Being a first-generation student means carrying both pride and responsibility. I am a first-generation high school graduate and will be a first-generation college student, which means I am navigating a path my family never had the opportunity to walk themselves. There has been no blueprint, no guidebook, and no inherited knowledge of how higher education works. Instead, I have learned through persistence, adaptability, and a strong belief in the power of education to change not only my life, but my family's future. From an early age, I was often underestimated or misunderstood, and I learned quickly that I would need to advocate for myself in academic spaces that were not designed with neurodivergent students in mind. While these challenges were difficult, they also shaped my perspective on the world. Autism strengthened my attention to detail, my analytical thinking, and my ability to approach subjects with depth and care. What once felt like a limitation became a source of resilience and determination. My grandmother has been one of my strongest sources of support throughout my life. Her encouragement and belief in my potential helped sustain me through moments of uncertainty. Watching her persevere through her own challenges taught me that progress does not require perfection, only commitment and courage. Her influence continues to guide my work ethic and my sense of purpose. My long-term goal is to obtain my bachelor's degree in history education with a minor in Religious Studies at East Carolina University. I want to help students understand how the past shapes identity, culture, and the world they live in today. Studying religion alongside history will allow me to better understand belief systems, traditions, and cultural conflicts across time. This interdisciplinary approach will strengthen my ability to teach history with nuance, empathy, and global awareness, especially in diverse classroom. This scholarship would play a critical role in helping me move closer to my goals. As a first-generation student, financial barriers are one of the greatest challenges I face. Receiving this support would reduce financial stress and allow me to focus fully on my academic growth, professional preparation, and involvement at East Carolina University. I am driven by curiosity, resilience, and a desire to serve others through education. I am not striving for perfection, but for purpose and progress. This scholarship would affirm my journey, support my ambitions, and help me continue building a future rooted in learning, understanding, and meaningful impact.

Students from disadvantaged backgrounds often face obstacles that can make academic success feel out of reach. Financial strain, limited resources, and challenging family circumstances all create barriers that require determination and resilience to overcome. When students continue to excel despite these pressures, it reflects a level of motivation that scholarships and grants are meant to support. These opportunities provide stability, recognition, and a fair chance for students who have already demonstrated their commitment to success. My own life reflects these challenges. I was diagnosed as autistic at the age of three, which has shaped how I experience learning and interact with the world. Sensory overload, communication differences, and environments not designed for neurodivergent students made school more difficult from a young age. At the same time, I grew up without consistent access to financial or academic resources. I am a first-generation high school graduate and a first-generation college student, which meant there was no roadmap for navigating academic systems, applications, or long-term planning. Throughout my education, my grandmother has been one of my greatest sources of support. She emphasized the importance of education even when overwhelming. Her belief in my potential helped me push through moments of self-doubt and uncertainty. Watching her perseverance taught me the value of hard work and resilience, lessons that continue to guide me today. Despite these challenges, I remained committed to my education. Being autistic has strengthened my ability to focus, think critically, and approach subjects with depth and care. It has also taught me self-advocacy and perseverance, skills essential for long-term success. These experiences shaped my goal of becoming a history teacher. History has always provided me with structure and perspective, helping me understand how people navigate adversity and how the past continues to influence the present. I want to create a classroom where students feel supported, understood, and capable of success, especially those who may feel overlooked or uncertain about their place in education. As a first-generation student and as an autistic individual, I understand how isolating school can feel without proper guidance or support. My goal is to be a kind of teacher who helps students build confidence and see their own potential. Support through this scholarship would reduce the financial pressure that continues to affect my education and allow me to focus fully on my academic and professional development. It would affirm the effort I have put into overcoming obstacles and help me move closer to earning my degree. Most importantly, it would support my goal of becoming an educator who gives future students the encouragement and understanding that made all the difference in my own life.

From a young age, I have been fascinated by the power of stories and the ways history shapes our understanding of the world. My interest in lost media and historical preservation has shown me that every artifact, document, and film carries a piece of human experience that deserves to be remembered. This curiosity has grown into a deep commitment to studying history and sharing its lessons, and it has inspired my goal of becoming a history teacher. I want to help students connect with the past, understand different perspectives, and appreciate the ways culture, art, and historical events influence the present. As a future educator, I plan to create a classroom environment where students feel engaged and inspired to explore history for themselves. I want to bring the past to life by encouraging curiosity, critical thinking, and empathy, showing students that history is not just a collection of dates and facts but a series of human stories with lessons that still resonate today. I am particularly interested in highlighting underrepresented histories and stories that have been overlooked, helping students understand the diversity of experiences that have shaped our world. This scholarship would play a crucial role in helping me achieve these goals. It would provide the financial support I need to focus fully on my studies in history and education, ensuring I can gain the knowledge and skills necessary to become an effective and inspiring teacher. It would also allow me to take advantage of opportunities to research, explore, and engage deeply with historical materials, helping me develop innovative ways to share history with students in the classroom. With this support, I can dedicate myself to preparing lessons that make history accessible, engaging, and meaningful for every student. Beyond financial assistance, receiving this scholarship would affirm my dedication to education and historical preservation. It would encourage me to continue exploring the stories of the past, understanding their significance, and finding ways to inspire the next generation. By helping me pursue a career in history education, this scholarship would allow me to turn my passion for learning and discovery into a lifelong commitment to teaching, empowering students to see the relevance of history in their own lives. In short, this scholarship would help me transform my passion for history into a career that educates, inspires, and preserves the lessons of the past for future generations. It would bring me one step closer to the classroom I envision, where students not only learn history but also develop the skills and curiosity to make meaningful connections with the world around them.

My path has never been traditional. I lived with my grandmother for most of my life, and she has always been my biggest role model. She is strong, patient, and selfless, and living with her taught me how to face challenges with resilience and kindness. When I was younger, my aunt and uncle gained custody of me, and I moved into their home. For seven years, I tried to make it feel like a place where I belonged. I followed their rules, tried to keep the peace, and did my best to fit in, even when I felt out of place. Things were not always easy, but I believed I could make it work. About a year ago, everything changed. My aunt and uncle told me I had to leave. Being kicked out was one of the most frightening and confusing experiences of my life. I felt lost and alone. For a moment, it seemed like everything I had known, including the people who were supposed to protect me, had vanished. It was hard to see a way forward, but I had no choice but to rely on myself and the support of the person who had always been there for me, my grandmother. Returning to my grandmother’s home was a turning point. She welcomed me back without hesitation and reminded me that family is not just about blood or circumstances, but about who stands by you when life gets hard. Living with her again has shown me what true kindness and selflessness look like. Watching her care for me without complaint inspired me to think about the ways I want to show compassion and understanding in my own life. This experience taught me perseverance. I have autism, which means that navigating social situations, communication, and changes can be difficult at times. Moving between homes and dealing with uncertainty was overwhelming, but I learned to trust myself, speak up when I needed help, and be patient with the world around me. I also learned to listen and empathize with others who are struggling. I know what it feels like to feel out of place or unsupported, and I want to make sure no one else feels that way because of me. One of the ways I want to carry these lessons forward is through my dream of becoming a history teacher. I love history because it preserves stories, lessons, and perspectives that could otherwise be lost. I want to create a classroom where every student feels seen and valued, where differences are celebrated, and where students know they have someone in their corner. I want to be the kind of teacher who notices when a student is struggling, who listens without judgment, and who encourages curiosity and confidence. My experiences with being moved between homes, being kicked out, and returning to a loving environment have given me insight into how important it is to feel safe and supported, and I want to offer that to my future students. Being forced out of my aunt and uncle’s home was painful, but it shaped who I am today. It taught me that resilience is not about never facing difficulties, but about continuing forward even when life is hard. It showed me the value of compassion, both for myself and for others. I want to live my life in a way that reflects the lessons I have learned, being kind, patient, and understanding while working hard to create a positive impact. My grandmother’s example and the challenges I have faced have given me the strength to persevere and the desire to help others feel supported and valued. My journey has not been traditional, but it has prepared me for the path I am on now. I have learned to embrace my differences, including my autism, as part of who I am. I have learned to seek out support when I need it and to give support when I can. I have learned that kindness and perseverance can make a real difference, even in the smallest moments. These lessons guide me as I move forward, shaping my goals and my vision for the future. I want to become a teacher who not only shares knowledge but also creates an environment where students feel safe, inspired, and understood. My story is not perfect, but it is honest, and it has given me the tools and determination to pursue my dreams while helping others along the way.

I’m a fan of Sabrina Carpenter because her music is fun, catchy, and has a really girly pop vibe that I just love. From the first time I listened to her songs, I felt like they matched my personality and mood perfectly. Her music can be upbeat and playful, like something you’d sing along to with your friends on a Friday night, but she also has slower, emotional songs that make you feel understood when you’re having a tough day. I like how she mixes those sides of her music because it feels real and relatable, not just like background noise. One of the things I really admire about Sabrina is how she’s grown as an artist. You can hear it in her albums—her voice has matured, her lyrics are more personal, and her style has evolved, but she still keeps that bright, girly energy that makes her music so fun. Listening to her songs makes me feel confident and happy, like I can embrace who I am and not worry about what other people think. Her music has been there for me during different moods, whether I’m feeling excited, nervous, or even a little down. There’s something comforting about knowing that the songs you love come from someone who writes and sings about real emotions and experiences. Her career has also inspired me in other ways. Seeing her succeed in music, acting, and other creative projects makes me realize that you can do a lot of things you love if you work hard and stay true to yourself. Even when she tries new things, like experimenting with different sounds or styles, she keeps that authentic vibe that makes her stand out. It makes me want to follow my own interests and be creative, even if it feels scary at first. Overall, Sabrina Carpenter’s music isn’t just fun to listen to—it’s inspiring and comforting too. Her songs have given me a soundtrack for different moments in my life and a reminder that it’s okay to be yourself, to feel all your emotions, and to celebrate the little, sparkly things that make life fun. That’s why I’m such a fan, and why her career has had such an impact on me.

Being a first-generation college student in my immediate family has shaped how I view education and my career goals. I live with my grandmother, who never had the opportunity to finish high school but has faced every challenge with quiet strength. She works long hours to provide for me, manages household responsibilities, and always finds a way to support my dreams. Her resilience shows me what determination looks like in action. She has taught me that strength is not about being perfect or never struggling, but about showing up every day, doing your best, and caring for others even when life is hard. Being autistic has also shaped how I navigate school and learning. I have learned to advocate for myself and develop strategies that help me succeed. These experiences have shown me how important it is for students to feel understood and supported. I want to become a history teacher so I can create classrooms where every student feels seen and encouraged, where differences are celebrated as strengths rather than obstacles. Being the first in my direct family to attend college is both an opportunity and a responsibility. Watching my grandmother work tirelessly has inspired me to push past challenges, work hard, and lead with empathy. Her example of quiet courage and resilience motivates me to make the most of my education, not just for myself, but as a way to honor her sacrifices. I hope to share those lessons with my future students, showing them that perseverance, dedication, and care for others are as important as academic knowledge.

For as long as I can remember, I have loved learning. I was the kind of child who found comfort in books and details, one who noticed the way teachers spoke and how lessons connected. But as much as I loved learning, school was not always an easy place for me. I am autistic, and growing up with that meant navigating a world that often felt too loud, too bright, and too fast. I struggled to fit in and often felt like no one really saw how hard I was trying. Some teachers misunderstood my quietness as a lack of effort, when in reality, I was doing my best to keep up in an environment that wasn’t made with students like me in mind. Despite those challenges, I also remember the teachers who changed everything. They were the ones who slowed down when I needed time to think, who noticed the small improvements that others overlooked, and who made space for me to learn in my own way. They made me feel safe and capable, and they helped me understand that being different did not mean being less. Those moments planted something in me. I began to see education not just as a system of grades and lessons, but as a way of showing students that they matter. As I grew older, I realized I wanted to become that kind of teacher for someone else. I want to be the person who recognizes when a student is struggling silently, who knows how to reach them instead of writing them off. I want my classroom to be a place where students feel comfortable being themselves, especially those who might not fit in easily. I want to help my students see that learning isn’t about perfection—it’s about growth, curiosity, and confidence. Being autistic has shaped how I see education. It has taught me to be patient, observant, and creative in problem-solving. It has made me aware of how differently people process information and how important it is to create multiple paths to understanding. I know what it feels like to be misunderstood, and that gives me empathy for students who might not always have the words to explain what they need. My experiences have shown me that education is most effective when it is built on compassion and flexibility. Teaching, to me, is not just a job. It is a chance to give students what I once needed most, a space where they can be accepted and encouraged for who they are. I want to help my students see their potential, even when they doubt it. I want to help them discover what makes them unique and use that as a strength rather than something to hide. What drives me toward education is hope. Hope that I can help shape classrooms that welcome every kind of learner. Hope that my students will feel safe to take risks and make mistakes. Hope that one day, a student who once struggled will remember my class as the place where they felt seen. Teaching gives me the chance to turn the challenges I faced into understanding and to build the kind of learning environment that every student deserves.

I was diagnosed with autism when I was three years old, so it has always been a part of who I am. What took me longer to learn was how to understand and accept it in a world that often didn’t understand me. I grew up noticing that I reacted to things differently from the people around me. Loud noises made my body tense up, bright lights hurt my eyes, and too many people talking at once could make my thoughts scatter. I learned to keep quiet, to study others, and to copy what they did so I could blend in. At school, I tried my best to fit the mold everyone else seemed to fill so easily. Teachers sometimes mistook my silence for disinterest, when really, I was trying to find the right words before I spoke. Classmates thought I was shy or distant, but I was just overwhelmed and unsure how to join in. I wanted to belong, but it felt like there was an invisible wall between me and everyone else. Hiding my differences became second nature, but it also made me feel small. I started to believe that being myself was the wrong choice. As I got older, I began to unlearn that. I realized that my quietness was not a flaw. It was a way of taking in the world carefully. My sensitivity was not a weakness. It was empathy that allowed me to understand how others were feeling, even when they didn’t say it out loud. My differences didn’t make me less capable. They gave me a new way of seeing things. I began to see that the problem was never that I was too different. It was that the world didn’t always know how to make room for difference. That understanding changed how I saw myself and others. It taught me patience, compassion, and the importance of listening. It showed me how easily people can be misunderstood when others don’t take the time to see who they really are. These lessons are what I want to bring into my future classroom. I want to create a space where students feel safe to be themselves, even if they don’t fit in perfectly. I want them to know that learning looks different for everyone and that there is no single right way to grow. What drives me to become a high school teacher is the chance to make sure no student feels as invisible as I once did. I want to be the kind of teacher who looks past the surface, who understands that a quiet student might be thoughtful, that a restless one might just need a new way to learn. I want my students to feel seen and supported, not pressured to hide who they are. Being autistic has taught me that strength can look soft and that understanding others begins with understanding yourself. Those lessons have shaped who I am, and they will shape how I teach. My goal is to make my classroom a place where every student, no matter how they learn or think, feels that they belong.