Dance is an art form that enables individuals to express their creativity and diversity visually. I started taking formal lessons at 9, which is also when I joined my studio's competitive dance team. By the age of 13, I discovered my talent for teaching and began volunteering as an acrobatics and jazz instructor at my dance studio. For the past three years, I have volunteered as a dance teacher at Ballet Nouveau School and Baltimore Sports Academy's (BSA) grant-funded after-school program. After relocating to a new city, my previous studio director referred me to Ballet Nouveau School, where I began taking ballet and pointe classes. By the summer of that year, the studio director invited me to lead classes at the dance boot camp. I continued taking classes while teaching throughout the school year. As a result of my hard work, I received two awards: Most Improved Dancer and Most Ingenious Dancer. Recently, I decided to focus solely on teaching as I transition to college. I am grateful to the BNS studio director for recognizing the discipline and maturity I have developed and for allowing me to showcase my leadership and mentorship to the younger dancers. My teaching experience at BSA has been invaluable as well. By sharing my passion for dance, I have positively impacted children by enhancing their self-confidence and promoting physical fitness beyond typical playground activities. This role allowed me to independently teach free dance classes to kids who otherwise would not have access to private lessons. The relationships I built with the students were truly rewarding. Overall, student teaching has been a meaningful role for me. It has taught me the importance of teamwork and responsibility while sharpening my leadership and organizational skills. I have applied these skills as Captain of the Majorette Team, Choreographer for the Patapsco High School Dance Company, and Vice President of the Class of 2025. Consequently, my self-confidence has soared, earning me the respect of my peers. Moreover, the dedication and discipline required to excel as a teacher and student have taught me valuable life lessons to develop and support others around me through my leadership example. My strong family support system has been crucial in every aspect of my life and they inspired me to be very intentional about how I serve my community. Once I obtain my degree, I plan to continue giving back to others as an educator. I have jump-started my career by enrolling in the Child and Adolescent Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program that introduces aspiring educators to the career field. My dream is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them recognize that their voices matter. I envision creating a supportive environment for them. My goal is to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

Throughout middle school, I often envisioned how exciting high school would be. My mother frequently reminded me that the primary purpose of school was to obtain an education. My older sister, who is six years my senior, had a wonderful experience in high school. She often shared stories about the joy of making friends and finding a sense of belonging. I just assumed I would have a similar experience. My journey as a dancer began at age nine when I joined the competitive dance team at my studio. I continued competing until I enrolled in the Visual and Performing Arts Program at Northwestern High School. I achieved the highest score in the audition. Normally, this would be an exciting accomplishment for an incoming freshman, but it also led to my first encounter with a bully. When I confronted that bully, I ended up getting suspended from school. Shortly after that incident, we had to move abruptly due to our living situation. I spent a short time at Loch Raven High School before transferring to the dance magnet at Patapsco High School and Center for the Arts (“Patapsco”). At Patapsco, it became instantly clear that they were not well equipped to combat bullying or racism. The glaring lack of diversity in teachers/staff allowed these pronounced actions to shine throughout the building daily. Despite current anti-bullying campaigns to reduce the growing instances of students committing suicide from bullying or cyberbullying (26.5% according to Bright Path Behavioral Health), I observed how some administrators failed to provide support and encouragement to students facing these challenges, especially those who identified as Black or queer. As a result, I felt undervalued and inferior because of the color of my skin. My mental health suffered immensely, leading to a diagnosis of major depressive disorder and anxiety. Despite my circumstances, I decided to channel my inner strength. As I entered my senior year, I felt a renewed determination on my challenging journey. I made a conscious choice to shift my perspective. Over the past four years, I have struggled with self-doubt and feelings of inferiority as a Black queer dancer. However, I resolved to let my work ethic and reputation speak for themselves, determined not to let others' negativity overshadow the bright future I envisioned for myself. My experiences with bullying and racism have highlighted the importance of Black representation in education and are the catalyst for my decision to teach. I aspire to become an educator and plan to pursue a four-year degree in English (with a focus on creative writing), complemented by a minor in Fine Arts, at Norfolk State University starting in the Fall of 2025. I have jumpstarted my career by volunteering as a dance teacher at Ballet Nouveau School and the Baltimore Sports Academy. The mentorship and leadership I have provided to younger dancers have been invaluable, and they continue to view me as a positive role model. Additionally, I earned my paraprofessional certification. My ultimate goal is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them realize that their voices matter. I envision creating a supportive environment for them, whether in a classroom filled with learning, a dance studio flowing with creativity, through the written word in books and articles, or as a passionate reporter delivering news that reflects their stories. I aim to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

Dance is an art form that enables individuals to express their creativity and diversity visually. I started taking formal lessons at 9, which is also when I joined my studio's competitive dance team. By the age of 13, I discovered my talent for teaching and began volunteering as an acrobatics and jazz instructor at my dance studio. For the past three years, I have volunteered as a dance teacher at Ballet Nouveau School and Baltimore Sports Academy's (BSA) grant-funded after-school program. After relocating to a new city, my previous studio director referred me to Ballet Nouveau School, where I began taking ballet and pointe classes. By the summer of that year, the studio director invited me to lead classes at the dance boot camp. I continued taking classes while teaching throughout the school year. As a result of my hard work, I received two awards: Most Improved Dancer and Most Ingenious Dancer. Recently, I decided to focus solely on teaching as I transition to college. I am grateful to the BNS studio director for recognizing the discipline and maturity I have developed and for allowing me to showcase my leadership and mentorship to the younger dancers. My teaching experience at BSA has been invaluable as well. By sharing my passion for dance, I have positively impacted children by enhancing their self-confidence and promoting physical fitness beyond typical playground activities. This role allowed me to independently teach free dance classes to kids who otherwise would not have access to private lessons. The relationships I built with the students were truly rewarding. The students still attend my school shows and view me as a positive role model. Overall, student teaching has been a meaningful role for me. It has taught me the importance of empathy and responsibility while sharpening my leadership and organizational skills. I have applied these skills as Captain of the Majorette Team, Choreographer for the Patapsco High School Dance Company, and Vice President of the Class of 2025. Consequently, my self-confidence has soared, earning me the respect of my peers. Moreover, the dedication and discipline required to excel as a teacher and student have taught me valuable life lessons as I balance my other responsibilities. In the future, I would like to see more free arts programs, whether visual or performing arts workshops, and camps available to all kids within my community. So many kids seek out the typical activities, such as basketball or football, but never challenge themselves critically through creative arts programming. Once I obtain my degree, I plan to continue giving back to others as a creative writing educator. I have jump-started my career by enrolling in the Child and Adolescent Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program that introduces aspiring educators to the career field. My dream is to use my teaching platform as a powerful tool to uplift and empower young girls, helping them recognize that their voices matter. I envision creating a supportive environment for them. My goal is to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

My mother is the epitome of fearlessness, perseverance, and resiliency. She raised three children as a single mother and constantly emphasized the value and opportunities afforded through education. When I was five years old, my mother decided to move our family to Maryland. Although we had no relatives in Maryland, she believed the state offered better opportunities and a chance for a better life. Having lived in housing projects and Section 8 all her life, she was determined to overcome her struggles for our little family. For many years, she worked two jobs to support us. Despite our circumstances, she instilled qualities in us, such as a strong work ethic and reputation, which motivated me to serve others. Her foundation also helped me overcome any challenges I’ve encountered over the past four years. Throughout middle school, I often envisioned how exciting high school would be. My mother frequently reminded me that we were in school primarily to obtain an education. My older sister, who is six years my senior, had a wonderful time in high school. She often shared stories about the joy of making friends and feeling a sense of belonging. I just assumed I would have a similar experience. I danced competitively until I entered the Performing Arts Program at Northwestern High School. I’d achieved the highest audition score. Normally, this would be an exciting accomplishment for an incoming freshman, but it also led to my first encounter with bullying and racism. When I confronted one of my bullies, I ended up getting suspended from school. Shortly after that incident, we had to move abruptly due to our living situation. At my new school, it became clear that the administration lacked effective strategies to address bullying and racism. Despite reporting these issues, my concerns remained ignored. I observed how some administrators failed to provide support and encouragement to Black or queer students. As a result, I felt undervalued and inferior due to the color of my skin. My mental health suffered, leading to a diagnosis of major depressive disorder and anxiety. Entering my senior year, I chose to shift my perspective and allow my work ethic and reputation to speak for themselves, determined not to let others' negativity overshadow the bright future I envisioned for myself, as I'd been encouraged over the years to do by my mother. My challenging experiences with bullying and racism throughout high school have highlighted the importance of Black representation in education and inspired me to be impactful through teaching. For the past four years, I have volunteered as a dance teacher at the Ballet Nouveau School and Baltimore Sports Academy. The mentorship and leadership I have provided to the younger dancers have been invaluable. In addition to being a volunteer teacher, I earned my paraprofessional certification. I intend to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them recognize that their voices matter. I envision creating a supportive environment for them. I also strive to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

Throughout middle school, I often envisioned how exciting high school would be. My mother frequently reminded me that the primary purpose of school was to obtain an education. My older sister, who is six years my senior, had a wonderful experience in high school. She often shared stories about the joy of making friends and finding a sense of belonging. I just assumed I would have a similar experience. My journey as a dancer began at age nine when I joined the competitive dance team at my studio. I continued competing until I enrolled in the Visual and Performing Arts Program at Northwestern High School. I achieved the highest score in the audition. Normally, this would be an exciting accomplishment for an incoming freshman, but it led to my first encounter with a bully. When I confronted that bully, I was suspended from school. Shortly after that incident, we moved due to housing issues. At my new school, it quickly became clear that the administration lacked effective strategies to address bullying or racism. Despite reporting these issues, including attending a mediation, my concerns were largely ignored. As a result, I felt undervalued and inferior because of the color of my skin. My mental health suffered, leading to a diagnosis of major depressive disorder and anxiety. Despite my circumstances, I entered my senior year, feeling a renewed determination on my challenging journey. I made a conscious choice to shift my perspective. Over the past four years, I have struggled with self-doubt and feelings of inferiority. However, I resolved to let my work ethic and reputation speak for themselves, determined not to let others' negativity overshadow the bright future I envisioned for myself. My experiences with bullying and racism have also highlighted the importance of Black representation in education. As I focus on post-secondary education, dance has been the catalyst for my decision to teach. I aspire to become a full-time educator and plan to pursue a four-year degree in English (with a focus on creative writing), complemented by a minor in Fine Arts, at Norfolk State University starting in the Fall of 2025. I have jumpstarted my career by enrolling in the Child and Adolescent Development program at my school and earning my paraprofessional certification. In addition, I have volunteered as a dance teacher at The Ballet Nouveau School and Baltimore Sports Academy. The mentorship and leadership I have provided to the younger dancers have been invaluable, and they continue to view me as a positive role model. Moreover, I serve as Vice-President of Educators Rising, a program that exposes aspiring educators to the career field. Upon graduation, I intend to enter the classroom directly, aiming to create a positive learning environment and support students' self-expression and critical thinking through creative writing. I have enjoyed the challenge of pushing myself creatively and believe my education will allow me to cultivate the environment I wish to see within my classroom to achieve the most impact. My ultimate goal is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them realize that their voices matter. I envision creating a supportive environment for them, whether in a classroom filled with learning, a dance studio flowing with creativity, through the written word in books and articles, or as a passionate reporter delivering news that reflects their stories. I aim to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

Throughout middle school, I often envisioned how exciting high school would be. My mother frequently reminded me that we were in school primarily to obtain an education. My older sister, who is six years my senior, had a wonderful time in high school. She often shared stories about the joy of making friends and feeling a sense of belonging. I assumed I would have a similar experience. I entered the dance magnet program at Northwestern High School after achieving the highest score in the audition, which would be an exciting accomplishment for an incoming freshman, but it led to my first encounter with a bully. When I confronted and fought that bully, I ended up getting suspended from school. Shortly after that incident, we had to move abruptly due to our living situation. At my new school, it became clear that the administration lacked effective strategies to address bullying and racism. Despite reporting these issues, my concerns remained ignored. I observed how some administrators failed to provide support and encouragement to Black or queer students. As a result, I felt undervalued and inferior due to the color of my skin. My mental health suffered, leading to a diagnosis of major depressive disorder and anxiety. I now see a therapist regularly and plan to take advantage of virtual appointments while attending college. Despite my circumstances, I felt a renewed sense of determination on my challenging journey. I have struggled with self-doubt and feelings of inferiority as a Black queer student. However, I resolved to let my work ethic and reputation speak for themselves, determined not to allow other people's negativity to overshadow the bright future I envision for myself. My experiences with bullying and racism have emphasized why HBCUs are important in the 21st century. I have long wanted to pursue my education at an HBCU because of what they represent to our community. This desire was strengthened after I participated in an HBCU tour last spring. Attending an HBCU offers a significant opportunity for both educational and personal growth. It will deepen my appreciation for my culture while empowering me to thrive in an environment that supports and uplifts all students. I aspire to become an educator and plan to pursue a four-year degree in English, complemented by a minor in Fine Arts, at Norfolk State University starting in the Fall of 2025. I believe my education will allow me to cultivate the environment I wish to see within my classroom to achieve the most impact. My goal is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them realize that their voices matter. I envision creating a supportive environment for them, whether in a classroom filled with learning, a dance studio flowing with creativity, or as a passionate reporter delivering news that reflects their stories. I aim to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

Throughout middle school, I often envisioned how exciting high school would be. My mother frequently reminded me that the primary purpose of school was to obtain an education. My older sister, who is six years my senior, had a wonderful experience in high school. She often shared stories about the joy of making friends and finding a sense of belonging. I assumed I would have a similar experience. My journey as a dancer began at age nine. I later auditioned for the Visual and Performing Arts Program at Northwestern High School. I achieved the highest score in the audition. Normally, this would be an exciting accomplishment for an incoming freshman, but it also led to my first encounter with a bully. When I confronted that bully, I ended up getting suspended from school. Shortly after that incident, we had to move abruptly due to our living situation. At my new school, it quickly became clear that the administration lacked effective strategies to address bullying and racism. Despite reporting these issues and attending a mediation session, my concerns were largely ignored. I observed how some administrators failed to provide support and encouragement to students facing these challenges. As a result, I felt undervalued and inferior because of the color of my skin. My mental health suffered immensely, leading to a diagnosis of major depressive disorder and anxiety. Despite my circumstances, I decided to channel my inner strength. As I entered my senior year, I felt a renewed determination on my challenging journey. Although I have struggled with self-doubt and feelings of inferiority, I was determined not to let others' negativity overshadow the bright future I envisioned for myself. My experiences have highlighted the importance of Black representation and inspired me to teach. I plan to pursue a four-year degree in English, with a minor in Fine Arts, at Norfolk State University starting in the Fall of 2025. I began my career by volunteering as a dance teacher at Ballet Nouveau School and Baltimore Sports Academy. Additionally, I have earned my paraprofessional certification and am Vice President of Educators Rising. My ultimate goal is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them realize that their voices matter. I aim to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

I am a senior in the dance magnet program at Patapsco High School and Center for the Arts, with aspirations of becoming an educator. Currently, I serve as the Vice President of the Class of 2025, Captain of the Majorette Team, a Dance Magnet Ambassador, and a member of the Baltimore County Honors Dance Ensemble and Varsity Cheer Team. Additionally, I am a member of the National Honor Society, the National English Honor Society, and the Patapsco High School Step Team. In addition to my academic and extracurricular activities, I have accumulated over 247 service learning hours. Many of these hours were earned by volunteering at the Patapsco High School Food Pantry and the Maryland Food Bank, conducting concessions at Patapsco High School football and basketball games, and teaching choreography for the Patapsco High School Dance Magnet, The Ballet Nouveau School, and a grant-funded after-school program at the Baltimore Sports Academy. In my spare time, I model and run a small hair braiding and makeup business. Let me take you through my high school journey - a time filled with many experiences, challenges, and growth. Throughout middle school, I often imagined how exciting high school would be. My mother frequently reminded me that we were in school primarily to obtain an education. My older sister, who is six years my senior, had a wonderful time in high school and often shared stories about the joy of making friends and feeling a sense of belonging. I assumed I would have a similar experience. I entered the dance magnet program at Northwestern High School after achieving the highest score in the audition. Normally, this would be an exciting accomplishment for an incoming freshman, but it also led to my first encounter with a bully. When I confronted and fought that bully, I ended up getting suspended from school. Shortly after that incident, we had to move abruptly due to our living situation. At my new school, it became clear that the administration lacked effective strategies to address bullying and racism. Despite reporting these issues over the years and attending a mediation session, my concerns were largely ignored. I observed how some administrators failed to provide support and encouragement to students, especially those who identify as Black or queer. As a result, I felt undervalued and inferior because of the color of my skin. My mental health suffered immensely, leading to a diagnosis of major depressive disorder and anxiety. Despite my circumstances, I decided to channel my inner purpose. As I entered my senior year, I felt a renewed sense of determination on my challenging journey. I resolved to let my work ethic and reputation speak for themselves, determined not to allow negativity from others overshadow the bright future I envisioned for myself. My experiences also taught me the importance of surrounding myself with people who share similar backgrounds and perspectives. Dealing with bullying and racism over the past four years has re-emphasized the importance of Historically Black Colleges and Universities (HBCUs) in the 21st century. I have long wanted to pursue my education at an HBCU because of what they represent for our community. This desire was strengthened after I participated in an HBCU tour last spring. Attending an HBCU offers significant opportunities for both my educational and personal growth. It will deepen my appreciation for my culture while fostering a sense of community and empowering me to thrive in an environment that supports and uplifts all students, regardless of race, color, or sexual orientation. My strong family support system has been crucial in every aspect of my life. They’ve attended every performance, supported my academics and extracurricular activities, and trekked me back and forth to my part-time job as a party host at Urban Air. Thus, I have been very intentional about involving myself in extracurricular and community service activities that allow me to share my gifts and impact the greater community. I aspire to continue giving back to others as an educator. I plan to pursue a four-year degree in English (with a focus on creative writing), complemented by a minor in Fine Arts, at Norfolk State University starting in the Fall of 2025. I have jump-started my career by enrolling in the Child and Adolescent Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program that introduces aspiring educators to the career field. Upon graduation, I intend to enter the classroom directly, aiming to create a positive learning environment and support students' self-expression and critical thinking through creative writing. I have enjoyed the challenge of pushing myself creatively and believe my education will allow me to cultivate the environment I wish to see within my classroom to achieve the most impact. My dream is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them recognize that their voices matter. I envision creating a supportive environment for them, whether in a classroom filled with learning, a dance studio flowing with creativity, through the written word in books and articles, or as a passionate reporter delivering news that reflects their stories. My goal is to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence just as my family has done for me.

Throughout middle school, I often envisioned how exciting high school would be. My mother frequently reminded me that the primary purpose of school was to obtain an education. My older sister, who is six years my senior, had a wonderful experience in high school. She often shared stories about the joy of making friends and finding a sense of belonging. I assumed I would have a similar experience. My journey as a dancer began at age nine when I joined the competitive dance team at my studio. I continued competing until I enrolled in the Visual and Performing Arts Program at Northwestern High School. I achieved the highest score in the audition. Normally, this would be an exciting accomplishment for an incoming freshman, but it also led to my first encounter with a bully. When I confronted that bully, I ended up getting suspended from school. Shortly after that incident, we had to move abruptly due to our living situation. At my new school, it quickly became clear that the administration lacked effective strategies to address bullying and racism. Despite reporting these issues and attending a mediation session, my concerns were largely ignored. I observed how some administrators failed to provide support and encouragement to students facing these challenges, especially those who identified as Black or queer. As a result, I felt undervalued and inferior because of the color of my skin. My mental health suffered immensely, leading to a diagnosis of major depressive disorder and anxiety. I now see a therapist regularly and plan to take advantage of virtual appointments while attending college. Despite my circumstances, I decided to channel my inner strength. As I entered my senior year, I felt a renewed determination on my challenging journey. I made a conscious choice to shift my perspective. Over the past four years, I have struggled with self-doubt and feelings of inferiority as a Black queer dancer. However, I resolved to let my work ethic and reputation speak for themselves, determined not to let others' negativity overshadow the bright future I envisioned for myself. My experiences with bullying and racism have highlighted the importance of Black representation. Moreover, these experiences inspired me to teach. I aspire to become an educator and plan to pursue a four-year degree in English (with a focus on creative writing), complemented by a minor in Fine Arts, at Norfolk State University starting in the Fall of 2025. I began my career by volunteering as a dance teacher at Ballet Nouveau School and the Baltimore Sports Academy. The mentorship and leadership I have provided to younger dancers has been invaluable, and they continue to view me as a positive role model. Additionally, I have earned my paraprofessional certification and I am the Vice President of Educators Rising, a program that exposes aspiring teachers to the career field. My ultimate goal is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them realize that their voices matter. I envision creating a supportive environment for them, whether in a classroom filled with learning, a dance studio flowing with creativity, through the written word in books and articles, or as a passionate reporter delivering news that reflects their stories. I aim to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

Throughout middle school, I often envisioned how exciting high school would be. My mother frequently reminded me that the primary purpose of school was to obtain an education. My older sister, who is six years my senior, had a wonderful experience in high school. She often shared stories about the joy of making friends and finding a sense of belonging. I assumed I would have a similar experience. My journey as a dancer began at age nine when I joined the competitive dance team at my studio. I continued competing until I enrolled in the Visual and Performing Arts Program at Northwestern High School. I achieved the highest score in the audition. Normally, this would be an exciting accomplishment for an incoming freshman, but it also led to my first encounter with a bully. When I confronted that bully, I ended up getting suspended from school. Shortly after that incident, we had to move abruptly due to our living situation. At my new school, it quickly became clear that the administration lacked effective strategies to address bullying and racism. Despite reporting these issues and attending a mediation session, my concerns were largely ignored. I observed how some administrators failed to provide support and encouragement to students facing these challenges, especially those who identified as Black or queer. As a result, I felt undervalued and inferior because of the color of my skin. My mental health suffered immensely, leading to a diagnosis of major depressive disorder and anxiety. I now see a therapist regularly and plan to take advantage of virtual appointments while attending college. Despite my circumstances, I decided to channel my inner strength. As I entered my senior year, I felt a renewed determination on my challenging journey. I made a conscious choice to shift my perspective. Over the past four years, I have struggled with self-doubt and feelings of inferiority as a Black queer dancer. However, I resolved to let my work ethic and reputation speak for themselves, determined not to let others' negativity overshadow the bright future I envisioned for myself. My experiences with bullying and racism have highlighted the importance of Black representation in the dance world. I have utilized dance to express my frustrations through an artistic lens over the past three years. Moreover, these experiences inspired me to teach. For the past few years, I have volunteered as a dance teacher at Ballet Nouveau School and Baltimore Sports Academy's grant-funded after-school program. The mentorship and leadership I have provided to younger dancers have been invaluable, and they continue to view me as a positive role model. My ultimate goal is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them realize that their voices matter. I envision creating a supportive environment for them, whether in a classroom filled with learning, a dance studio flowing with creativity, through the written word in books and articles, or as a passionate reporter delivering news that reflects their stories. My goal is to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

Dance is an art form that enables individuals to express their creativity and diversity visually. My dance career began with recreational ballet and tap classes. I started taking formal lessons at the age of 9, which is also when I joined my studio's competitive dance team. By the age of 13, I discovered my talent for teaching and began volunteering as an acrobatics and jazz instructor at my dance studio. For the past three years, I have volunteered as a dance teacher at Ballet Nouveau School and Baltimore Sports Academy's grant-funded after-school program. After relocating to a new city, my previous studio director referred me to Ballet Nouveau School, where I began taking ballet and pointe classes. By the summer of that year, the studio director invited me to lead classes at the dance boot camp. I continued taking classes while teaching throughout the school year. As a result of my hard work, I received two awards: Most Improved Dancer and Most Ingenious Dancer. Recently, I decided to focus solely on teaching as I transition to college. I am grateful to the BNS studio director for recognizing the discipline and maturity I have developed and for allowing me to showcase my leadership and mentorship to the younger dancers. My teaching experience at BSA has been invaluable as well. By sharing my passion for dance, I have positively impacted children by enhancing their self-confidence and promoting physical fitness beyond typical playground activities. This role allowed me to independently teach free dance classes to kids who otherwise would not have access to private lessons. The relationships I built with the students were truly rewarding. Overall, student teaching has been a meaningful role for me. It has taught me the importance of teamwork and responsibility while sharpening my leadership and organizational skills. I have applied these skills as Captain of the Majorette Team, Choreographer for the Dance Company, and Vice President of the Class of 2025. Consequently, my self-confidence has soared, earning me the respect of my peers. Moreover, the dedication and discipline required to excel as both a teacher and a student have taught me valuable life lessons as I balance my other responsibilities. In addition to teaching, I have volunteered at my school's monthly food pantry. This opportunity allowed me to collaborate with fellow students and local families to identify the food and hygiene items they needed to sustain their households. I assisted in packing bags with these essential items, and this experience resonated with me as my mother has relied on food pantries in the past to help supplement our meals. I have been very intentional about involving myself in extracurricular and community service activities that allow me to share my gifts and impact the greater good. Once I obtain my degree, I plan to continue giving back to others as an educator. I have jump-started my career by enrolling in the Child and Adolescent Development Completer program offered at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program that introduces aspiring educators to the career field. My dream is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them recognize that their voices matter. I envision creating a supportive environment for them. My goal is to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

Dance is an art form that enables individuals to express their creativity and diversity visually. I started taking formal lessons at 9, which is also when I joined my studio's competitive dance team. By the age of 13, I discovered my talent for teaching and began volunteering as an acrobatics and jazz instructor at my dance studio. For the past three years, I have volunteered as a dance teacher at Ballet Nouveau School (BNS) and the Baltimore Sports Academy's (BSA) grant-funded after-school program for underprivileged children. After relocating to a new city, my previous studio director referred me to Ballet Nouveau School, where I began taking ballet and pointe classes. By the summer of that year, the studio director invited me to lead classes at the dance boot camp. I continued taking classes while teaching throughout the school year. As a result of my hard work, I received two awards: Most Improved Dancer and Most Ingenious Dancer. Recently, I decided to focus solely on teaching as I transition to college. I am grateful to the BNS studio director for recognizing the discipline and maturity I have developed under her guidance over the past three years and for allowing me to showcase my leadership and mentorship to the younger dancers. My teaching experience at BSA has been invaluable as well. By sharing my passion for dance, I have positively impacted children by enhancing their self-confidence and promoting physical fitness beyond typical playground activities. This role allowed me to independently teach free dance classes to kids who otherwise would not have access to private lessons. The relationships I built with the students were truly rewarding. Although I am no longer volunteering at BSA, many of the kids continue attending my school performances and view me as a positive role model. Overall, student teaching has been a meaningful, impactful role. It has taught me the importance of teamwork and responsibility while sharpening my leadership and organizational skills. I have applied these skills in various extracurricular activities, specifically as Captain of the Majorette Team, Member/Choreographer for the Patapsco High School Dance Company, and Vice President of the Class of 2025 and at my place of employment as a Party Host. Consequently, my self-confidence has soared, earning me the respect of my peers. Moreover, the dedication and discipline required to excel as both a teacher and a student have taught me valuable life lessons as I balance my other responsibilities. While I have not had a direct mentor, my family support system has been crucial in every aspect of my life. They have pushed me to embrace the young woman I'm growing to be and not conform to what society thinks I should be as a Black, queer person. Once I obtain my degree, I plan to continue giving back to the youth through teaching. I have jump-started my career by enrolling in the Child and Adolescent Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program that introduces aspiring educators to the career field. My dream is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them recognize that their voices matter. I envision creating a supportive environment for them. My goal is to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

Throughout middle school, I often envisioned how exciting high school would be. My mother frequently reminded me that the primary purpose of school was to obtain an education. My older sister, who is six years my senior, had a wonderful experience in high school. She often shared stories about the joy of making friends and finding a sense of belonging. I assumed I would have a similar experience. My journey as a dancer began at age nine when I joined the competitive dance team at my studio. I continued competing until I enrolled in the Visual and Performing Arts Program at Northwestern High School. I achieved the highest score in the audition. Normally, this would be an exciting accomplishment for an incoming freshman, but it also led to my first encounter with a bully. When I confronted that bully, I ended up getting suspended from school. Shortly after that incident, we had to move abruptly due to our living situation. At my new school, it quickly became clear that the administration lacked effective strategies to address bullying and racism. Despite reporting these issues and attending a mediation session, my concerns were largely ignored. I observed how some administrators failed to provide support and encouragement to students facing these challenges, especially those who identified as Black or queer. As a result, I felt undervalued and inferior because of the color of my skin. My mental health suffered immensely, leading to a diagnosis of major depressive disorder and anxiety. I now see a therapist regularly and plan to take advantage of virtual appointments while attending college. Despite my circumstances, I decided to channel my inner strength. As I entered my senior year, I felt a renewed determination on my challenging journey. I made a conscious choice to shift my perspective. Over the past four years, I have struggled with self-doubt and feelings of inferiority as a Black queer dancer. However, I resolved to let my work ethic and reputation speak for themselves, determined not to let others' negativity overshadow the bright future I envisioned for myself. My experiences with bullying and racism have highlighted the importance of Black representation in the dance world. I have utilized dance to express my frustrations through an artistic lens over the past three years. Moreover, these experiences inspired me to teach. For the past few years, I have volunteered as a dance teacher at Ballet Nouveau School and Baltimore Sports Academy's grant-funded after-school program. The mentorship and leadership I have provided to younger dancers have been invaluable, and they continue to view me as a positive role model. Receiving this scholarship is a significant opportunity to expand my education without financial burden and continue impacting future generations through the promotion of scholarship and service. I aim to earn my 4-year degree in English with a minor in Fine Arts from Norfolk State University. My dream is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them recognize that their voices matter. I envision creating a supportive environment for them, whether in a classroom filled with learning, a dance studio flowing with creativity, or as a passionate reporter delivering news that reflects their stories. My goal is to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

My mother is the epitome of perseverance and resiliency. I am the youngest of three children. I was born during my mother's 3rd year of law school. She raised us without any support from my father. Despite having little help along the way, my mother successfully obtained her Juris Doctor degree. When I was five years old, my mother decided to move our family to Greenbelt, MD. Although we had no relatives in Maryland, she believed the state offered better job opportunities and a chance for a better life. Having lived in housing projects and Section 8 all her life, she was determined to overcome her struggles. For many years, she worked two jobs to support us. My older brother prepared many of our meals and was on babysitting duty during her evening shifts at the jail. We sometimes struggled to have enough food, which led her to visit a local food pantry to help supplement our meals. Despite her difficulties in providing for us, she remained determined and always emphasized the importance of education. She was the first person in our family to graduate from college, so she approached our upbringing with laser focus, ensuring that we took our studies seriously. She instilled qualities in us, such as dedication, a strong work ethic, and a reputation. I have applied these qualities in my life as a dancer. My journey as a dancer began at age nine when I joined the competitive dance team at my studio. I continued competing until I entered the Performing Arts Program at Northwestern High School. I achieved the highest score in the audition. Normally, this would be an exciting accomplishment for an incoming freshman, but it also led to my first encounter with bullying and racism at the hands of my peers. My experiences with bullying and racism over the last four years have highlighted the importance of Black representation in the dance world. I have utilized dance to express my frustrations through an artistic lens over the past three years. Moreover, these experiences inspired me to pursue teaching. For the past few years, I have volunteered as a dance teacher at Ballet Nouveau School and Baltimore Sports Academy's grant-funded after-school program. The mentorship and leadership I have provided to younger dancers have been invaluable. In addition to being a volunteer teacher, I enrolled in the Child and Adolescent Development Completer program offered at my high school and earned my paraprofessional certification. I also serve as the Vice President of Educators Rising, a program that introduces aspiring educators to the career field. My dream is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them recognize that their voices matter. I envision creating a supportive environment for them, whether in a classroom filled with learning, a dance studio flowing with creativity, through the written word in books and articles, or as a passionate reporter delivering news that reflects their stories. My goal is to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

My mother is the epitome of perseverance and resiliency. I am the youngest of three children. I was born during my mother's 3rd year of law school. She raised us without any support from my father. Despite having little help along the way, my mother successfully obtained her Juris Doctor degree. When I was five years old, my mother decided to move our family to Greenbelt, MD. Although we had no relatives in Maryland, she believed the state offered better job opportunities and a chance for a better life. Having lived in housing projects and Section 8 all her life, she was determined to overcome her struggles. For many years, she worked two jobs to support us. My older brother prepared many of our meals and was on babysitting duty during her evening shifts at the jail. At times, we struggled to have enough food, which led her to visit a local food pantry to help supplement our meals. Despite her difficulties in providing for us, she remained determined and always emphasized the importance of education. She was the first person in our family to graduate from college, so she approached our upbringing with laser focus, ensuring that we took our studies seriously. She instilled qualities in us, such as dedication and a strong work ethic. I have applied these qualities in my pursuit of becoming an educator. For the past few years, I have volunteered as a dance teacher at Ballet Nouveau School and Baltimore Sports Academy's grant-funded after-school program. Additionally, I enrolled in the Child and Adolescent Development Completer program offered at my high school and earned my paraprofessional certification. My ultimate goal is to use my teaching platform as a powerful tool to uplift and empower young Black girls, inspiring them to pursue their dreams with confidence.

Mr. Terry is a prime example of perseverance and resilience, despite losing everything he knew at the hands of Nazi racists. Instead of reflecting negatively on his circumstances, he used his situation to fuel his dreams and never allowed others’ actions to diminish his purpose or deter him from establishing himself as an accomplished individual. Reflecting on Mr Terry's journey brings to mind my own experiences with racism as a Black dancer. Throughout middle school, I often envisioned how exciting high school would be. My mother frequently reminded me that the primary purpose of school was to obtain an education. My older sister, who is six years my senior, had a wonderful experience in high school. She often shared stories about the joy of making friends and finding a sense of belonging. I assumed I would have a similar experience. My journey as a dancer began at age nine when I joined the competitive dance team at my studio. I continued competing until I enrolled in the Visual and Performing Arts Program at Northwestern High School. I achieved the highest score in the audition. Normally, this would be an exciting accomplishment for an incoming freshman, but it also led to my first encounter with a bully. When I confronted that bully, I ended up getting suspended from school. Shortly after that incident, we had to move abruptly due to our living situation. At my new school, it quickly became clear that the administration lacked effective strategies to address bullying and racism. Despite reporting these issues and attending a mediation session, my concerns were largely ignored. I observed how some administrators failed to provide support and encouragement to students facing these challenges, especially those who identified as Black or queer. As a result, I felt undervalued and inferior because of the color of my skin. My mental health suffered immensely, leading to a diagnosis of major depressive disorder and anxiety. I now see a therapist regularly and plan to take advantage of virtual appointments while attending college. Like Mr. Terry, I decided to channel my inner strength. As I entered my senior year, I felt a renewed determination on my challenging journey. I made a conscious choice to shift my perspective. Over the past four years, I have struggled with self-doubt and feelings of inferiority as a Black queer dancer. However, I resolved to let my work ethic and reputation speak for themselves, determined not to let others' negativity overshadow the bright future I envisioned for myself. My experiences with bullying and racism have highlighted the importance of Black representation in the dance world. I have utilized dance to express my frustrations through an artistic lens over the past three years. Moreover, these experiences inspired me to teach. For the past few years, I have volunteered as a dance teacher at Ballet Nouveau School and Baltimore Sports Academy's grant-funded after-school program. The mentorship and leadership I have provided to younger dancers have been invaluable, and they continue to view me as a positive role model. My ultimate goal is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them realize that their voices matter. I envision creating a supportive environment for them, whether in a classroom filled with learning, a dance studio flowing with creativity, through the written word in books and articles, or as a passionate reporter delivering news that reflects their stories. My aim is to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

Throughout middle school, I often envisioned how exciting high school would be. My mother frequently reminded me that the primary purpose of school was to obtain an education. My older sister, who is six years my senior, had a wonderful experience in high school. She often shared stories about the joy of making friends and finding a sense of belonging. I assumed I would have a similar experience. My journey as a dancer began at age nine when I joined the competitive dance team at my studio. I continued competing until I enrolled in the Visual and Performing Arts Program at Northwestern High School. I achieved the highest score in the audition. Normally, this would be an exciting accomplishment for an incoming freshman, but it also led to my first encounter with a bully. When I confronted that bully, I ended up getting suspended from school. Shortly after that incident, we had to move abruptly due to our living situation. At my new school, it quickly became clear that the administration lacked effective strategies to address bullying and racism. Despite reporting these issues and attending a mediation session, my concerns were largely ignored. I observed how some administrators failed to provide support and encouragement to students facing these challenges, especially those who identified as Black or queer. As a result, I felt undervalued and inferior because of the color of my skin. My mental health suffered immensely, leading to a diagnosis of major depressive disorder and anxiety. I now see a therapist regularly and plan to take advantage of virtual appointments while attending college. Despite my circumstances, I decided to channel my inner strength. As I entered my senior year, I felt a renewed determination on my challenging journey. I made a conscious choice to shift my perspective. Over the past four years, I have struggled with self-doubt and feelings of inferiority as a Black queer dancer. However, I resolved to let my work ethic and reputation speak for themselves, determined not to let others' negativity overshadow the bright future I envisioned for myself. My experiences with bullying and racism have highlighted the importance of Black representation in the dance world. I have utilized dance to express my frustrations through an artistic lens over the past three years. Moreover, these experiences inspired me to teach. For the past few years, I have volunteered as a dance teacher at Ballet Nouveau School and Baltimore Sports Academy's grant-funded after-school program. The mentorship and leadership I have provided to younger dancers have been invaluable, and they continue to view me as a positive role model. My ultimate goal is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them realize that their voices matter. I envision creating a supportive environment for them, whether in a classroom filled with learning, a dance studio flowing with creativity, through the written word in books and articles, or as a passionate reporter delivering news that reflects their stories. My goal is to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

Throughout middle school, I often envisioned how exciting high school would be. My mother frequently reminded me that the primary purpose of school was to obtain an education. My older sister, who is six years my senior, had a wonderful experience in high school. She often shared stories about the joy of making friends and finding a sense of belonging. I assumed I would have a similar experience. My journey as a dancer began at age nine when I joined the competitive dance team at my studio. I continued competing until I enrolled in the Visual and Performing Arts Program at Northwestern High School. I achieved the highest score in the audition. Normally, this would be an exciting accomplishment for an incoming freshman, but it also led to my first encounter with a bully. When I confronted that bully, I ended up getting suspended from school. Shortly after that incident, we had to move abruptly due to our living situation. At my new school, it quickly became clear that the administration lacked effective strategies to address bullying and racism. Despite reporting these issues, attending a mediation session, and intervention by my parents, concerns remained largely ignored. I observed how some administrators failed to provide support and encouragement to students facing these challenges, especially those who identified as Black or queer. As a result, I felt undervalued and inferior because of the color of my skin. My mental health suffered immensely, leading to a diagnosis of major depressive disorder and anxiety. I now see a therapist regularly and plan to take advantage of virtual appointments while attending college. Despite my circumstances, I decided to channel my inner strength. As I entered my senior year, I felt a renewed determination on my challenging journey. I made a conscious choice to shift my perspective. Over the past four years, I have struggled with self-doubt and feelings of inferiority as a Black queer dancer. However, I resolved to let my work ethic and reputation speak for themselves, determined not to let others' negativity overshadow the bright future I envisioned for myself. My experiences with bullying and racism have highlighted the importance of Black representation in the dance world. I have utilized dance to express my frustrations through an artistic lens over the past three years. Moreover, these experiences inspired me to teach. For the past few years, I have volunteered as a dance teacher at Ballet Nouveau School and Baltimore Sports Academy's grant-funded after-school program. The mentorship and leadership I have provided to younger dancers have been invaluable, and they continue to view me as a positive role model. My ultimate goal is to use my teaching platform as a powerful tool to uplift and empower young Black girls, helping them realize that their voices matter. I envision creating a supportive environment for them, whether in a classroom filled with learning, a dance studio flowing with creativity, through the written word in books and articles, or as a passionate reporter delivering news that reflects their stories. My goal is to educate and represent these strong, vibrant girls across various fields, inspiring them to embrace their individuality and pursue their dreams with confidence.

I discovered my talent for teaching when I was around 13 years old. This realization prompted me to start teaching acrobatics and jazz classes at my dance studio. Throughout high school, I volunteered as a dance teacher at The Ballet Nouveau School and the after-school program at Baltimore Sports Academy. Additionally, as a performing arts student, I choreographed several pieces for in-school shows, dance showcases, and individual solos while being a member of the dance company. In my spare time, I have served as Captain of the Majorette Team, the Vice President for the Class of 2025, and as a member of the National Honor Society, all while managing a small hair braiding and makeup business. Having been a servant leader in various capacities over the past few years, it felt like a natural progression for me to pursue a career in education. I enrolled in the Child and Adolescent Development Completer program offered through my high school. As a junior, I earned my paraprofessional certification and currently serve as the Vice President of Educators Rising, a program that introduces aspiring educators to the field. Currently, I am interning as a 5th-grade teacher at a local elementary school. My goal is to earn a four-year degree in English (with a creative writing concentration) complemented by a minor in Fine Arts from Norfolk State University, starting in the Fall of 2025. I plan to enter the classroom directly upon graduation. My internship is providing me with firsthand experience, highlighting that educators are the frontline triage for managing all student matters, including academic and mental health issues. I intend to utilize the full range of my educational and personal experiences to strengthen my ability to anticipate and address my students' needs. As an educator, it is essential to have the tools needed to recognize and implement strategies that promote a positive classroom culture. It is often said that it takes a village to raise children; as an educator, I strive to be a positive role model who uplifts my students. This involves providing essential support, emphasizing compassion and empathy towards peers, and reinforcing equality for everyone, regardless of skin color, sexual orientation, or socioeconomic background. My dream is to use my voice as a powerful tool to uplift and empower young Black students, helping them realize that their voices matter. I envision creating a supportive classroom environment where they can thrive and inspiring them to embrace their individuality so they can pursue their dreams with confidence. Thank you for your time and consideration.

Dance is also an art form that allows individuals to express their creativity and diversity visually. My dance journey began with recreational ballet and tap classes. I began taking formal lessons at the age of 9. That same year, I joined my studio’s competitive dance team. By the age of 13, I discovered my talent for teaching and began volunteering as an acrobatics and jazz instructor at my dance studio. For the past three years, I have also volunteered as a dance teacher at Ballet Nouveau School (BNS) and at the Baltimore Sports Academy's (BSA) grant-funded after-school program for underprivileged children. After relocating to a new city, my previous studio director referred me to Ballet Nouveau School, where I began taking ballet and pointe classes. By the summer of that year, the studio director invited me to lead classes at the dance boot camp. I continued taking classes while teaching throughout the school year. As a result, I received two awards: Most Improved Dancer and Most Ingenious Dancer. Recently, I decided to focus solely on teaching as I transition to college. I am grateful to the BNS studio director for recognizing the discipline and maturity I developed under her guidance over the past three years and for allowing me to demonstrate my leadership and mentorship to younger dancers. My teaching experience at BSA has also been invaluable. By sharing my passion for dance, I have positively impacted the children by promoting self-confidence and encouraging physical fitness beyond typical playground activities. This role allowed me to independently teach free dance classes to kids who would otherwise not have access to private lessons. The relationships I built with the students were truly rewarding. Although I am no longer volunteering at BSA, many of the kids continue to attend my school performances and view me as a positive influence. Overall, the transition from student to teacher has been a meaningful experience for me. It has taught me the importance of teamwork and responsibility while practicing empathy and sharpening my leadership and organizational skills. I have applied these skills in various extracurricular activities, specifically as Captain of the Majorette Team, Member/Choreographer for my high school Dance Company, and Vice President of the Class of 2025. Consequently, my self-confidence has soared, earning me the respect of my peers. Moreover, the dedication and discipline required to excel as both a teacher and student have provided me with valuable life lessons while I manage my other responsibilities. As I focus on post-secondary education, I plan to obtain a four-year degree in English or Journalism with a minor in Fine Arts, starting in Fall 2025. After graduation, I intend to become a full-time educator. I have jumpstarted my career by enrolling in the Child and Adolescent Development completer at my high school and earning my paraprofessional certification. As an educator, I believe it is imperative that I utilize my degree to expand my toolbox with strategies for maintaining a positive classroom culture and promoting scholarship.

While some people may not consider dance a sport, I would argue that it requires the same level of competitiveness, physical exertion, and athleticism as that of a top wide receiver. The leaps and turns executed by dancers demand significant skill and training. In fact, many football players use dance to improve their balance and flexibility. Dance is also an art form that has allowed me to express my emotions and demonstrate my creativity through a visual lens. My dance journey began with recreational ballet and tap classes. I began taking formal lessons at the age of 9. That same year, I joined my studio’s competitive dance team. By the age of 13, I discovered my talent for teaching and began volunteering as an acrobatics and jazz instructor at my dance studio. For the past three years, I have also volunteered as a dance teacher at Ballet Nouveau School (BNS) and at the Baltimore Sports Academy's (BSA) grant-funded after-school program for underprivileged children. After relocating to a new city, my previous studio director referred me to Ballet Nouveau School, where I began taking ballet and pointe classes. By the summer of that year, the studio director invited me to lead classes at the dance boot camp. I continued taking classes while teaching throughout the school year. As a result, I received two awards: Most Improved Dancer and Most Ingenious Dancer. Recently, I decided to focus solely on teaching as I transition to college. I am grateful to the BNS studio director for recognizing the discipline and maturity I developed under her guidance over the past three years and for allowing me to demonstrate my leadership and mentorship to younger dancers. My teaching experience at BSA has also been invaluable. By sharing my passion for dance, I have positively impacted the children by promoting self-confidence and encouraging physical fitness beyond typical playground activities. This role allowed me to independently teach free dance classes to kids who would otherwise not have access to private lessons. The relationships I built with the students were truly rewarding. Although I am no longer volunteering at BSA, many of the kids continue to attend my school performances and view me as a positive role model. It’s amazing how an activity that began simply as a way to occupy my time and burn off energy could translate into such a meaningful journey. In my transition from student to teacher, I have learned the importance of discipline, teamwork, and responsibility while sharpening my leadership and organizational skills. I have applied these skills in various extracurricular activities, specifically as Captain of the Majorette Team, Member/Choreographer for the Patapsco High School Dance Company, and Vice President of the Class of 2025. Consequently, my self-confidence has soared, earning me the respect of my peers. Additionally, the dedication required to excel as both a teacher and student have provided me with valuable life lessons while I manage my other responsibilities. In closing, I've consistently strived to work hard and leave a positive impact on everyone I encounter. My goal has always been to develop my gifts and share them for the greater good of the community.

While some people may not consider dance a sport, I would argue that it requires the same level of competitiveness, physical exertion, and athleticism as that of a top wide receiver. The leaps and turns executed by dancers demand significant skill and training. In fact, many football players use dance to improve their balance and flexibility. Dance is also an art form that allows individuals to express their creativity and diversity visually. My dance journey began with recreational ballet and tap classes. I began taking formal lessons at the age of 9. That same year, I joined my studio’s competitive dance team. By the age of 13, I discovered my talent for teaching and began volunteering as an acrobatics and jazz instructor at my dance studio. For the past three years, I have also volunteered as a dance teacher at Ballet Nouveau School (BNS) and at the Baltimore Sports Academy's (BSA) grant-funded after-school program for underprivileged children. After relocating to a new city, my previous studio director referred me to Ballet Nouveau School, where I began taking ballet and pointe classes. By the summer of that year, the studio director invited me to lead classes at the dance boot camp. I continued taking classes while teaching throughout the school year. As a result, I received two awards: Most Improved Dancer and Most Ingenious Dancer. Recently, I decided to focus solely on teaching as I transition to college. I am grateful to the BNS studio director for recognizing the discipline and maturity I developed under her guidance over the past three years and for allowing me to demonstrate my leadership and mentorship to younger dancers. My teaching experience at BSA has also been invaluable. By sharing my passion for dance, I have positively impacted the children by promoting self-confidence and encouraging physical fitness beyond typical playground activities. This role allowed me to independently teach free dance classes to kids who would otherwise not have access to private lessons. The relationships I built with the students were truly rewarding. Although I am no longer volunteering at BSA, many of the kids continue to attend my school performances and view me as a positive role model in the community. Overall, the transition from student to teacher has been a meaningful experience for me. It has taught me the importance of teamwork and responsibility while helping me sharpen my leadership and organizational skills. I have applied these skills in various extracurricular activities, specifically as Captain of the Majorette Team, Member/Choreographer for the Patapsco High School Dance Company, and Vice President of the Class of 2025. Consequently, my self-confidence has soared, earning me the respect of my peers. Additionally, the dedication and discipline required to excel as both a teacher and student have provided me with valuable life lessons while I manage my other daily responsibilities. In addition to teaching, I have volunteered at my school's monthly food pantry. This opportunity allowed me to collaborate with fellow students and local families to identify the food and hygiene items they needed to sustain their households. I assisted in packing bags with these essential items. This experience resonated with me personally, as my mother has relied on food pantries in the past to help supplement the meals in our household. Finally, my school has a large population of low-income students, many of whom receive free or reduced lunch. As a result, we lack proper uniforms, dance supplies, sporting equipment, and training facilities needed to perform at the same level as similarly situated high schools. To give back to our programs, I have volunteered to help run concessions at football and basketball games and dance performances. My participation has directly helped raise funds for our magnet programs, sports equipment, and school-sponsored activities. In closing, while I have not had a direct mentor, my familial support system has been crucial in every aspect of my life. I’ve utilized that support through my volunteer efforts. I've always strived to work hard and leave a positive impact on everyone that I have encountered. We’ve all heard of the old adage, ‘It takes a village to raise a child.’ My long-term goal has always been to nurture and develop my gifts so that I may share them and effectuate a positive impact through education within my village. Upon completion of high school, I plan to continue my pursuit of teaching as a career. I intend to study English (with a focus on creative writing) or Journalism at an HBCU starting in Fall 2025. I look forward to continuing to inspire and having a lasting impact on the next generation.

While some people may not consider dance a sport, I would argue that it requires the same level of competitiveness, physical exertion, and athleticism as that of a top wide receiver. The leaps and turns executed by dancers demand significant skill and training. In fact, many football players use dance to improve their balance and flexibility. Dance is also an art form that allows individuals to express their creativity and diversity visually. My dance journey began with recreational ballet and tap classes. I began taking formal lessons at the age of 9. That same year, I joined my studio’s competitive dance team. By the age of 13, I discovered my talent for teaching and began volunteering as an acrobatics and jazz instructor at my dance studio. For the past three years, I have also volunteered as a dance teacher at Ballet Nouveau School (BNS) and at the Baltimore Sports Academy's (BSA) grant-funded after-school program for underprivileged children. After relocating to a new city, my previous studio director referred me to Ballet Nouveau School, where I began taking ballet and pointe classes. By the summer of that year, the studio director invited me to lead classes at the dance boot camp. I continued taking classes while teaching throughout the school year. As a result, I received two awards: Most Improved Dancer and Most Ingenious Dancer. Recently, I decided to focus solely on teaching as I transition to college. I am grateful to the BNS studio director for recognizing the discipline and maturity I developed under her guidance over the past three years and for allowing me to demonstrate my leadership and mentorship to younger dancers. My teaching experience at BSA has also been invaluable. By sharing my passion for dance, I have positively impacted the children by promoting self-confidence and encouraging physical fitness beyond typical playground activities. This role allowed me to independently teach free dance classes to kids who would otherwise not have access to private lessons. The relationships I built with the students were truly rewarding. Although I am no longer volunteering at BSA, many of the kids continue to attend my school performances and view me as a positive role model. Overall, the transition from student to teacher has been a meaningful experience for me. It has taught me the importance of teamwork and responsibility while helping me sharpen my leadership and organizational skills. I have applied these skills in various extracurricular activities, specifically as Captain of the Majorette Team, Member/Choreographer for the Patapsco High School Dance Company, and Vice President of the Class of 2025. Consequently, my self-confidence has soared, earning me the respect of my peers. Additionally, the dedication and discipline required to excel as both a teacher and student have provided me with valuable life lessons while I manage my other responsibilities. In closing, I've consistently strived to work hard and leave a positive impact on everyone I encounter. My goal has always been to develop my gifts and share them for the greater good of the community.

I began volunteering to teach dance classes at the age of 13, and noticed my students naturally gravitated towards me. This led me to volunteering as a dance teacher at the Ballet Nouveau School and Baltimore Sports Academy's grant funded after-school program for underprivileged children. As a member of the school dance company, I have choreographed several pieces for in-school shows, dance showcases, and individual solos. Moreover, I amassed many service learning hours volunteering in my high school's food pantry. This experience resonated with me personally, as my mother has relied on food pantries in the past to help supplement our meals. This opportunity allowed me to collaborate with fellow students and local families to identify their household needs. In my spare time, I am a member of the National Honor Society and Baltimore County Honors Dance Ensemble, Captain of the Majorette Team, Vice-President for the Class of 2025, and I maintain a small hair braiding and makeup business. Throughout grade school, I was immersed in a culturally diverse environment where I formed positive friendships and felt a strong sense of belonging. When I moved on to high school, I attended a school that was predominantly Black and Hispanic. There, I experienced my first encounter with bullying, which resulted in a three-day suspension. After relocating to another county, the bullying continued, accompanied by incidents of racism. It quickly became evident that the school was ill-equipped to address both bullying and racist behavior. At times, it even felt like the school was complicit in these actions, which left me feeling undervalued and inferior due to my skin color. This experience had a profound impact on my mental health, leading to suicidal ideations, depression, and anxiety. Over time, I realized I was not alone in my struggles; many other kids also faced backlash for reporting in-person bullying and cyberbullying rather than receiving support. Regardless of my circumstances, I decided to channel my inner purpose. As I entered my senior year, I felt a renewed sense of determination in a challenging journey. I made a conscious choice to shift my perspective. Throughout these past four years, I have struggled with self-doubt and feelings of inferiority as a Black, queer student based on the bullying and racism I've face. However, I resolved to let my work ethic and reputation speak for itself, determined not to let others' negativity overshadow the bright future I envisioned for myself. With the help of my therapist, I've honed in on my leadership abilities to better combat the bullying and racism that sent me into the darkness. This includes advocating for myself and others by asserting my voice, facilitating dialogue, and holding my teachers and school administrators accountable for the change we'd like to see within the school setting. Reporting bullying and cyberbullying to school administrators or guidance counselors is important, but it is also crucial to address these issues head-on and challenge those responsible for managing such behavior. Wanting to be the change I want to see is what inspired me to pursue teaching. I have jumpstarted my career by enrolling in the Child and Adolescent Development completer at my school and earning my paraprofessional certification. Teaching is often a thankless and underpaid profession. Without the support of scholarships, repaying any significant student loans would be challenging. Winning this scholarship would help ease the financial burden on my parents, who are currently paying off thousands of dollars in student loans from their time in college. Additionally, it would allow me to further invest in the youth and create the educational environment I envision within the school setting.

Throughout middle school, I envisioned how exciting my high school experience would be. My mother, with her matter-of-fact attitude, often reminded me that we weren't in school to make friends, but rather to obtain an education. My older sister, six years my senior, had a great time in high school. She frequently spoke about the joy of making friends, having fun experiences, and feeling a sense of belonging. I had assumed I would have a similar experience. I entered the dance magnet program after achieving the highest score in the audition. Normally, this would be an exciting accomplishment for an incoming freshman, but it also led to my first encounter with a bully. I confronted and fought that bully, which resulted in my suspension from school. Shortly after that incident, we had to move abruptly due to our living situation. At my current school, it became instantly clear that they were not well-equipped to combat bullying or racism. The glaring lack of diversity in teachers/staff allowed these pronounced actions to shine throughout the building daily. In class, non-black students seemed disinterested in lessons on sex or race relations. This same behavior trickled into my dance classes. The students employed cruel tactics to marginalize me and the other black dancers. Despite these actions being reported to school administrators, which included me having to attend a mediation, they remained largely ignored. As a result, I was left feeling undervalued and inferior due to the color of my skin. My mental health suffered immensely and I went into a darkness. I was later diagnosed with mild depression and anxiety. I now see a therapist regularly and will take advantage of virtual appointments while I'm away at college. Regardless of my circumstances, I decided to channel my inner purpose. As I entered my senior year, I felt a renewed sense of determination in my challenging journey. I made a conscious choice to shift my perspective. Throughout these past four years, I have struggled with self-doubt and feelings of inferiority as a Black, queer student. However, I resolved to let my work ethic and reputation speak for itself, determined not to let others' negativity overshadow the bright future I envision for myself. I plan to obtain a four-year degree in English with a minor in Fine Arts from an HBCU, starting in Fall 2025. After graduation, I intend to begin teaching right away. I have jumpstarted my career by enrolling in the Child and Adolescent Development completer program at my school and earning my paraprofessional certification. Currently, I am a 5th-grade intern. Teaching is often a thankless and underpaid profession. Without the support of scholarships, repaying any significant student loans would be challenging. Winning this scholarship would help ease the financial burden on my parents, who are currently paying off thousands of dollars in student loans from their time in college. Additionally, it would allow me to further invest in the youth and create the educational environment I envision within the school setting.

Throughout middle school, I imagined how cool my high school experience would be. My mother, always with this matter-of-fact attitude, would chirp that we weren’t in school to make friends, only to obtain our education. My older sister, six years my senior, had a ball during high school. She often spoke of the joys of gaining friends, fun experiences and opportunities, and feeling a sense of belonging at her high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to encountering my first bully. I confronted and fought that bully, which resulted in a suspension from school. Shortly thereafter, we abruptly moved due to our living situation. At my current school, it became instantly clear that they were not well-equipped to combat bullying or racism. The glaring lack of diversity in teachers/staff allowed these pronounced actions to shine throughout the building on a daily basis. In class, non-black students seemed disinterested in lessons on sex or race relations. This same behavior trickled into my dance classes. The students disliked my vocalness on these topics and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids, often feigning victimization. As a result, they employed cruel tactics to marginalize me and the other black dancers. The offenders resorted to bullying behaviors, such as placing black dancers in the back of routines, giving us crappy costumes, and excluded us from class group activities. Despite these actions being reported to school administrators, which included me having to attend a mediation, they remained largely ignored.. To this day, it has gone unaddressed by the school due to a "lack of evidence." However, the school has seemed implicit in this behavior, which left me feeling undervalued and inferior due to the color of my skin. My mental health has waned due to the toxic environment within the school, leading to a mild depression and anxiety diagnosis. Additionally, I confided in my counselor that I was having suicidal thoughts from the weight of the situation and she immediately intervened. I now see a therapist regularly and will take advantage of virtual appointments while I'm away at college. Entering senior year, I feel a renewed sense of purpose in a challenging journey. I chose to shift my viewpoint into positive energy. These past four years I've been plagued by self-doubt and inferiority as a black, queer student. However, I've decided to allow my work ethic and reputation to speak for itself. I've chosen to hold my head high, refusing to let the negativity overshadow the brightness of the future God has for me. I am a major supporter of improving mental health and encouraging my peers to seek out God and lean not on their own understanding when experiencing darkness. I have also utilized other outlets to express myself, such as prayer and journaling, instead of suffering in silence. Moreover, where the opportunity arises, I recognize the importance of advocating for myself and others. It's not just about reporting bullying and racism to school administrators or guidance counselors. It's about addressing the issues head on and challenging those responsible for such behavior. Everyone has the wherewithal to persevere beyond their circumstances despite evilness rearing its head. The devil is a lie and I am the proof that with a shift in mindset coupled with renewed faith and strength, God will always prevail.

Throughout middle school, I imagined how cool my high school experience would be. My mother, always with this matter-of-fact attitude, would chirp that we weren’t in school to make friends, only to obtain our education. My older sister, six years my senior, had a ball during high school. She often spoke of the joys of gaining friends, fun experiences and opportunities, and feeling a sense of belonging at her high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to encountering my first bully. I confronted and fought that bully, which resulted in a suspension from school. Shortly thereafter, we abruptly moved due to our living situation. At my current school, it became instantly clear that they were not well-equipped to combat bullying or racism. The glaring lack of diversity in teachers/staff allowed these pronounced actions to shine throughout the building on a daily basis. In class, non-black students seemed disinterested in lessons on sex or race relations. This same behavior trickled into my dance classes. The students disliked my vocalness on these topics and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids, often feigning victimization. As a result, they employed cruel tactics to marginalize me and the other black dancers. The offenders resorted to bullying behaviors, such as placing black dancers in the back of routines, giving us crappy costumes, and excluded us from class group activities. Despite these actions being reported to school administrators, which included me having to attend a mediation, they remained largely ignored. To this day, it has gone unaddressed by the school due to a "lack of evidence." However, the school has seemed implicit in this behavior, which left me feeling undervalued and inferior due to the color of my skin. My mental health suffered immensely and I went into a darkness. I was later diagnosed with mild depression and anxiety diagnosis. Additionally, I contemplated suicide from the weight of the situation causing my school counselor and mother to intervene. I now see a therapist regularly and will take advantage of virtual appointments while I'm away at college. Entering senior year, I feel a renewed sense of purpose in a challenging journey. There's always a way to turn a negative into a positive. These past four years I've been plagued by self-doubt and inferiority as a black, queer student. However, I've chosen to let my work ethic and reputation speak for itself and refused to let the negativity of others overshadow the brightness of the future I envision for myself. I've been relentless in the reclamation of my self-esteem and confidence, knowing I'll be a better dancer and educator capable of inspiring change. With the help of my therapist, I've honed in on my leadership abilities to better combat the bullying and racism that sent me into the darkness. I have also continued to utilize dance as an outlet to express my emotions through an artistic lens. I am a major supporter of improving mental health and have encouraged my peers to seek out a therapist or utilize other resources, such as school counselors or journaling, to better manage feelings of anxiety and depression. Where the opportunity arises, I recognize it is imperative to advocate for myself and others. It's not just about reporting bullying and racism to school administrators or guidance counselors; it's about addressing the issues head on and challenging those responsible for such behavior. Most importantly, I've realized I must keep constant lines of communication with my support system so I don't have to suffer in silence. Overall, my goal is to earn my 4-year degree in education, with a minor in fine arts from an HBCU beginning in Fall 2025. I plan to directly enter the classroom upon graduation. Currently, as a 5th Grade Intern, I am recognizing firsthand that educators are the frontline triage for managing students' mental health issues. Thus, I plan to utilize the totality of my education and personal experiences to further reinforce my knowledgeability with anticipating and managing my students' mental health needs. Mental health issues will be forever prevalent in our society. As an educator, it is important to be equipped with the tools to recognize and properly implement strategies for maintaining a positive classroom environment. This includes providing essential support to my students, emphasizing compassion and empathy toward peers, and reinforcing equality for everyone, regardless of skin color, sexual orientation, or socioeconomic background.

Throughout middle school, I imagined how cool my high school experience would be. My mother, always with this matter-of-fact attitude, would chirp that we weren’t in school to make friends, only to obtain our education. My older sister, six years my senior, had a ball during high school. She often spoke of the joys of gaining friends, fun experiences and opportunities, and feeling a sense of belonging at her high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to encountering my first bully. I confronted and fought that bully, which resulted in a suspension from school. Shortly thereafter, we abruptly moved due to our living situation. At my current school, it became instantly clear that they were not well-equipped to combat bullying or racism. The glaring lack of diversity in teachers/staff allowed these pronounced actions to shine throughout the building on a daily basis. In class, non-black students seemed disinterested in lessons on sex or race relations. This same behavior trickled into my dance classes. The students disliked my vocalness on these topics and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids, often feigning victimization. As a result, they employed cruel tactics to marginalize me and the other black dancers. The offenders resorted to bullying behaviors, such as placing black dancers in the back of routines, giving us crappy costumes, and excluded us from class group activities. Despite these actions being reported to school administrators, which included me having to attend a mediation, they remained largely ignored by school administrators. To this day, it has gone unaddressed by the school due to a "lack of evidence." However, the school has seemed implicit in this behavior, which left me feeling undervalued and inferior due to the color of my skin. My mental health suffered immensely and I went into a darkness. I was later diagnosed with mild depression and anxiety diagnosis. Additionally, I contemplated suicide from the weight of the situation causing my school counselor and mother to intervene. I now see a therapist regularly and will take advantage of virtual appointments while I'm away at college. Entering senior year, I feel a renewed sense of purpose in a challenging journey. There's always a way to turn a negative into a positive. These past four years I've been plagued by self-doubt and inferiority as a black, queer student. However, I've chosen to let my work ethic and reputation speak for itself and refused to let the negativity overshadow the brightness of the future I envision for myself. With the help of my therapist, I've honed in on my leadership abilities to combat my depressive, anxious thoughts. I am a major supporter of improving mental health and encourage my peers to seek out a therapist or utilize other resources, such as school counselors or journaling, to better manage their feelings. Moreover, I have utilized dance as an outlet to express my emotions through an artistic lens. Where the opportunity arises, I recognize the importance of advocating for myself and others if I'm placed in the position to do so. It's not just about reporting bullying and racism to school administrators or guidance counselors; it's about addressing the issues head on and challenging those responsible for such behavior. Because mental health issues will be forever prevalent in our society, it is important to keep constant lines of communication with my support system so I don't suffer in silence.

Throughout middle school, I imagined how cool my high school experience would be. My mother, always with this matter-of-fact attitude, would chirp that we weren’t in school to make friends, only to obtain our education. My older sister, six years my senior, had a ball during high school. She often spoke of the joys of gaining friends, fun experiences and opportunities, and feeling a sense of belonging at her high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to encountering my first bully. I confronted and fought that bully, which resulted in a suspension from school. Shortly thereafter, we abruptly moved due to our living situation. At my current school, it became instantly clear that they were not well-equipped to combat bullying or racism. The glaring lack of diversity in teachers/staff allowed these pronounced actions to shine throughout the building on a daily basis. In class, non-black students seemed disinterested in lessons on sex or race relations. This same behavior trickled into my dance classes. The students disliked my vocalness on these topics and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids, often feigning victimization. As a result, they employed cruel tactics to marginalize me and the other black dancers. The offenders resorted to bullying behaviors, such as placing black dancers in the back of routines, giving us crappy costumes, and excluded us from class group activities. Despite these actions being reported to school administrators, which included me having to attend a mediation, they remained largely ignored. To this day, it has gone unaddressed by the school due to a "lack of evidence." However, the school has seemed implicit in this behavior, which left me feeling undervalued and inferior due to the color of my skin. My mental health has waned due to this treatment, leading to a mild depression and anxiety diagnosis. Additionally, I contemplated suicide from the weight of the entire situation. I now see a therapist regularly and will take advantage of virtual appointments while I'm away at college. Entering senior year, I feel a renewed sense of purpose in a challenging journey. There's always a way to turn a negative into a positive. These past four years I've been plagued by self-doubt and inferiority as a black, queer student. However, I've chosen to let my work ethic and reputation speak for itself and refused to let the negativity of others overshadow the brightness of the future I envision for myself. I've been relentless in the reclamation of my self-esteem and confidence, knowing I'll be a better dancer and educator capable of inspiring change. With the help of my therapist, I've honed in on my leadership abilities to better combat the bullying and racism that sent me into the darkness. I have also continued to utilize dance as an outlet to express my frustrations through an artistic lens. I am a major supporter of improving mental health and have encouraged my peers to seek out a therapist or utilize other resources, such as school counselors or journaling, to better manage feelings of anxiety and depression. I'd advise anyone to recognize the importance of advocating for yourself and others. It's not just about reporting detrimental conduct, whether that's bullying or racism, to school administrators or guidance counselors. It's about addressing the issues head on and challenging those responsible for such behavior. Everyone works hard and deserves to be respected and accepted by their peers.

1) I realized I had a knack for teaching around age 13. As a result, I began teaching acrobatics and jazz classes at my dance studio. During high school, I volunteered as a dance teacher at Ballet Nouveau School and Baltimore Sports Academy's grant funded after-school program for underprivileged kids. Additionally, as a performing arts student, I’ve choreographed several pieces for in-school shows, dance showcases, and individual solos as a member of the dance company. In my spare time, I have served as Captain of the Majorette Team, Vice President for the Class of 2025, and a member of the National Honor Society. Having been a servant leader in different capacities over the past few years, it felt like a natural progression for me to pursue a career in education. I enrolled in the Child and Adolescent Development Completer program offered through my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program aimed at introducing aspiring educators to the career field. Currently, I am a 5th-grade intern at Bear Creek Elementary School. My goal is to obtain a four-year degree in education, complemented by a minor in fine arts, from an HBCU starting in Fall 2025. Upon graduation, I intend to enter the classroom directly, aiming to create a positive learning environment and provide support to students facing challenges. My leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. Since my freshman year, I have transferred schools twice due to my living circumstances. My first two high schools were diverse, and the teachers supported my educational goals. However, my current school has not provided adequate support for our low-income student population. In my opinion, the school offers the bare minimum and does not do enough to encourage post-secondary education. As a result, I realized how necessary it is to utilize my skillset and experiences to teach and, potentially, inspire the next generation of educators. This includes providing essential support to my students, emphasizing compassion and empathy toward peers, and reinforcing equality for everyone, regardless of skin color, sexual orientation, or socioeconomic background. 2) I have always struggled with effectively prioritizing and managing my time. No matter how organized I try to be, I sometimes turn in assignments late or fail to meet deadlines. I’m not sure if this is because I get so involved in my activities that I lose sight of my priorities or if I've become accustomed to others conducting business at the last minute, which has led me to adopt the same habit. As I look towards college, I realize that I won’t have anyone constantly reminding me to turn in my assignments or to meet with my course advisor to plan my class schedule. To improve my time management, I've started using deadline reminders on my Google Calendar and minimizing distractions. I was also approved for a 504 plan due to being diagnosed with severe anxiety. The 504 plan authorized extra time for me to accomplish my tasks without rushing and trying to correct last minute mistakes. Previously, I danced competitively for over eight years, but at the end of my junior year, I asked my mother to take me off the competitive team so I could focus on my grades and college applications. Additionally, I have limited my other extracurricular activities to avoid feeling stressed or overwhelmed during my senior year, especially with tasks like applying for scholarships. While I am still trying to define my purpose and find other ways to contribute to my school, I recognize that I need to work smarter, not harder, to complete my tasks and meet deadlines.

My mother had two children before age 20. I was born in her 3rd year of law school. Though my father has been absent, she maintained our household with poise. I was oblivious to the level of struggle she withstood over the years. I was unaware that our meals came from a food pantry she visited monthly. Regardless of the lack in support, she successfully earned both her undergraduate and Juris Doctor degrees. From a young age, she's always made things happen and ensured my siblings and I had the tools to be successful. She encouraged me to explore extracurricular activities, such as sports, music, and arts programs. She's also constantly emphasized the importance of obtaining my education and sowing into others. Oftentimes, I would accompany her to volunteer at food pantries and school supply giveaways. After many years of dancing, I developed a knack for teaching. At age 13, I began volunteering to teach dance classes at ZD Dance Academy and noticed the students naturally gravitated towards me. I have also volunteered at the Baltimore Sports Academy as a dance teacher for their grant funded after-school program for underprivileged children. As a member of the school dance company, I have choreographed several pieces for in-school shows, dance showcases, and individual solos. Having taught students of various ages over the past few years, it felt like a natural progression for me to pursue a career in education. Thus, I enrolled in the Child and Adolescent Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program aimed at introducing aspiring educators to the career field. Currently, I am a 5th-grade intern at Bear Creek Elementary School, where my responsibilities include lesson planning, student assessments, and grading. My goal is to obtain a four-year degree in education, complemented by a minor in fine arts, from an HBCU starting in Fall 2025. Upon graduation, I intend to enter the classroom directly, aiming to create a positive learning environment and provide support to students facing challenges. My leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. Since my freshman year, I have transferred schools twice due to my living circumstances. My first two high schools were diverse, and the teachers supported my educational goals. However, my current school has not provided adequate support for our low-income student population. In my opinion, the school offers the bare minimum and does not do enough to encourage post-secondary education. As a result, I realized how necessary it is to utilize my skillset and experiences to teach and, potentially, inspire the next generation of educators. I possess the potential and leadership skills to be a successful educator. Winning this scholarship would not only help alleviate the financial burden of obtaining my college degree, but it will enable me to further invest in the youth, cultivating the educational environment I envision within the school setting. This includes providing essential support to my students, emphasizing compassion and empathy toward peers, and reinforcing equality for everyone, regardless of skin color, sexual orientation, or socioeconomic background.

Baseball was not the first arena in which Jackie Robinson became an advocate for his community. From the outset, Jackie established himself as a champion for his people, a role that may have been influenced by the rejection he faced from peers in his affluent neighborhood. As an impoverished minority, he was excluded from neighborhood recreational activities. Despite this, he distinguished himself as both an exceptional athlete and a dedicated student. He didn't need access to white facilities to prove his superiority in the very activities he was excluded from. In junior college, Jackie took on his first significant role as an advocate for his community. People on campus likely recognized him, at least in part, for his athletic talents. Nevertheless, he boldly stood up for a Black friend who had been wrongfully arrested and later became an advocate against racism. This activism continued when he was drafted into the Army. One notable incident occurred when he sought admission to officer training school but faced delayed approval, probably due to his race. After protesting and advocating for himself and other Black applicants, they were eventually granted admission. Later, while assigned to another base, he was arrested for refusing to sit in the back of an unsegregated military bus; he was later acquitted. This acquittal was likely tied to the strong reputation Jackie had built during his military service. As his life progressed, it became evident that Jackie faced direct experiences of racism long before he integrated baseball. Nevertheless, he never allowed racism to diminish his purpose or deter him from pursuing his career. He held his head high and chose to take the high road, believing in the power of his actions over words. Reflecting on Jackie Robinson's journey brings to mind my own experiences with racism and bullying as a Black, queer dancer. I began dancing at the age of 10, starting with a ballet class. Shortly thereafter, the studio director encouraged me to audition for the competitive team. After auditioning, I was placed in several group and solo routines and continued to compete until high school. Entering high school, I had obtained the highest audition score for the dance magnet. This would normally be exciting for an incoming freshman, but it led to encountering my first bully. I confronted and fought that bully, which resulted in a suspension from school. Shortly thereafter, we abruptly moved due to our living situation. At my current school, some of my classmates resented my extensive dance experience. They were accustomed to seeing "less talented" Black dancers and assumed that all the good roles would be assigned to non-Black performers. Consequently, they began to bully me and other Black dancers in the company. Despite these actions being reported to school administrators, which included me having to attend a mediation, they remained largely ignored. As a result, my self-esteem suffered and I felt unsupported by the school, often feeling inferior because of my skin color. I struggled to understand these kids' behavior and tried to avoid being combative or confrontational. Similar to Jackie Robinson, I have resolved to allowing my reputation and work ethic to speak for themselves. Where the opportunity arises, I have to continue advocating for myself and others. Furthermore, it is essential to continue reporting racist and bullying incidents to school administrators or directly confront those responsible because I have worked hard on my craft and deserve the same recognition and acceptance as my peers.

Throughout middle school, I imagined how cool my high school experience would be. My mother, always with this matter-of-fact attitude, would chirp that we weren’t in school to make friends, only to obtain our education. My older sister, six years my senior, had a ball during high school. She often spoke of the joys of gaining friends, fun experiences and opportunities, and feeling a sense of belonging at her high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to encountering my first bully. I confronted and fought that bully, which resulted in a suspension from school. Shortly thereafter, we abruptly moved due to our living situation. At my current school, it became instantly clear that they were not well-equipped to combat bullying or racism. The glaring lack of diversity in teachers/staff allowed these pronounced actions to shine throughout the building on a daily basis. In class, non-black students seemed disinterested in lessons on sex or race relations. This same behavior trickled into my dance classes. The students disliked my vocalness on these topics and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids, often feigning victimization. As a result, they employed cruel tactics to marginalize me and the other black dancers. The offenders resorted to bullying behaviors, such as placing black dancers in the back of routines, giving us crappy costumes, and excluded us from class group activities. Despite these actions being reported to school administrators, which included me having to attend a mediation, they remained largely ignored by school administrators. To this day, it has gone unaddressed by the school due to a "lack of evidence." However, the school has seemed implicit in this behavior, which left me feeling undervalued and inferior due to the color of my skin. My mental health has waned, leading to a mild depression and anxiety diagnosis. Additionally, I contemplated suicide from the weight of the situation. I now see a therapist regularly and will take advantage of virtual appointments while I'm away at college. Entering senior year, I feel a renewed sense of purpose in a challenging journey. There's always a way to turn a negative into a positive. These past four years I've been plagued by self-doubt and inferiority as a black, queer student. However, I've chosen to let my work ethic and reputation speak for itself and refused to let the negativity overshadow the brightness of the future I envision for myself. I've been relentless in the reclamation of my self-esteem and confidence, knowing I'll be a better dancer and educator capable of inspiring change. I am a major supporter of improving mental health and encourage my peers to seek out a therapist or utilize other resources, such as school counselors, to better manage feelings of anxiety and depression. Moreover, I have utilized dance as an outlet to express my frustrations through an artistic lens. Where the opportunity arises, I recognize the importance of advocating for myself and others if I'm placed in the position to do so. It's not just about reporting bullying and racism to school administrators or guidance counselors; it's about addressing the issues head on and challenging those responsible for such behavior. Mental health issues will be forever prevalent and it is important to be equipped with the tools to recognize and utilize my experiences to properly deal with it as a future educator within the classroom.

Throughout middle school, I imagined how cool my high school experience would be. My mother, always with this matter-of-fact attitude, would chirp that we weren’t in school to make friends, only to obtain our education. My older sister, six years my senior, had a ball during high school. She often spoke of the joys of gaining friends, fun experiences and opportunities, and feeling a sense of belonging at her high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to encountering my first bully. I confronted and fought that bully, which resulted in a suspension from school. Shortly thereafter, we abruptly moved due to our living situation. At my current school, it became instantly clear that they were not well-equipped to combat bullying or racism. The glaring lack of diversity in teachers/staff allowed these pronounced actions to shine throughout the building on a daily basis. In class, non-black students seemed disinterested in lessons on sex or race relations. This same behavior trickled into my dance classes. The students disliked my vocalness on these topics and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids, often feigning victimization. As a result, they employed cruel tactics to marginalize me and the other black dancers. The offenders resorted to bullying behaviors, such as placing black dancers in the back of routines, giving us crappy costumes, and excluded us from class group activities. Despite these actions being reported to school administrators, which included me having to attend a mediation, they remained largely ignored by school administrators. To this day, it has gone unaddressed by the school due to a "lack of evidence." However, the school has seemed implicit in this behavior, which left me feeling undervalued and inferior due to the color of my skin. My mental health has waned, leading to a mild depression and anxiety diagnosis. Additionally, I contemplated suicide from the weight of the situation. I now see a therapist regularly and will take advantage of virtual appointments while I'm away at college. Entering senior year, I feel a renewed sense of purpose in a challenging journey. There's always a way to turn a negative into a positive. These past four years I've been plagued by self-doubt and inferiority as a black, queer student. However, I've chosen to let my work ethic and reputation speak for itself and refused to let the negativity overshadow the brightness of the future I envision for myself. I've been relentless in the reclamation of my self-esteem and confidence, knowing I'll be a better dancer and educator capable of inspiring change. I am a major supporter of improving mental health and encourage my peers to seek out a therapist or utilize other resources, such as school counselors, to deal with tough situations healthily. Moreover, I have utilized dance as an outlet to express my frustrations through an artistic lens. Where the opportunity arises, I recognize the importance of advocating for myself and others if I'm placed in the position to do so. It's not just about reporting bullying and racism to school administrators or guidance counselors; it's about addressing the issues head on and challenging those responsible for such behavior. Mental health issues will be forever prevalent and it is important to be equipped with the tools to recognize and utilize my experiences to properly deal with it as a future educator within the classroom.

Throughout middle school, I imagined how cool my high school experience would be. My mother, always with this matter-of-fact attitude, would chirp that we weren’t in school to make friends, only to obtain our education. My older sister, six years my senior, had a ball during high school. She often spoke of the joys of gaining friends, fun experiences and opportunities, and feeling a sense of belonging at her high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to encountering my first bully. I confronted and fought that bully, which resulted in a suspension from school. Shortly thereafter, we abruptly moved due to our living situation. At my current school, it became instantly clear that they were not well-equipped to combat bullying or racism. The glaring lack of diversity in teachers/staff allowed these pronounced actions to shine throughout the building on a daily basis. In class, non-black students seemed disinterested in lessons on sex or race relations. This same behavior trickled into my dance classes. The students disliked my vocalness on these topics and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids, often feigning victimization. As a result, they employed cruel tactics to marginalize me and the other black dancers. The offenders resorted to bullying behaviors, such as placing black dancers in the back of routines, giving us crappy costumes, and excluded us from class group activities. Despite these actions being reported to school administrators, which included me having to attend a mediation, they remained largely ignored by school administrators. To this day, it has gone unaddressed by the school due to a "lack of evidence." However, the school has seemed implicit in this behavior, which left me feeling undervalued and inferior due to the color of my skin. My mental health has waned, leading to a mild depression and anxiety diagnosis. Additionally, I contemplated suicide from the weight of the situation. I now see a therapist regularly and will take advantage of virtual appointments while I'm away at college. Entering senior year, I feel a renewed sense of purpose in a challenging journey. There's always a way to turn a negative into a positive. These past four years I've been plagued by self-doubt and inferiority as a black, queer student. However, I've chosen to let my work ethic and reputation speak for itself and refused to let the negativity overshadow the brightness of the future I envision for myself. I've been relentless in the reclamation of my self-esteem and confidence, knowing I'll be a better dancer and educator capable of inspiring change. I am a major supporter of improving mental health and encourage my peers to seek out a therapist or utilize other resources, such as school counselors, to deal with tough situations healthily. Moreover, I have utilized dance as an outlet to express my frustrations through an artistic lens. Where the opportunity arises, I recognize the importance of advocating for myself and others if I'm placed in the position to do so. It's not just about reporting bullying and racism to school administrators or guidance counselors; it's about addressing the issues head on and challenging those responsible for such behavior. Mental health issues will be forever prevalent and it is important to be equipped with the tools to recognize and utilize my experiences to properly deal with it as a future educator within the classroom.

I began volunteering to teach dance classes at the age of 13, and noticed my students naturally gravitated towards me. I've also volunteered at the Baltimore Sports Academy as a dance teacher for their after-school program for underprivileged children. As a member of the school dance company, I have choreographed several pieces for in-school shows, dance showcases, and individual solos. Moreover, I amassed many service learning hours volunteering in my high school's food pantry. This was full circle moment for me, as my family has previously utilized food pantries to supplement our household. Assisting my fellow peers and neighborhood families with obtaining necessary food and hygiene items has been very fulfilling. In my spare time, I am a member of the National Honor Society and Baltimore County Honors Dance Ensemble, Captain of the Majorette Team, Vice-President for the Class of 2025, and I maintain a small hair braiding and makeup business. Having served in several impactful leadership roles over the past few years, it felt like a natural progression for me to pursue a career in education. I enrolled in the Child and Adolescent Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program aimed at introducing aspiring educators to the career field. Currently, I am a 5th-grade intern a local elementary school, where my responsibilities include lesson planning, student assessments, and grading. My goal is to obtain a four-year degree in education, complemented by a minor in fine arts, from an HBCU starting in Fall 2025. Upon graduation, I intend to enter the classroom directly, aiming to create a positive learning environment and provide support to students facing challenges. My leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. Since my freshman year, I have transferred schools twice due to my living circumstances. My first two high schools were diverse, and the teachers supported my educational goals. However, my current school has not provided adequate support for our low-income student population. In my opinion, the school offers the bare minimum and does not do enough to encourage post-secondary education. Last year, almost my entire junior class failed to meet college standards and we were promised extra support. No real plan was ever unrolled and, understandably, some teachers are unavailable outside of regular hours. After confiding in my mother, she immediately obtained a tutor to assist me with better study habits and improving my school performance. Overall, my leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. Winning this scholarship would not only help alleviate the financial burden of obtaining my college degree, but it will enable me to further invest in the youth, cultivating the educational environment I envision within the community. This includes emphasizing compassion, and empathy toward peers, and reinforcing equality for everyone, regardless of skin color, sexual orientation, or socioeconomic background. It is imperative for me to utilize my experiences to teach my future students the importance of advocacy for themselves and others where they are confronted with situations that make them feel inadequate. Everyone has the right to equal education, recognition, and acceptance of their peers. Removing the financial barrier for obtaining my college degree will be one less hurdle to my success story.

“I really don’t care because I could call my mom to bring me breakfast. It’s just that they went out of their way to exclude all of the black kids.” Admittedly, I was disappointed in my classmates upon realizing none of the black students in the dance company were included in the year-end breakfast. However, I was more upset that my innocence was stolen. And while I’d been taught about bullying and racism, I never thought I’d experience it at the hands of classmates who I surmised were my friends. Throughout middle school, I imagined how cool my high school experience would be. My mother would chirp that we weren’t in school to make friends, only to obtain our education. Yet, my older sister had a ball during high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to meeting my first bully. I fought that bully and found myself suspended from school. Shortly thereafter, we abruptly moved due to our living situation. My current school hasn’t done enough to combat bullying or racism. The lack of diversity in teachers/staff allows these actions to shine glaringly throughout the building. In class, when lessons are taught about race and sex, non-black students sleep through the lessons or lack empathy for non-white students. This same behavior trickled into my dance classes. The students disliked my vocalness and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids. As a result, they resorted to bullying behaviors, such as placing black dancers in the back, giving us crappy costumes, and excluded us from the breakfast. To this day, it has gone unaddressed by school staff due to a 'lack of evidence.' My mental health has waned due to this treatment, leading to a mild depression and anxiety diagnosis. The totality of these instances has fueled my desire to become an educator. I learned early on that I had a knack for teaching. I began volunteering as a dance teacher at age 13. I’ve taught at ZD Dance Academy, Ballet Nouveau School, and Baltimore Sports Academy's after-school program for underprivileged kids. Additionally, I signed up for the child and adolescent development completer program offered through my high school. As a junior, I earned my paraprofessional certification. Additionally, I am Vice-President of Educators Rising, a program specifically geared toward exposing future educators to the career field. Currently, I am a 5th grade student intern at a local elementary school. My goal is to earn my degree and go directly into the classroom. I intend to foster a positive learning environment and push my scholars to their fullest potential. With the help of my therapist, I've been able to hone in on my leadership abilities to combat some of the bullying I've experienced over the past four years. I will also continue to utilize dance as an outlet to express my frustrations through my artistic lens. Winning this scholarship would help alleviate the financial burden of obtaining my college degree and will enable me to further invest in the youth, cultivating the educational environment I envision within the community. This includes emphasizing compassion, and empathy toward peers, and reinforcing equality for everyone, regardless of skin color, sexual orientation, or socioeconomic background. It is imperative for me to utilize my background and experiences to teach my future students the importance of advocacy for themselves.

Throughout middle school, I imagined how cool my high school experience would be. My mother, always with this matter-of-fact attitude, would chirp that we weren’t in school to make friends, only to obtain our education. My older sister, six years my senior, had a ball during high school. She often spoke of the joys of gaining friends, fun experiences and opportunities, and feeling a sense of belonging at her high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to encountering my first bully. I confronted and fought that bully, which resulted in a suspension from school. Shortly thereafter, we abruptly moved due to our living situation. At my current school, it became instantly clear that they were not well-equipped to combat bullying or racism. The glaring lack of diversity in teachers/staff allowed these pronounced actions to shine throughout the building on a daily basis. In class, non-black students seemed disinterested in lessons on sex or race relations. This same behavior trickled into my dance classes. The students disliked my vocalness on these topics and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids, often feigning victimization. As a result, they employed cruel tactics to marginalize me and the other black dancers. The offenders resorted to bullying behaviors, such as placing black dancers in the back of routines, giving us crappy costumes, and excluded us from class group activities. Despite these actions being reported to school administrators, which included me having to attend a mediation, they remained largely ignored by school administrators. This left me feeling undervalued and inferior due to the color of my skin. My mental health has waned due to this treatment, leading to a mild depression and anxiety diagnosis. Entering senior year, I feel a renewed sense of purpose in a challenging journey. These past four years I've been plagued by self-doubt and inferiority as a black, queer student. However, I've chosen to hold my head high, refusing to let the negativity overshadow the brightness of the future I envision for myself. I began volunteering to teach dance classes at the age of 13, and the students naturally gravitated towards me. I also volunteered at the Baltimore Sports Academy as a dance teacher at their grant-funded after-school program for underprivileged kids. As a member of the school dance company, I have choreographed several pieces for in-school shows, dance showcases, and individual solos. Having been in a servant leader role over the past few years, it felt like a natural progression for me to pursue a career in education. I enrolled in the Child Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program aimed at introducing aspiring educators to the career field. My goal is to obtain a four-year degree in education, with a minor in fine arts. My leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. Winning this scholarship would help alleviate the financial burden of obtaining my college degree and enable me to further invest in the youth, cultivating the educational environment I envision within the community. This includes emphasizing compassion, and empathy toward peers, and reinforcing equality for everyone, regardless of skin color, sexual orientation, or socioeconomic background.

“I really don’t care because I could call my mom to bring me breakfast. It’s just that they went out of their way to exclude all of the black kids.” Admittedly, I was disappointed in my classmates upon realizing none of the black students in the dance company were included in the year-end breakfast. However, I was more upset that my innocence felt stolen. And while I’d been taught about bullying and racism, I never thought I’d experience it at the hands of classmates who I surmised were my friends. Throughout middle school, I always imagined how cool my high school experience would be. My mother would chirp that we weren’t in school to make friends, only to obtain our education. Yet, my older sister had a ball during high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to meeting my first bully. I fought that bully and found myself suspended from school. Shortly thereafter, we abruptly moved due to our living situation. My current school hasn’t done enough to combat bullying or racism. The lack of diversity in teachers/staff allows these actions to shine glaringly throughout the building. In class, when lessons are taught about race and sex, non-black students sleep through the lessons or lack empathy for non-white students. This same behavior trickled into my dance classes. The students disliked my vocalness and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids, often feigning victimization. As a result, they resorted to bullying behaviors, such as placing black dancers in the back, giving us crappy costumes, and excluded us from the breakfast. To this day, it has gone unaddressed by school staff due to a "lack of evidence." However, the school has seemed implicit in this behavior. Additionally, I overheard one of the kids at my internship refer to me as 'nigger.' My mental health has waned due to this treatment, leading to a mild depression and anxiety diagnosis. The totality of these instances has fueled my desire to become an educator. I want to be a better educator than what I've experienced. I began volunteering as a dance teacher at age 13. I’ve also choreographed several pieces for in-school shows and dance showcases. Thus, it seemed natural to pursue education. I signed up for the child and adolescent development completer offered through my high school. As a junior, I earned my paraprofessional certification. Additionally, I am Vice-President of Educators Rising, a program specifically geared toward exposing future educators to the career field. Currently, I am a 5th grade student intern. My goal is to earn my degree and go directly into the classroom. I intend to foster a positive learning environment and push my scholars to advocate for themselves. With the help of my therapist, I've been able to hone in on my leadership abilities to combat some of the bullying I've experienced over the past four years. I will also continue to utilize dance as an outlet to express my frustrations through my artistic lens. Winning this scholarship will not only support my aspirational goals of obtaining my college degree with less financial obligation but will also plant the seed for me to further sow into the youth and cultivate the environment I want to see within the community. This includes an emphasis on compassion, empathy towards fellow peers, and reinforcing equality amongst everyone regardless of skin color, sexual orientation, or socioeconomic background.

Throughout middle school, I imagined how cool my high school experience would be. My mother, always with this matter-of-fact attitude, would chirp that we weren’t in school to make friends, only to obtain our education. My older sister, six years my senior, had a ball during high school. She often spoke of the joys of gaining friends, fun experiences and opportunities, and feeling a sense of belonging at her high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to encountering my first bully. I confronted and fought that bully, which resulted in a suspension from school. Shortly thereafter, we abruptly moved due to our living situation. At my current school, it became instantly clear that they were not well-equipped to combat bullying or racism. The glaring lack of diversity in teachers/staff allowed these pronounced actions to shine throughout the building on a daily basis. In class, non-black students seemed disinterested in lessons on sex or race relations. This same behavior trickled into my dance classes. The students disliked my vocalness on these topics and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids, often feigning victimization. As a result, they employed cruel tactics to marginalize me and the other black dancers. The offenders resorted to bullying behaviors, such as placing black dancers in the back of routines, giving us crappy costumes, and excluded us from class group activities. Despite these actions being reported to school administrators, which included me having to attend a mediation, they remained largely ignored by school administrators. This left me feeling undervalued and inferior due to the color of my skin. My mental health has waned due to this treatment, leading to a mild depression and anxiety diagnosis. Entering senior year, I feel a renewed sense of purpose in a challenging journey. These past four years I've been plagued by self-doubt and inferiority as a black, queer student. However, I've chosen to hold my head high, refusing to let the negativity overshadow the brightness of the future I envision for myself. I began volunteering to teach dance classes at the age of 13, and the students naturally gravitated towards me. I also volunteered at the Baltimore Sports Academy as a dance teacher at their grant-funded after-school program for underprivileged kids. As a member of the school dance company, I have choreographed several pieces for in-school shows, dance showcases, and individual solos. Having been in a servant leader role over the past few years, it felt like a natural progression for me to pursue a career in education. I enrolled in the Child Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program aimed at introducing aspiring educators to the career field. My goal is to obtain a four-year degree in education, with a minor in fine arts. My leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. Winning this scholarship would help alleviate the financial burden of obtaining my college degree and enable me to further invest in the youth, cultivating the educational environment I envision within the community. This includes emphasizing compassion, and empathy toward peers, and reinforcing equality for everyone, regardless of skin color, sexual orientation, or socioeconomic background.

Throughout middle school, I always imagined how cool my high school experience would be. My mother, always with this matter-of-fact attitude, would chirp that we weren’t in school to make friends, only to obtain our education. My older sister, six years my senior, had a ball during high school. She often spoke of the joys of gaining friends, fun experiences and opportunities, and feeling a sense of belonging at her high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to encountering my first bully. I confronted and fought that bully, which resulted in a suspension from school. Shortly thereafter, we abruptly moved due to our living situation. At my current school, it became instantly clear that they were not well-equipped to combat bullying or racism. The glaring lack of diversity in teachers/staff allowed these pronounced actions to shine throughout the building on a daily basis. In class, non-black students seemed disinterested in lessons on sex or race relations. This same behavior trickled into my dance classes. The students disliked my vocalness on these topics and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids, often feigning victimization. As a result, they employed cruel tactics to marginalize me and the other black dancers. The offenders resorted to bullying behaviors, such as placing black dancers in the back of routines, giving us crappy costumes, and excluded us from class group activities. Despite these actions being reported to school administrators, which included me having to attend a mediation, they remained largely ignored by school administrators. This left me feeling undervalued and inferior due to the color of my skin. My mental health has waned due to this treatment, leading to a mild depression and anxiety diagnosis. Entering senior year, I feel a renewed sense of purpose in a challenging journey. These past four years I've been plagued by self-doubt and inferiority as a black, queer student. However, I've chosen to hold my head high, refusing to let the negativity overshadow the brightness of the future I envision for myself. While I wasn't the best dancer on my team, I learned early on that I had developed a knack for teaching. I began volunteering to teach dance classes at the age of 13, and the students naturally gravitated towards me. I have also volunteered at the Baltimore Sports Academy as a dance teacher at their grant-funded after-school program for underprivileged kids. As a member of the school dance company, I have choreographed several pieces for in-school shows, dance showcases, and individual solos. Having been in a servant leader role over the past few years, it felt like a natural progression for me to pursue a career in education. I enrolled in the Child and Adolescent Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program aimed at introducing aspiring educators to the career field. Currently, I am a 5th Grade Student Intern at a local elementary school. My goal is to obtain a four-year degree in education, with a minor in fine arts. My leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. Winning this scholarship would not only help alleviate the financial burden of obtaining my college degree, but it will enable me to further invest in the youth, cultivating the educational environment I envision within the community. This includes emphasizing compassion, and empathy toward peers, and reinforcing equality for everyone, regardless of skin color, sexual orientation, or socioeconomic background. It is imperative for me to utilize my background and experiences to teach my future students the importance of advocacy for themselves and others where they are confronted with situations that make them feel inferior. Everyone deserves equal recognition and acceptance for their contributions to society.

My mother had two children before age 20. I was born in her 3rd year of law school. Though my father has been absent, she maintained our household with poise. I was oblivious to the level of struggle she withstood over the years. I was unaware that our meals came from a food pantry she visited monthly. Regardless of the lack in support, she successfully earned both her undergraduate and law degrees. She's always made things happen and ensured we had the tools to be successful. She's also constantly emphasized the importance of obtaining my education and sowing into others. I began teaching dance classes at the age of 13, and the students naturally gravitated towards me. I also volunteered at the Baltimore Sports Academy as a dance teacher for their after-school program. As a member of the school dance company, I have choreographed several pieces for in-school shows, dance showcases, and individual solos. Having taught children of various ages over the past few years, it felt like a natural progression for me to pursue a career in education. I enrolled in the Child and Adolescent Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program aimed at introducing aspiring educators to the career field. Currently, I am a 5th-grade intern at Bear Creek Elementary School, where my responsibilities include lesson planning, student assessments, and grading. My goal is to obtain a four-year degree in education, complemented by a minor in fine arts, from an HBCU starting in Fall 2025. Upon graduation, I intend to enter the classroom directly, aiming to create a positive learning environment and provide support to students facing challenges. My leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. Since my freshman year, I have transferred schools twice due to my living circumstances. My first two high schools were diverse, and the teachers supported my educational goals. However, my current school has not provided adequate support for our low-income student population. In my opinion, the school offers the bare minimum and does not do enough to encourage post-secondary education. As a result, I realized how necessary it is to utilize my skillset and experiences to teach and, potentially, inspire the next generation of educators. I possess the potential and leadership skills to be a successful educator. Winning this scholarship would not only help alleviate the financial burden of obtaining my college degree, but it will enable me to further invest in the youth, cultivating the educational environment I envision within the school setting. This includes providing essential support to my students, emphasizing compassion and empathy toward peers, and reinforcing equality for everyone, regardless of skin color, sexual orientation, or socioeconomic background.

My mother had two children before age 20. I was born in her 3rd year of law school. Though my father has been absent, she maintained our household with poise. I was oblivious to the level of struggle she withstood over the years. I was unaware that our meals came from a food pantry she visited monthly. Regardless of the lack in support, she successfully earned both her undergraduate and law degrees. She's always made things happen and ensured we had the tools to be successful. She's also constantly emphasized the importance of obtaining my education and sowing into others. I began teaching dance classes at the age of 13, and the students naturally gravitated towards me. I also volunteered at the Baltimore Sports Academy as a dance teacher for their after-school program. As a member of the school dance company, I have choreographed several pieces for in-school shows, dance showcases, and individual solos. Having taught children of various ages over the past few years, it felt like a natural progression for me to pursue a career in education. I enrolled in the Child and Adolescent Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program aimed at introducing aspiring educators to the career field. Currently, I am a 5th-grade intern at Bear Creek Elementary School, where my responsibilities include lesson planning, student assessments, and grading. My goal is to obtain a four-year degree in education, complemented by a minor in fine arts, from an HBCU starting in Fall 2025. Upon graduation, I intend to enter the classroom directly, aiming to create a positive learning environment and provide support to students facing challenges. My leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. Since my freshman year, I have transferred schools twice due to my living circumstances. My first two high schools were diverse, and the teachers supported my educational goals. However, my current school has not provided adequate support for our low-income student population. In my opinion, the school offers the bare minimum and does not do enough to encourage post-secondary education. As a result, I realized how necessary it is to utilize my skillset and experiences to teach and, potentially, inspire the next generation of educators. I possess the potential and leadership skills to be a successful educator. Winning this scholarship would not only help alleviate the financial burden of obtaining my college degree, but it will enable me to further invest in the youth, cultivating the educational environment I envision within the school setting. This includes providing essential support to my students, emphasizing compassion and empathy toward peers, and reinforcing equality for everyone, regardless of skin color, sexual orientation, or socioeconomic background.

I began teaching dance classes at the age of 13, and the students naturally gravitated towards me. I also volunteered at the Baltimore Sports Academy as a dance teacher for their after-school program. As a member of the school dance company, I have choreographed several pieces for in-school shows, dance showcases, and individual solos. In my spare time, I am a member of the National Honor Society, Baltimore County Honors Dance Ensemble, Varsity Cheer Team, Captain of the Majorette Team, and Vice-President for the Class of 2025. Having been a servant leader in different capacities over the past few years, it felt like a natural progression for me to pursue a career in education. I enrolled in the Child Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program aimed at introducing aspiring educators to the career field. Currently, I am a 5th-grade intern at Bear Creek Elementary School, where my responsibilities include lesson planning, student assessments, and grading. My goal is to obtain a four-year degree in education, complemented by a minor in fine arts, from an HBCU starting in Fall 2025. Upon graduation, I intend to enter the classroom directly, aiming to create a positive learning environment and provide support to students facing challenges. My leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. Since my freshman year, I have transferred schools twice due to my living circumstances. My first two high schools were diverse, and the teachers supported my educational goals. However, my current school has not provided adequate support for our low-income student population. In my opinion, the school offers the bare minimum and does not do enough to encourage post-secondary education. Last year, almost my entire junior class failed to meet college standards and we were promised extra support. No real plan was ever unrolled and, understandably, some teachers are unavailable outside of regular hours. After voicing my frustrations to my mother about the lack of supports afforded by the school, she immediately obtained me a tutor. I possess the potential and leadership skills to be a successful educator. Winning this scholarship would help alleviate the financial burden of obtaining my college degree and enable me to further invest in the youth, cultivating the educational environment I envision within the school setting. This includes emphasizing compassion, empathy toward peers, and reinforcing equality in education for everyone, regardless of skin color, sexual orientation, or socioeconomic background.

I began teaching dance classes at the age of 13, and the students naturally gravitated towards me. I also volunteered at the Baltimore Sports Academy as a dance teacher for their after-school program for underprivileged children. As a member of the school dance company, I have choreographed several pieces for in-school shows, dance showcases, and individual solos. In my spare time, I am a member of the National Honor Society, Baltimore County Honors Dance Ensemble, Varsity Cheer Team, Captain of the Majorette Team, and Vice-President for the Class of 2025. Having served children and peers in different capacities over the past few years, it felt like a natural progression for me to pursue a career in education. I enrolled in the Child Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program aimed at introducing aspiring educators to the career field. Currently, I am a 5th-grade intern at Bear Creek Elementary School, where my responsibilities include lesson planning, student assessments, and grading. My goal is to obtain a four-year degree in education, complemented by a minor in fine arts, from an HBCU starting in Fall 2025. Upon graduation, I intend to enter the classroom directly, aiming to create a positive learning environment and provide support to students facing challenges. My leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. Since my freshman year, I have transferred schools twice due to my living circumstances. My first two high schools were diverse, and the teachers supported my educational goals. However, my current school has not provided adequate support for our low-income student population. In my opinion, the school offers the bare minimum and does not do enough to encourage post-secondary education. Last year, almost my entire junior class failed to meet college standards and we were promised extra support. No real plan was ever unrolled and, understandably, some teachers are unavailable outside of regular hours. After voicing my frustrations to my mother about the lack of supports afforded by the school, she immediately obtained me a tutor. I possess the potential and leadership skills to be a successful educator. Winning this scholarship would help alleviate the financial burden of obtaining my college degree and enable me to further invest in the youth, cultivating the educational environment I envision within the school setting. This includes emphasizing compassion, empathy toward peers, and reinforcing equality in education for everyone, regardless of skin color, sexual orientation, or socioeconomic background.

Throughout middle school, I imagined how cool my high school experience would be. My mother, always with this matter-of-fact attitude, would chirp that we weren’t in school to make friends, only to obtain our education. My older sister, six years my senior, had a ball during high school. She often spoke of the joys of gaining friends, fun experiences and opportunities, and feeling a sense of belonging at her high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to encountering my first bully. I confronted and fought that bully, which resulted in a suspension from school. Shortly thereafter, we abruptly moved due to our living situation. At my current school, it became instantly clear that they were not well-equipped to combat bullying or racism. The glaring lack of diversity in teachers/staff allowed these pronounced actions to shine throughout the building on a daily basis. In class, non-black students seemed disinterested in lessons on sex or race relations. This same behavior trickled into my dance classes. The students disliked my vocalness on these topics and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids, often feigning victimization. As a result, they employed cruel tactics to marginalize me and the other black dancers. The offenders resorted to bullying behaviors, such as placing black dancers in the back of routines, giving us crappy costumes, and excluded us from class group activities. Despite these actions being reported to school administrators, which included me having to attend a mediation, they remained largely ignored by school administrators. To this day, it has gone unaddressed by the school due to a "lack of evidence." However, the school has seemed implicit in this behavior, which left me feeling undervalued and inferior due to the color of my skin. My mental health has waned due to the toxic environment within the school, leading to a mild depression and anxiety diagnosis. I now see my therapist regularly and will take advantage of virtual appointments while I'm away at college. Entering senior year, I feel a renewed sense of purpose in a challenging journey. There's always a way to turn a negative into a positive. These past four years I've been plagued by self-doubt and inferiority as a black, queer student. However, I possess the potential and leadership skills to be a successful educator. My work ethic and reputation will always precede me and speak for itself. I've chosen to hold my head high, refusing to let the negativity overshadow the brightness of the future I envision for myself. I've been relentless in the reclamation of my self-esteem and confidence, knowing I'll be a better dancer and educator capable of inspiring change. I am a major supporter of improving mental health and encourage my peers to seek out a therapist to deal with tough situations healthily. Additionally, I have conducted dance workshops as an outlet to express my frustrations through an artistic lens. Where the opportunity arises, I recognize the importance of advocating for myself and others if I'm placed in the position to do so. It's not just about reporting bullying and racism to school administrators or guidance counselors; it's about addressing the issues head on and challenging those responsible for such behavior. I've worked hard and fully deserve to be accepted and valued equally alongside my peers.

Asthma crept up on me unexpectedly, like a thief in the night. Until age 10, I was a relatively healthy child, although I had always struggled with severe environmental allergies. I often blamed my breathing difficulties on allergens in the air. One day, I started to feel very ill; my face turned flushed and almost blue. My mother quickly took me to the doctor's office. The on-call doctor attributed my breathing issues to a simple cold. The next day, my mother made an emergency call to my regular doctor because she was unsatisfied with my lack of improvement and the care I had received the day prior. Upon entering the office, I was immediately taken to a room for a breathing treatment and steroids. After nearly 3.5 hours, I was deemed stable enough to go home. Before we left, my mother received specific instructions on how to manage my treatment. I see my doctor every six months to ensure my asthma remains under control. As a competitive dancer, asthma has significantly impacted my life. I carry my inhaler with me daily and also have a steroid-based inhaler for when it feels like I've swallowed sand. I experienced one particularly frightening incident when my mother had to rush backstage with my inhaler after I was unable to breathe following a performance. It is definitely scary to lose your breath without warning, but I have learned to be in tune with my body and recognize the signs of an impending attack. I also follow the guidance provided by my doctor whenever I'm in distress. Not only have I been a performer, but I've also taught dance. I began teaching dance classes at the age of 13, and the students naturally gravitated towards me. I also volunteered at the Baltimore Sports Academy as a dance teacher for their after-school program. As a member of the school dance company, I have choreographed several pieces for in-school shows, dance showcases, and individual solos. Having taught children of various ages over the past few years, it felt like a natural progression for me to pursue a career in education. I enrolled in the Child Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program aimed at introducing aspiring educators to the career field. Currently, I am a 5th-grade intern at Bear Creek Elementary School, where my responsibilities include lesson planning, student assessments, and grading. My goal is to obtain a four-year degree in education, complemented by a minor in fine arts, from an HBCU starting in Fall 2025. Upon graduation, I intend to enter the classroom directly, aiming to create a positive learning environment and provide support to students facing challenges. My leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. I possess the potential and leadership skills to be a successful educator. Winning this scholarship would help alleviate the financial burden of obtaining my college degree and enable me to further invest in the youth, cultivating the educational environment I envision within the school setting. This includes emphasizing compassion, and empathy toward peers, and reinforcing equality for everyone, regardless of skin color, sexual orientation, or socioeconomic background.

“I really don’t care because I could call my mom to bring me breakfast. It’s just that they went out of their way to exclude all of the black kids.” Admittedly, I was disappointed in my classmates upon realizing none of the black students in the dance company were included in the year-end breakfast. However, I was more upset that my innocence was stolen. And while I’d been taught about bullying and racism, I never thought I’d experience it at the hands of classmates who I surmised were my friends. Throughout middle school, I imagined how cool my high school experience would be. My mother would chirp that we weren’t in school to make friends, only to obtain our education. Yet, my older sister had a ball during high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to meeting my first bully. I fought that bully and found myself suspended from school. Shortly thereafter, we abruptly moved due to our living situation. My current school hasn’t done enough to combat bullying or racism. The lack of diversity in teachers/staff allows these actions to shine glaringly throughout the building. In class, when lessons are taught about race and sex, non-black students sleep through the lessons or lack empathy for non-white students. This same behavior trickled into my dance classes. The students disliked my vocalness and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids. As a result, they resorted to bullying behaviors, such as placing black dancers in the back, giving us crappy costumes, and excluded us from the breakfast. To this day, it has gone unaddressed by school staff due to a "lack of evidence." However, the school has seemed implicit in this behavior. My mental health has waned due to this treatment, leading to mild depression and anxiety diagnosis. I now see my therapist regularly and will take advantage of virtual appointments while I'm away at college. The totality of these instances has fueled my desire to become an educator. I want to be a better educator than what I've experienced. I began volunteering as a dance teacher at age 13. I’ve also choreographed several pieces for in-school shows and dance showcases. Thus, it seemed natural to pursue education. I signed up for the child development completer offered through the Teachers Academy of Maryland (TAM). As a junior, I earned my paraprofessional certification. Additionally, I am Vice-President of Educators Rising, a program specifically geared toward exposing future educators to the career field. Currently, I am a 5th grade student intern. My goal is to earn my degree and go directly into the classroom. I intend to foster a positive learning environment and push my scholars to their fullest potential. With the help of my therapist, I've been able to hone in on my leadership abilities to combat some of the bullying I've experienced over the past four years. I will also continue to utilize dance as an outlet to express my frustrations through my artistic lens. Winning this scholarship will not only support my aspirational goals of obtaining my college degree with less financial obligation but will also plant the seed for me to further sew into the youth and cultivate the environment I want to see within the school setting. This includes emphasis on compassion, empathy towards fellow peers, and reinforcing equality amongst everyone regardless of skin color, sexual orientation, or socioeconomic background.

I began teaching dance classes at the age of 13, and the students naturally gravitated towards me. I also volunteered at the Baltimore Sports Academy as a dance teacher for their after-school program. As a member of the school dance company, I have choreographed several pieces for in-school shows, dance showcases, and individual solos. Having taught children of various ages over the past few years, it felt like a natural progression for me to pursue a career in education. I enrolled in the Child Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program aimed at introducing aspiring educators to the career field. Currently, I am a 5th-grade intern at Bear Creek Elementary School, where my responsibilities include lesson planning, student assessments, and grading. My goal is to obtain a four-year degree in education, complemented by a minor in fine arts, from an HBCU starting in Fall 2025. Upon graduation, I intend to enter the classroom directly, aiming to create a positive learning environment and provide support to students facing challenges. My leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. Since my freshman year, I have transferred schools twice due to my living circumstances. My first two high schools were diverse, and the teachers supported my educational goals. However, my current school has not provided adequate support for our low-income student population. In my opinion, the school offers the bare minimum and does not do enough to encourage post-secondary education. I possess the potential and leadership skills to be a successful educator. Winning this scholarship would help alleviate the financial burden of obtaining my college degree and enable me to further invest in the youth, cultivating the educational environment I envision within the school setting. This includes emphasizing compassion, empathy toward peers, and reinforcing equality for everyone, regardless of skin color, sexual orientation, or socioeconomic background.

I began teaching dance classes at the age of 13, and the students naturally gravitated towards me. I also volunteered at the Baltimore Sports Academy as a dance teacher for their after-school program. As a member of the school dance company, I have choreographed several pieces for in-school shows, dance showcases, and individual solos. Having taught children of various ages over the past few years, it felt like a natural progression for me to pursue a career in education. I enrolled in the Child Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program aimed at introducing aspiring educators to the career field. Currently, I am a 5th-grade intern at Bear Creek Elementary School, where my responsibilities include lesson planning, student assessments, and grading. My goal is to obtain a four-year degree in education, complemented by a minor in fine arts, from an HBCU starting in Fall 2025. Upon graduation, I intend to enter the classroom directly, aiming to create a positive learning environment and provide support to students facing challenges. My leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. Since my freshman year, I have transferred schools twice due to my living circumstances. My first two high schools were diverse, and the teachers supported my educational goals. However, my current school has not provided adequate support for our low-income student population. In my opinion, the school offers the bare minimum and does not do enough to encourage post-secondary education. Last year, almost my entire junior class failed to meet college standards and we were promised extra support. No real plan was ever unrolled and, understandably, some teachers are unavailable outside of regular hours. After voicing my frustrations to my mother about the lack of supports afforded by the school, she immediately obtained me a tutor. I possess the potential and leadership skills to be a successful educator. Winning this scholarship would help alleviate the financial burden of obtaining my college degree and enable me to further invest in the youth, cultivating the educational environment I envision within the school setting. This includes emphasizing compassion, empathy toward peers, and reinforcing equality in education for everyone, regardless of skin color, sexual orientation, or socioeconomic background.

I began teaching dance classes at the age of 13, and the students naturally gravitated towards me. I also volunteered at the Baltimore Sports Academy as a dance teacher for their after-school program. As a member of the school dance company, I have choreographed several pieces for in-school shows, dance showcases, and individual solos. Having taught children of various ages over the past few years, it felt like a natural progression for me to pursue a career in education. I enrolled in the Child Development Completer program offered through the Teachers Academy of Maryland (TAM) at my high school. As a junior, I earned my paraprofessional certification. Additionally, I serve as the Vice President of Educators Rising, a program aimed at introducing aspiring educators to the career field. Currently, I am a 5th-grade intern at Bear Creek Elementary School, where my responsibilities include lesson planning, student assessments, and grading. My goal is to obtain a four-year degree in education, complemented by a minor in fine arts, from an HBCU starting in Fall 2025. Upon graduation, I intend to enter the classroom directly, aiming to create a positive learning environment and provide support to students facing challenges. My leadership abilities, along with my talent for fostering positivity and enhancing the self-confidence of both my students and peers, will be instrumental as I pursue my degree. Since my freshman year, I have transferred schools twice due to my living circumstances. My first two high schools were diverse, and the teachers supported my educational goals. However, my current school has not provided adequate support for our low-income student population. In my opinion, the school offers the bare minimum and does not do enough to encourage post-secondary education. I possess the potential and leadership skills to be a successful educator. However, we all know the cost of education can be astronomical. I have applied to and received acceptances for multiple in state and out of state schools. I plan to assess all financial aid packages before making any decision because I don’t want an overwhelming amount of loan debt. My dream school is located outside of my home state. As such, I’ll be assessed a higher tuition rate should I elect to attend that institution. Coming from a single-parent home, I know I have to seek out scholarships which offset those costs. I have tasked myself with applying for at least three scholarships per week and have already secured recommendation letters to make the submission process easier. The goal is to lessen or zero out the necessity for student loans altogether. Additionally, I am looking towards securing an RA position to alleviate the cost of housing. I have been saving money from my part-time job. However, I’ll have to establish a tighter spending budget since my current job may not transfer and I’m unsure at this time if I’m eligible for work-study. Winning this scholarship would help alleviate some of the financial burden for obtaining my college degree and enable me to further invest in the youth, cultivating the educational environment I envision within the school setting. This includes emphasizing compassion, empathy toward peers, and reinforcing equality for everyone, regardless of skin color, sexual orientation, or socioeconomic background.

Warren, Ohio is a small, former steel mill town located southeast of Cleveland. Some of the more notable people that hail from Warren are Foo Fighters’ drummer, Dave Grohl, and former Ohio State standout and Minnesota Vikings football player, Korey Stringer. One of Warren's lesser-known superstars is my great uncle, (Ret.) Master Sergeant Charles Emerson Williams, Jr. My mother has always spoken highly of her favorite uncle. Coincidentally, I first met him at age 8, the same age she’d last seen him in person. Uncle Charles joined the U. S. Marine Corps shortly after graduating high school. He's the first one in our family that "made it" out of Warren. From everyone's recollection, he most notably served in Beirut and Operation Desert Storm. He was stationed at Camp LeJeune, NC. During his time at Camp LeJeune, my grandma and two of her other siblings, Mario and Pierre, relocated to North Carolina with their families. My Uncle Charles and Uncle Mario were always into martial arts and both had earned their black belts in karate. In their free time, they would utilize their neighboring trailers as "war zones." I vividly recall my mother describing how Uncle Charles would cut the power to their trailer and move around like a ninja in the night, sometimes throwing smoke bombs and flares in the darkness to snuff out Uncle Mario's position. Once either of them were caught, they'd utilize their martial arts skills to "fight" their way out of "enemy" territory. My grandma didn't enjoy their shenanigans much, but it certainly kept Uncle Charles' mind occupied on something other than his military duties. In 1990, Uncle Charles received orders that his Marine battalion would be deploying to Iraq to fight alongside fellow soldiers in Operation Desert Storm. My mother was in 4th grade at the time. She recalls singing "We Shall Overcome" in class while everybody watched, almost daily, on national TV as soldiers deployed to join the fight against Saddam Hussein. He had two back-to-back deployments after that. Upon his return to the U.S., Uncle Charles was re-stationed to Quantico, VA, but it was clear the person who deployed was not the same person who returned home. He was diagnosed with Gulf War Syndrome and suffered immensely from untreated PTSD. This caused him to begin disassociating with the family. He'd give his siblings his contact information, then abruptly change it, insinuating they were spies. He stopped coming to family gatherings. He abandoned his wife and kids. He lived mostly isolated from us. As the eldest child, my grandma was heartbroken, but she let him have his space. In 2014, my grandma unexpectedly died. The news of her death brought Uncle Charles back to us. I met him for the first time at her funeral, then a few years later at Thanksgiving dinner. If there's one thing that I've been taught from Uncle Charles' circumstances, it's that everyone deserves grace. Uncle Charles sacrificed his life during more than 20 years of service with the U.S. Marine Corps. We don't know what he witnessed on the battlefield or how he's suffered over the years. It's natural to be upset at his actions, but he's seen things I can't even fathom. This allows me to show patience and understanding to a man that could've been a war casualty or ended his own life due to bearing the weight of a former combat soldier's life. As Thanksgiving nears, Uncle Charles is expected to be in attendance at dinner. As I reflect on what he's overcome to this point, I am grateful for his life and his service.

“I really don’t care because I could call my mom to bring me breakfast. It’s just that they went out of their way to exclude all of the black kids.” Admittedly, I was disappointed in my classmates upon realizing none of the black students in the dance company were included in the year end breakfast. However, I was more upset that my innocence was stolen. And while I’d been taught about bullying and racism, I never thought I’d experience it at the hands of classmates who I surmised were my friends. Throughout middle school, I imagined how cool my high school experience would be. My mother would chirp that we weren’t in school to make friends, only to obtain our education. Yet, my older sister had a ball during high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to meeting my first bully. I fought that bully and found myself suspended from school. Shortly thereafter, we abruptly moved due to our living situation. I have transferred high school twice since then. My current school hasn’t done enough to combat bullying or racism. The lack of diversity in teachers/staff allows these actions to shine glaringly throughout the building. In class, when lessons are taught about race and sex, non-black students sleep through the lessons or lack empathy for non-white students. This same behavior trickled into my dance classes. The students disliked my vocalness and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids. As a result, they resorted to bullying behaviors, such as placing black dancers in the back, giving us crappy costumes, and excluded us from the breakfast. To this day, it has gone unaddressed by school staff due to "lack of evidence." However, the school has been implicit in these behaviors, especially where 'queer' kids are involved. My mental health has waned due to this treatment, leading to a mild depression and anxiety diagnosis. The weight of the situation grew so intense that I wanted to commit suicide. I immediately reached out to my school guidance counselor and, honestly, thought I'd be admitted to the hospital that day. She immediately called my mother to explain the situation. My mother instantly jumped into action and contacted my therapist for an emergency appointment. I now see my therapist on a regular basis and will take advantage of virtual appointments while I'm away at college. Moreover, these instances have fueled my desire to become an educator. I want to be a better educator than what I've experienced. I began volunteering as a dance teacher at Ballet Nouveau, ZD Dance Academy, and Baltimore Sports Academy's after school program. Moreover, I’ve choreographed pieces for in-school shows and showcases as a member of the dance company. Thus, it seemed natural to pursue education. I signed up for the early childhood education completer offered through the Teachers Academy (TAM). As a junior, I became certified as a paraprofessional. Additionally, I am Vice-President of Educators Rising, a program specifically geared towards exposing future educators to the career field. Currently, I am a 5th grade student intern. My goal is to earn my degree and go directly into the classroom. I intend to foster a positive learning environment and push my scholars to their fullest potential. With the help of my therapist, I've been able to hone in on my leadership abilities to combat some of the bullying I've experienced over the past four years. I will also continue to utilize dance as an outlet to express my frustrations through my artistic lens. Winning this scholarship will not only support my aspirational goals of obtaining my college degree with less financial obligation, but will also plant the seed for me to further sew into the youth and cultivate the environment I want to see within the school setting. This includes an emphasis on compassion, empathy towards fellow peers, and reinforcing equality amongst everyone regardless of skin color, sexual orientation, or socioeconomic background.

Realizing The Dream Dreamgirls is a movie adapted from a broadway show of the same name. It was released prior to the year I was born, but it remains a favorite in our household. The film features Effie, Deena, and Lorrell. It chronicles their lives as The Dreamettes, a girl group looking to make it big in the music industry. Originally, Effie was the group's lead singer. It was apparent from the start that Effie was very talented and strong-willed. The group was managed by Curtis, who became Effie's love interest. After signing their first major record deal, Curtis didn't feel Effie's plus-sized look or talent would help sell the group as a major act. As a result, he swapped Effie for Deena on the lead vocals. Effie began acting out, particularly after realizing Curtis' apparent affection towards her slimmer sized counter part. This behavior eventually led to Effie being extricated from the group altogether. Effie believed in her talent and was intent on following her dream to be a successful artist. She was unapologetic about her talent or failure to display the industry's standard "look." When I reflect on how Effie fought to prove herself worthy, I think of my own experiences with racism and bullying as a black, queer dancer. I began dancing at age 10. I've always been long and slender, so my mom enrolled me into a ballet class. The studio director pulled her aside and asked that I come to competitive team auditions a short time thereafter. I auditioned and was placed in tap, jazz, modern, hip-hop, and contemporary solo and group routines. I competed up until high school. Entering freshman year, I had obtained the highest audition score for the dance magnet. This would normally be exciting for an incoming freshman, but it led to meeting my first bully. I fought that bully and found myself suspended from school. Shortly thereafter, we abruptly moved due to our living situation. I've transferred high schools twice since then. My current school hasn’t done enough to combat bullying or racism. The lack of diversity in teachers/staff allows these actions to shine glaringly throughout the building. When lessons are taught about race and sex, non-black students sleep through the lessons or lack empathy for non-white students. This same behavior trickled into my dance classes. The students disliked the fact that I was actually an experienced dancer. They were used to the black dancers lacking talent and not receiving favor from the instructor. They just assumed all the "good" parts would go to non-black dancers. As a result, they resorted to bullying behaviors, such as placing black dancers in the back of routines, giving us crappy costumes, and all the black kids were excluded from the year end breakfast last year. Admittedly, I was disappointed in my classmates. To this day, it has gone unaddressed by school staff. In fact, the school has, somewhat, been implicit in these behaviors, particularly where 'queer' kids are involved. As a result, my self-esteem has suffered immensely because I've felt unsupported and less than due to my skin color. However, I would not let those students dim my light. Those experiences helped me realize my dream of teaching. I have already earned my paraprofessional certification through the Teachers Academy of Maryland and plan to enter the classroom directlty after matriculating from college. My goal is to foster the learning environment I want to see within the school setting. This includes emphasizing compassion, empathy towards fellow peers, and reinforcing equality amongst everyone regardless of skin color, sexual orientation, or socioeconomic background.

“I really don’t care because I could call my mom to bring me breakfast. It’s just that they went out of their way to exclude all of the black kids.” Admittedly, I was disappointed in my classmates upon realizing none of the black students in the dance company were included in the year end breakfast. However, I was more upset that my innocence was compromised. And while I’d been taught about bullying and racism, I never thought I’d experience it at the hands of classmates who I surmised were my friends. Throughout middle school, I imagined how cool my high school experience would be. My mother would chirp that we weren’t in school to make friends, only to obtain our education. Yet, my older sister had a ball during high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to meeting my first bully. I fought that bully and found myself suspended from school. Shortly thereafter, we abruptly moved due to our living situation. I have transferred high school twice since then. My current school hasn’t done enough to combat bullying or racism. The lack of diversity in teachers/staff allows these actions to shine glaringly throughout the building. In class, when lessons are taught about race and sex, non-black students sleep through the lessons or lack empathy for non-white students. This same behavior trickled into my dance classes. The students disliked my vocalness and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids, feigning victimization, at times. As a result, they resorted to bullying behaviors, such as placing black dancers in the back and excluded us from the breakfast. To this day, it has gone unaddressed by school staff due to "lack of evidence." However, the school has been implicit in these behaviors, especially where 'queer' kids are involved. My mental health has waned due to this treatment, leading to a depression diagnosis. However, these instances have fueled my desire to become an educator. This desire directly stems from wanting to be a better educator than my educators have been for me. I began my journey volunteering as a dance teacher at Ballet Nouveau, ZD Dance Academy, and Baltimore Sports Academy's after school program. Moreover, I’ve choreographed several pieces for in-school shows and dance showcases as a member of the dance company. Thus, it seemed natural to pursue early childhood education. I signed up for the early childhood education completer offered through the Teachers Academy (TAM). As a junior, I became certified as a paraprofessional. Additionally, I am Vice-President of Educators Rising, a program specifically geared towards exposing future educators to the career field. Currently, I am a 5th grade student intern. My goal is to earn my degree and go directly into the classroom. I intend to foster a positive learning environment and push my scholars to their fullest potential. With the help of my therapist, I've been able to hone in on my leadership abilities to combat some of the bullying I've experienced over the past four years. Dancing has also served as a platform for me to express some of my frustrations through art. Winning this scholarship will not only support my aspirational goals of obtaining my college degree with less financial obligation, but will also plant the seed for me to further sew into the youth and cultivate the environment I want to see within the school setting. This includes an emphasis on compassion, empathy towards fellow peers, and reinforcing equality amongst everyone regardless of skin color, sexual orientation, or socioeconomic background.

“I really don’t care because I could call my mom to bring me breakfast. It’s just that they went out of their way to exclude all of the black kids.” Admittedly, I was disappointed in my classmates upon realizing none of the black students in the dance company were included in the year end breakfast. However, I was more upset that my innocence was compromised. And while I’d been taught about bullying and racism, I never thought I’d experience it at the hands of classmates who I surmised were my friends. Throughout middle school, I imagined how cool my high school experience would be. My mother would chirp that we weren’t in school to make friends, only to obtain our education. Yet, my older sister had a ball during high school. I just assumed I’d have the same experience. I’d entered the dance magnet having obtained the highest audition score. This would normally be exciting for an incoming freshman, but it led to meeting my first bully. I fought that bully and found myself suspended from school. Shortly thereafter, we abruptly moved due to our living situation. I have transferred high schools twice since then. My current school hasn’t done enough to combat bullying or racism. The lack of diversity in teachers/staff allows these actions to shine glaringly throughout the building. In class, when lessons are taught about race and sex, non-black students sleep through the lessons or lack empathy for non-white students. This same behavior trickled over into my dance classes. The students disliked my vocalness and seemed threatened by my presence and intellect. They also expressed disdain when I defended more soft-spoken kids, feigning victimization, at times. As a result, they resorted to bullying behaviors, such as placing black dancers in the back and excluded us from the breakfast. To this day, it has gone unaddressed by school staff due to "lack of evidence." In fact, the school has been implicit in these behaviors, especially where 'queer' kids are involved. My self-esteem has waned due to this treatment because I've felt unsupported. However, these instances have fueled my desire to be an educator. My other desire to become an educator stems from wanting to be the educator many educators have not been for me. I have volunteered as a dance teacher at Ballet Nouveau, ZD Dance Academy, and Baltimore Sports Academy's after school program. Moreover, I’ve choreographed several pieces for in-school shows and dance showcases as a member of the dance company. Thus, it seemed natural to pursue early childhood education. I signed up for the early childhood education completer offered through the Teachers Academy (TAM). As a junior, I became certified as a paraprofessional. Additionally, I am Vice-President of Educators Rising, a program specifically geared towards exposing future educators to the career field. Currently, I am a 5th grade student intern. My goal is to earn my degree and go directly into the classroom. I intend to foster a positive learning environment and push my scholars to their fullest potential. My leadership and ability to boost the self-confidence of my students or fellow peers has aided in combating some of the bullying experienced within my school. Winning this scholarship will not only support my aspirational goals of obtaining my college degree with less financial obligation, but will also plant the seed for me to further sew into the youth and cultivate the environment I want to see within the school setting. This includes an emphasis on compassion, empathy towards fellow peers, and reinforcing equality amongst everyone regardless of skin color, sexual orientation, or socioeconomic background.

I arose on the morning of December 1, 2014 excited to start my school day. It was my mother's daily ritual to drop me off before starting her work day. My favorite part of the ride was swinging by McDonald's. I'd always get a sausage McGriddle and large sweet tea. However, something was awry that morning. As I walked into the living room, my mother's face was pale and it looked as if she'd seen a ghost. I inquired if she was doing alright and she immediately burst into tears. Up until that point, I'd never seen my mother display any form of emotion. She was always a poised, loving woman who maintained a hard exterior. She attributed her demeanor with having lived a tough life, so to see her crying automatically meant something devastating had occurred. In early November 2014, my grandma suffered a massive stroke. She'd become paralyzed on her dominant side and rendered unable to speak. We'd relocated to Maryland from Ohio the year prior, so we rushed home to be by her side. When we entered the ICU at The Cleveland Clinic her eyes instantly lit up. We discerned the palpable relief on her face when realizing her memory was at least partially in tact. My mother began hurling a flurry of questions to her doctors and specialists. What was the probability of a full or partial recovery? How long would she be hospitalized? Would she be transferred to a rehabilitation facility or continue to remain in the hospital for physical and occupational therapy? Everyone seemed hopeful for her recovery. Soon after, she was transferred to a rehabilitation facility to recooperate. Although my mother remained optimistic, she carried some major concern with her back to Maryland. This stemmed from an ominous conversation she'd had with my grandma regarding the state of her heart health some years prior. The heart issues initially began somewhere around 2003. By 2011-12, her doctors warned that her heart was declining and advised if she ever suffered an incident, it may be catastrophic. As a result, her retirement from The Cleveland Clinic was accelerated to January 2014. I'm not sure what happened between January and November, but I'm certain that stroke is the catastrophic event her doctors had warned her about. That year, we didn't go home for Thanksgiving, but I remember us calling my grandma on the phone at the rehabilitation facility and my mother kept reassuring her that she'd fed us a proper holiday dinner and not pizza. Everyone erupted in laughter. A week later she was gone. To date, her death has been the most devastating thing our family has ever experienced. She'd relocated to Cleveland to assist my mother with childcare while she attended night school. She was all we ever knew. An immortal. I only had her for 7 years, but one thing her death taught me is that you can be here today and gone tomorrow in a blink. She always emphasized that I needed to be a leader and not accept "anyone else's mess." My self-esteem has waned, at times, due to accepting other students' projections ("mess") when dealing with bullying based upon my confidence and skin color. However, I've leaned on her words to be my authentic self and use my voice in school when addressing inequalities I've experienced. I've also channeled those experiences as my inspiration to become an educator. I foresee cultivating the environment I want to see within the school setting. This includes an emphasis on reinforcing equality amongst all students regardless of skin color, sexual orientation, or socioeconomic background.

I began teaching ballet, jazz, modern, and acro classes at age 13. The students naturally gravitated towards me, and I loved those genres of dance, so when I was asked by the studio director to teach those specific classes, I was elated. Additionally, I began volunteering at Baltimore Sports Academy teaching dance classes at the after school program. Moreover, as a performing arts student, I’ve choreographed several pieces for in-school shows, dance showcases, and individual solos as a member of the dance company. Many of the classes I've taught were for elementary aged students or peers. In my opinion, the early learning stage is the most impactful because it’s a time period when students are most impressionable. After teaching children of various ages over the past few years, it seemed natural to pursue early childhood education. I signed up for the early childhood education completer offered through the Teachers Academy (TAM) at my high school. As a junior, I became certified as a paraprofessional. Additionally, I am Vice-President of Educators Rising, a program specifically geared towards exposing future educators to the career field. Currently, I am a 5th grade student intern. TAM oversees my internship and is providing me with the tools to be a successful educator. My goal is to earn my 4-year degree from Norfolk State University in early childhood education with a minor in fine arts. My plan is to go directly into the classroom. I intend to foster a positive learning environment and push my students up where they are deficient. My leadership and ability to sew positivity and boost the self-confidence of my students and fellow peers has been undeniable and remains important when pursuing my degree program. Another reason I chose to become an educator stems from wanting to be the educator some of my educators have NOT been for me. I’ve transferred schools three times since freshman year due to my living situation. My first two high schools were diverse, and the teachers supported my educational goals. My current school has fallen short of its support to our low-income student population. In my opinion, the school supports the bare minimum and has not done enough to encourage post-secondary education. I believe I possess the promise and background to be a successful future educator. Winning this scholarship will not only support my aspirational goals of obtaining my college degree, but will also plant the financial seed for me to sew back into the youth. I foresee cultivating the environment I want to see within the school setting. This includes an emphasis on compassion, empathy towards fellow peers, and reinforcing equality amongst everyone regardless of skin color, sexual orientation, or socioeconomic background.

I began teaching ballet, jazz, modern, and acro classes at age 13. The students naturally gravitated towards me, and I loved those genres of dance, so when I was asked by the studio director to teach those specific classes, I was elated. Additionally, I began volunteering at Baltimore Sports Academy teaching dance classes at the after school program. Moreover, as a performing arts student, I’ve choreographed several pieces for in-school shows, dance showcases, and individual solos as a member of the dance company. Many of the classes I've taught were for elementary aged students or peers. In my opinion, the early learning stage is the most impactful because it’s a time period when students are most impressionable. After teaching children of various ages over the past few years, it seemed natural to pursue early childhood education. I signed up for the early childhood education completer offered through the Teachers Academy (TAM) at my high school. As a junior, I became certified as a paraprofessional. Additionally, I am Vice-President of Educators Rising, a program specifically geared towards exposing future educators to the career field. Currently, I am a 5th grade student intern. TAM oversees my internship and is providing me with the tools to be a successful educator. My goal is to earn my 4-year degree from Norfolk State University in early childhood education with a minor in fine arts. My plan is to go directly into the classroom. I intend to foster a positive learning environment and push my students up where they are deficient. My leadership and ability to sew positivity and boost the self-confidence of my students and fellow peers has been undeniable and remains important when pursuing my degree program. Part of my desire to become an educator stems from wanting to be the educator some of my educators have NOT been for me. I’ve transferred schools three times since freshman year due to my living situation. My first two high schools were diverse, and the teachers supported my educational goals. My current school has fallen short of its support to our low-income student population. In my opinion, the school supports the bare minimum and has not done enough to encourage post-secondary education. I believe I possess the promise and background to be a successful future educator. Winning this scholarship will not only support my aspirational goals of attending college, but will also plant the seed for me to jumpstart my education and further sew back into the youth. Teaching is truly a thankless, underpaid job. I welcome the challenge because the importance of literacy and being able to thrive through the teenager to adult transition is daunting. With my support, my future students will soar to the highest heights and know they have the wherewithal to forge their own paths to success with the proper tools.

The Olympics is the one time every four years that Americans unite like Voltron to cheer on Team USA. Within my family, it's a rite of passage to sit down, particularly during the summer Olympics, to watch every sport for the excitement of winning gold. At times, we don't even know the players or the intricacies of the sport (i.e. curling or fencing ), but we do recognize that shiny gold medal and remain ensconced with the overall medal count for the course of the games. My favorite athlete to cheer for on Team USA is none other than the King, Lebron Raymone James. I grew up in the small town of Warren, Ohio which is about 44 miles east of Akron. When LeBron was drafted to the Cleveland Cavaliers, my entire household instantly became fans. They knew the King would eventually bring the ultimate prize of a NBA championship to Northeast Ohio. Not only did he win a championship for our beloved Cavs, but he also has won 3 Golds and 1 Bronze on behalf of Team USA. However, it’s not just money and winning that builds character. It’s how you give back to your community once you’ve gained such stature. And this explains why LeBron is truly the epitome of ‘being the change you want to see.’ His mother raised him as a single parent and since gaining notoriety he’s done everything in his power to assist children in similar living predicaments by providing them with the tools for success. As a busy professional basketball player, husband, father, and entrepreneur, he has utilized his platform and money to build an entire school in his hometown that allows its students to receive fully paid college tuition upon their matriculation through high school. He recognized that not every student is athletic or will utilize athletic abilities as a means to pay for college. Removing the thought of that financial burden certainly reassures the success of students who may not otherwise be encouraged to pursue post-secondary education. While the school has faced some criticisms (because it wouldn’t be King James otherwise), he has been steadfast in his dreams of seeing kids from his hometown succeed. How can anyone hate that? I believe this is what has continued to drive him to play at the highest level and represent Team USA on the international stage. He has many people depending on him to uphold his crown and uplift his people. And despite what some basketball critics say, LeBron is undeniably going down in history as the greatest basketball player of all time. He holds many of the NBA’s all-time records and will continue to build as he goes into his 21st season of basketball. The man was breaking records before I was born and has now brought his son into the fold to carry the torch forward. We don’t know what the future holds for LeBron, but we do know he’s built a legacy both on and off the court that will be spoken about long after he hangs up his basketball shoes. Sure there’s the Steph Currys and Jayson Tatums, but there will only ever be one King James.

I began teaching ballet, jazz, modern, and acro classes at age 13. The students naturally gravitated towards me, and I loved those genres of dance, so when I was asked by the studio director to teach those specific classes, I was elated. Additionally, I began volunteering at Baltimore Sports Academy teaching dance classes at the after school program. Moreover, as a performing arts student, I’ve choreographed several pieces for in-school shows, dance showcases, and individual solos as a member of the dance company. Many of the classes I've taught were for elementary aged students or peers. In my opinion, the early learning stage is the most impactful because it’s a time period when students are most  impressionable. After teaching children of various ages over the past few years, it seemed natural to pursue early childhood education. I signed up for the early childhood education completer offered through the Teachers Academy (TAM) at my high school. As a junior, I became certified as a paraprofessional. Additionally, I am Vice-President of Educators Rising, a program specifically geared towards exposing future educators to the career field. Currently, I am a 5th grade student intern. TAM oversees my internship and is providing me with the tools to be a successful educator. My goal is to earn my 4-year degree from Norfolk State University in early childhood education with a minor in fine arts. My plan is to go directly into the classroom. I intend to foster a positive learning environment and push my students up where they are deficient. My leadership and ability to sew positivity and boost the self-confidence of my students and fellow peers has been undeniable and remains important when pursuing my degree program. Part of my desire to become an educator stems from wanting to be the educator some of my educators have NOT been for me. I’ve transferred schools three times since freshman year due to my living situation. My first two high schools were diverse, and the teachers supported my educational goals. My current school has fallen short of its support to our low-income student population. In my opinion, the school supports the bare minimum and has not done enough to encourage post-secondary education. I believe I possess the promise and background to be a successful future educator. Winning this scholarship will not only support my aspirational goals of attending college, but will also plant the seed for me to jumpstart my education and further sew back into the youth. Teaching is truly a thankless, underpaid job. I welcome the challenge because the importance of literacy and being able to thrive through the teenager to adult transition is daunting. With my support, my future students will soar to the highest heights and know they have the wherewithal to forge their own paths to success with the proper tools.

I began teaching ballet, jazz, modern, and acro classes at age 13. The students naturally gravitated towards me, and I loved those genres of dance, so when I was asked by the studio director to teach those specific classes, I was elated. Additionally, I began volunteering at Baltimore Sports Academy teaching dance classes at the after school program. Moreover, as a performing arts student, I’ve choreographed several pieces for in-school shows, dance showcases, and individual solos as a member of the dance company. Many of the classes I've taught were for elementary aged students or peers. In my opinion, the early learning stage is the most impactful because it’s a time period when students are most impressionable. After teaching children of various ages over the past few years, it seemed natural to pursue early childhood education. I signed up for the early childhood education completer offered through the Teachers Academy (TAM) at my high school. As a junior, I became certified as a paraprofessional. Additionally, I am Vice-President of Educators Rising, a program specifically geared towards exposing future educators to the career field. Currently, I am a 5th grade student intern. TAM oversees my internship and is providing me with the tools to be a successful educator. My goal is to earn my 4-year degree from Norfolk State University in early childhood education with a minor in fine arts. My plan is to go directly into the classroom. I intend to foster a positive learning environment and push my students up where they are deficient. My leadership and ability to sew positivity and boost the self-confidence of my students and fellow peers has been undeniable and remains important when pursuing my degree program. Part of my desire to become an educator stems from wanting to be the educator some of my educators have NOT been for me. I’ve transferred schools three times since freshman year due to my living situation. My first two high schools were diverse, and the teachers supported my educational goals. My current school has fallen short of its support to our low-income student population. In my opinion, the school supports the bare minimum and has not done enough to encourage post-secondary education. I believe I possess the promise and background to be a successful future educator. Winning this scholarship will not only support my aspirational goals of attending college, but will also plant the seed for me to jumpstart my education and further sew back into the youth. Teaching is truly a thankless, underpaid job. I welcome the challenge because the importance of literacy and being able to thrive through the teenager to adult transition is daunting, especially as an African-American. With my support, my future students will soar to the highest heights and know they have the wherewithal to forge their own paths to success with the proper tools.

I began teaching ballet, jazz, modern, and acro classes at age 13. The students naturally gravitated towards me, and I loved those genres of dance, so when I was asked by the studio director to teach those specific classes, I was elated. Additionally, I began volunteering at Baltimore Sports Academy teaching dance classes at the after school program. Moreover, as a performing arts student, I’ve choreographed several pieces for in-school shows, dance showcases, and individual solos as a member of the dance company. Many of the classes I've taught were for elementary aged students or peers. In my opinion, the early learning stage is the most impactful because it’s a time period when students are most impressionable. After teaching children of various ages over the past few years, it seemed natural to pursue early childhood education. I signed up for the early childhood education completer offered through the Teachers Academy (TAM) at my high school. As a junior, I became certified as a paraprofessional. Additionally, I am Vice-President of Educators Rising, a program specifically geared towards exposing future educators to the career field. Currently, I am a 5th grade student intern. TAM oversees my internship and is providing me with the tools to be a successful educator. My goal is to earn my 4-year degree from Norfolk State University in early childhood education with a minor in fine arts. My plan is to go directly into the classroom. I intend to foster a positive learning environment and push my students up where they are deficient. My leadership and ability to sew positivity and boost the self-confidence of my students and fellow peers has been undeniable and remains important when pursuing my degree program. Part of my desire to become an educator stems from wanting to be the educator some of my educators have NOT been for me. I’ve transferred schools three times since freshman year due to my living situation. My first two high schools were diverse, and the teachers supported my educational goals. My current school has fallen short of its support to our low-income student population. In my opinion, the school supports the bare minimum and has not done enough to encourage post-secondary education. I believe I possess the promise and background to be a successful future educator. Winning this scholarship will not only support my aspirational goals of attending college, but will also plant the seed for me to jumpstart my education and further sew back into the youth. Teaching is truly a thankless, underpaid job. I welcome the challenge because the importance of literacy and being able to thrive through the teenager to adult transition is daunting, especially as an African-American. With my support, my future students will soar to the highest heights and know they have the wherewithal to forge their own paths to success with the proper tools.

I grew up in the small town of Warren, Ohio which is about 44 miles east of Akron. When LeBron was drafted to the Cleveland Cavaliers, my entire household instantly became fans. They were convinced the King would bring the ultimate prize of a NBA championship to Northeast Ohio. When he eventually made his dramatic exit and accepted a new contract with the Miami Heat you could hear all the sighs of disappointment from neighboring houses. However, it’s not just money and championships that build character. It’s how you give back to your community once you’ve gained such stature. And this explains why LeBron is truly the epitome of ‘being the change you want to see.’ His mother raised him as a single parent and since gaining notoriety he’s done everything in his power to assist children in similar living predicaments by providing them with the tools for success. As a busy NBA player, husband, father, and entrepreneur, he utilized his platform and money to build an entire school in his hometown that allows its students to receive fully paid college tuition upon their matriculation through high school. He recognized that not every student is athletic or will utilize athletics as a means to pay for college. Removing the thought of that financial burden certainly reassures the success of students who may not otherwise be encouraged to attend college. While the school has faced some criticisms (because it wouldn’t be King James otherwise), he has been steadfast in his dreams of seeing kids from his hometown succeed. How can anyone hate that? I believe this is what has continued to drive him to play at the highest level and be the best that he can be. He has a lot of people depending on him to uphold his crown and uplift his people. And despite what some basketball critics say, LeBron is undeniably going down in history as the greatest basketball player of all time. He holds many of the NBA’s all-time records and will continue to build as he goes into his 21st season of basketball. The man was breaking records before his I was born and has now brought his son into the fold. We don’t know what the future holds for LeBron, but we do know he’s built a legacy both on and off the court that will be spoken about even after he hangs up his basketball shoes. Sure there’s the Jayson Tatums and Anthony Edwardses, but there will only ever be one King James from Akron, Ohio. No one will ever compare.