While I have never thought of Math or Science to be strong areas for me academically, I still tried to find ways to further develop my weak areas and always put my best foot forward in all that I did. I am a very hard-working student and in the face of academic challenges, I know what it’s like to have to course-correct in order to be successful. In particular, upon entry into SASA (a school for the arts, for “gifted children”) because I was not accustomed to the rigorous curriculum and in-and-out of class commitments, I ended up on academic probation. I quickly had to come up with a plan that would get my grades on track and make a commitment to putting in the work to keep them there. After making the necessary adjustments to my study habits and social interactions, I really began to excel academically and showcase my talents in the arts. For me, personally, math and science require additional effort in order to comprehend and apply the knowledge learned in class. Therefore, in the Summer of 2018, I applied and was accepted to Saginaw Valley State University’s Science, Technology, Engineering and Mathematics (STEM) Camp. Attending STEM Camp helped to further develop my understanding of mathematical and scientific processes. Surprisingly, the head of the camp, Ms. Amy Hlavacek, nominated me and a group of other camp attendants for a National Association for the Advancement of Colored People (NAACP) STEM Award, which I received in September of that same year. The following summer, I gained employment as a Teaching Assistant for the camp and found myself not as the kid who needed help in math and science, but as the one helping my peers understand and find the fun and excitement within those same subjects. Initially, the responsibility of teaching subjects that I did not feel entirely confident in was difficult to manage. I felt great anxiety during my first week. However, the reminder that I was capable of doing well in this new leadership role since Ms. Hlavacek saw it fit to nominate me for such an amazing award and invite me back as a TA brought a great sense of comfort. Additionally, last year, I took on the role of a tutor for the National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE). As a NOBCChe tutor, I assisted a student struggling with a variety of topics in Algebra I. By aiding these students, I intended to show my tutee that there is nothing wrong with asking for help. I once felt that seeking help with academic work deems them to be “stupid”, and many students worldwide can relate. But I aimed to eliminate that fear by creating a comfortable environment where educational progress can be made, leading students to positive academic progress. Ultimately, although I initially perceived the experiences as immensely laborious, they were leadership roles that I needed to develop major goals and ambitions for myself and prepare me for the future. I now hope to have the courage to step up when an opportunity of leadership presents itself to me without hesitation and do well in that position for the benefit of others. I have found that it is something that brings me joy, and I have plans to continue these actions as I move through life and begin adulthood. They were ultimately an essential stem in my growth as a student, young lady, and a future member of the workforce, from both a personal and professional standpoint.

While I have never thought of Math or Science to be strong areas for me academically, I still tried to find ways to further develop my weak areas and always put my best foot forward in all that I did. I am a very hard-working student and in the face of academic challenges, I know what it’s like to have to course-correct in order to be successful. In particular, upon entry into SASA (a school for the arts, for “gifted children”) because I was not accustomed to the rigorous curriculum and in-and-out of class commitments, I ended up on academic probation. I quickly had to come up with a plan that would get my grades on track and make a commitment to putting in the work to keep them there. After making the necessary adjustments to my study habits and social interactions, I really began to excel academically and showcase my talents in the arts. For me, personally, math and science require additional effort in order to comprehend and apply the knowledge learned in class. Therefore, in the Summer of 2018, I applied and was accepted to Saginaw Valley State University’s Science, Technology, Engineering and Mathematics (STEM) Camp. Attending STEM Camp helped to further develop my understanding of mathematical and scientific processes. Surprisingly, the head of the camp, Ms. Amy Hlavacek, nominated me and a group of other camp attendants for a National Association for the Advancement of Colored People (NAACP) STEM Award, which I received in September of that same year. The following summer, I gained employment as a Teaching Assistant for the camp and found myself not as the kid who needed help in math and science, but as the one helping my peers understand and find the fun and excitement within those same subjects. Initially, the responsibility of teaching subjects that I did not feel entirely confident in was difficult to manage. I felt great anxiety during my first week. However, the reminder that I was capable of doing well in this new leadership role since Ms. Hlavacek saw it fit to nominate me for such an amazing award and invite me back as a TA brought a great sense of comfort. Additionally, last year, I took on the role of a tutor for the National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE). As a NOBCChe tutor, I assisted a student struggling with a variety of topics in Algebra I. By aiding these students, I intended to show my tutee that there is nothing wrong with asking for help. I once felt that seeking help with academic work deems them to be “stupid”, and many students worldwide can relate. But I aimed to eliminate that fear by creating a comfortable environment where educational progress can be made, leading students to positive academic progress. Ultimately, although I initially perceived the experiences as immensely laborious, they were leadership roles that I needed to develop major goals and ambitions for myself and prepare me for the future. I now hope to have the courage to step up when an opportunity of leadership presents itself to me without hesitation and do well in that position for the benefit of others. I have found that it is something that brings me joy, and I have plans to continue these actions as I move through life and begin adulthood. They were ultimately an essential stem in my growth as a student, young lady, and a future member of the workforce, from both a personal and professional standpoint.

I grew up in a loving, two-parent household with three siblings. My parents always had high expectations for us academically, so I was an all-A student. My hometown, just like many others, has standard education sites, in addition to those that are considered to be for gifted and/or talented students. In elementary, I did not attend my city's school for "gifted children". However, I did attend the standard, predominantly black, education sites that were perceived to offer “better” instruction. Nonetheless, the schoolwork that I completed in elementary could have never prepared me for the challenge of middle school. So, when the time came for me to enter middle school and my parents wanted me to attend Saginaw Arts and Sciences Academy (SASA), a known school for “gifted children”, I was positive that I would not be accepted. This was the sequel school for Handley Elementary School students, also a school for “gifted children”, giving them a greater chance of passing the test of entry to SASA. In my mind, I was neither smart nor qualified enough to attend this school with such high expectations for attending students and had never dealt with any academic pressure remotely close to what I perceived to be the benchmark for SASA attendance. Nevertheless, I applied for entry, auditioned, and did indeed pass the test. I was stunned. This accomplishment uncovered a newfound, deep-rooted sense of pride. Getting into one of the top schools (if not THE top school) in my city made me feel elated. This achievement left me feeling extremely honored and motivated. When school began in the fall, that recently discovered pride began to dwindle almost immediately. This new school environment was completely different, with my elementary school including the bare minimum education for its students and middle school and high school being the exact opposite. I noticed that many of the students seemed smarter and more advanced than I was. As a result, I slowly became more self-conscious about raising my hand to answer or ask questions in class. However, I did not let this be the spark of an unnecessary downward spiral. Instead, I used it as inspiration and motivation to study harder and put forth more effort. The thought of excelling at SASA, ultimately getting accepted into an amazing, prestigious college, and becoming successful in my future career prompted me to work harder than ever before. While entering middle school was a huge period of transition for me both academically and mentally, I used the time to discover, perfect, and reflect on my talents, abilities, and self-perception. I really began to excel scholastically and showcase my talents in the arts. I received an honor roll award in 8th and 12th grade, a National Association for the Advancement of Colored People (NAACP) Science, Technology, Engineering, and Mathematics (STEM) Award in the 9th grade, and I was inducted into the National Honor Society in 11th grade. In conclusion, relocating to an educational environment that demanded more of me and pushed me to be better, although it came across as immensely laborious, is what I needed to develop major goals and ambitions for myself. It was an essential stem in my growth as a student, young lady, and a future member of the workforce, from both a personal and professional standpoint. Then, in the future, following all of my growth and accomplishments I hope to show everyone from my small community that success is possible no matter where you come from, and plan to give back through multiple volunteer activities and maybe even my own scholarship!

I grew up in a loving, two-parent household with three siblings. My parents always had high expectations for us academically, so I was an all-A student. My hometown, just like many others, has standard education sites, in addition to those that are considered to be for gifted and/or talented students. In elementary, I did not attend my city's school for "gifted children". However, I did attend the standard, predominantly black, education sites that were perceived to offer “better” instruction. Nonetheless, the schoolwork that I completed in elementary could have never prepared me for the challenge of middle school. So, when the time came for me to enter middle school and my parents wanted me to attend Saginaw Arts and Sciences Academy (SASA), a known school for “gifted children”, I was positive that I would not be accepted. This was the sequel school for Handley Elementary School students, also a school for “gifted children”, giving them a greater chance of passing the test of entry to SASA. In my mind, I was neither smart nor qualified enough to attend this school with such high expectations for attending students and had never dealt with any academic pressure remotely close to what I perceived to be the benchmark for SASA attendance. Nevertheless, I applied for entry, auditioned, and did indeed pass the test. I was stunned. This accomplishment uncovered a newfound, deep-rooted sense of pride. Getting into one of the top schools (if not THE top school) in my city made me feel elated. This achievement left me feeling extremely honored and motivated. When school began in the fall, that recently discovered pride began to dwindle almost immediately. This new school environment was completely different, with my elementary school including the bare minimum education for its students and middle school and high school being the exact opposite. I noticed that many of the students seemed smarter and more advanced than I was. As a result, I slowly became more self-conscious about raising my hand to answer or ask questions in class. However, I did not let this be the spark of an unnecessary downward spiral. Instead, I used it as inspiration and motivation to study harder and put forth more effort. The thought of excelling at SASA, ultimately getting accepted into an amazing, prestigious college, and becoming successful in my future career prompted me to work harder than ever before. While entering middle school was a huge period of transition for me both academically and mentally, I used the time to discover, perfect, and reflect on my talents, abilities, and self-perception. I really began to excel scholastically and showcase my talents in the arts. I received an honor roll award in 8th and 12th grade, a National Association for the Advancement of Colored People (NAACP) Science, Technology, Engineering, and Mathematics (STEM) Award in the 9th grade, and I was inducted into the National Honor Society in 11th grade. In conclusion, relocating to an educational environment that demanded more of me and pushed me to be better, although it came across as immensely laborious, is what I needed to develop major goals and ambitions for myself. It was an essential stem in my growth as a student, young lady, and a future member of the workforce, from both a personal and professional standpoint. Then, in the future, following all of my growth and accomplishments I hope to show everyone from my small community that success is possible no matter where you come from, and plan to give back through multiple volunteer activities and maybe even my own scholarship!

I grew up in a loving, two-parent household with three siblings. My parents always had high expectations for us academically, so I was an all-A student. My hometown, just like many others, has standard education sites, in addition to those that are considered to be for gifted and/or talented students. In elementary, I did not attend my city's school for "gifted children". However, I did attend the standard education sites that were perceived to offer “better” instruction. Nonetheless, the schoolwork that I completed in elementary could have never prepared me for the challenge of middle school. So, when the time came for me to enter middle school and my parents wanted me to attend Saginaw Arts and Sciences Academy (SASA), a known school for “gifted children”, I was positive that I would not be accepted. This was the sequel school for Handley Elementary School students, also a school for “gifted children”, giving them a greater chance of passing the test of entry to SASA. In my mind, I was neither smart nor qualified enough to attend this school with such high expectations for attending students and had never dealt with any academic pressure remotely close to what I perceived to be the benchmark for SASA attendance. Nevertheless, I applied for entry, auditioned, and did indeed pass the test. I was stunned. This accomplishment uncovered a newfound, deep-rooted sense of pride. Getting into one of the top schools (if not THE top school) in my city made me feel as if I had just won an award. This achievement left me feeling extremely honored and motivated. When school began in the fall, that recently discovered pride began to dwindle almost immediately. I noticed that many of the students seemed smarter and more advanced than I was. As a result, I slowly became more self-conscious about raising my hand to answer or ask questions in class. However, I did not let this be the spark of an unnecessary downward spiral. Instead, I used it as inspiration and motivation to study harder and put forth more effort. The thought of excelling at SASA, ultimately getting accepted into an amazing, prestigious college, and becoming successful in my future career prompted me to work harder than ever before. Despite the determination that I filled myself with to get through the academic challenges, it was still very taxing in the beginning. Transitioning to middle school was a HUGE step for me. The two school environments were completely different, with my elementary school including the bare minimum education for its students and my middle school and high school being the exact opposite. While entering middle school was a huge period of transition for me both academically and mentally, I used the time to discover, perfect, and reflect on my talents, abilities, and self-perception. I really began to excel scholastically and showcase my talents in the arts. I received an honor roll award in 8th and 12th grade, a National Association for the Advancement of Colored People (NAACP) Science, Technology, Engineering, and Mathematics (STEM) Award in the 9th grade, and I was inducted into the National Honor Society in 11th grade. In conclusion, relocating to an educational environment that demanded more of me and pushed me to be better, although it came across as immensely laborious, is what I needed to develop major goals and ambitions for myself. It was an essential stem in my growth as a student, young lady, and a future member of the workforce, from both a personal and professional standpoint.

My goal for my life is financial stability. I do not want the hardship of being in debt and I no longer want to see my mother struggle to provide for her family.

My name is Tierra Parham. I am from Saginaw, Michigan. I attended Saginaw Arts and Sciences Academy in the Saginaw Public Schools District from 7th-grade until my senior year with a few big accomplishments during that time. In Summer 2018, I applied and was accepted to Saginaw Valley State University’s Science, Technology, Engineering and Mathematics (STEM) Camp; and attending STEM Camp helped to further develop my understanding of the scientific process. Ultimately and surprisingly, I earned a National Association for the Advancement of Colored People (NAACP) STEM Award. The following summer, I gained employment as a Teaching Assistant for the camp and found myself not as the kid who needed help in math and science, but as the one helping my peers understand and find the fun and excitement within those same subjects. I even tutored for the National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE) during my senior year. Having just graduated from Saginaw Arts and Sciences Academy as a member of the National Honor Society, I plan to attend Michigan State University (MSU) in the fall where the ultimate goal is to obtain a bachelor’s degree. My intended major is currently undecided, but Interior Design is at the very top of the list. Since I was a young girl, being in a home filled with beautiful decor has always been relaxing and aesthetically pleasing to me. I am fascinated by the historical, traditional, new-age, religious, and cultural aspects related to constructing the decorative features of an interior environment. My goals in life are to get a great job, develop financial freedom, live a healthy life while enjoying all of my passions and hobbies, and leaving an admirable legacy. Building a comfortable life for myself is of utmost importance to me. In order to make the plan of attending MSU come to fruition, I need to seek out opportunities to ease the financial burden associated with college attendance. Seeking out scholarship opportunities will enable me to get a higher education at the university of my choice and lessen the amount of debt me and my family will have to deal with later in life. Many college students all over the United States suffer from student debt due to expensive fees, but if I am awarded plenty of scholarships, I will be able to take my desired classes without feelings of distress. Without debt, I will have financial freedom and stability which will allow me to give back to my community in the form of monetary donations and/or volunteer services. I also intend to visit many different parts of the world and take extra language classes. The thing I desire most in this world is to travel all over and learn about as many cultures, and as many languages as I can, and exemption from financial debt can help me achieve that goal of mine. Over the last 3 years, I have developed a compelling interest in learning about other cultures all over the world. Therefore, I am immensely interested in participating in activities and courses that will heighten my sense of cultural awareness such as the opportunity to study abroad. It has been my dream to experience life in other parts and cultures of the world. In fact, I have been studying the Korean and Japanese languages, and have become nearly fluent in Spanish. I hope to continue studying Asian languages during my many years of studying. Essentially, earning scholarship money will allow me to go to the university of my choice while living comfortably, achieving my dreams in the process.