relationship; she is capturing the anxiety that comes with realizing how much something matters to you. That feeling resonates with me because my own life has changed significantly since starting at UC Berkeley. As a data science student, much of my day is filled with numbers, problem sets, algorithms, and trying to keep up with an environment where everyone seems exceptionally talented. There are moments when I become so focused on the next deadline or the next achievement that I forget to appreciate where I am. Taylor’s performance reminds me to slow down. What I admire most about Taylor is her ability to make something intensely personal feel universal. She can take a specific memory, emotion, or relationship and turn it into something millions of people recognize in themselves. That is what makes her performances more than entertainment to me. They become moments of reflection. When I watch “Cornelia Street,” I am reminded that success is not only about constantly moving forward. Sometimes it is about recognizing the people, experiences, and places that made the journey meaningful. That is why this performance stays with me. It is quiet, vulnerable, and sincere—and in a career defined by enormous stages and record-breaking achievements, that intimacy is what makes it unforgettable.

One evening during my first semester at UC Berkeley, I was staring at a problem that I had been working on for hours. I had filled several pages with equations, crossed out entire sections of my work, and convinced myself that I simply was not understanding the material. I was tempted to look at the solution and move on. Instead, I started over. Rather than focusing on getting the answer, I tried to understand what the problem was actually asking. I broke it into smaller pieces and worked through each assumption one at a time. Eventually, the solution came together. It was not a dramatic breakthrough, but I remember the feeling clearly: the problem that had seemed impossible a few hours earlier suddenly made sense. That experience captures why I love math. As a data science student at UC Berkeley, I have come to appreciate mathematics not simply as a collection of formulas, but as a way of thinking. Probability, statistics, and linear algebra allow me to find patterns in messy information and turn complicated questions into problems I can reason about. I enjoy the process of starting with uncertainty and gradually building toward an answer. Math has also taught me that being stuck is part of learning. A wrong answer is not necessarily a failure; sometimes it is a clue pointing toward a better way of thinking. That mindset has helped me become more persistent and curious. What I love most about math is that moment when confusion becomes understanding. Whether I am working through a challenging problem or using mathematics to analyze real-world data, I enjoy discovering that there is often a structure hiding underneath the complexity. Math has taught me to look for that structure and to keep searching when I cannot see it yet.

As a first-generation college student at UC Berkeley, I have always understood that earning a degree is both an opportunity and a financial responsibility. I am studying Data Science with an emphasis in Economics, and I am intentionally trying to graduate with as little debt as possible while still making the most of the education and opportunities available to me. I currently work part-time as a Student Tech Consultant at Berkeley's Haas School of Business. Balancing work with coursework has taught me how to manage my time carefully while contributing toward my educational expenses. I also actively pursue scholarships and paid internships so that I can reduce the amount I need to rely on loans. My approach to managing future student debt is to plan ahead rather than wait until graduation. I am pursuing Summer 2027 internships in data science, data engineering, analytics, and AI, both to gain valuable experience and to help offset the cost of continuing my education. I am also prioritizing opportunities that provide meaningful professional development without requiring significant additional expenses, including Berkeley's career resources, research opportunities, student organizations, and mentorship programs. My career goals are another important part of my plan. I want to become a data engineer or data scientist, building reliable data systems and using technology to solve meaningful problems. My previous internships have given me experience with analytics dashboards, AI monitoring, Python, and data-driven applications, and I am continuing to develop these skills at Berkeley. Building a strong technical foundation and gaining relevant work experience will help me pursue a stable career after graduation and make it possible to manage any remaining educational debt responsibly. At the same time, I do not want financial pressure to prevent me from investing in opportunities that will shape my future. Research, internships, technical projects, and mentorship all require time and resources, but they are also important to becoming the professional I want to be. Scholarship support would give me more flexibility to pursue these opportunities while reducing how much I need to borrow. Being first-generation has taught me to be resourceful. I have learned to seek out opportunities, ask questions, work while studying, and create my own roadmap when one is not provided. I plan to bring that same mindset to managing my education financially. My goal is not simply to graduate without debt. I want to graduate with a degree, meaningful experience, and the financial foundation to begin my career without being overwhelmed by educational costs. This scholarship would help me make that future more attainable while allowing me to focus on building the skills and career that will make my education an investment for years to come.

When I think about what going to college means to me, I think about opportunity. Not just the opportunity to earn a degree, but the opportunity to build a future that my family did not have a roadmap for. My interest in technology began when I was eight. My dad asked me to convert one of his tax documents into a PDF. I had never done it before, so I searched for an answer, figured it out, and proudly handed him the finished file. In my family, I often became the person they turned to when they needed help with technology. That small moment sparked a curiosity that eventually led me to pursue Data Science at UC Berkeley. As a first-generation college student, getting to Berkeley has required me to learn how to navigate opportunities largely on my own. I have had to figure out how to find mentors, pursue internships, build technical skills, and understand a college and career path that was unfamiliar to my family. Those challenges have made me more resourceful and persistent, but they have also shown me how powerful it is when someone has access to guidance and opportunities. That realization shapes how I use my education today. As Director of Industry for CS Kickstart, I help create career and networking opportunities for more than 80 women-identifying first-year computer science students through workshops, company visits, and connections with industry professionals. Through Computer Science Mentors, I create weekly worksheets and support more than 70 students taking Data C88C. I want other students to have access to the support and opportunities that can make an unfamiliar path feel possible. Academically, I am developing a particular interest in data engineering, data science, and AI. Through my internships, I have built analytics dashboards, worked on AI monitoring tools, and developed applications that turn complex data into useful insights. My goal is to become a data engineer or data scientist who builds reliable technology and uses data to solve meaningful problems, particularly in areas where technology can make opportunities more accessible. Going to college, therefore, means more to me than preparing for a stable career. It means gaining the knowledge and confidence to build something larger than myself. I want to use my education to create technology that helps people while continuing to mentor students and expand access to STEM. This scholarship would help reduce the financial pressure of earning my degree and allow me to dedicate more time to coursework, research, internships, and technical development. More importantly, it would support a journey I hope will extend beyond my own success. I want my education to become something I can pass forward to graduate with the skills to build a meaningful career and the responsibility to make the path easier for those who come after me.

When I was eight, my dad asked me to convert one of his tax documents into a PDF. I had never done it before, so I searched for an answer online, figured it out, and proudly handed him the finished file. In my family, I often became the person they turned to when they needed help with technology. That small experience sparked a curiosity that eventually led me to pursue Data Science at UC Berkeley. My interest in computer science grew when I took my first coding course in high school. Writing “Hello World” in Python showed me that programming was more than memorizing commands it was a way to turn an idea into something useful. When my high school did not have a coding club, I started one and grew it to 27 members, including 17 girls. I wanted other students to experience the same excitement I felt when I first realized I could build with technology. Since then, I have continued exploring technology through internships, where I have built analytics dashboards, developed AI monitoring tools, and created Python applications for working with technical data. These experiences have led me to become particularly interested in data engineering and data science. I want to understand how data is collected, organized, and transformed into systems that can help people make better decisions. My long-term goal is to become a data engineer or data scientist working with AI and large-scale data systems. I want to build reliable technology that solves meaningful problems, particularly in areas such as education and accessibility. Just as importantly, I want to continue mentoring students and helping others discover opportunities in technology. I have taught coding to more than 100 students across 17 countries and continue mentoring students at Berkeley and in a club called CSK as director of Industry. I create and host industry events for 80+ female first year Berkeley students pursuing STEM because I believe knowledge becomes more valuable when it is shared. As a first-generation college student, pursuing this degree also carries personal meaning. I have had to navigate college without a family roadmap, learning how to seek mentors, pursue opportunities, and build my own path. Chris Jackson’s story resonates with me because his degree helped him build an impactful career in technology, and I hope my education will give me the same opportunity to turn curiosity into meaningful work. I believe I am a strong candidate because I am not pursuing technology simply for a career. I enjoy learning, building, and helping others learn alongside me. This scholarship would reduce the financial pressure of my education and allow me to dedicate more time to developing the technical skills, research, and experience needed for my future. More than financial support, it would help me continue building the path I hope to use to create opportunities for others.

Olivia Rodrigo’s music has taught me that growing up is not about having everything figured out; it is about learning how to accept uncertainty while still moving forward. Her songs often explore insecurity, comparison, heartbreak, and the pressure to become the person everyone expects you to be. Those emotions resonate with me because I have experienced the feeling of questioning whether I am doing enough, whether I am good enough, and whether my path looks the way it is supposed to. One song that especially resonates with me is “jealousy, jealousy.” What stands out to me is the way Olivia describes comparing yourself to other people and feeling as though everyone else is somehow ahead. Social media can make this feeling even stronger. It is easy to see someone else's accomplishments, appearance, friendships, or opportunities and assume that their life is better than yours. I have caught myself doing this, especially when I compare my progress to people my age. Instead of recognizing how far I have come, I sometimes focus on where I think I should already be. Olivia's music helped me realize that comparison can distract me from my own growth. Everyone's journey has a different timeline. Someone else's success does not make my own accomplishments less meaningful, just as struggling with something does not mean I am failing. I have started trying to measure myself against who I was yesterday rather than against someone else today. I also connect with “making the bed,” which explores the uncomfortable idea that sometimes we have to take responsibility for our own choices and emotions. That message has made me think differently about challenges in my own life. It is easy to blame circumstances when something does not work out, but taking responsibility gives me the ability to change what happens next. I cannot control every disappointment, mistake, or obstacle, but I can control how I respond to them. That lesson has become important to me as I think about my future. I know I will face setbacks, and I know there will be moments when I question myself. Instead of seeing those moments as proof that I am not capable, I want to see them as opportunities to become more resilient. My ambitions will not always be easy to achieve, but I would rather struggle toward something meaningful than allow fear of failure to keep me from trying. What I appreciate most about Olivia Rodrigo's songwriting is that she does not pretend growing up is simple. Her music gives complicated emotions a voice, and that has helped me understand my own emotions more honestly. Her songs remind me that insecurity does not make me weak, mistakes do not define me, and someone else's journey does not determine my worth. Ultimately, Olivia's music has taught me that becoming confident does not mean never doubting yourself. It means continuing to move forward even when you do. I am still figuring out who I want to become, but I have learned that the process itself is valuable. My journey may not look perfect, but it is mine and I am learning to be proud of it.

I have come to believe that helping someone does not always mean doing something extraordinary. Sometimes, it means noticing that someone is struggling and deciding to make their path a little easier. That belief comes from my own experiences. As a first-generation college student, I have had to navigate many unfamiliar situations without a family roadmap. I have learned how important it is when someone takes the time to answer a question, explain an opportunity, or simply reassure you that you belong. Because I have benefited from that kindness, I try to extend it to others whenever I can. In high school, I noticed that my school did not have a coding club. I knew that many students had never been exposed to programming, so I decided to start one. I promoted the club through classroom visits, social media, and club fairs, eventually growing it to 27 members, including 17 girls. I wanted students to have a place where they could ask questions without feeling embarrassed about not knowing how to code. Watching students who initially felt intimidated begin experimenting and helping one another showed me that creating an opportunity can be a form of service. I continued teaching because I wanted to reach students beyond my own school. Through Schoolhouse and AiGo Learning, I taught coding to more than 100 students across 17 countries. Some students struggled with concepts that seemed simple to me, but I learned to slow down, explain things differently, and meet them where they were. My favorite moments were when a student who had been frustrated finally understood a concept and immediately wanted to try something more challenging. I realized that sometimes helping someone is less about giving them the answer and more about giving them the confidence to find it themselves. At UC Berkeley, I continue this commitment through Computer Science Mentors, where I tutor students in small-group sections, and CS Kickstart, where I help support women entering technology. I make time for these communities because I know that education can feel overwhelming, especially when you are entering a field where you are unsure whether you belong. Selflessness, to me, means being willing to give your time and knowledge without expecting recognition in return. It means recognizing that your own progress does not have to come at someone else's expense. In fact, I believe success becomes more meaningful when you use what you have learned to help someone else move forward. I hope to carry that mindset throughout my career. Whether I am working as a data scientist, building technology, or simply supporting someone who needs guidance, I want to be someone who makes other people feel capable rather than intimidated. I cannot control every obstacle someone else will face, but I can choose how I respond when I see someone struggling. I can listen, teach, encourage, and make room for them. To me, that is what it means to leave a positive impact on a community.

When I was eight, my dad asked me to convert one of his tax documents into a PDF. I had never done it before, so I searched for an answer, figured it out, and proudly handed him the finished file. It was a small task, but it was one of the first times I realized that technology could turn a problem into something I could solve. That curiosity has grown into the reason I chose to pursue a STEAM education. Today, I am a first-generation undergraduate studying Data Science at UC Berkeley. I chose this field because I am fascinated by the intersection of technology, mathematics, and real-world problems. Data science allows me to ask questions, find patterns, and build tools that can help people make better decisions. As I have gained more experience, I have become particularly interested in data engineering: building the systems that collect, organize, and make data useful for the technologies people rely on. My education has also shown me that technology is most meaningful when it creates opportunities for others. In high school, I founded a coding club when my school did not have one, growing it to 27 members, including 17 girls. I later taught coding to more than 100 students across 17 countries through Schoolhouse and AiGo Learning. At Berkeley, I continue mentoring students through Computer Science Mentors and supporting women entering technology through CS Kickstart. These experiences have shaped the impact I hope to make. I want to become a data engineer or data scientist who builds reliable, responsible technology while helping make STEM more accessible. I am especially interested in applications of data and AI in education, where technology can help connect people with information and opportunities that may otherwise feel out of reach. Kayla's story resonates with me because she had a vision for her future and pursued it with determination. Although my path is different, I share her belief in setting ambitious goals and working toward them with purpose. I want my education to give me the technical skills to turn ideas into solutions, but I also want to use those skills in ways that benefit the people around me. This scholarship would help me continue that journey by reducing the financial pressure of my education and allowing me to invest more time in coursework, research, internships, and technical projects. It would help me build the foundation I need for a career in data engineering and data science while continuing to mentor students and contribute to my community. Ultimately, I want to build more than a successful career. I want to build technology that solves meaningful problems and create opportunities for others to discover that they, too, can build something of their own.

I have consistently turned curiosity into action. When I was eight, my dad asked me to convert one of his tax documents into a PDF. I had never done it before, so I searched for an answer, figured it out, and proudly handed him the finished file. That small experience introduced me to something that has continued to shape my life: when I encounter a problem I do not understand, my first instinct is to learn how to solve it. As a first-generation student at UC Berkeley studying Data Science, I have carried that mindset into my education and career. I have had to navigate college without a family roadmap, learning how to find mentors, pursue opportunities, and build the technical skills necessary for my future. Rather than letting uncertainty hold me back, I have actively sought experiences that challenge me and help me grow. My experiences have also extended beyond the classroom. I founded a coding club in high school that grew to 27 members, including 17 girls, and later taught coding to more than 100 students across 17 countries. At Berkeley, I continue mentoring students through Computer Science Mentors and supporting women entering technology through CS Kickstart. These experiences have taught me that success is more meaningful when it creates opportunities for other people. Professionally, I have pursued hands-on experience through internships where I built analytics dashboards, worked with AI evaluation and monitoring, and developed tools for analyzing technical data. These experiences have helped me identify my long-term interest in data engineering and data science. I want to build reliable data systems and use AI and analytics to solve meaningful problems. I believe my greatest advantage is that I approach opportunities with both ambition and purpose. I am not pursuing technology simply because it is a growing field; I genuinely enjoy learning how things work, building solutions, and sharing what I learn with others. My first-generation experience has also made me resourceful. I know that opportunities are not always obvious or guaranteed, so I have learned to create my own path when necessary. This scholarship would help me continue that path by reducing the financial pressure of college and allowing me to invest more time in coursework, research, internships, and technical development. I would use that support not only to advance my own education, but to continue building opportunities for others. I cannot claim to be more deserving than every other applicant. What I can say is that I will make the most of the opportunity. I have a clear direction, a willingness to work for it, and a commitment to use what I learn to create an impact beyond myself.

When I think about my future, I think about how much can begin with a small moment of curiosity. When I was eight, my dad asked me to convert one of his tax documents into a PDF. I had never done it before, so I searched for an answer online, figured it out, and proudly handed him the finished file. I did not realize it at the time, but that moment began my interest in using technology to solve problems. Today, I am a first-generation undergraduate studying Data Science at UC Berkeley. Being the first in my family to navigate college in the United States has meant learning how to find opportunities, seek mentors, and make decisions without a family roadmap. While that has sometimes been challenging, it has also taught me to be resourceful and persistent. Instead of waiting until I know exactly what to do, I have learned to ask questions and take the next step. My plan for the future is to build a career in data engineering and data science. I want to develop the technical skills to build reliable data systems, work with machine learning and AI, and use data to solve problems that affect people's everyday lives. My internships have helped me understand what this work can look like. I have built user engagement dashboards, analyzed AI performance, and developed tools for working with large amounts of information. These experiences have made me especially interested in the systems behind the data how information is collected, organized, and transformed into something useful. Over the next two years, I plan to deepen my skills in Python, SQL, statistics, databases, machine learning, and cloud technologies through coursework, research, internships, and independent projects. I hope to secure a Summer 2027 internship in data engineering, data science, or a related field. I also plan to continue mentoring students, because helping others has become an important part of the future I want to build. This scholarship would help make that plan more attainable. Financial support would reduce the pressure of paying for college and allow me to dedicate more time to coursework, research, technical projects, and professional opportunities. It would help cover educational and career-development expenses that can otherwise be difficult to manage as a first-generation student. But my goals extend beyond my own career. I have founded a coding club, taught more than 100 students across 17 countries, and mentored students at Berkeley because I know how powerful it can be when someone helps you see an opportunity as possible. I want my education to give me the skills to build technology while also giving me the ability to create pathways for others. I hope to graduate with more than a degree. I want to leave college with the technical knowledge, experience, and confidence to solve meaningful problems and make opportunities more accessible. This scholarship would help me take the next steps toward that future and eventually help me create those opportunities for someone else.

When I think about my future, I think about the way I learned to solve problems as a child. When my dad asked me to turn one of his tax documents into a PDF when I was eight, I did not know how to do it. I simply searched for an answer, experimented, and figured it out. That experience taught me something I still carry with me: when I do not know how to do something, I can learn how. Today, I am a first-generation undergraduate studying Data Science at UC Berkeley, and my goal is to build a career in data engineering and data science. I want to understand not only how to analyze data, but how to build the systems that make reliable data and AI applications possible. My internships have made this goal more concrete. At Athena Notes, I built a KPI dashboard to understand user engagement, and at Lextrack AI, I worked on AI monitoring tools and developed a Python CLI for analyzing logs. These experiences made me realize how much I enjoy working at the intersection of data, technology, and problem-solving. My plan for the next two years is intentional. First, I will strengthen my technical foundation through Berkeley coursework and independent projects in Python, SQL, statistics, machine learning, databases, and cloud technologies. I especially want to gain more experience building data pipelines and working with large datasets. I will use GitHub to document these projects so I can show employers what I can actually build. Second, I plan to secure a Summer 2027 internship in data engineering, data science, analytics, or ML. I will apply broadly, attend Berkeley career events, connect with alumni, and seek advice from mentors. I know internships are competitive, so I have a backup plan: if I do not secure one, I will pursue research, a technical campus position, or a substantial independent project rather than letting the summer go unused. Third, I want to continue developing the part of my career that cannot be measured by technical skills: helping others. I have taught coding to more than 100 students across 17 countries, founded a high school coding club, and now mentor students at Berkeley. I want to continue doing this because my own journey has shown me how much easier it is to pursue an unfamiliar path when someone is willing to help. Financially, I estimate that I will need about $1,500 over the next year for professional development: approximately $500 for technical courses or certifications, $300 for career events and conferences, $200 for transportation and networking, and $500 for project-related software, cloud computing, and other resources. I will prioritize Berkeley's free resources, student discounts, and scholarships whenever possible. My plan is not to follow one perfect path. As a first-generation student, I have learned that opportunities do not always appear exactly when you expect them. What matters is having a direction and being willing to adjust. By graduation in 2028, I hope to have built strong technical skills, completed meaningful projects, gained industry or research experience, and developed a network of people who have helped me grow. My goal is simple: to keep building. The same curiosity that made an eight-year-old me search for a way to convert a PDF is what drives me today. I want to turn that curiosity into a career solving difficult problems and use what I learn to create opportunities for others along the way.

When I was eight, my dad asked me to convert a tax document into a PDF. I had no idea how to do it, so I Googled it, experimented until I figured it out, and proudly handed him the finished file. I did not know the word for it then, but I loved the feeling of tinkering: encountering something I did not understand and refusing to leave it that way. Years later, that same curiosity followed me into my work with technology. During my internship at a startup, I worked on tools for evaluating and monitoring AI applications. One problem I encountered was that important information about model performance was buried inside large volumes of logs. Engineers could see that something was going wrong, but finding the specific error patterns or latency issues required manually digging through the data. I decided to build a Python command-line tool that could do that work automatically. I experimented with different ways to parse the logs, categorize error types, and identify patterns in inference latency. Instead of simply extracting information, I wanted the tool to make the information immediately useful. I connected the results to our metrics dashboard so engineers could more quickly understand what was happening and where to investigate. What I enjoyed most was that there was no single instruction telling me exactly how to build it. I had to ask questions, test ideas, break things, revise them, and figure out what would actually be useful to someone else. When the tool made it easier for engineers to identify performance problems, I experienced the same feeling I had as an eight-year-old handing my dad that PDF: I had taken something frustrating and made it simpler. That experience also encouraged me to keep experimenting. I built several small Streamlit applications, including an LLM App Performance Analyzer, an AI Resume Analyzer, and a customer segmentation tool. Some started as ideas I wanted to test simply because I wondered, “Could I build that?” Not every experiment worked perfectly, but that was part of the fun. Each one taught me something that I could carry into the next project. I have realized that my favorite part of technology is not necessarily having the most sophisticated solution. It is the process of looking at something and thinking, “There has to be a better way.” That mindset has shaped my Data Science studies at UC Berkeley and my growing interest in data engineering and AI. I also believe the best kind of tinkering is generous. I have taught coding to more than 100 students across 17 countries and mentor students at Berkeley because I want others to experience the same excitement of building something for the first time. To me, the “hacker spirit” is not about breaking things. It is about curiosity, experimentation, and the willingness to build when there is no obvious solution. Most importantly, it is about sharing what you create. The projects I am proudest of are the ones that did more than work they made someone's problem a little easier and made them excited about what technology could do.

In the near future, robots may become as ordinary as smartphones are today. They could help care for older adults, assist people with disabilities, deliver essential goods, support students in classrooms, and work alongside humans in hospitals and workplaces. What excites me most about this future is not simply that robots will become more capable, but that they could expand what people are able to do. At the same time, robotics will force us to confront an important question: who are we designing these machines for? As a Data Science student who is interested in robotics, I have learned that technology is only as good as the data and decisions behind it. Robotics will face the same challenge. A robot trained primarily on one population may perform remarkably well for some people while struggling with others. Differences in language, mobility, environment, culture, or socioeconomic circumstances could all affect how effectively a robot interacts with someone. If these differences are not represented during development, robots could unintentionally reproduce existing inequalities. This challenge is particularly important as robots move beyond factories and into people's homes and communities. Imagine a home robot designed to help an older adult manage medication. If it cannot understand their accent, recognize how they communicate, or adapt to their physical limitations, its advanced technology becomes far less useful. The problem would not necessarily be that the robot is incapable. It could be that we failed to teach it about the people it was supposed to serve. I believe data engineering and responsible AI will therefore become increasingly important to robotics. Engineers will need to build systems that collect, organize, and evaluate diverse data while protecting people's privacy. Data scientists will need to identify where robotic systems perform differently across populations and understand why. Most importantly, developers will need to involve the communities using these technologies rather than assuming engineers alone know what people need. My interest in this problem is personal. Growing up, I often helped my family navigate technology. My dad once asked me to convert a tax document into a PDF, and I remember feeling proud when I figured it out. That small experience taught me that technology can be empowering when people can access and understand it. It also made me aware that not everyone begins with the same familiarity or confidence around technology. I have carried that perspective into my education and community work. I founded a coding club in high school that grew to 27 members, including 17 girls, taught coding to more than 100 students across 17 countries, and now mentor students at UC Berkeley. These experiences have shown me that expanding access is not only about creating new technology; it is about making sure people have the opportunity to participate in creating and using it. The robotics revolution presents an extraordinary opportunity to make technology more human-centered. Robots could give people greater independence, help address labor shortages, improve healthcare, and make dangerous work safer. But realizing that potential will require more than better hardware or more sophisticated algorithms. It will require engineers who ask difficult questions about fairness, accessibility, privacy, and representation. I hope to contribute to that future through data science and engineering. I want to help build the systems that allow robots to learn from the world while ensuring that the world they learn from is diverse enough to represent the people they serve. The future of robotics should not be one where humans simply adapt to machines. It should be one where we design machines thoughtfully enough to adapt to humans. If we get that right, the most remarkable thing about future robots may not be what they can do on their own, but how many more things they can help all of us do.

When I was eight, my dad asked me to convert one of his tax documents into a PDF. I Googled how to do it, figured it out, and proudly handed him the finished file. Growing up, I often became the person my family turned to when they needed help with technology. That experience sparked my curiosity about how technology can solve problems for people. Today, I am a first-generation undergraduate at UC Berkeley, where I have developed a strong interest in data engineering and data science. I want to build reliable data systems that turn complex information into useful insights and support responsible AI and decision-making. I am especially interested in the work behind the scenes how data is collected, organized, validated, and made accessible. My goals are driven by curiosity, resilience, and a desire to create opportunities for others. As a first-generation student, I have had to navigate college without a clear roadmap, teaching myself how to find mentors, pursue opportunities, and build the skills I need for my future. That experience has made me determined to make technology more accessible to others. I have carried that commitment into my community by founding a high school coding club, teaching more than 100 students across 17 countries, and continue to mentor students at Berkeley in the same path. Long term, I hope to combine my technical skills with my commitment to others, building technology that solves meaningful problems while helping create clearer pathways into STEM for the next generation.

One of the first books that made me realize how much a story could change the way I see the world was The Hunger Games by Suzanne Collins. I initially picked it up because I was drawn to the idea of a competition where survival depended on strategy and courage. What stayed with me, however, was not the competition itself. It was the way the story made me question power, inequality, and what people are willing to sacrifice to protect others. Katniss Everdeen stood out to me because she never set out to become a symbol. She was focused on protecting the people she loved, yet her choices eventually gave others the courage to resist a system that seemed impossible to challenge. Reading her story taught me that leadership does not always begin with having a position or a plan. Sometimes it begins with caring enough about something to act. That idea has followed me outside of books. In high school, when my school did not have a coding club, I decided to create one. I was initially unsure whether students would be interested, but I promoted it through classrooms, social media, and club fairs until it grew to 27 members, including 17 girls. Later, I taught coding to more than 100 students across 17 countries through Schoolhouse and AiGo Learning. At UC Berkeley, I continue mentoring students through Computer Science Mentors and supporting women entering technology through CS Kickstart. The Hunger Games also made me more aware of how systems can shape people's opportunities. That perspective influences how I think about my future as a Data Science student. Data and technology are often presented as neutral tools, but the decisions behind them can affect who receives opportunities, resources, and support. I want to become a data scientist who thinks not only about whether a system works, but also about whom it serves and whether it is accessible and fair. Most importantly, reading has taught me to be curious about perspectives beyond my own. Books allow me to step into lives, communities, and circumstances I may never personally experience. They have made me more willing to question assumptions, listen to different perspectives, and think critically about the world around me. That is why reading remains important to me even as my interests have expanded into technology and data science. Books taught me to ask “why?” before accepting something as true, to recognize the power of individual choices, and to believe that small actions can create larger change. The Hunger Games reminded me that one person does not need to have all the power to make a difference. Sometimes, they simply need the courage to begin. I hope to carry that lesson into my career: to use the knowledge I gain not only to build better technology, but to question who it benefits and find ways to make it serve more people.

My curiosity about technology began long before college. When I was eight, my dad asked me to convert a tax document into a PDF. I did not know how, so I searched for the answer online and figured it out. I remember feeling proud that I could use technology to solve a real problem for my family. That small moment eventually grew into a passion for STEM. Being the first in my family to attend college in the United States means carrying both gratitude and responsibility. My parents have always encouraged me to pursue an education, but they could not give me a roadmap for navigating college because they had never experienced it themselves. I have had to learn how to find mentors, understand unfamiliar opportunities, ask questions, and advocate for myself. At times, that uncertainty has been intimidating. But it has also taught me that I am capable of figuring things out, even when there is no clear path ahead. In high school, I took my first coding class and realized I wanted to understand how technology worked, not simply use it. When I discovered that my school had no coding club, I started one and grew it to 27 members, including 17 girls. I later taught coding to more than 100 students across 17 countries through Schoolhouse and AiGo Learning. At UC Berkeley, I have continued that commitment through Computer Science Mentors and CS KickStart, where I help create opportunities for women entering computer science. As a Computer Science Mentor, I lead weekly sections and office hours for Data C88C and develop curriculum materials and worksheets for 80+ students. As an Industry Director for CS Kickstart, I have helped organize industry and mentorship opportunities that introduce over 80+ female students to careers and people in technology that they may not otherwise have access to. Seeing students ask questions, meet professionals, and begin imagining themselves in these spaces has reminded me of how powerful representation and access can be. These experiences have shaped what I want to do with my future. I hope to become a data scientist working at the intersection of AI, education, and human-centered technology. I want to use data to build systems that make opportunities more accessible and help people make better decisions. Just as importantly, I want to continue mentoring students and creating pathways into STEM for people who may not initially believe they belong. This scholarship would reduce financial pressure of pursuing my education, allowing me to focus more on coursework, research, internships, and developing the skills I need for my career. It would also help me continue mentoring and creating opportunities for other students so they can build the confidence to pursue opportunities they may not have thought were possible. More than financial support, it would be an investment in my ability to turn my education into impact. I hope to graduate not only with a degree, but with a responsibility to make the path easier for those who come after me.

Being the first person in my family to obtain a college degree means more to me than earning a diploma. It means creating a path that did not previously exist in my family and making the opportunities I discover easier to reach for those who come after me. As a first-generation college student, I have had to learn how to navigate college without a family roadmap. My parents have always encouraged my education, but they could not always tell me how to find research opportunities, choose a major, build professional connections, or navigate the many unfamiliar systems that come with attending a university. I have had to learn to ask questions, seek mentors, and become comfortable entering spaces where I initially felt like I did not belong. That process has made me more independent and resilient, while also showing me how valuable guidance and representation can be. My journey toward college began with my curiosity about technology. When I was eight, my dad asked me to help convert one of his tax documents into a PDF. I Googled how to do it, figured it out, and felt proud that I could use technology to solve a problem. Years later, I took my first coding class and realized I wanted to understand not just how to use technology, but how to build with it. Today, I am studying Data Science at UC Berkeley with an emphasis in Economics. In college, I want to develop strong technical skills in statistics, programming, machine learning, and artificial intelligence while gaining experience applying those skills to real-world problems. Through my coursework, internships, research experiences, and student organizations, I hope to understand how data can be used responsibly to improve the way people make decisions and access opportunities. My experiences outside the classroom are equally important to what I want to pursue. In high school, I founded a coding club that grew to 27 members, including 17 girls. I later taught coding to more than 100 students across 17 countries through Schoolhouse and AiGo Learning. At Berkeley, I continue mentoring students through Computer Science Mentors and supporting women entering technology through CS Kickstart. These experiences have shown me that education becomes more powerful when it is shared. Long term, I hope to become a data scientist working at the intersection of AI, education, and human-centered technology. I want to build systems that use data to make opportunities more accessible and decisions more equitable. Just as importantly, I want to continue mentoring students and creating pathways into STEM for people who may not initially see themselves represented there. Earning a college degree would be a personal milestone, but I hope its impact extends beyond me. I want to graduate not only with a degree, but with the knowledge, relationships, and confidence to open doors for others. As the first in my family to earn a college degree, I would be carrying forward everything my family made possible while helping build a clearer path for the generations that follow!

When I think about community, I think about what happens when someone makes the first person feel like they belong. For me, that person was often myself. I grew up hearing that “tech is for boys,” and for a while, I wondered whether I belonged in STEM. Eventually, I realized that if I wanted more people like me to feel welcome in technology, I could help create that community myself. In high school, my school did not have a coding club, so I started one. I promoted it in classrooms, posted on social media, and tabled at club fairs, trying to reach students who might never have considered coding before. The club eventually grew to 27 members, including 17 girls. What mattered most to me was not the number of members, but seeing students who had never coded before become comfortable asking questions, experimenting, and helping one another. I learned that community-building often begins with simply creating a space where people feel comfortable trying something new. I continued that work by teaching coding through Schoolhouse and AiGo Learning, reaching more than 100 students across 17 countries. Teaching students from different backgrounds showed me that access to knowledge can change someone's sense of what is possible. My favorite moments were when students struggled with a problem but kept asking questions instead of giving up. I recognized myself in them, and I wanted to be the person who encouraged them to keep going. At UC Berkeley, I have continued contributing to communities centered around education and technology. Through Computer Science Mentors, I tutor students in small-group sections and help them develop confidence with challenging material. Through CS Kickstart, I help support women entering the technology community at Berkeley. I have seen how intimidating it can be to enter a technical field without knowing where you fit, and I want to make that transition easier for others. These experiences have changed my understanding of service. I once thought helping others meant having the right answer. Now, I believe it can mean giving someone the resources, encouragement, or community they need to find their own answer. A student who gains confidence may eventually teach someone else; a girl who discovers she belongs in technology may become the mentor another girl needs. The impact continues beyond the original interaction. I hope to carry this commitment throughout my career. As I study Data Science, I want to use technology to solve meaningful problems while continuing to mentor and create opportunities for others. My goal is not simply to succeed in STEM, but to make the path into it more accessible for the people who come after me. The communities I have been part of have helped me become more confident, curious, and ambitious. In return, I want to keep building communities where people feel supported enough to grow and empowered enough to eventually support someone else.

When I was eight, my dad asked me to help convert one of his tax documents into a PDF. Speaking to me in Newari, he handed me the document and trusted me to figure it out. I had no idea how, so I Googled it. When I handed him the finished file, I felt proud that I had solved a problem using technology. In my family, I usually went to my parents for help, but when it came to technology, they came to me. That moment sparked a curiosity that has shaped the person I am becoming. As I grew older, however, I encountered messages that made me question whether I belonged in STEM. I heard that “tech is for boys” and that coding was boring. It was not until I watched my cousin download software and saw how technology could turn a few clicks into something powerful that I realized I wanted to understand how it worked. I did not want to simply use technology; I wanted to build it. In high school, I took my first coding course at a community college. Writing “Hello World” in Python felt like learning a new language. I became fascinated by the idea that code could transform curiosity into something useful. When I discovered that my school did not have a coding club, I created one. I promoted it through classrooms, social media, and club fairs until it grew to 27 members, including 17 girls. That experience taught me that knowledge becomes more powerful when it is shared. I began teaching coding through Schoolhouse and AiGo Learning, reaching more than 100 students across 17 countries. The moments that stayed with me were not when students immediately understood a concept, but when they struggled, asked questions, and tried again. I recognized the same curiosity that had pushed me to Google that first PDF. Today, I study Data Science at UC Berkeley, where I continue contributing to the STEM community through Computer Science Mentors and CS Kickstart. Whether I am tutoring students or helping women entering technology find community, I want others to experience the sense of belonging that took me years to develop. What excites me most about STEM is that there is always another question to ask. Data science allows me to combine programming, statistics, and problem-solving to understand complex systems and develop solutions that can improve people's lives. I hope to build a career as a data scientist working with AI and data-driven technology, particularly in areas such as education where technology can expand access to opportunity. I also hope to continue building communities where women feel empowered to be curious, ask questions, and pursue STEM without feeling that they have to prove they belong. My journey began with one small technology problem and a willingness to search for an answer. I want to carry that same curiosity throughout my career and help make sure that the next generation of women has the confidence to ask, “What if I build it myself?”

When I was eight, my dad asked me to help convert one of his tax documents into a PDF. Speaking to me in Newari, he handed me the document and trusted me to figure it out. I had no idea how to do it, so I Googled it. When I successfully sent him the finished file, I remember feeling an unexpected sense of pride. In my family, I usually went to my parents for help, but when it came to technology, they came to me. That small moment sparked my curiosity about what technology could do. However, as I grew older, I also heard messages that made me question whether I belonged in STEM. I heard that “tech is for boys” and that coding was boring. It was not until I watched my cousin download software and saw how something seemingly complicated could be built through technology that I realized I wanted to understand how it worked for myself. In high school, I took my first coding course at a community college. Writing “Hello World” in Python felt like learning a new language. I became fascinated by the idea that lines of code could become tools that solve real problems. When I discovered that my school did not have a coding club, I decided to create one. I promoted it through classroom visits, social media, and club fairs, eventually growing the club to 27 members, including 17 girls. My interest in technology soon became a commitment to helping others discover it. Through Schoolhouse and AiGo Learning, I taught coding to more than 100 students across 17 countries. At UC Berkeley, where I study Data Science with an emphasis in Economics, I continue mentoring students through Computer Science Mentors and supporting women entering technology through CS Kickstart. These experiences have shaped my career goal: I want to become a data scientist who uses technology to make systems more accessible, fair, and human-centered. I am especially interested in the intersection of data, AI, and education. I want to build tools that help people make better decisions and expand access to opportunities, particularly for students who may not initially see themselves represented in technology. As a first-generation college student, pursuing this path has also meant learning how to navigate opportunities without a family roadmap. I have had to actively seek mentors, learn new technical skills, and pursue opportunities that once felt unfamiliar. Those experiences have made me more resilient and have strengthened my determination to create clearer paths for others. This scholarship would have a meaningful impact on that journey. Financial support would allow me to dedicate more time to coursework, research, internships, and developing the technical skills I need for a career in data science. More importantly, it would help me continue pursuing the experiences that connect my education to real-world impact. My story began with a simple PDF, but it grew into something much bigger: a belief that technology can open doors. I hope to build a career that opens those doors for others too!!

When I was eight, my dad asked me to turn one of his tax documents into a PDF. He spoke to me in Newari, and I remember feeling proud that I could solve a problem for him with something I had learned from the internet. In my family, I usually went to my parents for help, but when it came to technology, they came to me. I did not know it then, but I was beginning to build something: confidence in my ability to make technology useful. As I grew older, I also learned how easily that confidence can disappear. I heard that “tech is for boys” and that coding was boring. I eventually realized that what I needed was not permission to belong in technology, but opportunities to experience it for myself. That realization shaped the future I want to build not only for myself, but for others. In high school, I built a coding club at my school when none existed. I recruited students through classroom visits, social media, and club fairs until we grew to 27 members, including 17 girls. Later, I taught coding through Schoolhouse and AiGo Learning to more than 100 students across 17 countries. Now at UC Berkeley, I continue mentoring students through Computer Science Mentors and supporting women entering technology through CS Kickstart. These experiences have taught me that building is not always about creating a product. Sometimes it means building confidence, community, or a path that did not exist before. As I study Data Science, I want to build a career at the intersection of technology and human impact. I hope to develop data-driven and AI-powered tools that make education and other opportunities more accessible, while continuing to build communities where students feel that technology belongs to them too. I am also building my own future as a first-generation college student. Without a clear roadmap, I have learned to seek mentors, ask questions, and create opportunities for myself. Each step has made me more confident, but it has also made me want to leave a clearer path for the people who come after me. Ultimately, I want to build a future where technology does more than advance—it opens doors. If I can use what I learn to help someone else believe, “I can do this too,” then I will have built something that lasts far beyond anything I could create alone.

When I was eight, my dad, speaking in Newari, asked me to help convert one of his tax documents into a PDF. Like any curious eight-year-old, I Googled how to do it. When I handed him the finished file, pride lit up my face. In my family, I usually went to my parents for help with homework or tying my shoes, but when it came to technology, they came to me. That moment quietly shaped how I saw myself: not just as a student, but as someone who could use technology to solve real problems. Outside my home, however, I often heard a different message. “Tech is for boys.” “Coding sounds boring.” I internalized those stereotypes until I was eleven and watched my male cousin download software from start to finish. It felt like magic how a few clicks could create something powerful. For the first time, I realized I did not just want to observe technology; I wanted to understand it. In high school, I took my first coding class at a community college. When I wrote “Hello World,” I realized coding was not about memorizing commands but about learning a new language. I already loved speaking Nepali, and now I wanted to learn Python too. More importantly, I wanted to use technology to create opportunities for others. Remembering how much I enjoyed helping my parents with technology, I started a coding club at my school when none existed. I promoted it in classrooms, posted on social media, and tabled at club fairs until the club grew to 27 members, including 17 girls. Watching students who had never coded before begin to believe they belonged in tech showed me how powerful representation can be. I learned that creating access is not only about teaching technical skills; it is also about helping people see themselves as capable of learning them. That motivation pushed me further. I began teaching coding through online summer camps with Schoolhouse and AiGo Learning, reaching over 100 students across 17 countries. The most meaningful moments were not when students got the right answer, but when they asked, “Can you show me how to do that?” and kept trying anyway. In those moments, I saw myself in them, and I became the role model I once wished I had. Today, as a first-generation Asian American undergraduate studying Data Science at UC Berkeley, I continue to explore how technology can solve problems that affect people's everyday lives. What excites me about STEM is the combination of curiosity, creativity, and impact. Data science, in particular, allows me to turn seemingly abstract numbers into insights about how people learn, make decisions, and interact with the world. I enjoy the technical challenge, but I am most motivated by what those skills can make possible for others. My journey has not been without challenges. As the first in my family to navigate college in the United States, I have had to learn how to seek mentors, ask questions, and find opportunities without a clear roadmap. There were times when I felt like everyone else understood something I was still trying to figure out. Instead of letting that uncertainty define me, I learned to become comfortable asking questions and seeking help. I joined communities, found mentors, pursued opportunities, and gradually built my own roadmap. That experience has shaped how I support others. At UC Berkeley, I am involved in Computer Science Mentors, where I tutor students in small-group sections, and CS Kickstart, where I help bridge the gap for women entering technology. These experiences have reinforced something I first learned from my coding club: sometimes the most important thing you can give someone is not an answer, but the confidence to keep trying. If I could do anything with my life, I would use technology to expand access to opportunity. I hope to become a data scientist who uses AI, education technology, and data-driven decision-making to make systems more fair, accessible, and human centered. I want my career to combine technical problem-solving with the mentorship and advocacy that have shaped my own journey. Technology should not simply become more advanced; it should become more useful to the people it has the potential to serve. This scholarship would ease the financial pressure of continuing my education, allowing me to dedicate more time to research, internships, mentorship, and developing my technical skills. More than financial support, it would represent an investment in my ability to continue expanding access to technology and education for students from backgrounds like mine. Education has changed my future by giving me the confidence and tools to create impact beyond myself, and I hope to do the same for others!!

My family’s heritage has deeply shaped my identity, values, and educational journey. Growing up in a Nepali immigrant household, I was raised with an appreciation for the importance of family, education, perseverance, and giving back to my community. My parents carried their culture and traditions with them while building a life in the United States, and their sacrifices have motivated me to pursue opportunities they worked hard to make possible. From a young age, I saw the ways my family navigated challenges as immigrants. I often helped my parents with technology, online forms, and digital resources because these systems were unfamiliar to them. One of my earliest memories was helping my father convert a tax document into a PDF when I was eight years old. Seeing his pride in that small accomplishment showed me how knowledge and technology could empower people and help bridge gaps in access. My family’s experiences also shaped my educational goals. As a first-generation college student pursuing Data Science at the University of California, Berkeley, I have worked to create opportunities for students who may face similar barriers. In high school, I founded a coding club to encourage students, especially girls and students from underrepresented backgrounds, to explore computer science. I grew the club to 27 members, including 17 girls, and later taught coding to over 100 students across 17 countries through programs such as Schoolhouse and AiGo Learning. At UC Berkeley, I continue this commitment through my involvement with CS Kickstart and Computer Science Mentors. As the Director of Industry for CS Kickstart, I help create professional development and networking opportunities for incoming women and nonbinary computer science students. Through mentorship, I have seen how representation and support can help students build confidence and persist in technical fields. While I am grateful for the educational opportunities I have received, pursuing higher education in the United States presents a significant financial challenge for my family. As a first-generation student, I do not have the same financial resources or guidance that many students may have when navigating college expenses. My family has worked hard to support my education, including through our family business, but tuition, housing, and other educational costs create a substantial burden. I have relied on financial aid, scholarships, and work opportunities to help manage these expenses while balancing academics and leadership responsibilities. Receiving this scholarship would provide meaningful support by reducing the financial strain on my family and allowing me to continue focusing on my education, research interests, and community involvement. I hope to honor my heritage by using my education to create opportunities for others and contribute to a future where technology and education are accessible to all.

Growing up, I learned that access to opportunity can change the course of someone's life. As a first-generation college student, I know how overwhelming it can feel to navigate higher education, internships, and career opportunities without having a roadmap. Every mentor who answered my questions, every teacher who encouraged me, and every organization that invested in my growth helped me believe that I belonged. Those experiences shaped the impact I hope to make: using data and technology to create opportunities for others while helping students from underrepresented backgrounds realize their own potential. Today, I am pursuing a degree in Data Science with an emphasis in Economics at UC Berkeley because I believe data can be a powerful tool for solving real-world problems. Numbers tell stories about people, communities, and systems. When used responsibly, they can improve healthcare, education, transportation, and countless other areas that affect everyday lives. My goal is to build technology that doesn't just optimize businesses it creates meaningful social impact. That vision has already influenced the opportunities I pursue. As the Industry Director for CS Kickstart, I organize networking events that connect incoming women in computer science with professionals who can inspire and guide them. I know how transformative it is to meet someone who has already walked the path you're hoping to follow. By creating those connections, I hope to make STEM feel more accessible for students who may otherwise question whether they belong. I also serve as a Senior Content Mentor for Berkeley's Computer Science Mentors program, where I develop educational materials and support students learning programming. Teaching has shown me that confidence often grows from encouragement. Sometimes the most impactful thing you can do is help someone believe they are capable of succeeding. Beyond campus, I've worked with startups through UC Berkeley's SkyDeck accelerator, where I developed analytics dashboards and AI-powered tools that helped teams make better decisions. These experiences showed me how technology can solve complex problems, but they also reinforced that innovation should always be centered around people. As artificial intelligence becomes increasingly integrated into our lives, I want to help build systems that are ethical, transparent, and designed to improve access rather than deepen existing inequalities. The people who inspire me most are those who create opportunities for others. My family sacrificed so I could pursue an education, and the mentors I've met throughout my journey have generously shared their time and knowledge. They didn't simply help me achieve my goals—they empowered me to help others reach theirs. Their example reminds me that success is measured not only by personal accomplishments but by how many people you lift along the way. In the future, I hope to combine business, data science, and artificial intelligence to develop products that improve education and expand access to opportunity. Whether that means building tools that personalize learning, using data to improve public services, or mentoring the next generation of students in STEM, my goal is the same: to leave my community stronger than I found it. Education has already transformed my life. I want to spend my career ensuring it has the power to transform the lives of others as well.

When I was eight years old, my dad asked me, in Newari, to help him convert a tax document into a PDF. Like any curious child, I searched online and figured it out. The pride on my father's face stayed with me. While I relied on my parents for most things, when it came to technology, they relied on me. That moment was the first time I realized that technology could empower people by helping them access information and solve problems independently. As the daughter of immigrant parents, I often found myself helping my family navigate digital tools and online resources. Whether it was filling out forms, troubleshooting devices, or translating technical instructions, I saw firsthand how technology could bridge knowledge gaps and create opportunities. These experiences sparked my curiosity about how technology works and motivated me to learn more. Later, watching my cousin install software on his computer and taking my first computer science course transformed that curiosity into a passion for coding, data science, and problem-solving. As a woman of color pursuing STEM, I have also experienced the stereotypes that can discourage students from entering technical fields. Growing up, I often heard comments like, “Tech is for boys,” or “Coding sounds boring.” Rather than accepting those messages, I became determined to challenge them. I wanted other students especially girls and students from underrepresented backgrounds to see that they belonged in technology and could succeed in it. This motivation led me to found my high school's coding club. I promoted the club through social media, classroom announcements, and school events, eventually growing membership to 27 students, including 17 girls. Through the club, I created a welcoming environment where students could explore coding regardless of their prior experience. I also taught coding through online summer camps hosted by Schoolhouse and AiGo Learning, reaching more than 100 students across 17 countries. One of the most rewarding parts of teaching was watching students who had never coded before gain confidence in their abilities. Seeing young girls ask questions, build projects, and become excited about technology reinforced my belief that representation and encouragement can have a lasting impact. Today, I continue this work at the University of California, Berkeley. As the Director of Industry of CS Kickstart, a one-week computer science exploration program for incoming women and nonbinary students, I create an inclusive and supportive introduction to computer science by planning out Industry events to connect students with companies through professional development opportunities, networking events, and collaborations for 80+ female identifying freshmen at UC Berkeley. I am also involved with Computer Science Mentors, where I provide free academic support and tutoring to students and underrepresented minorities in computer science and data science courses. Through these organizations, I have seen how mentorship can increase confidence, strengthen communities, and help students persist in challenging technical fields. I hope to continue to develop technologies that expand access to education, information, and opportunity. I am particularly interested in artificial intelligence and machine learning and their potential to solve complex societal problems. At the same time, I want to ensure that these technologies are designed with diverse perspectives in mind. My goal is not only to build innovative AI systems but also to mentor future generations of students from underrepresented communities and help create a STEM workforce that better reflects the diversity of the world it serves. Through both technological innovation and community engagement, I hope to make STEM more accessible, inclusive, and impactful for everyone!

Growing up, I first knew Sabrina Carpenter as Maya Hart on Girl Meets World. Like many people my age, I watched her on Disney Channel, but what has kept me a fan isn't just nostalgia it's watching her continuously reinvent herself. She has never allowed herself to be defined by one role or one chapter of her life. Seeing her evolve into a successful singer, songwriter, actress, and performer has taught me that growth comes from embracing new challenges instead of staying where you're comfortable. That lesson has had a meaningful impact on my own life. As a first-generation college student at UC Berkeley studying Data Science, I've often found myself in environments that felt intimidating. There were moments when I questioned whether I belonged among so many talented students. Watching Sabrina build her career reminded me that success isn't about having the perfect path from the beginning. It's about consistently putting in the work, learning from setbacks, and believing in yourself even when others may underestimate you. Her willingness to grow inspired me to take opportunities that once felt out of reach. Instead of limiting myself to classes, I became the Industry Director for CS Kickstart, where I help organize networking events that connect incoming women in computer science with professionals who can inspire their own careers. I also became a Senior Content Mentor for Berkeley's Computer Science Mentors program, creating learning materials and mentoring students as they develop their technical skills. Helping others gain confidence reminds me of how important it is to have role models who show what's possible. I've also challenged myself professionally by working with two startups through UC Berkeley's SkyDeck program. At Athena Notes and Lextrack AI, I built analytics dashboards, evaluated AI systems, and developed tools to help teams make better decisions with data. These experiences pushed me outside my comfort zone, but they also showed me how much I enjoy solving real-world problems. Just as Sabrina didn't stop after finding success in one area, I've learned to keep exploring new opportunities instead of staying within familiar boundaries. One of the things I admire most about Sabrina is her resilience. Every stage of her career has come with public scrutiny and high expectations, yet she continues to focus on improving her craft rather than letting criticism define her. That mindset has helped me approach my own challenges differently. Whether I'm applying for competitive internships, interviewing with companies, or taking on leadership roles, I've learned that rejection doesn't determine my future. It simply becomes another opportunity to grow and come back stronger. Sabrina Carpenter has shown me that success isn't about fitting into someone else's expectations it's about becoming the best version of yourself through hard work, authenticity, and continuous growth. As I continue pursuing a career in data science and artificial intelligence, I hope to carry those same values with me. I want to build technology that creates meaningful impact while encouraging other students, especially women entering STEM, to believe that they belong in these spaces too. Being a fan of Sabrina Carpenter means more than enjoying her music or remembering her Disney Channel days. Her journey has become a reminder that reinvention is possible, perseverance matters, and confidence is something we build through action. Those lessons have shaped the student, leader, and aspiring data scientist I am today.

My experience with volunteering began when I realized that access not ability, is often what determines who feels welcome in technology. At UC Berkeley, I serve as a mentor and facilitator through Computer Science Mentors, a program designed to support and students especially underrepresented minorities computer science. In CSM, I help organize workshops, lead small-group discussions, and support logistics for events that introduce incoming students to computer science in a welcoming, collaborative environment. One of the most meaningful events I helped organize was a beginner coding workshop series for students with little or no prior experience in programming. Many participants entered unsure of whether they belonged in tech at all. I worked with a team to structure the workshops step-by-step from setting up beginner-friendly Python introductions to creating space for peer discussion and debugging support. During sessions, I often sat with students who were stuck not on the code itself, but on the fear of “getting it wrong.” My role was not only to help them solve problems, but to remind them that confusion is part of learning. Outside of formal workshops, I also volunteered as a mentor, answering questions about coursework, project ideas, and navigating the major. I saw firsthand how small moments of encouragement—someone saying “you’re on the right track” or “try it this way” could completely shift a student’s confidence. Through these experiences, I also grew as a leader. Organizing events taught me how much unseen work goes into service: coordinating schedules, communicating across teams, preparing materials in advance, and adapting when things do not go as planned. Leadership, I learned, is not about visibility; it is about responsibility to the people you are serving. This is why I believe leadership through service is so powerful. Service-based leadership is built on listening, empathy, and consistency. When people feel supported, they are more likely to take risks, persist through challenges, and eventually become leaders themselves. In this way, service creates a cycle of empowerment that extends far beyond a single event or program. These experiences have shaped how I view my own purpose. As someone who once struggled to see where I fit in technology, I now focus on helping others find that sense of belonging earlier than I did. I plan to continue expanding my involvement in educational and technical mentorship, building spaces where students feel supported not just academically, but personally. Leadership, to me, means using what I have learned to make the path easier for those who come next!!

My family’s heritage has deeply shaped my identity, values, and educational journey. Growing up in a Nepali immigrant household, I was raised with an appreciation for the importance of family, education, perseverance, and giving back to my community. My parents carried their culture and traditions with them while building a life in the United States, and their sacrifices have motivated me to pursue opportunities they worked hard to make possible. From a young age, I saw the ways my family navigated challenges as immigrants. I often helped my parents with technology, online forms, and digital resources because these systems were unfamiliar to them. One of my earliest memories was helping my father convert a tax document into a PDF when I was eight years old. Seeing his pride in that small accomplishment showed me how knowledge and technology could empower people and help bridge gaps in access. My family’s experiences also shaped my educational goals. As a first-generation college student pursuing Data Science at the University of California, Berkeley, I have worked to create opportunities for students who may face similar barriers. In high school, I founded a coding club to encourage students, especially girls and students from underrepresented backgrounds, to explore computer science. I grew the club to 27 members, including 17 girls, and later taught coding to over 100 students across 17 countries through programs such as Schoolhouse and AiGo Learning. At UC Berkeley, I continue this commitment through my involvement with CS Kickstart and Computer Science Mentors. As the Director of Industry for CS Kickstart, I help create professional development and networking opportunities for incoming women and nonbinary computer science students. Through mentorship, I have seen how representation and support can help students build confidence and persist in technical fields. While I am grateful for the educational opportunities I have received, pursuing higher education in the United States presents a significant financial challenge for my family. As a first-generation student, I do not have the same financial resources or guidance that many students may have when navigating college expenses. My family has worked hard to support my education, including through our family business, but tuition, housing, and other educational costs create a substantial burden. I have relied on financial aid, scholarships, and work opportunities to help manage these expenses while balancing academics and leadership responsibilities. Receiving this scholarship would provide meaningful support by reducing the financial strain on my family and allowing me to continue focusing on my education, research interests, and community involvement. I hope to honor my heritage by using my education to create opportunities for others and contribute to a future where technology and education are accessible to all.

When I was eight, my dad, speaking in Newari, asked me to help convert one of his tax documents into a PDF. Like any curious eight-year-old, I Googled how to do it. When I handed him the finished file, pride lit up my face. In my family, I usually went to my parents for help with homework or tying my shoes, but when it came to technology, they came to me. That moment quietly shaped how I saw myself: not just as a student, but as someone who could use technology to solve real problems. Outside my home, however, I often heard a different message. “Tech is for boys.” “Coding sounds boring.” I internalized those stereotypes until I was eleven and watched my male cousin download software from start to finish. It felt like magic how a few clicks could create something powerful. For the first time, I realized I did not just want to observe technology; I wanted to understand it. In high school, I took my first coding class at a community college. When I wrote “Hello World,” I realized coding was not about memorizing commands but about learning a new language. I already loved speaking Nepali, and now I wanted to learn Python too. More importantly, I wanted to use it to create opportunities for others. Remembering how much I enjoyed helping my parents with technology, I started a coding club at my school when none existed. I promoted it in classrooms, posted on social media, and tabled at club fairs until the club grew to 27 members, including 17 girls. Watching students who had never coded before begin to believe they belonged in tech showed me how powerful representation can be. That motivation pushed me further. I began teaching coding through online summer camps with Schoolhouse and AiGo Learning, reaching over 100 students across 17 countries. The most meaningful moments were not when students got the right answer, but when they asked, “Can you show me how to do that?” and kept trying anyway. In those moments, I saw myself in them, and I became the role model I once wished I had. Now, as a first-generation Asian American undergraduate studying Data Science at UC Berkeley, education has become the bridge between where I started and where I hope to go. As the first in my family to navigate college in the United States, I have had to learn how to seek mentors, ask questions, and create opportunities without a clear roadmap. Those challenges have taught me resilience and how to persist through uncertainty. I continue to stay involved in college club organizations such as Computer Science Mentors, where I tutor students in small-group sections, and CS Kickstart, where I help bridge the gap for women entering tech. I also remain involved in educational technology because I know how transformative access to learning can be. In the future, I hope to become a data scientist who uses technology to make systems more fair, accessible, and human-centered. Whether through education technology, AI, or data-driven decision-making, I want my work to help people access opportunities they may not otherwise have had. Education has changed my future by giving me the confidence and tools to create impact beyond myself, and I hope to do the same for others. This scholarship would ease the financial pressure of continuing my education, allowing me to dedicate more time to research, internships, mentorship, and skill-building opportunities. More than financial support, it would represent an investment in my ability to continue expanding access to technology and education for students from backgrounds like mine.

When I was eight, my dad, speaking in Newari, asked me to convert his tax document into a PDF. I Googled how to do it, completed it, and proudly handed it back. In that moment, I realized that while I often relied on my parents for support, they began relying on me for technology. That experience shaped how I saw myself—not just as a student, but as someone who could solve real problems through technology. Outside my home, I often heard that “tech is for boys” or that coding was not for people like me. I internalized those beliefs until I was eleven and watched my cousin confidently install software from start to finish. It made me realize I did not just want to use technology; I wanted to understand and create it. In high school, I took my first coding class and wrote my first “Hello World.” What felt like a simple line of code opened a new way of thinking. I started a coding club at my school, growing it to 27 members, including many girls who had never coded before. Seeing them gain confidence showed me how powerful access and representation can be. That experience shaped my purpose to use technology to expand opportunity. As a first-generation Asian American and student at UC Berkeley, I have learned to navigate unfamiliar systems, seek mentorship, and build my own path. These experiences have reinforced my commitment to using data science to make education and technology more accessible and equitable.

I currently work as a Student Tech Consultant at the UC Berkeley Haas School of Business, where I support students, faculty, and staff while pursuing my undergraduate degree full-time. In this role, I provide technical support across macOS, Windows, and campus systems, helping diagnose and resolve a wide range of issues including hardware malfunctions, software errors, network connectivity problems, and authentication challenges. A significant part of my responsibility also involves managing ServiceNow helpdesk tickets and workflows, ensuring that requests are properly documented, prioritized, and resolved on time. In addition to helpdesk responsibilities, I regularly provide real-time audiovisual (AV) support for lectures, meetings, and campus events. This includes troubleshooting projection systems, microphones, classroom technology, and live presentation tools, often under time-sensitive conditions where any delay could disrupt instruction. On average, I assist more than 20 students, faculty members, and staff per week, requiring me to balance multiple competing requests while maintaining accuracy, professionalism, and efficiency. This experience has strengthened my ability to stay organized under pressure, communicate technical issues clearly to non-technical users, and adapt quickly to unexpected challenges. It has also helped me develop a strong sense of accountability, since many of the environments I support directly impact classroom learning and faculty instruction. Balancing this role with a full academic course load has taught me how to manage time with intention and discipline. I consistently work at least 10 hours per week, often during peak academic periods when coursework demands are also high. Learning how to structure my schedule around both academic deadlines and work shifts has been an essential part of my routine, and it has helped me become more efficient with how I use my time overall. One particularly challenging period occurred during a midterm-heavy week when multiple urgent technical issues at Haas coincided with several major exams and project deadlines. During that week, I was scheduled for consecutive shifts that included both helpdesk coverage and classroom AV support, requiring constant attention and rapid response to issues as they arose. At the same time, I had limited uninterrupted time to prepare for exams and complete assignments, which created significant pressure on my schedule. To manage this, I became highly intentional about planning ahead. I broke my studying into smaller, focused blocks earlier in the week instead of relying on last-minute preparation. At work, I prioritized tasks based on urgency and impact, and I communicated proactively with my team when I needed brief coverage or flexibility around exam-related conflicts. I also used small gaps between shifts to review notes, complete readings, or make incremental progress on assignments. By staying organized, communicating clearly, and being proactive about my time management, I was able to meet both my academic and work responsibilities without compromising performance in either area. This experience reinforced the importance of structure, adaptability, and communication when balancing demanding responsibilities, and it further strengthened my ability to handle high-pressure environments while maintaining consistent performance.

When I was eight, my dad, speaking in Newari, asked me to help convert one of his tax documents into a PDF. Like any curious eight-year-old, I Googled how to do it. When I handed him the finished file, pride lit up my face. In my family, I usually went to my parents for help with homework or tying my shoes, but when it came to technology, they came to me. That moment quietly shaped how I saw myself: not just as a student, but as someone who could use technology to solve real problems. Outside my home, however, I often heard a different message. “Tech is for boys.” “Coding sounds boring.” I internalized those stereotypes until I was eleven and watched my male cousin download software from start to finish. It felt like magic how a few clicks could create something powerful. For the first time, I realized I did not just want to observe technology; I wanted to understand it. In high school, I took my first coding class at a community college. When I wrote “Hello World,” I realized coding was not about memorizing commands but about learning a new language. I already loved speaking Nepali, and now I wanted to learn Python too. More importantly, I wanted to use it to create opportunities for others. Remembering how much I enjoyed helping my parents with technology, I started a coding club at my school when none existed. I promoted it in classrooms, posted on social media, and tabled at club fairs until the club grew to 27 members, including 17 girls. Watching students who had never coded before begin to believe they belonged in tech showed me how powerful representation can be. That motivation pushed me further. I began teaching coding through online summer camps with Schoolhouse and AiGo Learning, reaching over 100 students across 17 countries. The most meaningful moments were not when students got the right answer, but when they asked, “Can you show me how to do that?” and kept trying anyway. In those moments, I saw myself in them, and I became the role model I once wished I had. Now, as a first-generation Asian American undergraduate studying Data Science at UC Berkeley, education has become the bridge between where I started and where I hope to go. As the first in my family to navigate college in the United States, I have had to learn how to seek mentors, ask questions, and create opportunities without a clear roadmap. Those challenges have taught me resilience and how to persist through uncertainty. I continue to stay involved in college club organizations such as Computer Science Mentors, where I tutor students in small-group sections, and CS Kickstart, where I help bridge the gap for women entering tech. I also remain involved in educational technology because I know how transformative access to learning can be. In the future, I hope to become a data scientist who uses technology to make systems more fair, accessible, and human-centered. Whether through education technology, AI, or data-driven decision-making, I want my work to help people access opportunities they may not otherwise have had. Education has changed my future by giving me the confidence and tools to create impact beyond myself, and I hope to do the same for others. This scholarship would ease the financial pressure of continuing my education, allowing me to dedicate more time to research, internships, mentorship, and skill-building opportunities. More than financial support, it would represent an investment in my ability to continue expanding access to technology and education for students from backgrounds like mine.

Education is important to me because it creates opportunities that can transform not only individual lives but entire families and communities. As the daughter of immigrant parents, I grew up seeing how hard work and determination can open doors, but I also learned that access to knowledge is what allows people to fully realize their potential. Education has given me the tools to pursue my goals, explore my interests, and develop the skills needed to make a meaningful impact on the world. Some of my earliest experiences with technology showed me the power of knowledge. While I relied on my parents for guidance in many aspects of life, they often relied on me when it came to technology. Whether I was helping complete online forms, finding information, or solving technical problems, I saw how understanding something that others did not could empower me to help those around me. Those moments taught me that education is not simply about earning good grades or obtaining a degree—it is about gaining the ability to solve problems, support others, and create opportunities where they did not previously exist. Today, I am pursuing a degree in Data Science with a domain emphasis in Economics because I am fascinated by the intersection of technology, business, and social impact. Through internships, research, and personal projects, I have explored how data and artificial intelligence can be used to improve education and make information more accessible. One project that particularly inspired me involved developing ideas for AI-powered educational tools that could help students receive personalized academic support. Experiences like these have reinforced my belief that technology can be a powerful force for expanding educational opportunities and reducing barriers to learning. The legacy I hope to leave is one of empowerment. I want to use my education and technical skills to build tools that help people learn, grow, and achieve their goals regardless of their background. Whether through educational technology, data-driven solutions, or future innovations that have yet to be imagined, I hope to create opportunities for others just as education has created opportunities for me. I also hope to serve as an example for students who may not see themselves represented in technology-related fields. As a first-generation college student from an immigrant family, I understand the uncertainty that can come with pursuing ambitious goals. I want younger students to know that they belong in these spaces and that their perspectives can contribute to meaningful innovation. Overall, education is important to me because it has given me the ability to dream bigger than I once thought possible. It has opened doors, expanded my perspective, and equipped me with the tools to make a difference. My goal is to use those opportunities not only to build a successful career but also to leave a lasting legacy of innovation, accessibility, and service that empowers future generations to pursue their own dreams.

Growing up, technology was never just entertainment in my household. It was a tool that helped my family navigate everyday life. As the daughter of immigrant parents, I often became the person responsible for helping with tasks that involved technology, from translating online forms to converting important work documents into PDFs. While I relied on my parents for guidance in many areas of life, they relied on me when it came to technology. Those experiences showed me how empowering knowledge can be and inspired my passion for using technology to help others. One project I am especially proud of was helping develop an AI-powered study assistant during my internship at an educational technology startup called Athena Notes. As a student myself, I understand how frustrating it can be to spend hours studying and still feel confused about a concept. I wanted to create a tool that could make learning more accessible and personalized for students who needed extra support. The project involved designing an AI chatbot that could answer student questions, explain difficult concepts, and guide learners through problems step by step. To contribute effectively, I researched how leading educational platforms use artificial intelligence, analyzed student learning needs, and helped evaluate features that could improve the learning experience. I also explored ways AI could generate study materials, provide personalized feedback, and help students identify areas where they needed additional practice. What made this project meaningful was its potential impact. Many students do not have access to private tutors or individualized academic support. An AI-powered learning assistant can help bridge that gap by providing guidance whenever students need it. Rather than replacing teachers, the technology serves as an additional resource that empowers students to learn at their own pace and build confidence in their abilities. Working on this project deepened my interest in the intersection of technology, education, and social impact. I saw firsthand how data, artificial intelligence, and thoughtful product design can be used to solve real-world problems. Technology is most powerful when it improves people's lives, and educational tools have the potential to create opportunities for students regardless of their background or circumstances. Today, I am pursuing a degree in Data Science with a domain emphasis in Economics because I want to continue building technology that creates meaningful change. Whether through machine learning, data analytics, or AI-powered applications, I hope to develop solutions that make information more accessible and help people reach their full potential. The same curiosity that led me to help my family navigate technology now motivates me to create technology that can empower others on a much larger scale.

Growing up, the relationships that have shaped me most are those with my family, mentors, teachers, and peers who encouraged me to pursue my passion for using technology to help others. These relationships taught me that success is not measured solely by personal achievement, but by the positive impact we have on the people around us. One of my earliest memories is helping my father convert an important work document into a PDF. While I relied on my parents for many things, when it came to technology, they often relied on me. Over time, I became the person family members turned to when they needed help navigating technology, completing online forms, or finding information. These experiences taught me patience, empathy, and the value of using my skills to support others. They also inspired my decision to pursue a career in technology. Another relationship that has deeply influenced me is the one I share with my family. Growing up in a family that operates a small business, I witnessed firsthand the dedication, resilience, and community support required to overcome challenges and create opportunities. I saw how relationships built on trust and kindness can strengthen an entire community. These experiences inspired me to explore how data and technology can be used to solve meaningful problems and improve people's lives. The mentors, professors, and colleagues I have met throughout my educational journey have also played an important role in shaping who I am. They invested their time in helping me learn new skills, gain confidence, and pursue opportunities I never imagined for myself. Their support reinforced the importance of paying opportunities forward. These values have led me to pursue projects in education and artificial intelligence, where I hope to create tools that help students learn more effectively and access resources that support their success. So far, I have worked on educational technology projects involving chatbots, dashboards, and learning tools designed to make education more accessible and engaging. Whether helping classmates understand difficult concepts, collaborating with teammates, or creating tools for education nonprofit companies, I strive to create the same supportive environment that others created for me. Today, I am pursuing a degree in Data Science with an emphasis in Economics because I believe technology can be a powerful tool for expanding opportunity. I am particularly interested in educational technology and artificial intelligence that can support students and make learning more personalized and accessible. As a first-generation college student, receiving this scholarship would help reduce the financial burden of pursuing higher education and allow me to dedicate more time to academic, professional, and community-focused initiatives. More importantly, it would help me continue pursuing work that serves others. I hope to use my education and skills to create technology that empowers people, supports learning, and expands access to opportunity. By combining compassion with innovation, I hope to make a meaningful difference in my community and honor the values of kindness, support, and service that have shaped my own journey!

When I was eight years old, my dad asked me, in Newari, to help him convert a tax document into a PDF. Like any curious child, I searched online and figured it out. The pride on my father's face stayed with me. While I relied on my parents for most things, when it came to technology, they relied on me. That moment was the first time I realized that technology could empower people by helping them access information and solve problems independently. As a first generation student, I often found myself helping my family navigate digital tools and online resources. Whether it was filling out forms, troubleshooting devices, or translating technical instructions, I saw firsthand how technology could bridge knowledge gaps and create opportunities. These experiences sparked my curiosity about how technology works and motivated me to learn more. Later, watching my cousin install software on his computer and taking my first computer science course transformed that curiosity into a passion for coding, data science, and problem-solving. As a woman of color pursuing STEM, I have also experienced the stereotypes that can discourage students from entering technical fields. Growing up, I often heard comments like, “Tech is for boys,” or “Coding sounds boring.” Rather than accepting those messages, I became determined to challenge them. I wanted other students especially girls and students from underrepresented backgrounds to see that they belonged in technology and could succeed in it. This motivation led me to found my high school's coding club. I promoted the club through social media, classroom announcements, and school events, eventually growing membership to 27 students, including 17 girls. Through the club, I created a welcoming environment where students could explore coding regardless of their prior experience. I also taught coding through online summer camps hosted by Schoolhouse and AiGo Learning, reaching more than 100 students across 17 countries. One of the most rewarding parts of teaching was watching students who had never coded before gain confidence in their abilities. Seeing young girls ask questions, build projects, and become excited about technology reinforced my belief that representation and encouragement can have a lasting impact. Today, I continue this work at the University of California, Berkeley. As the Director of Industry of CS Kickstart, a one-week computer science exploration program for incoming women and nonbinary students, I create an inclusive and supportive introduction to computer science by planning out Industry events to connect students with companies through professional development opportunities, networking events, and collaborations for 80+ female identifying freshmen at UC Berkeley. I am also involved with Computer Science Mentors, where I provide free academic support and tutoring to students and underrepresented minorities in computer science and data science courses. Through these organizations, I have seen how mentorship can increase confidence, strengthen communities, and help students persist in challenging technical fields. By pursuing a degree in Data Science, I hope to develop technologies that expand access to education, information, and opportunity. I am particularly interested in artificial intelligence and machine learning and their potential to solve complex societal problems. At the same time, I want to ensure that these technologies are designed with diverse perspectives in mind. My goal is not only to build innovative AI systems but also to mentor future generations of students from underrepresented communities and help create a STEM workforce that better reflects the diversity of the world it serves. Through both technological innovation and community engagement, I hope to make STEM more accessible, inclusive, and impactful for everyone!

When I was eight years old, my dad asked me, in Newari, to help him convert a tax document into a PDF. Like any curious child, I searched online and figured it out. The pride on my father's face stayed with me. While I relied on my parents for most things, when it came to technology, they relied on me. That moment was the first time I realized that technology could empower people by helping them access information and solve problems independently. As a first generation student, I often found myself helping my family navigate digital tools and online resources. Whether it was filling out forms, troubleshooting devices, or translating technical instructions, I saw firsthand how technology could bridge knowledge gaps and create opportunities. These experiences sparked my curiosity about how technology works and motivated me to learn more. Later, watching my cousin install software on his computer and taking my first computer science course transformed that curiosity into a passion for coding, data science, and problem-solving. As a woman of color pursuing STEM, I have also experienced the stereotypes that can discourage students from entering technical fields. Growing up, I often heard comments like, “Tech is for boys,” or “Coding sounds boring.” Rather than accepting those messages, I became determined to challenge them. I wanted other students especially girls and students from underrepresented backgrounds to see that they belonged in technology and could succeed in it. This motivation led me to found my high school's coding club. I promoted the club through social media, classroom announcements, and school events, eventually growing membership to 27 students, including 17 girls. Through the club, I created a welcoming environment where students could explore coding regardless of their prior experience. I also taught coding through online summer camps hosted by Schoolhouse and AiGo Learning, reaching more than 100 students across 17 countries. One of the most rewarding parts of teaching was watching students who had never coded before gain confidence in their abilities. Seeing young girls ask questions, build projects, and become excited about technology reinforced my belief that representation and encouragement can have a lasting impact. Today, I continue this work at the University of California, Berkeley. As the Director of Industry of CS Kickstart, a one-week computer science exploration program for incoming women and nonbinary students, I create an inclusive and supportive introduction to computer science by planning out Industry events to connect students with companies through professional development opportunities, networking events, and collaborations for 80+ female identifying freshmen at UC Berkeley. I am also involved with Computer Science Mentors, where I provide free academic support and tutoring to students and underrepresented minorities in computer science and data science courses. Through these organizations, I have seen how mentorship can increase confidence, strengthen communities, and help students persist in challenging technical fields. By pursuing a degree in Data Science, I hope to develop technologies that expand access to education, information, and opportunity. I am particularly interested in artificial intelligence and machine learning and their potential to solve complex societal problems. At the same time, I want to ensure that these technologies are designed with diverse perspectives in mind. My goal is not only to build innovative AI systems but also to mentor future generations of students from underrepresented communities and help create a STEM workforce that better reflects the diversity of the world it serves. Through both technological innovation and community engagement, I hope to make STEM more accessible, inclusive, and impactful for everyone.

When I was eight years old, my dad asked me, in Newari, to help him convert a tax document into a PDF. Like any curious child, I searched online and figured it out. The pride on my father's face stayed with me. While I relied on my parents for most things, when it came to technology, they relied on me. That moment was the first time I realized that technology could empower people by helping them access information and solve problems independently. As the daughter of immigrant parents, I often found myself helping my family navigate digital tools and online resources. Whether it was filling out forms, troubleshooting devices, or translating technical instructions, I saw firsthand how technology could bridge knowledge gaps and create opportunities. These experiences sparked my curiosity about how technology works and motivated me to learn more. Later, watching my cousin install software on his computer and taking my first computer science course transformed that curiosity into a passion for coding, data science, and problem-solving. As a woman of color pursuing STEM, I have also experienced the stereotypes that can discourage students from entering technical fields. Growing up, I often heard comments like, “Tech is for boys,” or “Coding sounds boring.” Rather than accepting those messages, I became determined to challenge them. I wanted other students especially girls and students from underrepresented backgrounds to see that they belonged in technology and could succeed in it. This motivation led me to found my high school's coding club. I promoted the club through social media, classroom announcements, and school events, eventually growing membership to 27 students, including 17 girls. Through the club, I created a welcoming environment where students could explore coding regardless of their prior experience. I also taught coding through online summer camps hosted by Schoolhouse and AiGo Learning, reaching more than 100 students across 17 countries. One of the most rewarding parts of teaching was watching students who had never coded before gain confidence in their abilities. Seeing young girls ask questions, build projects, and become excited about technology reinforced my belief that representation and encouragement can have a lasting impact. Today, I continue this work at the University of California, Berkeley. As the Director of Industry of CS Kickstart, a one-week computer science exploration program for incoming women and nonbinary students, I create an inclusive and supportive introduction to computer science by planning out Industry events to connect students with companies through professional development opportunities, networking events, and collaborations for 80+ female identifying freshmen at UC Berkeley. I am also involved with Computer Science Mentors, where I provide free academic support and tutoring to students and underrepresented minorities in computer science and data science courses. Through these organizations, I have seen how mentorship can increase confidence, strengthen communities, and help students persist in challenging technical fields. By pursuing a degree in Data Science, I hope to develop technologies that expand access to education, information, and opportunity. I am particularly interested in artificial intelligence and machine learning and their potential to solve complex societal problems. At the same time, I want to ensure that these technologies are designed with diverse perspectives in mind. My goal is not only to build innovative AI systems but also to mentor future generations of students from underrepresented communities and help create a STEM workforce that better reflects the diversity of the world it serves. Through both technological innovation and community engagement, I hope to make STEM more accessible, inclusive, and impactful for everyone!