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!