Southwest Airlines Community Champions
PAULA ESCOBAR
Hometown: San Jose, CA
GPA: 3.92
High School: Evergreen Valley High School
Heritage: Quechua Bolivian
A Latina proud of her Quechua Bolivian descent, Paula represents over 23,000 students in all of the East Side Union High School District's school board meetings and works with stakeholders to write policies as the student board member of her school district in San Jose, California. In this position, she has hosted town halls and trainings to foster student civic engagement and created a connection between students and her school district's board of trustees. As a result, her district opened its first-ever student mental health center and hired more counselors of color. In the summer of 2020, Paula championed a curriculum reform that centered critical race theory and ethnic studies as a graduation requirement to properly represent the rich histories of her community and allow students to embrace their unique identities. Garnering support from students across different ethnic and socioeconomic backgrounds, she piloted her district's first diversity task force aimed at developing student-informed policy recommendations that highlight the intersectionality of experiences of her school district's student body across racial, gender, and socioeconomic lines. Through their organizing efforts, their district has passed resolutions to create its first-ever student-based mental health center, hired more guidance counselors of color, revised the sex education curriculum, and re-evaluated behavior response procedures to prioritize restorative justice. Paula strives to create synergy across her work, thinking critically of the ways disparities in education manifest across race, gender, and socioeconomic status. "These experiences taught me to continue embracing my roots: despite being from different walks of life, we are all united by our core belief of the importance of education, family, and dignity," shares Paula. This remarkable community leader is committed to advancing education equity in her community. In her roles as chair of my school district's District English Learners Advisory Committee and student representative on the Instructional Policy committee, Paula has garnered community input on funding allocations for measures that support equitable academic resiliency, including anti-bias training for staff and translation assistance for multilingual families. Driven by the need to understand the complexity of these disparities in our education system, she joined her county's Juvenile Justice Commission, where she assisted in researching the impacts of the school-to-prison pipeline. Applying this knowledge to develop procedures for system-involved youth to successfully return to school, she collaborated with the National Center Youth Law as an intern to author reports that investigate school districts' and police departments' practices and their effect in amplifying the pipeline. Paula wants to continue centering the narratives of historically marginalized communities in educational policy as a future lawyer, driven to make systemic changes and uplift youth. She plans to major in Political Science and Ethnic Studies and will continue to make an impact in her community as she attends Yale University, Stanford University, or Harvard University.
GPA: 3.92
High School: Evergreen Valley High School
Heritage: Quechua Bolivian
A Latina proud of her Quechua Bolivian descent, Paula represents over 23,000 students in all of the East Side Union High School District's school board meetings and works with stakeholders to write policies as the student board member of her school district in San Jose, California. In this position, she has hosted town halls and trainings to foster student civic engagement and created a connection between students and her school district's board of trustees. As a result, her district opened its first-ever student mental health center and hired more counselors of color. In the summer of 2020, Paula championed a curriculum reform that centered critical race theory and ethnic studies as a graduation requirement to properly represent the rich histories of her community and allow students to embrace their unique identities. Garnering support from students across different ethnic and socioeconomic backgrounds, she piloted her district's first diversity task force aimed at developing student-informed policy recommendations that highlight the intersectionality of experiences of her school district's student body across racial, gender, and socioeconomic lines. Through their organizing efforts, their district has passed resolutions to create its first-ever student-based mental health center, hired more guidance counselors of color, revised the sex education curriculum, and re-evaluated behavior response procedures to prioritize restorative justice. Paula strives to create synergy across her work, thinking critically of the ways disparities in education manifest across race, gender, and socioeconomic status. "These experiences taught me to continue embracing my roots: despite being from different walks of life, we are all united by our core belief of the importance of education, family, and dignity," shares Paula. This remarkable community leader is committed to advancing education equity in her community. In her roles as chair of my school district's District English Learners Advisory Committee and student representative on the Instructional Policy committee, Paula has garnered community input on funding allocations for measures that support equitable academic resiliency, including anti-bias training for staff and translation assistance for multilingual families. Driven by the need to understand the complexity of these disparities in our education system, she joined her county's Juvenile Justice Commission, where she assisted in researching the impacts of the school-to-prison pipeline. Applying this knowledge to develop procedures for system-involved youth to successfully return to school, she collaborated with the National Center Youth Law as an intern to author reports that investigate school districts' and police departments' practices and their effect in amplifying the pipeline. Paula wants to continue centering the narratives of historically marginalized communities in educational policy as a future lawyer, driven to make systemic changes and uplift youth. She plans to major in Political Science and Ethnic Studies and will continue to make an impact in her community as she attends Yale University, Stanford University, or Harvard University.
KARINA GONZALES
Hometown: Peoria, AZ
GPA: 3.83
High School: Cactus High School
Heritage: Mexican
Karina’s passion for music and service has undeniably been defining in her life. As a piano player for the last ten years, when the Covid-19 pandemic began, it drastically impacted her life as well as how she remained involved with music. She quickly had to become more creative in the avenues she used to continue expressing herself creatively and alongside other musicians.
She saw firsthand how her peers suffered when the Performing Arts program had to be shut down for safety reasons. And she also witnessed the power that music has to offer when it comes to healing, emotional connection, and bringing people from all walks of life together. These benefits of music became most apparent with the challenge that Covid-19 presented to society.
Her passion for piano and music more broadly, as well as serving others, have led her to realize she wants to pursue a career as a music teacher. “I want to work in a Title I school and teach children, people of color, and low socio-economic status the healing power of music. I want to teach people how to share music and the ways it can bring healing to suffering and animosity,” says Karina.
In addition to mastering music, and excelling academically, she is also a member of the National Honor Society and Key Club International. Through these organizations she has been able to volunteer extensively on a variety of service projects. She is also very involved with her local church.
With a near perfect GPA of 3.83 and the drive to continuously share her passion for music and all that it has to offer, Karina will pursue an undergraduate study in music education this fall at Arizona State University.
GPA: 3.83
High School: Cactus High School
Heritage: Mexican
Karina’s passion for music and service has undeniably been defining in her life. As a piano player for the last ten years, when the Covid-19 pandemic began, it drastically impacted her life as well as how she remained involved with music. She quickly had to become more creative in the avenues she used to continue expressing herself creatively and alongside other musicians.
She saw firsthand how her peers suffered when the Performing Arts program had to be shut down for safety reasons. And she also witnessed the power that music has to offer when it comes to healing, emotional connection, and bringing people from all walks of life together. These benefits of music became most apparent with the challenge that Covid-19 presented to society.
Her passion for piano and music more broadly, as well as serving others, have led her to realize she wants to pursue a career as a music teacher. “I want to work in a Title I school and teach children, people of color, and low socio-economic status the healing power of music. I want to teach people how to share music and the ways it can bring healing to suffering and animosity,” says Karina.
In addition to mastering music, and excelling academically, she is also a member of the National Honor Society and Key Club International. Through these organizations she has been able to volunteer extensively on a variety of service projects. She is also very involved with her local church.
With a near perfect GPA of 3.83 and the drive to continuously share her passion for music and all that it has to offer, Karina will pursue an undergraduate study in music education this fall at Arizona State University.
RACHEL HEAD
Hometown: Chesterfield, VA
GPA: 3.55
High School: Cosby High School
Heritage: Guatemalan
“My mother was an elementary school teacher before I was born. I don’t know much about this time in her life, except the stories I have heard, because she left her career after a decade to stay home and take care of me after I was adopted from Guatemala,” says Rachel. Her mother’s past has always intrigued her and most recently, it has deeply influenced her to pursue a career in education. She is especially interested in middle school education.
She recalls those middle school years and how difficult they were for her, and she wants to be able to have an impact in that capacity. She wants to be able to take her love of STEM and art and impart it to students who may be struggling during those very formidable years.
One of the most meaningful experiences she has had while serving her community is being a mentor for the Cheer Abilities Team at her local cheer gym. This is a team comprised of athletes with special needs, ranging from autism to Down syndrome.
Each athlete has a cheer mentor from a sister team that stays with them throughout the season practicing with them and helping them during performances. More important, though, than just the performance aspect is the relationships that are built. She practices with the athletes for several hours a week as well as participates in many events with them allowing them to get to know each other well and build a mutual trust. Working with FAME Legacy has changed the way she hopes to live her life and continues to inspire Rachel to give back to her community and to become an educator.
Rachel maintains a 3.55 GPA, is involved in the National Honor Society as well as Beta Club and has applied to The University of Alabama, Jacksonville University, and Florida Gulf Coast.
GPA: 3.55
High School: Cosby High School
Heritage: Guatemalan
“My mother was an elementary school teacher before I was born. I don’t know much about this time in her life, except the stories I have heard, because she left her career after a decade to stay home and take care of me after I was adopted from Guatemala,” says Rachel. Her mother’s past has always intrigued her and most recently, it has deeply influenced her to pursue a career in education. She is especially interested in middle school education.
She recalls those middle school years and how difficult they were for her, and she wants to be able to have an impact in that capacity. She wants to be able to take her love of STEM and art and impart it to students who may be struggling during those very formidable years.
One of the most meaningful experiences she has had while serving her community is being a mentor for the Cheer Abilities Team at her local cheer gym. This is a team comprised of athletes with special needs, ranging from autism to Down syndrome.
Each athlete has a cheer mentor from a sister team that stays with them throughout the season practicing with them and helping them during performances. More important, though, than just the performance aspect is the relationships that are built. She practices with the athletes for several hours a week as well as participates in many events with them allowing them to get to know each other well and build a mutual trust. Working with FAME Legacy has changed the way she hopes to live her life and continues to inspire Rachel to give back to her community and to become an educator.
Rachel maintains a 3.55 GPA, is involved in the National Honor Society as well as Beta Club and has applied to The University of Alabama, Jacksonville University, and Florida Gulf Coast.
ISABELLA LAIRD
Hometown: Columbia, MO
GPA: 3.99
High School: David Hickman High School
Heritage: Ecuadorian
Ecuadorian American student, Isabella, has known that she would become an educator since she was a young girl. Growing up, she would often attempt to give her brother worksheets that she found and printed off the internet for him to fill out. She would then read to him and go over the day's weather. Isabell's name for this home activity was simply "School." She could only convince her brother to participate in her game of School if she would take up one of his chores, which she always happily agreed to do. Now in high school, Isabella has held onto the dream of becoming a teacher. She has done this by enrolling in her school's teaching professions courses. This year, her teaching professions class has led Isabella to gain field experience and build relationships with students and teachers by interning in local classrooms, including a kindergarten and middle school French classroom. Thanks to these classes, Isabella has not only begun to learn about the requirements of becoming a teacher; she has also gained more experience teaching by also starting to tutor. The teaching professions classes she has taken have also been an excellent way for her to further confirm her passion for education. Through her school's math organization, Isabella has been working with a young girl from her town of Columbia, Missouri, tutoring her twice a week. When she first began working with her tutoring student two winters ago, her student was a kindergartner getting used to the ropes of school and the subject of math. Close to a year and a half later, Isabella has noticed exceptional improvement with her student, as she has grown her confidence in solving math problems and dissecting word problems. Assisting daily in classrooms and tutoring after-school have also been ways for Isabella to continue learning about and gaining experience about her future career of choice. Serving her community has been an important part of Isabella's high school experience. Starting in her freshman year, she has been involved in one volunteering organization or another every year in her high school career. Some of her school's service organizations through which she has actively given back to her community are Key Club, Interact Club, and this year, Trireme, an all-senior girls volunteer club where she currently serves as president. Isabella has also spent every summer in high school volunteering at school or local organizations. One summer, she served as a junior counselor at her local French immersion school. The following year, she volunteered weekly at her local food pantry. Last fall alone, she volunteered to help run the concession stands at a number of her school's sporting events. This future educator is among the top students in her class and holds a near-perfect 3.99 GPA. She maintains the highest level of academic performance while working a job, excelling in her extracurricular activities, and serving others in her community. Isabella will attend Middlebury College, the University of Missouri-Kansas City, or the University of Kansas. She plans on majoring in Elementary Education and minoring in French.
GPA: 3.99
High School: David Hickman High School
Heritage: Ecuadorian
Ecuadorian American student, Isabella, has known that she would become an educator since she was a young girl. Growing up, she would often attempt to give her brother worksheets that she found and printed off the internet for him to fill out. She would then read to him and go over the day's weather. Isabell's name for this home activity was simply "School." She could only convince her brother to participate in her game of School if she would take up one of his chores, which she always happily agreed to do. Now in high school, Isabella has held onto the dream of becoming a teacher. She has done this by enrolling in her school's teaching professions courses. This year, her teaching professions class has led Isabella to gain field experience and build relationships with students and teachers by interning in local classrooms, including a kindergarten and middle school French classroom. Thanks to these classes, Isabella has not only begun to learn about the requirements of becoming a teacher; she has also gained more experience teaching by also starting to tutor. The teaching professions classes she has taken have also been an excellent way for her to further confirm her passion for education. Through her school's math organization, Isabella has been working with a young girl from her town of Columbia, Missouri, tutoring her twice a week. When she first began working with her tutoring student two winters ago, her student was a kindergartner getting used to the ropes of school and the subject of math. Close to a year and a half later, Isabella has noticed exceptional improvement with her student, as she has grown her confidence in solving math problems and dissecting word problems. Assisting daily in classrooms and tutoring after-school have also been ways for Isabella to continue learning about and gaining experience about her future career of choice. Serving her community has been an important part of Isabella's high school experience. Starting in her freshman year, she has been involved in one volunteering organization or another every year in her high school career. Some of her school's service organizations through which she has actively given back to her community are Key Club, Interact Club, and this year, Trireme, an all-senior girls volunteer club where she currently serves as president. Isabella has also spent every summer in high school volunteering at school or local organizations. One summer, she served as a junior counselor at her local French immersion school. The following year, she volunteered weekly at her local food pantry. Last fall alone, she volunteered to help run the concession stands at a number of her school's sporting events. This future educator is among the top students in her class and holds a near-perfect 3.99 GPA. She maintains the highest level of academic performance while working a job, excelling in her extracurricular activities, and serving others in her community. Isabella will attend Middlebury College, the University of Missouri-Kansas City, or the University of Kansas. She plans on majoring in Elementary Education and minoring in French.
ISABELLA MCCARTHY
Hometown: Matthews, NC
GPA: 4.00
High School: Weddington High School
Heritage: Chilean & Irish
Chilean Irish American Isabella first started to teach after she and her parents founded a nonprofit tutoring program to serve children with learning disabilities in their community of Matthews, North Carolina. Although most activities in the tutorings sessions revolve around a similar structure and concept, each session is different from the other, and each activity is adjusted as necessary to fit the need and progress of each child. Sessions mainly consist of a reading activity where Isabella reads passages with the childrend and asks them guided questions so as to direct their thinking and aid in their comprehension. “Seeing the children piecing together the parts of the story [is] quite intriguing,” shares Isabella. Last year, she signed up for an AP Psychology class at her school. It did not take long for the class to become one of her all time favorites. In class, they explored the way the human brain works. First, they focused on studying its anatomy, learning about the function of each individual parts. Then, they combined everything to learn how all parts come together and work as a whole. Amazed at being able to see what she learned in her AP Psychology class as it applies to the children she tutors, Isabella opened her mind to pursuing a career in Education. For Isabella, knowing that she is helping children develop a functional skill they can use for the rest of their lives inspires her to help them in the best way she can. “I would rather give my time up [to do] something I know someone will use, than waste that time on myself,” she remarks. Isabella is an active member of her school community and a dedicated student. She holds a 4.0 GPA and ranks among the top 10% in her class. She is a member of her school’s chapters of the National English Honors Society and the Spanish Honors Society. She pursues her creativity by participating in her school’s photography club. She has also tutored and mentored students at a local elementary school through her involvement with the Walter Bickett Elementary After school program. Isabella will attend Appalachian State University, North Carolina State University, or the University of North Carolina Wilmington. She plans to major in Biology and minor in Education. When asked why she wants to teach, Isabella leads with kindness to a simple reply: “I want to help others.”
GPA: 4.00
High School: Weddington High School
Heritage: Chilean & Irish
Chilean Irish American Isabella first started to teach after she and her parents founded a nonprofit tutoring program to serve children with learning disabilities in their community of Matthews, North Carolina. Although most activities in the tutorings sessions revolve around a similar structure and concept, each session is different from the other, and each activity is adjusted as necessary to fit the need and progress of each child. Sessions mainly consist of a reading activity where Isabella reads passages with the childrend and asks them guided questions so as to direct their thinking and aid in their comprehension. “Seeing the children piecing together the parts of the story [is] quite intriguing,” shares Isabella. Last year, she signed up for an AP Psychology class at her school. It did not take long for the class to become one of her all time favorites. In class, they explored the way the human brain works. First, they focused on studying its anatomy, learning about the function of each individual parts. Then, they combined everything to learn how all parts come together and work as a whole. Amazed at being able to see what she learned in her AP Psychology class as it applies to the children she tutors, Isabella opened her mind to pursuing a career in Education. For Isabella, knowing that she is helping children develop a functional skill they can use for the rest of their lives inspires her to help them in the best way she can. “I would rather give my time up [to do] something I know someone will use, than waste that time on myself,” she remarks. Isabella is an active member of her school community and a dedicated student. She holds a 4.0 GPA and ranks among the top 10% in her class. She is a member of her school’s chapters of the National English Honors Society and the Spanish Honors Society. She pursues her creativity by participating in her school’s photography club. She has also tutored and mentored students at a local elementary school through her involvement with the Walter Bickett Elementary After school program. Isabella will attend Appalachian State University, North Carolina State University, or the University of North Carolina Wilmington. She plans to major in Biology and minor in Education. When asked why she wants to teach, Isabella leads with kindness to a simple reply: “I want to help others.”
FERNANDO NAVA GONZÁLEZ
Hometown: Gonzales, TX
GPA: 3.67
High School: Gonzales High School
Heritage: Mexican
Although Fernando was born in the United States, he was not raised here. He lived in Guanajuato, Mexico for eight years until he arrived in Texas to start a new life. He arrived at school in the 3rd grade knowing no English. He remembers going home and seeing his mom cry in frustration because she couldn't help him with his homework and neither of them understood English. He recalls feeling angry at himself for not being “smart enough” to do his homework and that's when for the first time a spark ignited inside him. That spark has helped him achieve many goals that he has proposed to himself, and that same spark helped him discover creative ways to help him master English.
That spark made him proud of himself because he could now translate for his mom; that spark helped him go from being the new kid that did not know English to be graduating #4 in his class; that spark made him want to strive for more. That’s why he sees himself as an Educator and desires to help future generations find their sparks just like he once found his. Being an educator has always been a dream of his, but when he became part of the Spanish club his sophomore year, he felt that spark ignite again. It made him realize that his calling was to be a Spanish teacher so I could help students that started out like him have a successful future and break the boundaries of the stereotypes that are given to Latinos.
Fernando was nominated for the Minnie Piper Foundation Scholarship, was awarded the President role of the Spanish Honors Society Club and is a FCCLA STAR Regional Competition FCS Gold Medalist. He has a 3.67 GPA and plans to major in education at Texas Lutheran University, the University of Texas at Austin, or Texas State University.
GPA: 3.67
High School: Gonzales High School
Heritage: Mexican
Although Fernando was born in the United States, he was not raised here. He lived in Guanajuato, Mexico for eight years until he arrived in Texas to start a new life. He arrived at school in the 3rd grade knowing no English. He remembers going home and seeing his mom cry in frustration because she couldn't help him with his homework and neither of them understood English. He recalls feeling angry at himself for not being “smart enough” to do his homework and that's when for the first time a spark ignited inside him. That spark has helped him achieve many goals that he has proposed to himself, and that same spark helped him discover creative ways to help him master English.
That spark made him proud of himself because he could now translate for his mom; that spark helped him go from being the new kid that did not know English to be graduating #4 in his class; that spark made him want to strive for more. That’s why he sees himself as an Educator and desires to help future generations find their sparks just like he once found his. Being an educator has always been a dream of his, but when he became part of the Spanish club his sophomore year, he felt that spark ignite again. It made him realize that his calling was to be a Spanish teacher so I could help students that started out like him have a successful future and break the boundaries of the stereotypes that are given to Latinos.
Fernando was nominated for the Minnie Piper Foundation Scholarship, was awarded the President role of the Spanish Honors Society Club and is a FCCLA STAR Regional Competition FCS Gold Medalist. He has a 3.67 GPA and plans to major in education at Texas Lutheran University, the University of Texas at Austin, or Texas State University.
MÓNICA PÉREZ
Hometown: Astoria, NY
GPA: 3.90
High School: St. John's Prep School
Heritage: Spanish
While all the children play-pretended different scenarios, Queens, New York resident Monica, without fail, would always choose to play teacher. “I have always been interested in education,” she recalls. Her father, an educator himself, inspired and helped nurture her interest early on. Over the years, she has honed and practiced her teaching skills, falling in love with the learning process from both perspectives; as the student and as the instructor. Playing the role of an educator has been a constant in Monica’s life. For example, she has taught children her love for Galician folk dance as an assistant dance teacher and has also worked as an assistant teacher at a camp held by the Queens Botanical Garden. At the Garden, she educated children on the environment and gardening and assisted them through activities. Starting last fall, she’s been working as a Discovery Guide for the Garden, engaging visitors and sharing her plant and environmental knowledge with them. Monica has also served as a Campus Ministry Leader at her school and has been a member of her school’s National Honor Society and Model United Nations chapters. These positions have allowed her the opportunity to work with her peers to organize retreats and service projects for younger classmen and serve as a mentor and a tutor for them. “There is something wonderful about knowing you are helping others in your community,” remarks Monica. Her dedication to service is further evidenced by her involvement with her school’s Junior Ladies of Charity organization. As a member, she has “pledged [herself] to the service of [those in need] in [her] community” and has upheld that pledge by helping the organization with a number of service activities, including organizing coat and food drives and volunteering at food banks and shelters. Monica does not shy away from hard work and is exemplary in her academics, boasting a stellar 3.90 GPA. She will study Education and Psychology at CUNY–Queens College, Fordham University, or the College of Mount Saint Vincent.
GPA: 3.90
High School: St. John's Prep School
Heritage: Spanish
While all the children play-pretended different scenarios, Queens, New York resident Monica, without fail, would always choose to play teacher. “I have always been interested in education,” she recalls. Her father, an educator himself, inspired and helped nurture her interest early on. Over the years, she has honed and practiced her teaching skills, falling in love with the learning process from both perspectives; as the student and as the instructor. Playing the role of an educator has been a constant in Monica’s life. For example, she has taught children her love for Galician folk dance as an assistant dance teacher and has also worked as an assistant teacher at a camp held by the Queens Botanical Garden. At the Garden, she educated children on the environment and gardening and assisted them through activities. Starting last fall, she’s been working as a Discovery Guide for the Garden, engaging visitors and sharing her plant and environmental knowledge with them. Monica has also served as a Campus Ministry Leader at her school and has been a member of her school’s National Honor Society and Model United Nations chapters. These positions have allowed her the opportunity to work with her peers to organize retreats and service projects for younger classmen and serve as a mentor and a tutor for them. “There is something wonderful about knowing you are helping others in your community,” remarks Monica. Her dedication to service is further evidenced by her involvement with her school’s Junior Ladies of Charity organization. As a member, she has “pledged [herself] to the service of [those in need] in [her] community” and has upheld that pledge by helping the organization with a number of service activities, including organizing coat and food drives and volunteering at food banks and shelters. Monica does not shy away from hard work and is exemplary in her academics, boasting a stellar 3.90 GPA. She will study Education and Psychology at CUNY–Queens College, Fordham University, or the College of Mount Saint Vincent.
ISABEL ROSARIO
Hometown: Caguas, PR
GPA: 4.00
High School: Commonwealth-Parkville School
Heritage: Puerto Rican
While education has always had a big impact and influence on Isabel, it took on a whole different meaning for her when her grandfather was diagnosed with breast cancer. Less than 1% of breast cancer. She realized the lack of information and misinformation around the topic of breast cancer in men and this propelled her to act. She noticed most campaigns were aimed directly at women only. As part of her Girl Scouts Gold Award, began a journey of advocacy which led to her creating an organization called The One Percent: A Human Race Breast Cancer Awareness project.
Her work on this campaign led her to lobby at the Puerto Rico Senate, the House of Representatives, and even the Governor. Senate Bill 151 by her petition is now law number 50-221, which declares every 2nd Friday of October each year as the Male Breast Cancer Awareness Day in Puerto Rico. Isabel also designed a 99% pink and 1% blue ribbon to highlight those who are forgotten.
To design the ribbon, she collaborated extensively with the American Cancer Society, the Puerto Rican League Against Cancer, and the Susan G. Komen Foundation. She ran a social media campaign to promote awareness and was featured in newspapers such as “El Nuevo Dia”, “Metro”, the “BuenaVida” magazine, and the “TeleOnce” television channel. In 2021, she was recognized during Hispanic Heritage Month by the Girl Scouts USA as a powerful Latina Girl Scouts because of this project.
Isabel maintains a 4.00 GPA and plans to major in communications this fall at either New York University, University of Pennsylvania, or Boston University.
GPA: 4.00
High School: Commonwealth-Parkville School
Heritage: Puerto Rican
While education has always had a big impact and influence on Isabel, it took on a whole different meaning for her when her grandfather was diagnosed with breast cancer. Less than 1% of breast cancer. She realized the lack of information and misinformation around the topic of breast cancer in men and this propelled her to act. She noticed most campaigns were aimed directly at women only. As part of her Girl Scouts Gold Award, began a journey of advocacy which led to her creating an organization called The One Percent: A Human Race Breast Cancer Awareness project.
Her work on this campaign led her to lobby at the Puerto Rico Senate, the House of Representatives, and even the Governor. Senate Bill 151 by her petition is now law number 50-221, which declares every 2nd Friday of October each year as the Male Breast Cancer Awareness Day in Puerto Rico. Isabel also designed a 99% pink and 1% blue ribbon to highlight those who are forgotten.
To design the ribbon, she collaborated extensively with the American Cancer Society, the Puerto Rican League Against Cancer, and the Susan G. Komen Foundation. She ran a social media campaign to promote awareness and was featured in newspapers such as “El Nuevo Dia”, “Metro”, the “BuenaVida” magazine, and the “TeleOnce” television channel. In 2021, she was recognized during Hispanic Heritage Month by the Girl Scouts USA as a powerful Latina Girl Scouts because of this project.
Isabel maintains a 4.00 GPA and plans to major in communications this fall at either New York University, University of Pennsylvania, or Boston University.
DANTE TOMASELLI
Hometown: Kennesaw, GA
GPA: 3.82
High School: North Cobb Christian School
Heritage: Colombian & Puerto Rican
“I love teaching kids and having a positive impact on their future careers,” says Kennesaw, Georgia resident and future educator, Dante. For the last year, he has been teaching online English classes to underprivileged children in Nicaragua while working as a volunteer for Outreach 360. Outreach 360 is a nonprofit organization that connects volunteers from across the globe with students throughout Latin America. Their program aims to break the cycle of poverty faced by children from disadvantaged backgrounds in the global south by empowering them through a multi-focused educational approach throughout their schooling—K-12. This organization has given Dante the opportunity to make an impact. It has also helped him hone his teaching skills and move closer to “becom[ing] the best teacher” by training him on fundamental teaching concepts. This Colombian-born Latino aspires to be an educator because he wants to make a difference and create a positive learning environment for his future students by supporting the unique learning needs of struggling students in order to help them overcome learning obstacles. “I feel like it is my calling,” shares Dante. He knows firsthand what it is like to have trouble paying attention and focusing in class, and rather than seeing it as a deterrent, he sees it as his superpower. He has had to work hard and has pushed himself through pure motivation and drive to overcome his learning struggles. Because of this, Dante says: “I feel like I can overcome anything, and that is what I want to instill in younger generation[s].” Dante does not only put forth his best effort to ensure academic success; he is also dedicated to a wide range of extra-curricular activities, including being a valued member of his school’s varsity swim team, concert band, and its chapter of the Spanish National Honor Society. This fall, he will attend the University of Georgia, Kennesaw State University, or Berry College. He plans to major in Education.
GPA: 3.82
High School: North Cobb Christian School
Heritage: Colombian & Puerto Rican
“I love teaching kids and having a positive impact on their future careers,” says Kennesaw, Georgia resident and future educator, Dante. For the last year, he has been teaching online English classes to underprivileged children in Nicaragua while working as a volunteer for Outreach 360. Outreach 360 is a nonprofit organization that connects volunteers from across the globe with students throughout Latin America. Their program aims to break the cycle of poverty faced by children from disadvantaged backgrounds in the global south by empowering them through a multi-focused educational approach throughout their schooling—K-12. This organization has given Dante the opportunity to make an impact. It has also helped him hone his teaching skills and move closer to “becom[ing] the best teacher” by training him on fundamental teaching concepts. This Colombian-born Latino aspires to be an educator because he wants to make a difference and create a positive learning environment for his future students by supporting the unique learning needs of struggling students in order to help them overcome learning obstacles. “I feel like it is my calling,” shares Dante. He knows firsthand what it is like to have trouble paying attention and focusing in class, and rather than seeing it as a deterrent, he sees it as his superpower. He has had to work hard and has pushed himself through pure motivation and drive to overcome his learning struggles. Because of this, Dante says: “I feel like I can overcome anything, and that is what I want to instill in younger generation[s].” Dante does not only put forth his best effort to ensure academic success; he is also dedicated to a wide range of extra-curricular activities, including being a valued member of his school’s varsity swim team, concert band, and its chapter of the Spanish National Honor Society. This fall, he will attend the University of Georgia, Kennesaw State University, or Berry College. He plans to major in Education.
KATHERINE VALDEZ
Hometown: Madras, OR
GPA: 3.78
High School: Madras High School
Heritage: Mexican
Ever since she could remember, anytime she would get asked the question, “What do you want to be when you grow up?” Katherine always came back to a single thing, a teacher. She’s been fortunate enough to participate in classes and programs that expanded her love for that career. Last year she was able to take a class on Youth Mentoring and Advocacy at her local community college as well as some youth development classes offered at her high school. At her community college, she was able to participate in a conference where they had speakers on a variety of topics such as child behaviors, and honoring equity and diversity in the classroom. Taking these courses, Katherine has decided that she wanted to teach at the elementary level. She recalls many small acts of volunteering and service; however, one act sticks in her mind. Katherine’s mother delivers orders of tamales and Katherine happened to be out on a delivery with her. They had a cancellation of an order that day and on their way home they encountered a man on the corner of their local supermarket with a sign saying that he was hungry and that “anything helps.” So she came up with the idea to give the man the extra tamales and his face lit up with a big smile of gratitude towards Katherine and her mom when they approached. This act of service is not alone though. She also volunteers her time as a peer tutor for students from K-8th grades. She will major in Education at Oregon State University, Central Oregon Community College, or Western Oregon University.
GPA: 3.78
High School: Madras High School
Heritage: Mexican
Ever since she could remember, anytime she would get asked the question, “What do you want to be when you grow up?” Katherine always came back to a single thing, a teacher. She’s been fortunate enough to participate in classes and programs that expanded her love for that career. Last year she was able to take a class on Youth Mentoring and Advocacy at her local community college as well as some youth development classes offered at her high school. At her community college, she was able to participate in a conference where they had speakers on a variety of topics such as child behaviors, and honoring equity and diversity in the classroom. Taking these courses, Katherine has decided that she wanted to teach at the elementary level. She recalls many small acts of volunteering and service; however, one act sticks in her mind. Katherine’s mother delivers orders of tamales and Katherine happened to be out on a delivery with her. They had a cancellation of an order that day and on their way home they encountered a man on the corner of their local supermarket with a sign saying that he was hungry and that “anything helps.” So she came up with the idea to give the man the extra tamales and his face lit up with a big smile of gratitude towards Katherine and her mom when they approached. This act of service is not alone though. She also volunteers her time as a peer tutor for students from K-8th grades. She will major in Education at Oregon State University, Central Oregon Community College, or Western Oregon University.