Business & Entrepreneurship
GOLD - Genevieve Burbano
SILVER - Caleb Sandoval
BRONZE - Ricardo Cuautle
Community Service
GOLD - Adam Perez
SILVER - Skylar Arce
BRONZE - Amaya Tumber
Education
GOLD - Joshua Cabrera Regalado
SILVER - Angie Villasenor Fernandez
BRONZE - Lupita Silva
Engineering
GOLD - Matthew Noto
SILVER - Cesar Gallegos
BRONZE - Edvar Bautista
Healthcare & Science
GOLD - Julia Banuelos
SILVER - Kimberly Navarro
BRONZE - Evelyn Navarrete-Gomez
Media & Entertainment
GOLD - Samuel Gil-Silva
SILVER - Marisa Guerra Echeverria
BRONZE - Eva Matentsian
Public Service & Social Justice
GOLD - Karen Dorantes
SILVER - Carolyn Dorantes
BRONZE - Alex Hermoso
Sports & Fitness
GOLD - Lidia Hernandez
SILVER - Lucas Arreguin
BRONZE - Parker Violand
Sustainability (Green)
GOLD - Willem Maniago
SILVER - Alexandra Del Rosario
BRONZE - Sarita Plata
Technology
GOLD - Athena Hernandez
SILVER - Diego Silva
BRONZE - Isabel Cantoran
Business & Entrepreneurship
Please select a recipient name to read their bio.
GOLD - Genevieve Burbano
Hometown: Reno, NV
High School: I-School
Hispanic Heritage: Ecuadoran
"My journey to pursue Business & Entrepreneurship began early in life as I watched my dad pursue his dream to start his own business," says Genevieve Burbano. Along with faith, perseverance, seizing opportunities, and connecting with people, the confident young leader of Ecuadorian descent learned the value of education and an unwavering work ethic from her immigrant father.
Inspired, Genevieve sought opportunities where she could gain a better understanding of business, including joining the Young Entrepreneurs Syndicate (YES) club at the University of Nevada, Reno. During this time, she discovered the necessary frameworks for evaluating, beginning, and managing an entrepreneurial enterprise and engaged with other students. Using this experience, Genevieve raised over $40,000 for her robotics and nonprofit organizations and won a $2500 grant for community outreach. She also began her formal business education, enrolling in economics, personal finance, marketing classes, and other college courses before ninth grade.
As for one of her proudest achievements, Genevieve says it was becoming president of the Business and Entrepreneurship (BE) Club at her community college while still in high school—a role that allowed her to impact her community of Reno. Working closely with a notable professor, she helped set the vision for the club and had the chance to implement a hygiene kit initiative and lead a college-wide clothing and donation project, among other successful projects.
"My Hispanic heritage has ensured I never take opportunities in my path for granted. It has given me the heart to have other Latinx individuals seize their highest potential," says Genevieve. Through knowing the struggles in underrepresented and underserved Hispanic communities, Genevieve has an intimate understanding of how to connect and inspire Hispanic youth to see the leaders within themselves.
One major issue that Genevieve believes is affecting the Hispanic community is limited educational opportunities—a result she says is due to such barriers as recent immigration, lack of parental education, and other socio-economic factors. As an advocate for change, she has helped Hispanic students engage in STEM over the last six years. Since starting as a shy 12-year-old, she has had many opportunities that strengthened her confidence to share her passion with others. So far, she has had meaningful interactions, including the opportunity to demonstrate and teach more than 10,000 children at over 85 events, including at Boys and Girls Clubs, Girl Scouts events, city festivals, rural areas, schools, and remotely, during COVID-19. In 2021, with her sister, Genevieve established a nonprofit focused on helping underprivileged and underrepresented youth engage in STEM activities.
Highly active in community service, Genevieve also led the creation and distribution of 3,000+ STEM experiment kits to support foster and at-risk youth. Other efforts include participating in the Reno Burrito Project to prepare and distribute burritos to people without homes in her city and leading the initiative Operation Donation to identify and fundraise for 40 charities.
Genevieve is grateful for having these connections and opportunities and adds, "To have been part of many people's lives has been a tremendous gift. I cherish these experiences and know that I am the one who was transformed."
As Genevieve moves forward with her education with plans to major in Business Administration and minor in Engineering at Harvard College, Stanford University, or Carnegie Mellon University, she shares that she is "excited to continue learning about business as a way to further connect with others and ultimately have a positive impact on this world." She intends to continue her mission to empower others to become leaders and make a difference in their communities.
High School: I-School
Hispanic Heritage: Ecuadoran
"My journey to pursue Business & Entrepreneurship began early in life as I watched my dad pursue his dream to start his own business," says Genevieve Burbano. Along with faith, perseverance, seizing opportunities, and connecting with people, the confident young leader of Ecuadorian descent learned the value of education and an unwavering work ethic from her immigrant father.
Inspired, Genevieve sought opportunities where she could gain a better understanding of business, including joining the Young Entrepreneurs Syndicate (YES) club at the University of Nevada, Reno. During this time, she discovered the necessary frameworks for evaluating, beginning, and managing an entrepreneurial enterprise and engaged with other students. Using this experience, Genevieve raised over $40,000 for her robotics and nonprofit organizations and won a $2500 grant for community outreach. She also began her formal business education, enrolling in economics, personal finance, marketing classes, and other college courses before ninth grade.
As for one of her proudest achievements, Genevieve says it was becoming president of the Business and Entrepreneurship (BE) Club at her community college while still in high school—a role that allowed her to impact her community of Reno. Working closely with a notable professor, she helped set the vision for the club and had the chance to implement a hygiene kit initiative and lead a college-wide clothing and donation project, among other successful projects.
"My Hispanic heritage has ensured I never take opportunities in my path for granted. It has given me the heart to have other Latinx individuals seize their highest potential," says Genevieve. Through knowing the struggles in underrepresented and underserved Hispanic communities, Genevieve has an intimate understanding of how to connect and inspire Hispanic youth to see the leaders within themselves.
One major issue that Genevieve believes is affecting the Hispanic community is limited educational opportunities—a result she says is due to such barriers as recent immigration, lack of parental education, and other socio-economic factors. As an advocate for change, she has helped Hispanic students engage in STEM over the last six years. Since starting as a shy 12-year-old, she has had many opportunities that strengthened her confidence to share her passion with others. So far, she has had meaningful interactions, including the opportunity to demonstrate and teach more than 10,000 children at over 85 events, including at Boys and Girls Clubs, Girl Scouts events, city festivals, rural areas, schools, and remotely, during COVID-19. In 2021, with her sister, Genevieve established a nonprofit focused on helping underprivileged and underrepresented youth engage in STEM activities.
Highly active in community service, Genevieve also led the creation and distribution of 3,000+ STEM experiment kits to support foster and at-risk youth. Other efforts include participating in the Reno Burrito Project to prepare and distribute burritos to people without homes in her city and leading the initiative Operation Donation to identify and fundraise for 40 charities.
Genevieve is grateful for having these connections and opportunities and adds, "To have been part of many people's lives has been a tremendous gift. I cherish these experiences and know that I am the one who was transformed."
As Genevieve moves forward with her education with plans to major in Business Administration and minor in Engineering at Harvard College, Stanford University, or Carnegie Mellon University, she shares that she is "excited to continue learning about business as a way to further connect with others and ultimately have a positive impact on this world." She intends to continue her mission to empower others to become leaders and make a difference in their communities.
SILVER - Caleb Sandoval
Hometown: Gilroy, CA
High School: Gilroy High School
Hispanic Heritage: Mexican & Nicaraguan
A problem-solver with an entrepreneurial spirit from an early age, Caleb Sandoval thrives on stepping out of his comfort zone and tackling challenges. Not one to comply with conformity, this student of Mexican and Nicaraguan descent actively pursues new endeavors often tied to innovation, technology, and uplifting his community.
Boasting a growth mindset and always thinking of possibilities to better himself and those around him, Caleb says, “If I’m not hitting the gym, growing my business, doing something uncomfortable, or defying boundaries, I’m in a perpetual state of boredom.” He adds that it is a similar obsession that created Kobe Bryant’s Mamba mentality and launched Elon Musk’s rocket—essentially what he describes as an innate desire to not comply with the restrictions we face, but to go beyond the system for ourselves and others.
As for business pursuits, Caleb has had his share of successes, including a video game boosting service, which allowed him to give jobs to impoverished teens across three continents. More recently, he started a web design agency for small businesses, which he considers his proudest achievement in Business & Entrepreneurship. After years of selling candy, lemonade, and other things, he finally had a real professional business, with his barber being his first client. Along with growing clientele, Caleb leveraged his network and recruited a web designer and freelance copywriter, enabling him to do what he does best: coding. He says, “I’m beating the system. This Latino teen is not supposed to be making five figures, much less in the tech world. And, while I am at it, I’m giving jobs to the brightest kids of underrepresented communities.”
Much of what he learned to make his agency possible is through his experience in the Summer Coding Leadership Academy, an immersive 10-week program for young men of color focusing on technology and entrepreneurship, which is an initiative of the nonprofit organization TXT: Teens Exploring Technology. During his time in the program, he and other inner-city students learned about leadership, design thinking, and entrepreneurial and project management skills. Other notable highlights for Caleb include designing a mobile app to help farmers use a digital order system to maximize their inventory and profits, conducting research, and organizing and leading a team with SCRUM technology.
For as long as he can remember, Caleb has always tinkered with computers and has been programming since taking AP Computer Science, an experience that he says has shaped his extracurricular work, which involves helping people through his knowledge of STEM.
As for the most pressing issue in the Latinx community, Caleb believes it is the underfunding of schools, which is failing underrepresented minority students. The last straw for him was when he entered his AP Computer Science testing room and did not see a single Black or Latino student. “I’ve gone to inner-city schools my whole life. I have seen gangs and poverty, and violence. But what is important is what I haven’t seen—STEM education, funding, and student desire for education,” he says.
Caleb, who helped teach middle school students through Teens Exploring Technology, says that he plans on working with the organization to expand its programming to other low-income areas in California. His other community service includes teaching students JavaScript in Spanish, translating for other professionals, and running a coding and leadership cohort for 30-plus boys, where he organized guest speakers from underrepresented communities and gave coding lectures, among other activities. Of the experience, he says, “I was able to give back to my community and inspire the next generation to give back to theirs. The fulfillment I got from being able to give back and help my community was so satisfying. I was the person I never had.”
As for what is next for Caleb, he plans to major in Computer Science and minor in Business at Stanford University, the University of Southern California, or the University of California, Los Angeles. He is excited to tap into his Hispanic background and social skills to create the next big startup or community service project.
High School: Gilroy High School
Hispanic Heritage: Mexican & Nicaraguan
A problem-solver with an entrepreneurial spirit from an early age, Caleb Sandoval thrives on stepping out of his comfort zone and tackling challenges. Not one to comply with conformity, this student of Mexican and Nicaraguan descent actively pursues new endeavors often tied to innovation, technology, and uplifting his community.
Boasting a growth mindset and always thinking of possibilities to better himself and those around him, Caleb says, “If I’m not hitting the gym, growing my business, doing something uncomfortable, or defying boundaries, I’m in a perpetual state of boredom.” He adds that it is a similar obsession that created Kobe Bryant’s Mamba mentality and launched Elon Musk’s rocket—essentially what he describes as an innate desire to not comply with the restrictions we face, but to go beyond the system for ourselves and others.
As for business pursuits, Caleb has had his share of successes, including a video game boosting service, which allowed him to give jobs to impoverished teens across three continents. More recently, he started a web design agency for small businesses, which he considers his proudest achievement in Business & Entrepreneurship. After years of selling candy, lemonade, and other things, he finally had a real professional business, with his barber being his first client. Along with growing clientele, Caleb leveraged his network and recruited a web designer and freelance copywriter, enabling him to do what he does best: coding. He says, “I’m beating the system. This Latino teen is not supposed to be making five figures, much less in the tech world. And, while I am at it, I’m giving jobs to the brightest kids of underrepresented communities.”
Much of what he learned to make his agency possible is through his experience in the Summer Coding Leadership Academy, an immersive 10-week program for young men of color focusing on technology and entrepreneurship, which is an initiative of the nonprofit organization TXT: Teens Exploring Technology. During his time in the program, he and other inner-city students learned about leadership, design thinking, and entrepreneurial and project management skills. Other notable highlights for Caleb include designing a mobile app to help farmers use a digital order system to maximize their inventory and profits, conducting research, and organizing and leading a team with SCRUM technology.
For as long as he can remember, Caleb has always tinkered with computers and has been programming since taking AP Computer Science, an experience that he says has shaped his extracurricular work, which involves helping people through his knowledge of STEM.
As for the most pressing issue in the Latinx community, Caleb believes it is the underfunding of schools, which is failing underrepresented minority students. The last straw for him was when he entered his AP Computer Science testing room and did not see a single Black or Latino student. “I’ve gone to inner-city schools my whole life. I have seen gangs and poverty, and violence. But what is important is what I haven’t seen—STEM education, funding, and student desire for education,” he says.
Caleb, who helped teach middle school students through Teens Exploring Technology, says that he plans on working with the organization to expand its programming to other low-income areas in California. His other community service includes teaching students JavaScript in Spanish, translating for other professionals, and running a coding and leadership cohort for 30-plus boys, where he organized guest speakers from underrepresented communities and gave coding lectures, among other activities. Of the experience, he says, “I was able to give back to my community and inspire the next generation to give back to theirs. The fulfillment I got from being able to give back and help my community was so satisfying. I was the person I never had.”
As for what is next for Caleb, he plans to major in Computer Science and minor in Business at Stanford University, the University of Southern California, or the University of California, Los Angeles. He is excited to tap into his Hispanic background and social skills to create the next big startup or community service project.
BRONZE - Ricardo Cuautle
Hometown: La Puente, CA
High School: Nogales High School
Hispanic Heritage: Mexican
Communication and connecting with others are fundamental to any entrepreneurial endeavor. For Ricardo Cuautle, mastering these skills, establishing a club encouraging participation in his school’s AP program, and collaborating with his school’s administration to develop its curriculum are his proudest achievements. While the promising student of Mexican descent may not yet have experience working in the corporate world, his entrepreneur uncle offered him an opportunity to work as a street vendor. The experience was enriching and full of meaningful interactions that strengthened his networking and customer service skills.
“I feel these experiences are what I can truly call my proudest achievements, and I know that with further professional growth, I will achieve infinite possibilities within business and entrepreneurship,” says Ricardo.
Growing up in a Latino community, Ricardo witnessed how caring and supportive everyone was of each other. Even if there was no prior connection, shared cultural values always made you feel part of an extended family. However, he also noticed that for many in the community, their dreams of having a professional career were nothing more than unfulfilled promises.
“Since I have lived the struggles that many low-income, first-gen students do, it would be right for someone like me to address them,” says Ricardo. The first step would be to create connections and expand his network with people across different professional fields who can serve as mentors. Next, with the help of his vast network and other organizations, he proposes raising funds to increase college matriculation for low-income Latino students at under-sourced schools and donating resources to community-based organizations dedicated to uplifting Latino youth. He hopes these efforts will support Latino youth who have survived personal and socioeconomic challenges and enable them to serve as role models to new generations. Additionally, he envisions that in the future, he will be able to repay his community for teaching him the power of inclusivity by educating and supporting them through philanthropy.
For a short while, Ricardo thought about not pursuing his dream of attending a four-year institution of higher learning because he did not want to burden his family financially and considered the possibility of vocational school instead. That all changed one summer when he was selected for the Hispanic Scholarship Fund Youth Leadership Youth Institute at the University of Southern California. During that time, he pushed himself out of his comfort zone, openly communicated, and created connections. He also learned about college readiness, leadership, and professional decorum. “Reflecting on this wonderful experience, I learned I had closed my own doors to higher education before even trying.”
The experience changed him and made him realize that he must not be the only one struggling, given that most of the students at his school were primarily low-income, first-generation, and Latinx. Wanting people to not feel lost, disillusioned, demoralized, or develop imposter syndrome, he co-founded the College Connect club, which strives to create a college-going culture and emphasize the pursuit of higher education on his high school campus. Since its inception, the club has seen an increase in the number of participants along with excitement and continues to help Latino youth access the financial resources they need, guide them through high school, help them with college admission, and offer internship resources to help them gain career experience.
Along with his community involvement, Ricardo also excels in academics, ranking in the top 1% of his class. He has also led the varsity cross-country team to numerous victories as captain. Through the years, he has received awards and recognition, including as a QuestBridge College Prep Scholar, from the Hispanic Scholarship Fund and the Chicano Latin Youth Leadership Project, and as a Junior Honor Guard of Distinction, among others. The next chapter in his trajectory sees this remarkable young Latino majoring in Accounting and minoring in Business Administration at the University of Notre Dame, Santa Clara University, or the University of Southern California.
High School: Nogales High School
Hispanic Heritage: Mexican
Communication and connecting with others are fundamental to any entrepreneurial endeavor. For Ricardo Cuautle, mastering these skills, establishing a club encouraging participation in his school’s AP program, and collaborating with his school’s administration to develop its curriculum are his proudest achievements. While the promising student of Mexican descent may not yet have experience working in the corporate world, his entrepreneur uncle offered him an opportunity to work as a street vendor. The experience was enriching and full of meaningful interactions that strengthened his networking and customer service skills.
“I feel these experiences are what I can truly call my proudest achievements, and I know that with further professional growth, I will achieve infinite possibilities within business and entrepreneurship,” says Ricardo.
Growing up in a Latino community, Ricardo witnessed how caring and supportive everyone was of each other. Even if there was no prior connection, shared cultural values always made you feel part of an extended family. However, he also noticed that for many in the community, their dreams of having a professional career were nothing more than unfulfilled promises.
“Since I have lived the struggles that many low-income, first-gen students do, it would be right for someone like me to address them,” says Ricardo. The first step would be to create connections and expand his network with people across different professional fields who can serve as mentors. Next, with the help of his vast network and other organizations, he proposes raising funds to increase college matriculation for low-income Latino students at under-sourced schools and donating resources to community-based organizations dedicated to uplifting Latino youth. He hopes these efforts will support Latino youth who have survived personal and socioeconomic challenges and enable them to serve as role models to new generations. Additionally, he envisions that in the future, he will be able to repay his community for teaching him the power of inclusivity by educating and supporting them through philanthropy.
For a short while, Ricardo thought about not pursuing his dream of attending a four-year institution of higher learning because he did not want to burden his family financially and considered the possibility of vocational school instead. That all changed one summer when he was selected for the Hispanic Scholarship Fund Youth Leadership Youth Institute at the University of Southern California. During that time, he pushed himself out of his comfort zone, openly communicated, and created connections. He also learned about college readiness, leadership, and professional decorum. “Reflecting on this wonderful experience, I learned I had closed my own doors to higher education before even trying.”
The experience changed him and made him realize that he must not be the only one struggling, given that most of the students at his school were primarily low-income, first-generation, and Latinx. Wanting people to not feel lost, disillusioned, demoralized, or develop imposter syndrome, he co-founded the College Connect club, which strives to create a college-going culture and emphasize the pursuit of higher education on his high school campus. Since its inception, the club has seen an increase in the number of participants along with excitement and continues to help Latino youth access the financial resources they need, guide them through high school, help them with college admission, and offer internship resources to help them gain career experience.
Along with his community involvement, Ricardo also excels in academics, ranking in the top 1% of his class. He has also led the varsity cross-country team to numerous victories as captain. Through the years, he has received awards and recognition, including as a QuestBridge College Prep Scholar, from the Hispanic Scholarship Fund and the Chicano Latin Youth Leadership Project, and as a Junior Honor Guard of Distinction, among others. The next chapter in his trajectory sees this remarkable young Latino majoring in Accounting and minoring in Business Administration at the University of Notre Dame, Santa Clara University, or the University of Southern California.
Community Service
Please select a recipient name to read their bio.
GOLD - Adam Perez
Hometown: San Diego, CA
High School: Coronado High School
Hispanic Heritage: Mexican
Adam Perez is a remarkable young man who lives life with purpose. His passion for making a positive impact on the world is matched only by his unwavering commitment to excellence in all that he does. Raised with deep respect for charity, kindness, and integrity, Adam's values have guided him to become an exceptional student, volunteer, and community leader.
Adam's journey toward community service began early in life. As a member of the Sacred Heart Church in his hometown of San Diego, California, he participated in various volunteer projects, including collecting blankets, food, and other necessities for those in need. He recognized the value of helping others and continued to dedicate his time to community service. During the pandemic, he made masks for those who could not afford to purchase them and worked with organizations like Burrito Boyz to cook and serve breakfast to people without homes in his community. He also spread anti-bullying messages as a member of Theatre of Peace, where he performed skits at middle and high school assemblies, empowering students to find their voice and the tools to manage encounters with bullies.
Adam's biggest motivation for organizing his largest service project to date was fueled by his desire to ensure that every child has an opportunity to succeed. He recognizes that poverty-stricken communities face significant challenges, which often lead to low academic performance. As a Latino who excels in school, he wanted to change that and inspire kids in underserved areas to develop a love of learning. So he got to work, taking it upon himself to start a book drive in affluent areas across his county. As a result, Adam collected over 4,500 books. Next, he collaborated with staff, teachers, students, and parents to initiate a reading program at Emerson Elementary School, which currently does not have a school library. This resulted in Project Read Every Day, where Adam hosted a series of free book fairs at the school so that the students would have books they could take home to read. The program was a huge success, and he motivated students to write/draw book reports and inspired teachers to hold competitions for the most reading logs turned in.
Against all the negative stereotypes he faced while growing up, Adam has proven himself to be an exceptional student. His academic record is nothing short of impressive, with 32 A+ grades out of 38 total grades. Adam is a student who is relentless in his pursuit of academic excellence. He challenged himself with the most academic rigor that his high school has to offer, and by the time he graduates, Adam will have taken 18 AP or Honors level classes. He even took an AP Environmental Science class over the summer to continue his pursuit of intellectual curiosity.
What sets Adam apart from other high-achieving students, however, is his commitment to giving back to his community. With Project Read Every Day, it was his mission to serve and motivate a predominantly Latino and economically disadvantaged school with below-average reading levels. He is not one to sit and wait while he sees there is a need; he organizes, leads, and takes action to motivate the change he wants to see in his community.
Adam's dedication to community service is an inspiration to all those around him. He has demonstrated a remarkable ability to creatively problem-solve and bring people together to provide innovative solutions to meaningful problems in his community. His efforts to combat educational inequality, fight against bullying, and provide aid to those in need demonstrate a deep commitment to creating a better world for everyone. Adam's tenacious, caring, and entrepreneurial spirit will undoubtedly make a significant impact on the world, no matter where he goes.
He recognizes that there are systemic issues that cause a trickle-down effect, leading to economic disparities and educational inequalities that affect entire communities. He is committed to making a difference, not only in his local community but in the entirety of the Hispanic community. His plans after high school involve attending the University of Rochester, Notre Dame University, or the University of California, Berkeley, where he will major in Mechanical Engineering and minor in Entrepreneurship. Such is the responsibility and connection he feels to the Hispanic community, that his goal is to get educated and help those who follow until he can bring up all of the Hispanic community. His vision is that education and literacy are powerful antidotes to poverty and critical steps toward creating a better-informed world that includes Hispanics.
High School: Coronado High School
Hispanic Heritage: Mexican
Adam Perez is a remarkable young man who lives life with purpose. His passion for making a positive impact on the world is matched only by his unwavering commitment to excellence in all that he does. Raised with deep respect for charity, kindness, and integrity, Adam's values have guided him to become an exceptional student, volunteer, and community leader.
Adam's journey toward community service began early in life. As a member of the Sacred Heart Church in his hometown of San Diego, California, he participated in various volunteer projects, including collecting blankets, food, and other necessities for those in need. He recognized the value of helping others and continued to dedicate his time to community service. During the pandemic, he made masks for those who could not afford to purchase them and worked with organizations like Burrito Boyz to cook and serve breakfast to people without homes in his community. He also spread anti-bullying messages as a member of Theatre of Peace, where he performed skits at middle and high school assemblies, empowering students to find their voice and the tools to manage encounters with bullies.
Adam's biggest motivation for organizing his largest service project to date was fueled by his desire to ensure that every child has an opportunity to succeed. He recognizes that poverty-stricken communities face significant challenges, which often lead to low academic performance. As a Latino who excels in school, he wanted to change that and inspire kids in underserved areas to develop a love of learning. So he got to work, taking it upon himself to start a book drive in affluent areas across his county. As a result, Adam collected over 4,500 books. Next, he collaborated with staff, teachers, students, and parents to initiate a reading program at Emerson Elementary School, which currently does not have a school library. This resulted in Project Read Every Day, where Adam hosted a series of free book fairs at the school so that the students would have books they could take home to read. The program was a huge success, and he motivated students to write/draw book reports and inspired teachers to hold competitions for the most reading logs turned in.
Against all the negative stereotypes he faced while growing up, Adam has proven himself to be an exceptional student. His academic record is nothing short of impressive, with 32 A+ grades out of 38 total grades. Adam is a student who is relentless in his pursuit of academic excellence. He challenged himself with the most academic rigor that his high school has to offer, and by the time he graduates, Adam will have taken 18 AP or Honors level classes. He even took an AP Environmental Science class over the summer to continue his pursuit of intellectual curiosity.
What sets Adam apart from other high-achieving students, however, is his commitment to giving back to his community. With Project Read Every Day, it was his mission to serve and motivate a predominantly Latino and economically disadvantaged school with below-average reading levels. He is not one to sit and wait while he sees there is a need; he organizes, leads, and takes action to motivate the change he wants to see in his community.
Adam's dedication to community service is an inspiration to all those around him. He has demonstrated a remarkable ability to creatively problem-solve and bring people together to provide innovative solutions to meaningful problems in his community. His efforts to combat educational inequality, fight against bullying, and provide aid to those in need demonstrate a deep commitment to creating a better world for everyone. Adam's tenacious, caring, and entrepreneurial spirit will undoubtedly make a significant impact on the world, no matter where he goes.
He recognizes that there are systemic issues that cause a trickle-down effect, leading to economic disparities and educational inequalities that affect entire communities. He is committed to making a difference, not only in his local community but in the entirety of the Hispanic community. His plans after high school involve attending the University of Rochester, Notre Dame University, or the University of California, Berkeley, where he will major in Mechanical Engineering and minor in Entrepreneurship. Such is the responsibility and connection he feels to the Hispanic community, that his goal is to get educated and help those who follow until he can bring up all of the Hispanic community. His vision is that education and literacy are powerful antidotes to poverty and critical steps toward creating a better-informed world that includes Hispanics.
SILVER - Skylar Arce
Hometown: Los Angeles, CA
High School: Saint Monica Preparatory
Hispanic Heritage: Mexican
Skylar Arce, a remarkable young woman, has made her mark in her community in her own unique way. Raised with a strong sense of the value of community service and the importance of giving back, Skylar has thrown herself into a variety of activities that reflect her values and passions. The Women's Activist Club, her school’s math club, student government and student ambassador organizations, and Girasoles En March (GEM), a non-profit organization empowering girls of color with the mission to “mobilize a future that preserves our cultural heritage and challenges systemic barriers to pursue equity, inclusion, and collective unity,” are just a few examples of how Skylar has found ways to dedicate her time to helping others while also investing it into her own purpose and fulfillment.
Skylar recognizes that her accomplishments would not have been possible without the support and resources of her community. Programs like Girls Who Code, Kode With Klossy, and AI4AII opened doors for Skylar and allowed her to discover her passion for computer science. Her enthusiasm for this field is evident in the pride she takes in having created a website for GEM, a nonprofit organization she has volunteered with since 2018. This website, built from scratch, took a year of dedication and hard work to complete. Despite the challenges she faced, Skylar remained determined to deliver a final product that would be of use to the organization. Through this experience, Skylar deepened her love for computer science and discovered new ways to apply her skills to help others.
As much as Skylar has helped her community through her work with GEM, the organization has also seen her blossom. GEM has challenged her and given her opportunities to grow and learn about her cultural background. As a youth mentor and lead student volunteer, she collaborates with team mentors to prepare lesson plans and has led her very own math and coding workshops. Leading these classes was a constant reminder and validation for Skylar of the reason why serving is such a central part of her life. “Seeing a younger reflection of myself through the participants has made me realize how important it is for Latinos to be involved in our communities. Being able to see people who we can relate to, who we look like, is what motivates me to be present in my community,” remarks Skylar.
Her commitment to community service goes beyond her work with GEM. She also volunteers with the Women's Activist Club, where she and her peers have successfully campaigned for free menstrual products in their school's bathrooms. Skylar recognizes the diverse needs of her peers and has dedicated herself to ensure that everyone's voice is heard. For her, this project was about more than just providing access to menstrual products; it was about empowering her peers and making them feel valued.
Monica Amelia Garcia, program director at GEM, has been impressed by Skylar's dedication to the organization. She notes that as a student volunteer and mentor, Skylar has demonstrated a strong work ethic and a willingness to take on new challenges. Receiving Amelia Garcia’s highest praise, the GEM leader recognizes Skylar’s leadership potential, her passion for computer science, and her cultural heritage, which she sees as the perfect blend that makes Skylar an excellent candidate for any learning environment.
This Latina community leader’s academic achievements are equally as impressive as her service endeavors. She maintains a 4.0 GPA while taking a range of AP and dual-enrollment classes at Saint Monica Preparatory. Her hard work has been recognized with a Certificate of Appreciation from the Mayor of Los Angeles, a National Hispanic Recognition Program Award, and AP Scholar honors, among other accolades for her academic achievements and commitment to service.
Skylar's journey has been marked by determination, hard work, and a deep sense of commitment to her community. Next fall, she plans to major in Computer Science and minor in Education at the Massachusetts Institute of Technology, Stanford University, or Carnegie Mellon University. One of her missions is to create an organization that focuses on exposing young children in remote and under-resourced areas to computer science to help open them up to new perspectives and unlock their potential.
High School: Saint Monica Preparatory
Hispanic Heritage: Mexican
Skylar Arce, a remarkable young woman, has made her mark in her community in her own unique way. Raised with a strong sense of the value of community service and the importance of giving back, Skylar has thrown herself into a variety of activities that reflect her values and passions. The Women's Activist Club, her school’s math club, student government and student ambassador organizations, and Girasoles En March (GEM), a non-profit organization empowering girls of color with the mission to “mobilize a future that preserves our cultural heritage and challenges systemic barriers to pursue equity, inclusion, and collective unity,” are just a few examples of how Skylar has found ways to dedicate her time to helping others while also investing it into her own purpose and fulfillment.
Skylar recognizes that her accomplishments would not have been possible without the support and resources of her community. Programs like Girls Who Code, Kode With Klossy, and AI4AII opened doors for Skylar and allowed her to discover her passion for computer science. Her enthusiasm for this field is evident in the pride she takes in having created a website for GEM, a nonprofit organization she has volunteered with since 2018. This website, built from scratch, took a year of dedication and hard work to complete. Despite the challenges she faced, Skylar remained determined to deliver a final product that would be of use to the organization. Through this experience, Skylar deepened her love for computer science and discovered new ways to apply her skills to help others.
As much as Skylar has helped her community through her work with GEM, the organization has also seen her blossom. GEM has challenged her and given her opportunities to grow and learn about her cultural background. As a youth mentor and lead student volunteer, she collaborates with team mentors to prepare lesson plans and has led her very own math and coding workshops. Leading these classes was a constant reminder and validation for Skylar of the reason why serving is such a central part of her life. “Seeing a younger reflection of myself through the participants has made me realize how important it is for Latinos to be involved in our communities. Being able to see people who we can relate to, who we look like, is what motivates me to be present in my community,” remarks Skylar.
Her commitment to community service goes beyond her work with GEM. She also volunteers with the Women's Activist Club, where she and her peers have successfully campaigned for free menstrual products in their school's bathrooms. Skylar recognizes the diverse needs of her peers and has dedicated herself to ensure that everyone's voice is heard. For her, this project was about more than just providing access to menstrual products; it was about empowering her peers and making them feel valued.
Monica Amelia Garcia, program director at GEM, has been impressed by Skylar's dedication to the organization. She notes that as a student volunteer and mentor, Skylar has demonstrated a strong work ethic and a willingness to take on new challenges. Receiving Amelia Garcia’s highest praise, the GEM leader recognizes Skylar’s leadership potential, her passion for computer science, and her cultural heritage, which she sees as the perfect blend that makes Skylar an excellent candidate for any learning environment.
This Latina community leader’s academic achievements are equally as impressive as her service endeavors. She maintains a 4.0 GPA while taking a range of AP and dual-enrollment classes at Saint Monica Preparatory. Her hard work has been recognized with a Certificate of Appreciation from the Mayor of Los Angeles, a National Hispanic Recognition Program Award, and AP Scholar honors, among other accolades for her academic achievements and commitment to service.
Skylar's journey has been marked by determination, hard work, and a deep sense of commitment to her community. Next fall, she plans to major in Computer Science and minor in Education at the Massachusetts Institute of Technology, Stanford University, or Carnegie Mellon University. One of her missions is to create an organization that focuses on exposing young children in remote and under-resourced areas to computer science to help open them up to new perspectives and unlock their potential.
BRONZE - Amaya Tumber
Hometown: Roseville, CA
High School: Saint Francis High School
Hispanic Heritage: Salvadoran
As a student at Saint Francis High School in Sacramento, California, Amaya Tumber is an integral part of a community of faith, excellence, leadership, and service. She has taken this to heart, as evidenced by her extensive work in volunteering with seniors, people with disabilities, the St. Vincent de Paul Society of her parish, and at a local food bank. Her commitment to serving those in need has only strengthened over the years and has truly galvanized her calling to serve others.
Throughout her life, Amaya has sought out opportunities to help others. She has participated in service projects such as Project Linus, which provides blankets for children in need, and her involvement in simple acts of kindness such as preparing pies for Thanksgiving baskets has nurtured her desire to continue volunteering. Her devotion to community service has only grown stronger with time. She is now a student body officer at her school, where she helps organize their canned food drive, participates in fundraising for their tuition assistance program, and tutors her peers. Amaya takes great pride in knowing that she is contributing to the well-being of her community, and it has become an integral part of who she is and what she wants to do with her future.
Amaya's commitment to community service has brought about many accomplishments that she can be proud of. When asked about her proudest achievement in Community Service, she recalls volunteering as a counselor at Camp ReCreation, a camp for people with disabilities. Amaya was initially apprehensive about how to make summer fun for someone with a physical or mental disability. However, through her hard work and dedication, she built a connection with her camper and was able to sense when she was uncomfortable. By stepping back and letting her camper choose, her joy blossomed, and Amaya's empathy and patience grew. This lesson has stayed with her and has helped her in her volunteer work in memory care at a nursing home. Amaya provides the residents with a listening ear, providing them with the only therapy she can. Her mere presence can make a difference to those who often do not have visitors. Working with the disabled and the elderly has taught Amaya invaluable skills of self-awareness, adaptability, and fortitude, skills that she will carry with her throughout her life.
Amaya, who is Indian-Salvadoran-American, credits her Hispanic background for instilling in her the values of generosity and the importance of putting others before herself. Her grandparents, who immigrated from El Salvador, worked as laborers to support their family. They were always willing to contribute to charities, both through and outside of their church, and their example has inspired Amaya to give of herself. Her Catholic education has also prepared her to serve others. She plans to continue community service throughout her adult life. Amaya's family and faith are her strongest influences when it comes to community service, and her volunteer work with the St. Vincent de Paul Society and at the food bank has given her the chance to explore the different ways she can make an impact through service.
As she reflects on her future, Amaya dreams of becoming a nurse. Her desire to serve others is rooted in a desire to change the greater landscape of medical care by advocating for those who face roadblocks, such as those in lower socioeconomic communities. Her plan is to volunteer in community clinics to bring attention to the health disparities that many Latinx people face, addressing mental health access and disease prevention. As a woman of color, Amaya is determined to push to expel the biases that many encounter when navigating the healthcare arena and improve the quality and access to healthcare for other marginalized communities, both locally and abroad. Her goal is to be a passionate agent for her patients in the fight for health equity so that people like her abuelita feel seen, loved, and cared for.
Amaya's academic prowess has proven her readiness to pursue her dreams. She maintains a 4.0 GPA and has received subject awards for Honors Math, Geometry, and American Literature. Amaya plans to attend the University of Portland, San Diego State University, or the University of California, Los Angeles, where she will major in Nursing and minor in American Sign Language. Amaya's future is bright, as her dedication to community service and her desire to make a positive impact on the world will undoubtedly continue to shape her journey.
High School: Saint Francis High School
Hispanic Heritage: Salvadoran
As a student at Saint Francis High School in Sacramento, California, Amaya Tumber is an integral part of a community of faith, excellence, leadership, and service. She has taken this to heart, as evidenced by her extensive work in volunteering with seniors, people with disabilities, the St. Vincent de Paul Society of her parish, and at a local food bank. Her commitment to serving those in need has only strengthened over the years and has truly galvanized her calling to serve others.
Throughout her life, Amaya has sought out opportunities to help others. She has participated in service projects such as Project Linus, which provides blankets for children in need, and her involvement in simple acts of kindness such as preparing pies for Thanksgiving baskets has nurtured her desire to continue volunteering. Her devotion to community service has only grown stronger with time. She is now a student body officer at her school, where she helps organize their canned food drive, participates in fundraising for their tuition assistance program, and tutors her peers. Amaya takes great pride in knowing that she is contributing to the well-being of her community, and it has become an integral part of who she is and what she wants to do with her future.
Amaya's commitment to community service has brought about many accomplishments that she can be proud of. When asked about her proudest achievement in Community Service, she recalls volunteering as a counselor at Camp ReCreation, a camp for people with disabilities. Amaya was initially apprehensive about how to make summer fun for someone with a physical or mental disability. However, through her hard work and dedication, she built a connection with her camper and was able to sense when she was uncomfortable. By stepping back and letting her camper choose, her joy blossomed, and Amaya's empathy and patience grew. This lesson has stayed with her and has helped her in her volunteer work in memory care at a nursing home. Amaya provides the residents with a listening ear, providing them with the only therapy she can. Her mere presence can make a difference to those who often do not have visitors. Working with the disabled and the elderly has taught Amaya invaluable skills of self-awareness, adaptability, and fortitude, skills that she will carry with her throughout her life.
Amaya, who is Indian-Salvadoran-American, credits her Hispanic background for instilling in her the values of generosity and the importance of putting others before herself. Her grandparents, who immigrated from El Salvador, worked as laborers to support their family. They were always willing to contribute to charities, both through and outside of their church, and their example has inspired Amaya to give of herself. Her Catholic education has also prepared her to serve others. She plans to continue community service throughout her adult life. Amaya's family and faith are her strongest influences when it comes to community service, and her volunteer work with the St. Vincent de Paul Society and at the food bank has given her the chance to explore the different ways she can make an impact through service.
As she reflects on her future, Amaya dreams of becoming a nurse. Her desire to serve others is rooted in a desire to change the greater landscape of medical care by advocating for those who face roadblocks, such as those in lower socioeconomic communities. Her plan is to volunteer in community clinics to bring attention to the health disparities that many Latinx people face, addressing mental health access and disease prevention. As a woman of color, Amaya is determined to push to expel the biases that many encounter when navigating the healthcare arena and improve the quality and access to healthcare for other marginalized communities, both locally and abroad. Her goal is to be a passionate agent for her patients in the fight for health equity so that people like her abuelita feel seen, loved, and cared for.
Amaya's academic prowess has proven her readiness to pursue her dreams. She maintains a 4.0 GPA and has received subject awards for Honors Math, Geometry, and American Literature. Amaya plans to attend the University of Portland, San Diego State University, or the University of California, Los Angeles, where she will major in Nursing and minor in American Sign Language. Amaya's future is bright, as her dedication to community service and her desire to make a positive impact on the world will undoubtedly continue to shape her journey.
Education
Please select a recipient name to read their bio.
GOLD - Joshua Cabrera Regalado
Hometown: Gilroy, CA
High School: Dr. TJ Owens Gilroy Early College Academy
Hispanic Heritage: Guatemalan & Honduran
Joshua Cabrera Regalado's interest in the field of education was sparked during his participation in his 11th-grade AcaPrep Tutors course at Dr. TJ Owens Gilroy Early College Academy (GECA). At GECA, AcaPrep is a program that pairs upperclassmen tutors with underclassmen to provide them with academic support and help instill in them study and time management skills. But for Joshua, it is more than just being a tutor. He sees it as a form of community building where he organizes activities to help students enjoy their high school experience and let them know that they are not alone in their academic struggles.
Working with his students brings Joshua great joy as he understands the frustration they feel when they struggle with their homework. Being able to give them the support they need and seeing their satisfaction and joy when they overcome a challenging question or learn a difficult concept is what motivates him. He also values the friendships he has formed with his students and wants to demonstrate that he cares about them as people and is not just concerned about their academic success.
Joshua's interest in education as a career grew stronger, and he realized that he could combine it with his love for biology. He wants to become a biology teacher to share his knowledge and passion for the subject with his students through different lab activities and lectures in class.
One of Joshua's proudest achievements in Education was leading a community circle at school. As an AcaPrep tutor, he was personally chosen to lead these circles with groups of freshmen, where the underclassmen would share their responses to prompts presented to them by his teacher and his high school's principal, because they believed that he demonstrated the best qualities as a community builder at GECA. Joshua used this opportunity to reassure the freshmen that the upperclassmen cared about their success in school and were always willing to help out. He wanted to form a strong relationship with the freshmen early on so that they would not be afraid to ask for help later.
Of Guatemalan and Honduran descent, Joshua's motivation to appreciate his blessings and pursue education comes from his mother. She never had the opportunity to receive a proper education when she was younger. Having grown up in Guatemala, few children were fortunate enough to receive a formal education in his mother's town, so she had to work in the fields and around their family-owned corner store. As Joshua matured, he adopted his mother's sentiment that having an education opens up a whole world of opportunities. Joshua believes that having a diverse background of educators is important because it encourages exposure to different ideas and cultures. This exposure, he says, benefits students as it makes them much more comfortable interacting with different types of people, promoting the idea that it's valuable to interact with people with different backgrounds.
Joshua has seen the lack of support and accessibility when it comes to education for many in the Hispanic community. The language barrier between English and Spanish is a prevalent issue, and he believes that creating a tutoring program similar to the one at his school, where high school students volunteer as translators at school events, would greatly benefit students at other schools.
Joshua has also worked as a tutor outside of GECA, helping younger students with their homework or classwork. His tutoring is not a job or obligation but a pleasure that he derives from helping others. He views teaching as a two-way process, where the student is just as capable of teaching the teacher. An especially meaningful experience for him was when he tutored his friend's younger brother who falls on the autism spectrum and was able to build a connection with him, where his student felt comfortable communicating with Joshua. This interaction taught Joshua that teaching goes both ways; that he can learn as much from his students as they can learn from him. He hopes to develop that same sort of friendship with his other students.
Joshua is currently working on his senior project as part of his graduation requirements at GECA. His project focuses on animal welfare, where he aims to educate others on some of the issues that animal shelters face when providing their animals with care. In his research paper, he dives into the importance of educating shelter staff and volunteers on prevalent diseases and proper housing conditions in order to keep the animals healthy and provide them with the proper care. His senior project relates to the idea that education is important when it comes to addressing the stigma surrounding animal shelters and informing staff and volunteers on how to ensure that animals have a high quality of life in the shelter.
Amber Bruce, Joshua's AcaPrep Tutors teacher, describes him as "a dedicated and compassionate individual who values the power of education and strives to make a positive impact on his community." She goes on to say that "his ability to form meaningful relationships with his students and willingness to go above and beyond to ensure their success make him a standout individual." It is clear that Joshua's dedication to education and community service has become an integral part of his day-to-day life at GECA.
After graduating from high school, Joshua plans to attend the University of Rochester, San Francisco State University, or the University of California, San Diego, where he will major in Biology or Biological Sciences and minor in Spanish. His plan is to become a biology teacher, inspiring and educating his students to love life science as much as he does. His ultimate goal is to help bridge the gap in education accessibility and support in the Hispanic community, through programs like tutoring and volunteer translating.
High School: Dr. TJ Owens Gilroy Early College Academy
Hispanic Heritage: Guatemalan & Honduran
Joshua Cabrera Regalado's interest in the field of education was sparked during his participation in his 11th-grade AcaPrep Tutors course at Dr. TJ Owens Gilroy Early College Academy (GECA). At GECA, AcaPrep is a program that pairs upperclassmen tutors with underclassmen to provide them with academic support and help instill in them study and time management skills. But for Joshua, it is more than just being a tutor. He sees it as a form of community building where he organizes activities to help students enjoy their high school experience and let them know that they are not alone in their academic struggles.
Working with his students brings Joshua great joy as he understands the frustration they feel when they struggle with their homework. Being able to give them the support they need and seeing their satisfaction and joy when they overcome a challenging question or learn a difficult concept is what motivates him. He also values the friendships he has formed with his students and wants to demonstrate that he cares about them as people and is not just concerned about their academic success.
Joshua's interest in education as a career grew stronger, and he realized that he could combine it with his love for biology. He wants to become a biology teacher to share his knowledge and passion for the subject with his students through different lab activities and lectures in class.
One of Joshua's proudest achievements in Education was leading a community circle at school. As an AcaPrep tutor, he was personally chosen to lead these circles with groups of freshmen, where the underclassmen would share their responses to prompts presented to them by his teacher and his high school's principal, because they believed that he demonstrated the best qualities as a community builder at GECA. Joshua used this opportunity to reassure the freshmen that the upperclassmen cared about their success in school and were always willing to help out. He wanted to form a strong relationship with the freshmen early on so that they would not be afraid to ask for help later.
Of Guatemalan and Honduran descent, Joshua's motivation to appreciate his blessings and pursue education comes from his mother. She never had the opportunity to receive a proper education when she was younger. Having grown up in Guatemala, few children were fortunate enough to receive a formal education in his mother's town, so she had to work in the fields and around their family-owned corner store. As Joshua matured, he adopted his mother's sentiment that having an education opens up a whole world of opportunities. Joshua believes that having a diverse background of educators is important because it encourages exposure to different ideas and cultures. This exposure, he says, benefits students as it makes them much more comfortable interacting with different types of people, promoting the idea that it's valuable to interact with people with different backgrounds.
Joshua has seen the lack of support and accessibility when it comes to education for many in the Hispanic community. The language barrier between English and Spanish is a prevalent issue, and he believes that creating a tutoring program similar to the one at his school, where high school students volunteer as translators at school events, would greatly benefit students at other schools.
Joshua has also worked as a tutor outside of GECA, helping younger students with their homework or classwork. His tutoring is not a job or obligation but a pleasure that he derives from helping others. He views teaching as a two-way process, where the student is just as capable of teaching the teacher. An especially meaningful experience for him was when he tutored his friend's younger brother who falls on the autism spectrum and was able to build a connection with him, where his student felt comfortable communicating with Joshua. This interaction taught Joshua that teaching goes both ways; that he can learn as much from his students as they can learn from him. He hopes to develop that same sort of friendship with his other students.
Joshua is currently working on his senior project as part of his graduation requirements at GECA. His project focuses on animal welfare, where he aims to educate others on some of the issues that animal shelters face when providing their animals with care. In his research paper, he dives into the importance of educating shelter staff and volunteers on prevalent diseases and proper housing conditions in order to keep the animals healthy and provide them with the proper care. His senior project relates to the idea that education is important when it comes to addressing the stigma surrounding animal shelters and informing staff and volunteers on how to ensure that animals have a high quality of life in the shelter.
Amber Bruce, Joshua's AcaPrep Tutors teacher, describes him as "a dedicated and compassionate individual who values the power of education and strives to make a positive impact on his community." She goes on to say that "his ability to form meaningful relationships with his students and willingness to go above and beyond to ensure their success make him a standout individual." It is clear that Joshua's dedication to education and community service has become an integral part of his day-to-day life at GECA.
After graduating from high school, Joshua plans to attend the University of Rochester, San Francisco State University, or the University of California, San Diego, where he will major in Biology or Biological Sciences and minor in Spanish. His plan is to become a biology teacher, inspiring and educating his students to love life science as much as he does. His ultimate goal is to help bridge the gap in education accessibility and support in the Hispanic community, through programs like tutoring and volunteer translating.
SILVER - Angie Villasenor Fernandez
Hometown: Wildomar, CA
High School: Elsinore High School
Hispanic Heritage: Mexican
Angie Villasenor Fernandez, a bright and determined Latina, remembers being interested in the field of education since she was in elementary school. In second grade, she displayed a keen interest in teaching and tutoring, spending her recesses helping her teacher with homework packets and working with students in her classroom who needed help with their English. Her experiences as a child ignited a flame within her that would fuel her pursuit of becoming a multilingual teacher.
Angie's proudest achievement in Education so far has been working with a fourth-grade dual-immersion teacher. As a product of a traditional English-speaking classroom, Angie was fascinated by the quality of the students' work in English and Spanish, and how bilingualism was nurtured in a Hispanic household. The students surprised her because, unlike many other children whose first language is Spanish and forget the language due to the frequent use of English, they wrote fluently in both languages. This experience fueled Angie's belief that more students could benefit from the dual immersion program and inspired her to encourage others to become multilingual. Angie's commitment to promoting bilingualism in the education system highlights her desire to create more opportunities for students to learn about and appreciate different cultures, languages, and customs.
Growing up, Angie noticed a lack of diversity in the education field, which limited her access to role models who shared her background. She was inspired by one of her ninth-grade teachers, Mrs. Norma J. Saravia, a Hispanic woman who made her feel comfortable speaking Spanish and who became a positive influence on her and other Hispanic students. For Angie, this experience underscored the importance of representation in education. She understood that more underrepresented groups need to work in the educational field for students to have role models they can look up to and find inspiration in.
Angie understands the importance of education and the impact it can have on people's lives, especially those from marginalized communities. Her motivation to give back and prioritize learning as much as teaching stems from her mother's stories of growing up in Mexico and the challenges her family faced in affording school supplies. Reflecting on this experience instilled in her a desire to help others who may also have barriers interfering with their education and to give back to her community.
Through her involvement in her school’s Interact Club, Angie has had the opportunity to make a tangible difference in the lives of others. Thinking back to her mother's story, she jumped at the chance to fundraise for a project to provide school supplies for a school in Mexico that enrolled students who were deaf and/or had difficulties speaking. Her efforts resulted in six full bags of school supplies for the children. Despite not being able to see the students' joyful faces when they received their supplies due to the pandemic, Angie's passion for helping others continues to grow, and she looks forward to contributing to projects like this again in the future.
Angie's academic achievements are just as impressive as her community involvement. Year after year, she has consistently ranked among the top 25 students in her class. She has been recognized as an AP Scholar and is part of the National Hispanic Recognition Program. Her hard work and dedication to her studies have earned her several awards, including her high school’s All School Awards.
It is no surprise that Angie's exceptional academic performance and dedication to her community have not gone unnoticed. Her former Spanish teacher, Mrs. Saravia, speaks highly of Angie, stating that she was one of the top students in her class and that she had an amazing positive attitude toward learning. Mrs. Saravia also praises Angie's leadership qualities and her ability to maintain a highly competitive grade point average while actively participating in campus organizations and providing support to teachers and school staff.
As Angie embarks on the next chapter of her journey, she remains committed to her dream of becoming a multilingual teacher. Her plans for the future are exciting, as she prepares to attend San Diego State University, the University of California, Riverside, or the University of California, Irvine. With her enthusiasm for learning and the heart she has for teaching and helping her community, we have no doubt that she will make a great educator.
High School: Elsinore High School
Hispanic Heritage: Mexican
Angie Villasenor Fernandez, a bright and determined Latina, remembers being interested in the field of education since she was in elementary school. In second grade, she displayed a keen interest in teaching and tutoring, spending her recesses helping her teacher with homework packets and working with students in her classroom who needed help with their English. Her experiences as a child ignited a flame within her that would fuel her pursuit of becoming a multilingual teacher.
Angie's proudest achievement in Education so far has been working with a fourth-grade dual-immersion teacher. As a product of a traditional English-speaking classroom, Angie was fascinated by the quality of the students' work in English and Spanish, and how bilingualism was nurtured in a Hispanic household. The students surprised her because, unlike many other children whose first language is Spanish and forget the language due to the frequent use of English, they wrote fluently in both languages. This experience fueled Angie's belief that more students could benefit from the dual immersion program and inspired her to encourage others to become multilingual. Angie's commitment to promoting bilingualism in the education system highlights her desire to create more opportunities for students to learn about and appreciate different cultures, languages, and customs.
Growing up, Angie noticed a lack of diversity in the education field, which limited her access to role models who shared her background. She was inspired by one of her ninth-grade teachers, Mrs. Norma J. Saravia, a Hispanic woman who made her feel comfortable speaking Spanish and who became a positive influence on her and other Hispanic students. For Angie, this experience underscored the importance of representation in education. She understood that more underrepresented groups need to work in the educational field for students to have role models they can look up to and find inspiration in.
Angie understands the importance of education and the impact it can have on people's lives, especially those from marginalized communities. Her motivation to give back and prioritize learning as much as teaching stems from her mother's stories of growing up in Mexico and the challenges her family faced in affording school supplies. Reflecting on this experience instilled in her a desire to help others who may also have barriers interfering with their education and to give back to her community.
Through her involvement in her school’s Interact Club, Angie has had the opportunity to make a tangible difference in the lives of others. Thinking back to her mother's story, she jumped at the chance to fundraise for a project to provide school supplies for a school in Mexico that enrolled students who were deaf and/or had difficulties speaking. Her efforts resulted in six full bags of school supplies for the children. Despite not being able to see the students' joyful faces when they received their supplies due to the pandemic, Angie's passion for helping others continues to grow, and she looks forward to contributing to projects like this again in the future.
Angie's academic achievements are just as impressive as her community involvement. Year after year, she has consistently ranked among the top 25 students in her class. She has been recognized as an AP Scholar and is part of the National Hispanic Recognition Program. Her hard work and dedication to her studies have earned her several awards, including her high school’s All School Awards.
It is no surprise that Angie's exceptional academic performance and dedication to her community have not gone unnoticed. Her former Spanish teacher, Mrs. Saravia, speaks highly of Angie, stating that she was one of the top students in her class and that she had an amazing positive attitude toward learning. Mrs. Saravia also praises Angie's leadership qualities and her ability to maintain a highly competitive grade point average while actively participating in campus organizations and providing support to teachers and school staff.
As Angie embarks on the next chapter of her journey, she remains committed to her dream of becoming a multilingual teacher. Her plans for the future are exciting, as she prepares to attend San Diego State University, the University of California, Riverside, or the University of California, Irvine. With her enthusiasm for learning and the heart she has for teaching and helping her community, we have no doubt that she will make a great educator.
BRONZE - Lupita Silva
Hometown: Oxnard, CA
High School: Rio Mesa High School
Hispanic Heritage: Mexican
Lupita Silva's calling to be an elementary teacher is not merely a dream but a conviction she has held since childhood. "My whole life, I have known I want to be an elementary teacher," shares Lupita. It was her second-grade teacher who left a mark on her and inspired her to become an elementary teacher herself. "She allowed me to be the person I wanted to be, and she made me feel comfortable at school." "She helped me grow," recalls Lupita. This is what she wants to do for her future students. She hopes to pay it forward by helping them become comfortable with themselves, just as her teacher did for her. From being a personal tutor to her younger brother to working as a teacher assistant in an English Language Development class, Lupita has already made strides in preparation for her future career.
Lupita's interest in teaching is not limited to the classroom. She has always been drawn to helping younger children, taking care of her cousins, and patiently teaching them fundamental life skills. Through them, she discovered her calling as an educator, recognizing that her patience and empathy are what make her an ideal teacher.
For Lupita, teaching is not just about imparting knowledge; it is also about making a positive impact on her students' lives. As she rightly observes, "It is the teacher's responsibility to make a positive influence and help the student continue to be successful." She strives to help students from different backgrounds and countries, translating their homework and assisting them with language barriers. Her goal is to ensure that all students feel heard and understood, and that no one is left behind.
As a teacher assistant in an English Language Development class, Lupita has been able to share her knowledge of both English and Spanish with students who are just starting to learn English. She understands the importance of having teachers of diverse backgrounds who can relate to and understand the experiences of their students. She believes diverse educators are essential to ensuring that all students feel seen and heard. Lupita is a role model for other students, showing them that anyone can overcome language barriers and succeed with hard work and dedication.
Lupita's dedication to helping her community extends beyond education. She is passionate about social justice and believes that everyone, regardless of their job or background, deserves to be recognized for their hard work. She has seen firsthand the struggles faced by field workers in her community, who work tirelessly to provide food for everyone but often receive little recognition or compensation. Lupita wants to change that by providing education and resources to help them better understand their rights and demand fair treatment.
She has also volunteered with environmental and tutoring services, and during the pandemic, she even took up gardening as a hobby, spending time with her grandmother and eventually joining the school's gardening club. With the intent of contributing to her school community, she has helped plant different trees and flowers and added painted rocks to her school's garden, with the hope her fellow schoolmates can have a place to unwind and disconnect from the demands of everyday life.
Despite not receiving adequate guidance from her high school on college preparation, Lupita and her friends took it upon themselves to help underclassmen prepare for college, creating a club to provide information on community service opportunities, careers, and other valuable resources.
As a senior, she has been a leader and support system for her younger Upward Bound peers. Her academic specialist from California Lutheran University, Gabrielle Pittle, praises Lupita as an "honest, dependable, and incredibly hardworking" student who is an asset to her community. Pittle commends Lupita for her leadership in creating a club that reaches out to underclassmen and informs them about college and available resources. Lupita has also been a student ambassador at her high school, helping new freshmen transition to high school.
Perhaps Lupita's proudest achievement is helping her brother become a better student. As the oldest sibling, she feels a sense of responsibility to help those around her and has taken on the role of her brother's personal tutor, helping him study and find the methods of learning that work best for him. She hopes to instill in him a love for learning and a sense of independence that will help him succeed beyond her guidance.
Lupita's drive to succeed in her own education is motivated by her desire to be a role model for her family and her community. She hopes to attend Pepperdine University, California Lutheran University, or Yale University, where she plans to major in Education and minor in Kinesiology. Her love for teaching and her dedication to helping others will undoubtedly lead to a fulfilling career in education, where she will continue to inspire and positively impact the lives of her students.
High School: Rio Mesa High School
Hispanic Heritage: Mexican
Lupita Silva's calling to be an elementary teacher is not merely a dream but a conviction she has held since childhood. "My whole life, I have known I want to be an elementary teacher," shares Lupita. It was her second-grade teacher who left a mark on her and inspired her to become an elementary teacher herself. "She allowed me to be the person I wanted to be, and she made me feel comfortable at school." "She helped me grow," recalls Lupita. This is what she wants to do for her future students. She hopes to pay it forward by helping them become comfortable with themselves, just as her teacher did for her. From being a personal tutor to her younger brother to working as a teacher assistant in an English Language Development class, Lupita has already made strides in preparation for her future career.
Lupita's interest in teaching is not limited to the classroom. She has always been drawn to helping younger children, taking care of her cousins, and patiently teaching them fundamental life skills. Through them, she discovered her calling as an educator, recognizing that her patience and empathy are what make her an ideal teacher.
For Lupita, teaching is not just about imparting knowledge; it is also about making a positive impact on her students' lives. As she rightly observes, "It is the teacher's responsibility to make a positive influence and help the student continue to be successful." She strives to help students from different backgrounds and countries, translating their homework and assisting them with language barriers. Her goal is to ensure that all students feel heard and understood, and that no one is left behind.
As a teacher assistant in an English Language Development class, Lupita has been able to share her knowledge of both English and Spanish with students who are just starting to learn English. She understands the importance of having teachers of diverse backgrounds who can relate to and understand the experiences of their students. She believes diverse educators are essential to ensuring that all students feel seen and heard. Lupita is a role model for other students, showing them that anyone can overcome language barriers and succeed with hard work and dedication.
Lupita's dedication to helping her community extends beyond education. She is passionate about social justice and believes that everyone, regardless of their job or background, deserves to be recognized for their hard work. She has seen firsthand the struggles faced by field workers in her community, who work tirelessly to provide food for everyone but often receive little recognition or compensation. Lupita wants to change that by providing education and resources to help them better understand their rights and demand fair treatment.
She has also volunteered with environmental and tutoring services, and during the pandemic, she even took up gardening as a hobby, spending time with her grandmother and eventually joining the school's gardening club. With the intent of contributing to her school community, she has helped plant different trees and flowers and added painted rocks to her school's garden, with the hope her fellow schoolmates can have a place to unwind and disconnect from the demands of everyday life.
Despite not receiving adequate guidance from her high school on college preparation, Lupita and her friends took it upon themselves to help underclassmen prepare for college, creating a club to provide information on community service opportunities, careers, and other valuable resources.
As a senior, she has been a leader and support system for her younger Upward Bound peers. Her academic specialist from California Lutheran University, Gabrielle Pittle, praises Lupita as an "honest, dependable, and incredibly hardworking" student who is an asset to her community. Pittle commends Lupita for her leadership in creating a club that reaches out to underclassmen and informs them about college and available resources. Lupita has also been a student ambassador at her high school, helping new freshmen transition to high school.
Perhaps Lupita's proudest achievement is helping her brother become a better student. As the oldest sibling, she feels a sense of responsibility to help those around her and has taken on the role of her brother's personal tutor, helping him study and find the methods of learning that work best for him. She hopes to instill in him a love for learning and a sense of independence that will help him succeed beyond her guidance.
Lupita's drive to succeed in her own education is motivated by her desire to be a role model for her family and her community. She hopes to attend Pepperdine University, California Lutheran University, or Yale University, where she plans to major in Education and minor in Kinesiology. Her love for teaching and her dedication to helping others will undoubtedly lead to a fulfilling career in education, where she will continue to inspire and positively impact the lives of her students.
Engineering
Please select a recipient name to read their bio.
GOLD - Matthew Noto
Hometown: San Diego, CA
High School: Canyon Crest Academy
Hispanic Heritage: Filipino
Filipino-Italian-American Matthew Noto has always had an insatiable appetite for science. From a young age, he was drawn to the world of STEM and became a self-directed learner, using free online resources to expand his knowledge and understanding of a diverse range of subjects in both physical and life sciences. Through his elementary school's Science Olympiad program, he tackled challenging events like Designer Genes, Protein Modeling, and Cell Biology, which piqued his interest in biochemistry. This fascination prompted him to take an Organic Chemistry course at UC Santa Barbara and delve deeper into the subject. As Matthew's passion for science grew, he also took advantage of the MIT OpenCourseWare to continue self-studying topics that interested him, such as Linear Algebra and Machine Learning.
Matthew is actively involved in his school's science community. He serves as the president of Canyon Crest Academy's Chemistry Club as well as its CCA STEM Research Methods Club. He also contributes as a peer tutor for Physics and Chemistry, sharing his knowledge and expertise with his fellow schoolmates. Through his dedication to these clubs and his tutoring, Matthew makes an impact in his school community through his love of STEM.
Last spring, Matthew completed his first computational biochemistry research project, which explored new ideas in drug discovery for antibiotic resistance. This project was the culmination of his hard work and perseverance, and it earned him a first-place award at the Greater San Diego Science and Engineering Fair. His project also sent him to the International Engineering and Science Fair (ISEF), where he won a third-place Grand Award in Biochemistry. This achievement broadened Matthew's perspective on how the intersection of engineering, chemistry, and computation can be used to create novel solutions to pressing problems.
Inspired by his success, Matthew continued his research by analyzing a protein called ROCK2, a promising therapeutic target for Alzheimer's, cancer, and cardiovascular disease. Using an approach that combined chemical engineering and technology, he applied artificial intelligence techniques to speed up the discovery of new ROCK2 inhibitors from online databases using neural networks and to generate completely new inhibitors using genetic algorithms.
As Matthew himself says, "Given the complex nature of the world's pressing problems, engineering future technologies requires new insights that are only possible through multidisciplinary approaches." His Hispanic background has had a significant influence on his approach to engineering, and he is determined to enhance diversity in the larger scientific community and work to accelerate chemical discoveries that help solve pressing problems—from clean energy to engineering new medicines.
Matthew's achievements and aspirations extend far beyond the laboratory. He is acutely aware of the underrepresentation of Hispanics in STEM and is passionate about addressing this problem. He believes that building a solid foundation for young students in STEM is key to addressing this issue and empowering the next generation to succeed in these fields. His own experience with Science Olympiad, a STEM-based extracurricular activity, was one of the biggest catalysts for his interest in STEM, making science come alive for him. Matthew's involvement in Science Olympiad has been a source of inspiration for him, and it has given him the confidence to pursue his interests. He hopes to serve as a role model and mentor for other Hispanics aspiring to pursue careers in engineering.
Evan Fisher, Matthew's physics teacher at Canyon Crest Academy, praises his ability to focus on the task at hand, consistently producing work that not only demonstrates his understanding of complex concepts but also surpasses that of his peers. Fisher notes that Matthew has the mental aptitude to be successful at whatever he puts his mind towards. Matthew's strengths extend to group settings, as he has the ability to quickly formulate a purpose and procedure. He is able to clearly communicate his ideas and work collaboratively with others to achieve a common goal. Fisher adds that Matthew's dedication to his studies and extracurricular activities is nothing short of remarkable and that his impact on Canyon Crest Academy's science community is undeniable.
Matthew's journey has been one of curiosity, dedication, and a commitment to making an impact in STEM. He plans to pursue a degree in chemical engineering and computer science, taking part in collaborative research by working with students from multiple other disciplines such as mathematics and science, thus enhancing his problem-solving skills through exposure to multidisciplinary perspectives. He also plans to take advanced courses in physics, biochemistry, and mathematics to explore engineering from a different lens and work towards solutions to pressing scientific problems through his work in STEM. We have no doubt that Matthew will continue his vertiginous trajectory of learning and becoming an expert in his field.
High School: Canyon Crest Academy
Hispanic Heritage: Filipino
Filipino-Italian-American Matthew Noto has always had an insatiable appetite for science. From a young age, he was drawn to the world of STEM and became a self-directed learner, using free online resources to expand his knowledge and understanding of a diverse range of subjects in both physical and life sciences. Through his elementary school's Science Olympiad program, he tackled challenging events like Designer Genes, Protein Modeling, and Cell Biology, which piqued his interest in biochemistry. This fascination prompted him to take an Organic Chemistry course at UC Santa Barbara and delve deeper into the subject. As Matthew's passion for science grew, he also took advantage of the MIT OpenCourseWare to continue self-studying topics that interested him, such as Linear Algebra and Machine Learning.
Matthew is actively involved in his school's science community. He serves as the president of Canyon Crest Academy's Chemistry Club as well as its CCA STEM Research Methods Club. He also contributes as a peer tutor for Physics and Chemistry, sharing his knowledge and expertise with his fellow schoolmates. Through his dedication to these clubs and his tutoring, Matthew makes an impact in his school community through his love of STEM.
Last spring, Matthew completed his first computational biochemistry research project, which explored new ideas in drug discovery for antibiotic resistance. This project was the culmination of his hard work and perseverance, and it earned him a first-place award at the Greater San Diego Science and Engineering Fair. His project also sent him to the International Engineering and Science Fair (ISEF), where he won a third-place Grand Award in Biochemistry. This achievement broadened Matthew's perspective on how the intersection of engineering, chemistry, and computation can be used to create novel solutions to pressing problems.
Inspired by his success, Matthew continued his research by analyzing a protein called ROCK2, a promising therapeutic target for Alzheimer's, cancer, and cardiovascular disease. Using an approach that combined chemical engineering and technology, he applied artificial intelligence techniques to speed up the discovery of new ROCK2 inhibitors from online databases using neural networks and to generate completely new inhibitors using genetic algorithms.
As Matthew himself says, "Given the complex nature of the world's pressing problems, engineering future technologies requires new insights that are only possible through multidisciplinary approaches." His Hispanic background has had a significant influence on his approach to engineering, and he is determined to enhance diversity in the larger scientific community and work to accelerate chemical discoveries that help solve pressing problems—from clean energy to engineering new medicines.
Matthew's achievements and aspirations extend far beyond the laboratory. He is acutely aware of the underrepresentation of Hispanics in STEM and is passionate about addressing this problem. He believes that building a solid foundation for young students in STEM is key to addressing this issue and empowering the next generation to succeed in these fields. His own experience with Science Olympiad, a STEM-based extracurricular activity, was one of the biggest catalysts for his interest in STEM, making science come alive for him. Matthew's involvement in Science Olympiad has been a source of inspiration for him, and it has given him the confidence to pursue his interests. He hopes to serve as a role model and mentor for other Hispanics aspiring to pursue careers in engineering.
Evan Fisher, Matthew's physics teacher at Canyon Crest Academy, praises his ability to focus on the task at hand, consistently producing work that not only demonstrates his understanding of complex concepts but also surpasses that of his peers. Fisher notes that Matthew has the mental aptitude to be successful at whatever he puts his mind towards. Matthew's strengths extend to group settings, as he has the ability to quickly formulate a purpose and procedure. He is able to clearly communicate his ideas and work collaboratively with others to achieve a common goal. Fisher adds that Matthew's dedication to his studies and extracurricular activities is nothing short of remarkable and that his impact on Canyon Crest Academy's science community is undeniable.
Matthew's journey has been one of curiosity, dedication, and a commitment to making an impact in STEM. He plans to pursue a degree in chemical engineering and computer science, taking part in collaborative research by working with students from multiple other disciplines such as mathematics and science, thus enhancing his problem-solving skills through exposure to multidisciplinary perspectives. He also plans to take advanced courses in physics, biochemistry, and mathematics to explore engineering from a different lens and work towards solutions to pressing scientific problems through his work in STEM. We have no doubt that Matthew will continue his vertiginous trajectory of learning and becoming an expert in his field.
SILVER - Cesar Gallegos
Hometown: Lynwood, CA
High School: South Gate High School
Hispanic Heritage: Mexican
Cesar Gallegos' journey into the world of engineering began when he first got his hands on a computer at home. Ever since, he has always been captivated by the intricacies of technology. As a child, he spent countless hours tinkering with his family's computer, building and testing new systems. His fascination only grew as he advanced through school. Cesar is not content to just learn about engineering; he is determined to master it. Starting in middle school, he has taken on several college-level courses which have challenged him and further piqued his interest in engineering.
Cesar's passion for engineering is not limited to his academic pursuits; he is also a member of two engineering clubs at South Gate High School, the Math Engineering Science and Achievement (MESA) Club, and the Robotics Club. As president of MESA Club, Cesar has been instrumental in organizing events and contacting the University of Southern California to participate in various activities. In the Robotics Club, Cesar has built robot kits, performed various actions, and participated in competitions. Cesar's participation in these clubs has allowed him to apply his knowledge and skills in a practical setting while also learning new techniques and strategies.
Beyond his involvement in clubs, Cesar has participated in several programs that have enhanced his engineering prowess, including AltaMed Esclarea and Telacu Upward Bound. In these programs, Cesar attended college panels, interacted with college alumni and students, and took courses in calculus and Lego engineering.
Cesar’s proudest achievement came when he participated in the USC SHINE program, which provides mentorship to high-achieving high school students in engineering research and science communication. During the 7-week intensive program, Cesar worked on a project involving human-robot interaction algorithms, where he was able to apply his programming skills to a real-world problem. He learned new coding languages such as Python and C++ and wrote a subscriber node for the robot, calibrated a camera to identify specific points on a table, and put all the information in simulation with Rviz. Additionally, he gained valuable experience in running research studies for human-robot interaction and was able to present his research to students and faculty at the SHINE poster session.
Cesar's ability to learn advanced skills in a short amount of time and apply them in practice without being overwhelmed by the challenge impressed both his mentor, USC Ph.D. student Heramb Nemlekar, and Professor Stefanos Nikolaidis. They were impressed by how much he was able to contribute to their research progress despite having no background in computer programming. In this program, Cesar truly stood out, and they believe he has great potential to excel in his STEM accomplishments.
Cesar's story is not just about his achievements in engineering. Being a first-generation Latino going into engineering has made it all the more difficult for him. However, he believes that diverse backgrounds take a toll on research projects because they bring different views on new ideas. This experience has taught him the importance of exposing oneself to new ideologies, which can open one's mind to new things and lead to more significant improvements in projects.
Cesar's dedication to his community started in ninth grade when he joined several clubs at his school, including Key Club International, Health, Science, and Medicine Leadership Club, and MESA Club. In these clubs, he was able to explore what he could do for his community and donate his time and resources to make a positive impact. As the president of MESA, he created meetings for students to learn more about jobs in the engineering and STEM fields and ran monthly challenges that introduced members to the engineering design process.
Giving back brings Cesar joy, and he sees it as a way of teaching others what he wishes he had known before. He believes that education is an investment in oneself, and no one can take that education away from them. He hopes to inspire others to follow their dreams with education and to spark an interest in personal stories to show that it can work and that it is worth the risk. Cesar's dedication to his community has brought him immense joy, and he hopes to continue making a positive impact in the future.
Looking ahead, Cesar has set his sights on attending the University of Pennsylvania, Princeton University, or Cornell University to further his education in engineering. He plans to major in Mechanical Engineering and minor in Computer Science.
Throughout his journey, Cesar has shown immense dedication, creativity, and passion for his work. Through his involvement in engineering clubs, summer programs, and his dedicated efforts in conducting research, Cesar has demonstrated his commitment to advancing the field of engineering and inspiring the next generation of STEM professionals.
High School: South Gate High School
Hispanic Heritage: Mexican
Cesar Gallegos' journey into the world of engineering began when he first got his hands on a computer at home. Ever since, he has always been captivated by the intricacies of technology. As a child, he spent countless hours tinkering with his family's computer, building and testing new systems. His fascination only grew as he advanced through school. Cesar is not content to just learn about engineering; he is determined to master it. Starting in middle school, he has taken on several college-level courses which have challenged him and further piqued his interest in engineering.
Cesar's passion for engineering is not limited to his academic pursuits; he is also a member of two engineering clubs at South Gate High School, the Math Engineering Science and Achievement (MESA) Club, and the Robotics Club. As president of MESA Club, Cesar has been instrumental in organizing events and contacting the University of Southern California to participate in various activities. In the Robotics Club, Cesar has built robot kits, performed various actions, and participated in competitions. Cesar's participation in these clubs has allowed him to apply his knowledge and skills in a practical setting while also learning new techniques and strategies.
Beyond his involvement in clubs, Cesar has participated in several programs that have enhanced his engineering prowess, including AltaMed Esclarea and Telacu Upward Bound. In these programs, Cesar attended college panels, interacted with college alumni and students, and took courses in calculus and Lego engineering.
Cesar’s proudest achievement came when he participated in the USC SHINE program, which provides mentorship to high-achieving high school students in engineering research and science communication. During the 7-week intensive program, Cesar worked on a project involving human-robot interaction algorithms, where he was able to apply his programming skills to a real-world problem. He learned new coding languages such as Python and C++ and wrote a subscriber node for the robot, calibrated a camera to identify specific points on a table, and put all the information in simulation with Rviz. Additionally, he gained valuable experience in running research studies for human-robot interaction and was able to present his research to students and faculty at the SHINE poster session.
Cesar's ability to learn advanced skills in a short amount of time and apply them in practice without being overwhelmed by the challenge impressed both his mentor, USC Ph.D. student Heramb Nemlekar, and Professor Stefanos Nikolaidis. They were impressed by how much he was able to contribute to their research progress despite having no background in computer programming. In this program, Cesar truly stood out, and they believe he has great potential to excel in his STEM accomplishments.
Cesar's story is not just about his achievements in engineering. Being a first-generation Latino going into engineering has made it all the more difficult for him. However, he believes that diverse backgrounds take a toll on research projects because they bring different views on new ideas. This experience has taught him the importance of exposing oneself to new ideologies, which can open one's mind to new things and lead to more significant improvements in projects.
Cesar's dedication to his community started in ninth grade when he joined several clubs at his school, including Key Club International, Health, Science, and Medicine Leadership Club, and MESA Club. In these clubs, he was able to explore what he could do for his community and donate his time and resources to make a positive impact. As the president of MESA, he created meetings for students to learn more about jobs in the engineering and STEM fields and ran monthly challenges that introduced members to the engineering design process.
Giving back brings Cesar joy, and he sees it as a way of teaching others what he wishes he had known before. He believes that education is an investment in oneself, and no one can take that education away from them. He hopes to inspire others to follow their dreams with education and to spark an interest in personal stories to show that it can work and that it is worth the risk. Cesar's dedication to his community has brought him immense joy, and he hopes to continue making a positive impact in the future.
Looking ahead, Cesar has set his sights on attending the University of Pennsylvania, Princeton University, or Cornell University to further his education in engineering. He plans to major in Mechanical Engineering and minor in Computer Science.
Throughout his journey, Cesar has shown immense dedication, creativity, and passion for his work. Through his involvement in engineering clubs, summer programs, and his dedicated efforts in conducting research, Cesar has demonstrated his commitment to advancing the field of engineering and inspiring the next generation of STEM professionals.
BRONZE - Edvar Bautista
Hometown: Chula Vista, CA
High School: Chula Vista Senior High School
Hispanic Heritage: Mexican
Edvar Bautista's curiosity-driven passion for engineering began at the tender age of seven when he tried to tinker with the old Dell computer in his home. While his attempts to make the computer run faster may have failed, his interest in computers and robotics flourished, leading him down a path that has brought him to where he is today. Edvar's love for engineering has allowed him to tap into his concealed levels of creativity and has provided him with an outlet to turn all his conceptions into a reality. From his humble beginnings as a curious child, Edvar has gone on to participate in the Massachusetts Institute of Technology's Minority Introduction to Engineering and Science (MITES) Semester program, Project Lead the Way courses, and a research internship at Qualcomm, all while excelling in his academics and extracurriculars.
His experiences at MITES exposed him to advanced concepts in STEM and a supportive community of like-minded individuals who share his passion and interests. It also opened his eyes to new subjects, such as chemistry-focused material science research, which he had not initially considered within his radar. Through his determination and hard work, he not only excelled in the course but also found a new interest that he is excited to explore further in college. Edvar's passion is fueled by his belief that he can contribute to projects that positively impact those around him, whether that be constructing stage sets for a school musical or programming an Arduino robot to play the happy birthday song for his best friend.
Edvar has taken his talents beyond the classroom, serving as the treasurer for Chula Vista Senior High School's Physics and Engineering club, president of its National Honor Society chapter, and a tutor for middle school students in math and science. As a tutor, Edvar believes it is his responsibility not only to teach students what they need to know but also to arouse their curiosity for what they are learning to keep them going on an "interest train" that will stay with them in the long run. His dedication to teaching and inspiring the next generation of STEM enthusiasts is evident through his willingness to help struggling students understand complex concepts and to spark their curiosity.
Growing up in his hometown of Chula Vista, California, Edvar realized that many of his peers and community members were discouraged from having ambitious and aspiring ideas. Determined to change this narrative, he made it his long-term objective to break down the barriers of hindrance that had been placed on his hometown. Through engineering-based competitions, events, and volunteer work, he has encouraged his peers to pursue their dreams and aspirations in STEM, ultimately hoping to break generational cycles of oppression.
Edvar's commitment to his community extends beyond encouraging his peers; he has taken tangible steps to make STEM education more accessible to under-resourced students. He recently completed an internship with Qualcomm, which gave him the opportunity to mentor motivated under-resourced students who have a strong interest in STEM subjects. He presented the concept of the Internet of Things and showed them how to create a fully functioning circuit. This experience was close to Edvar's heart because seeing the faces of the younger students when they solved a challenging problem took him back to when he was participating in the same program as a student like them.
Among the top students in his class, Edvar's exceptional achievements and accomplishments have not gone unnoticed by his teachers and mentors, who speak highly of him. His AP Physics teacher, Patrick Mallory, attests to Edvar's unwavering dedication to school and his pursuit of a better life, stating that Edvar's work ethic and attention to detail are always on point. He commends Edvar's communication skills and drive to better himself, emphasizing that Edvar is never silent and always willing to participate. Edvar's no-fail attitude and his satisfaction in understanding ideas rather than memorizing equations are traits that set him apart from his peers.
As he graduates high school, Edvar plans to attend the Massachusetts Institute of Technology, the California Institute of Technology, or the University of California, Berkeley. There, he plans to major in Mechanical Engineering, with minors in Computer Science and Business. This remarkable Latino's long-term goal is to promote accessible opportunities for students who find curiosity within the engineering field. Edvar's story of hard work, dedication, and a relentless pursuit of excellence, as he fights to open doors for others in STEM, serves as an inspiration to all who aspire to make a difference in the world through engineering.
High School: Chula Vista Senior High School
Hispanic Heritage: Mexican
Edvar Bautista's curiosity-driven passion for engineering began at the tender age of seven when he tried to tinker with the old Dell computer in his home. While his attempts to make the computer run faster may have failed, his interest in computers and robotics flourished, leading him down a path that has brought him to where he is today. Edvar's love for engineering has allowed him to tap into his concealed levels of creativity and has provided him with an outlet to turn all his conceptions into a reality. From his humble beginnings as a curious child, Edvar has gone on to participate in the Massachusetts Institute of Technology's Minority Introduction to Engineering and Science (MITES) Semester program, Project Lead the Way courses, and a research internship at Qualcomm, all while excelling in his academics and extracurriculars.
His experiences at MITES exposed him to advanced concepts in STEM and a supportive community of like-minded individuals who share his passion and interests. It also opened his eyes to new subjects, such as chemistry-focused material science research, which he had not initially considered within his radar. Through his determination and hard work, he not only excelled in the course but also found a new interest that he is excited to explore further in college. Edvar's passion is fueled by his belief that he can contribute to projects that positively impact those around him, whether that be constructing stage sets for a school musical or programming an Arduino robot to play the happy birthday song for his best friend.
Edvar has taken his talents beyond the classroom, serving as the treasurer for Chula Vista Senior High School's Physics and Engineering club, president of its National Honor Society chapter, and a tutor for middle school students in math and science. As a tutor, Edvar believes it is his responsibility not only to teach students what they need to know but also to arouse their curiosity for what they are learning to keep them going on an "interest train" that will stay with them in the long run. His dedication to teaching and inspiring the next generation of STEM enthusiasts is evident through his willingness to help struggling students understand complex concepts and to spark their curiosity.
Growing up in his hometown of Chula Vista, California, Edvar realized that many of his peers and community members were discouraged from having ambitious and aspiring ideas. Determined to change this narrative, he made it his long-term objective to break down the barriers of hindrance that had been placed on his hometown. Through engineering-based competitions, events, and volunteer work, he has encouraged his peers to pursue their dreams and aspirations in STEM, ultimately hoping to break generational cycles of oppression.
Edvar's commitment to his community extends beyond encouraging his peers; he has taken tangible steps to make STEM education more accessible to under-resourced students. He recently completed an internship with Qualcomm, which gave him the opportunity to mentor motivated under-resourced students who have a strong interest in STEM subjects. He presented the concept of the Internet of Things and showed them how to create a fully functioning circuit. This experience was close to Edvar's heart because seeing the faces of the younger students when they solved a challenging problem took him back to when he was participating in the same program as a student like them.
Among the top students in his class, Edvar's exceptional achievements and accomplishments have not gone unnoticed by his teachers and mentors, who speak highly of him. His AP Physics teacher, Patrick Mallory, attests to Edvar's unwavering dedication to school and his pursuit of a better life, stating that Edvar's work ethic and attention to detail are always on point. He commends Edvar's communication skills and drive to better himself, emphasizing that Edvar is never silent and always willing to participate. Edvar's no-fail attitude and his satisfaction in understanding ideas rather than memorizing equations are traits that set him apart from his peers.
As he graduates high school, Edvar plans to attend the Massachusetts Institute of Technology, the California Institute of Technology, or the University of California, Berkeley. There, he plans to major in Mechanical Engineering, with minors in Computer Science and Business. This remarkable Latino's long-term goal is to promote accessible opportunities for students who find curiosity within the engineering field. Edvar's story of hard work, dedication, and a relentless pursuit of excellence, as he fights to open doors for others in STEM, serves as an inspiration to all who aspire to make a difference in the world through engineering.
Healthcare & Science
Please select a recipient name to read their bio.
GOLD - Julia Banuelos
Hometown: Oakland, CA
High School: Piedmont High School
Hispanic Heritage: Mexican
A passionate advocate for racial equity, Julia Banuelos has explored the neurological and psychological roles in the formation of unconscious bias and has become captivated by the workings of the human brain and the way this “hard science” translates to cognitive processes and how people and society function. Her research interests in cognitive neuroscience and optogenetics have led her to a series of remarkable achievements.
During her freshman year, Julia wrote a research paper on the intersection of psychology and neuroscience in the study of discrimination. Through discussions with Dr. Saera Khan, a professor at the University of San Francisco, Julia developed an interest in optogenetics, which allows scientists to inhibit and activate neurons to study resulting behavior. To further her study of this niche, Julia joined the Knowledge Society, where she worked with like-minded individuals to present ideas ranging from revolutionizing digital medicine to genetically modifying common allergens to eliminate deadly allergic reactions.
Julia's interest in the brain and its relationship to behavior is what motivates her curiosity. She seeks to understand how the brain is capable of such a subconscious, how judgments reach consciousness, and how bias forms in the milliseconds before it surfaces. For Julia, these questions have a personal dimension. She is driven by the desire to understand why others implicitly assume that she is not smart because she is Mexican, for example, or why certain professions are typically associated with certain groups, like construction workers and janitors with Latinos, while doctors and engineers are not. Through her future involvement in academia and neuroscience research, she aims to break down the barriers that limit Latinas from going into STEM careers.
Julia's passion for equity and inclusion is not limited to the laboratory. She is keenly aware of the social and economic discrimination that Latinx communities face and is committed to effecting change. She served on her school's Diversity Equity and Inclusion (DEI) council, where she brought student perspectives to bear on policies affecting students from underrepresented groups in her district. Julia seeks to address equity in education by advocating for diversity and representation in higher education.
One of Julia's most notable achievements was her participation in Boston University's RISE Program as an intern. During her time there, she worked with Professor Dr. Kyle Gobrogge in his Behavioral Neuroscience lab, where she conducted her research on heterospecific aggressive responses. She studied octopamine, the human homolog of norepinephrine, which modulates the “fight or flight” response. Using a genetic tool to inhibit its expression, she observed the resulting behavior. At the end of the summer, Julia presented her findings to Boston University students and faculty.
Julia's interest in science has also led her to a social project. When she learned about the housing inequity that many people in her community face, she partnered with Rebuilding Together Oakland to plan, build, and fund a house renovation for an elderly and disabled woman. By reaching out to members of her community, Julia exceeded the organization's $12,000 sponsorship level by a couple of thousand dollars. With the help of a local architect and 55 student and parent volunteers, they rebuilt the fence, cleared the garden, and rebuilt the back porch steps, ensuring they were more stable.
Julia's counselor at Piedmont High School, Amanda Carlson, calls her a remarkable student. She is self-motivated and curious, taking it upon herself to take classes online outside of the school curriculum. She pursued challenging classes both in and out of school, even taking AP Environmental Science online due to scheduling conflicts. Carlson notes that Julia's research internship at Boston University was beyond what is expected of a high school student. Inspired by Julia, Carlson shares that the work she did to start the Affinity mentor program at her school, which connects high school students with elementary students of color, motivated her to reflect on her experiences and how she can be a force for change for incoming students from underrepresented communities.
Julia's achievements speak not only to her remarkable intellect and drive, but also to her deep commitment to equity, inclusion, and social justice. She is a rare individual who can bring scientific expertise to bear on societal problems while never losing sight of the human dimension.
Julia's next step is higher education, where she plans to continue her research on the brain, behavior, and bias. She has applied to Princeton University, Dartmouth University, and the University of Pennsylvania and hopes to major in neuroscience and psychology with minors in cognitive studies and Latino studies. Whatever path she chooses, Julia's passion, intellect, and commitment to making a difference will undoubtedly lead her to further remarkable achievements.
High School: Piedmont High School
Hispanic Heritage: Mexican
A passionate advocate for racial equity, Julia Banuelos has explored the neurological and psychological roles in the formation of unconscious bias and has become captivated by the workings of the human brain and the way this “hard science” translates to cognitive processes and how people and society function. Her research interests in cognitive neuroscience and optogenetics have led her to a series of remarkable achievements.
During her freshman year, Julia wrote a research paper on the intersection of psychology and neuroscience in the study of discrimination. Through discussions with Dr. Saera Khan, a professor at the University of San Francisco, Julia developed an interest in optogenetics, which allows scientists to inhibit and activate neurons to study resulting behavior. To further her study of this niche, Julia joined the Knowledge Society, where she worked with like-minded individuals to present ideas ranging from revolutionizing digital medicine to genetically modifying common allergens to eliminate deadly allergic reactions.
Julia's interest in the brain and its relationship to behavior is what motivates her curiosity. She seeks to understand how the brain is capable of such a subconscious, how judgments reach consciousness, and how bias forms in the milliseconds before it surfaces. For Julia, these questions have a personal dimension. She is driven by the desire to understand why others implicitly assume that she is not smart because she is Mexican, for example, or why certain professions are typically associated with certain groups, like construction workers and janitors with Latinos, while doctors and engineers are not. Through her future involvement in academia and neuroscience research, she aims to break down the barriers that limit Latinas from going into STEM careers.
Julia's passion for equity and inclusion is not limited to the laboratory. She is keenly aware of the social and economic discrimination that Latinx communities face and is committed to effecting change. She served on her school's Diversity Equity and Inclusion (DEI) council, where she brought student perspectives to bear on policies affecting students from underrepresented groups in her district. Julia seeks to address equity in education by advocating for diversity and representation in higher education.
One of Julia's most notable achievements was her participation in Boston University's RISE Program as an intern. During her time there, she worked with Professor Dr. Kyle Gobrogge in his Behavioral Neuroscience lab, where she conducted her research on heterospecific aggressive responses. She studied octopamine, the human homolog of norepinephrine, which modulates the “fight or flight” response. Using a genetic tool to inhibit its expression, she observed the resulting behavior. At the end of the summer, Julia presented her findings to Boston University students and faculty.
Julia's interest in science has also led her to a social project. When she learned about the housing inequity that many people in her community face, she partnered with Rebuilding Together Oakland to plan, build, and fund a house renovation for an elderly and disabled woman. By reaching out to members of her community, Julia exceeded the organization's $12,000 sponsorship level by a couple of thousand dollars. With the help of a local architect and 55 student and parent volunteers, they rebuilt the fence, cleared the garden, and rebuilt the back porch steps, ensuring they were more stable.
Julia's counselor at Piedmont High School, Amanda Carlson, calls her a remarkable student. She is self-motivated and curious, taking it upon herself to take classes online outside of the school curriculum. She pursued challenging classes both in and out of school, even taking AP Environmental Science online due to scheduling conflicts. Carlson notes that Julia's research internship at Boston University was beyond what is expected of a high school student. Inspired by Julia, Carlson shares that the work she did to start the Affinity mentor program at her school, which connects high school students with elementary students of color, motivated her to reflect on her experiences and how she can be a force for change for incoming students from underrepresented communities.
Julia's achievements speak not only to her remarkable intellect and drive, but also to her deep commitment to equity, inclusion, and social justice. She is a rare individual who can bring scientific expertise to bear on societal problems while never losing sight of the human dimension.
Julia's next step is higher education, where she plans to continue her research on the brain, behavior, and bias. She has applied to Princeton University, Dartmouth University, and the University of Pennsylvania and hopes to major in neuroscience and psychology with minors in cognitive studies and Latino studies. Whatever path she chooses, Julia's passion, intellect, and commitment to making a difference will undoubtedly lead her to further remarkable achievements.
SILVER - Kimberly Navarro
Hometown: Los Angeles, CA
High School: Orthopaedic Hospital Medical Magnet High School
Hispanic Heritage: Mexican
Kimberly Navarro's journey in the world of Healthcare & Science began in middle school when she took part in Kaiser Permanente's Hippocrates Circle Program. The program opened the doors to a world of medical professions for Kimberly to explore and provided her with the opportunity to learn about various medical fields through panels and shadowing. One of her most memorable experiences was touring the Neonatal Intensive Care Unit, where she witnessed the intricacies behind every monitor and the medical care provided to ensure that a newborn is healthy. Her curiosity was further piqued when she dissected a pig's heart and learned about the vital roles that the valves and chambers play in the heart's function. This ignited her curiosity to learn more about the human body and the medical profession.
A student at Orthopaedic Hospital Medical Magnet High School, Kimberly is part of the Biomedical Sciences Pathway at her school, where she continues to explore her love for the health sciences by taking biomedical courses. She has delved into human anatomy and is currently working on a cancer research project to bring awareness to her community. Her interest in challenging science courses has led her to take AP and Honors Biology, where she has discovered her fascination with learning the mechanisms of how certain medications act as reinforcers for the human body.
Kimberly has taken her love for medicine and put it into action by taking a leadership role as the partnership liaison in her school's Pre-Med Society, where she has arranged guest speakers, hospital field trips, and labs for students. Through this leadership position, she has provided opportunities for students to talk to medical students and professionals while gaining exposure to the medical field.
Kimberly's proudest achievement in Healthcare & Science thus far has been being selected as one of the twelve high school students to participate in the Orthopaedic Institute for Children 2021 Summer Internship. The internship required a rigorous application process, and Kimberly was thrilled to be accepted. She interned at the Hemophilia and Treatment Center Department, where she shadowed a hematologist and a physical therapist. This experience allowed her to broaden her knowledge of different medical conditions, and she was inspired by the physical improvements she saw in hemophilic patients after each physical therapy session.
The doctor Kimberly shadowed gifted her a book on hemophilia that she and some colleagues wrote, which Kimberly spent hours reading, further researching the astonishingly complex words. The doctor and Kimberly built a close-knit connection, becoming her mentor and an inspiration to pursue a career in the medical field. Kimberly's unique position as a bilingual first-generation Mexican-American allowed her to translate the information given by the physician to a Spanish-speaking patient during a healthcare drive, highlighting the language gap within the healthcare field. This experience allowed her to find a calling in her future healthcare profession and uplift her community and those around her.
Tara Morris, Kimberly's biology and biomedical sciences teacher at Orthopaedic Hospital Medical Science Magnet High School, speaks highly of her dedication to education and leadership skills. Morris is certain that Kimberly's academic and extracurricular experiences have prepared her to begin and complete her college education in medicine. She notes that Kimberly has always displayed a passion for learning and has been an effective collaborator and leader in group projects. In addition, Morris shares that Kimberly's strong advocacy for her community has made her an admirable Latina with deep community insight.
Kimberly's commitment to her community and love for the health sciences have inspired her to pursue a career in medicine. She will attend Stanford University, the University of Southern California, or the University of California, Los Angeles, where she plans to major in Biology and minor in Psychology. Her dream of becoming a physician and giving her community the medical access it deserves is within reach for this exceptional Latina.
High School: Orthopaedic Hospital Medical Magnet High School
Hispanic Heritage: Mexican
Kimberly Navarro's journey in the world of Healthcare & Science began in middle school when she took part in Kaiser Permanente's Hippocrates Circle Program. The program opened the doors to a world of medical professions for Kimberly to explore and provided her with the opportunity to learn about various medical fields through panels and shadowing. One of her most memorable experiences was touring the Neonatal Intensive Care Unit, where she witnessed the intricacies behind every monitor and the medical care provided to ensure that a newborn is healthy. Her curiosity was further piqued when she dissected a pig's heart and learned about the vital roles that the valves and chambers play in the heart's function. This ignited her curiosity to learn more about the human body and the medical profession.
A student at Orthopaedic Hospital Medical Magnet High School, Kimberly is part of the Biomedical Sciences Pathway at her school, where she continues to explore her love for the health sciences by taking biomedical courses. She has delved into human anatomy and is currently working on a cancer research project to bring awareness to her community. Her interest in challenging science courses has led her to take AP and Honors Biology, where she has discovered her fascination with learning the mechanisms of how certain medications act as reinforcers for the human body.
Kimberly has taken her love for medicine and put it into action by taking a leadership role as the partnership liaison in her school's Pre-Med Society, where she has arranged guest speakers, hospital field trips, and labs for students. Through this leadership position, she has provided opportunities for students to talk to medical students and professionals while gaining exposure to the medical field.
Kimberly's proudest achievement in Healthcare & Science thus far has been being selected as one of the twelve high school students to participate in the Orthopaedic Institute for Children 2021 Summer Internship. The internship required a rigorous application process, and Kimberly was thrilled to be accepted. She interned at the Hemophilia and Treatment Center Department, where she shadowed a hematologist and a physical therapist. This experience allowed her to broaden her knowledge of different medical conditions, and she was inspired by the physical improvements she saw in hemophilic patients after each physical therapy session.
The doctor Kimberly shadowed gifted her a book on hemophilia that she and some colleagues wrote, which Kimberly spent hours reading, further researching the astonishingly complex words. The doctor and Kimberly built a close-knit connection, becoming her mentor and an inspiration to pursue a career in the medical field. Kimberly's unique position as a bilingual first-generation Mexican-American allowed her to translate the information given by the physician to a Spanish-speaking patient during a healthcare drive, highlighting the language gap within the healthcare field. This experience allowed her to find a calling in her future healthcare profession and uplift her community and those around her.
Tara Morris, Kimberly's biology and biomedical sciences teacher at Orthopaedic Hospital Medical Science Magnet High School, speaks highly of her dedication to education and leadership skills. Morris is certain that Kimberly's academic and extracurricular experiences have prepared her to begin and complete her college education in medicine. She notes that Kimberly has always displayed a passion for learning and has been an effective collaborator and leader in group projects. In addition, Morris shares that Kimberly's strong advocacy for her community has made her an admirable Latina with deep community insight.
Kimberly's commitment to her community and love for the health sciences have inspired her to pursue a career in medicine. She will attend Stanford University, the University of Southern California, or the University of California, Los Angeles, where she plans to major in Biology and minor in Psychology. Her dream of becoming a physician and giving her community the medical access it deserves is within reach for this exceptional Latina.
BRONZE - Evelyn Navarrete-Gomez
Hometown: San Diego, CA
High School: Hoover High School
Hispanic Heritage: Mexican
Over the past year, Evelyn Navarrete-Gomez has participated in several programs that have allowed her to expand her knowledge, gain practical experience, and develop a deeper understanding of the healthcare field. One such program was the Junior Scientist Training Program at Scripps Research, where she received a scholarship to participate in laboratory tours, STEM activities, and design challenges. Evelyn designed, conducted, and presented her own research project, which showcased her extensive understanding of microbial investigations and the fundamental importance of aseptic techniques in working with microorganisms. She also gained expertise in various molecular biology techniques, which are essential for conducting basic lab work.
Evelyn's passion for healthcare and science also led her to participate in the Scripps Hospital Summer Enrichment Camp, where she explored the healthcare field and gained positive assets to pursue health careers. During this program, she participated in college preparation workshops, leadership development programs, and interacted with healthcare professionals who became her mentors. She gained a comprehensive understanding of healthcare and how it contributes to the well-being of society.
Moreover, Evelyn had the privilege of working with the UC San Diego School of Medicine OPTIMUS Program, a cancer research internship for high school students. This program allowed her to spend time shadowing doctors in clinics, learning about cancer, medicine, and research. She also worked in cancer research labs, where she gained hands-on experience in conducting research on cancer. Through these programs, Evelyn was able to explore various aspects of healthcare and science, which fueled her passion to pursue a career in these fields.
As an Illumina SD2 Scholar, Evelyn had the opportunity to attend the Illumina Genomics Forum with a scholarship. This was a defining moment in her life as she was surrounded by doctors, scientists, and career professionals who were the best in their field. Evelyn, as a first-generation Latina from a humble background, was proud to represent her community in a white-dominated field. The forum provided her with a platform to ask questions and learn from the best in the field, with former President Barack Obama and Bill Gates among the crowd. Evelyn used the opportunity to advocate for greater access to genomics technology for underrepresented communities. She also networked with medical professionals who were inspired by her story and interested in following her journey toward medicine.
Evelyn's journey toward becoming a healthcare professional was motivated by her experiences growing up in a community where access to quality healthcare was often limited. Her mother's battle with cervical cancer inspired her to become an advocate for mental health in her school district, successfully lobbying the San Diego Unified School District to make mental health part of the core curriculum and allow excused absences for mental health reasons. Her dedication to making healthcare more accessible to underserved communities is driven by her deep empathy and compassion for those who face disproportionate challenges in accessing care.
Evelyn's academic achievements and commitment to science are remarkable. As a student in Jane Westfall's Advanced Biology class at Hoover High School, she has excelled in her coursework, consistently exceeding expectations and setting an example for her fellow students. Her ability to communicate complex scientific concepts and apply them in creative ways has made her a standout student and a role model for others. Her dedication to her academics and her commitment to her extracurricular pursuits demonstrate her ability to carefully balance her interests and passions.
As she looks toward the future, Evelyn is determined to make a meaningful impact in the healthcare and science fields. She plans to attend Stanford University, Brown University, or the University of California, Los Angeles, where she will major in Molecular, Cell, and Developmental Biology and minor in Chicanx Studies. Her vision for the future is rooted in her desire to make healthcare more accessible and equitable for all people, particularly those from underrepresented communities.
High School: Hoover High School
Hispanic Heritage: Mexican
Over the past year, Evelyn Navarrete-Gomez has participated in several programs that have allowed her to expand her knowledge, gain practical experience, and develop a deeper understanding of the healthcare field. One such program was the Junior Scientist Training Program at Scripps Research, where she received a scholarship to participate in laboratory tours, STEM activities, and design challenges. Evelyn designed, conducted, and presented her own research project, which showcased her extensive understanding of microbial investigations and the fundamental importance of aseptic techniques in working with microorganisms. She also gained expertise in various molecular biology techniques, which are essential for conducting basic lab work.
Evelyn's passion for healthcare and science also led her to participate in the Scripps Hospital Summer Enrichment Camp, where she explored the healthcare field and gained positive assets to pursue health careers. During this program, she participated in college preparation workshops, leadership development programs, and interacted with healthcare professionals who became her mentors. She gained a comprehensive understanding of healthcare and how it contributes to the well-being of society.
Moreover, Evelyn had the privilege of working with the UC San Diego School of Medicine OPTIMUS Program, a cancer research internship for high school students. This program allowed her to spend time shadowing doctors in clinics, learning about cancer, medicine, and research. She also worked in cancer research labs, where she gained hands-on experience in conducting research on cancer. Through these programs, Evelyn was able to explore various aspects of healthcare and science, which fueled her passion to pursue a career in these fields.
As an Illumina SD2 Scholar, Evelyn had the opportunity to attend the Illumina Genomics Forum with a scholarship. This was a defining moment in her life as she was surrounded by doctors, scientists, and career professionals who were the best in their field. Evelyn, as a first-generation Latina from a humble background, was proud to represent her community in a white-dominated field. The forum provided her with a platform to ask questions and learn from the best in the field, with former President Barack Obama and Bill Gates among the crowd. Evelyn used the opportunity to advocate for greater access to genomics technology for underrepresented communities. She also networked with medical professionals who were inspired by her story and interested in following her journey toward medicine.
Evelyn's journey toward becoming a healthcare professional was motivated by her experiences growing up in a community where access to quality healthcare was often limited. Her mother's battle with cervical cancer inspired her to become an advocate for mental health in her school district, successfully lobbying the San Diego Unified School District to make mental health part of the core curriculum and allow excused absences for mental health reasons. Her dedication to making healthcare more accessible to underserved communities is driven by her deep empathy and compassion for those who face disproportionate challenges in accessing care.
Evelyn's academic achievements and commitment to science are remarkable. As a student in Jane Westfall's Advanced Biology class at Hoover High School, she has excelled in her coursework, consistently exceeding expectations and setting an example for her fellow students. Her ability to communicate complex scientific concepts and apply them in creative ways has made her a standout student and a role model for others. Her dedication to her academics and her commitment to her extracurricular pursuits demonstrate her ability to carefully balance her interests and passions.
As she looks toward the future, Evelyn is determined to make a meaningful impact in the healthcare and science fields. She plans to attend Stanford University, Brown University, or the University of California, Los Angeles, where she will major in Molecular, Cell, and Developmental Biology and minor in Chicanx Studies. Her vision for the future is rooted in her desire to make healthcare more accessible and equitable for all people, particularly those from underrepresented communities.
Media & Entertainment
Please select a recipient name to read their bio.
GOLD - Samuel Gil-Silva
Hometown: Salinas, CA
High School: Alisal High School
Hispanic Heritage: Mexican
Samuel Gil-Silva's journey in Media & Entertainment began early on, as he joined the Youth Orchestra of Salinas, band, and Ariel Theatrical, sparking his curiosity for the arts. His artistic inclination comes from a natural ability to express himself through music, especially in the form of songwriting, which has become an integral part of his education. For Samuel, it was easier to memorize information for tests or presentations when he wrote songs. Rather than just memorizing information for tests, Samuel found that he could express himself and better retain information through songwriting. In fact, his song on the nervous system was even used by his biology teacher to teach his class.
Samuel's innovative and creative spirit extends beyond the arts. One of Samuel’s most influential projects has been the podcast Ganas: Leading from the Heart, where he served as a co-host and helped produce it. During the pandemic, when isolation was affecting youth in his community, Samuel saw an opportunity to connect with them virtually through various platforms. They interviewed athletes, leaders, and other community members who shared their stories of perseverance and overcoming struggles, which helped him to seek a career in movie production. Samuel’s proudest achievement in entertainment is songwriting and sharing untold stories of his Chicanx/Latinx community through his music, which has reached thousands of people during a time when society was struggling to find hope and happiness.
His love for music has been a driving force in prompting him to seek out organizations and projects where he can use his imaginative spirit, such as the Actors Academy and the Anti-Tobacco and Mi Pueblo commercials, for which he was selected.
Samuel’s cultural identity has been influenced by strong role models in his life, including his grandfather, who was a Bracero, and his parents, who were social justice advocates fighting for the rights of Latinx and marginalized communities. His experiences attending rallies and marches with organizations such as the United Farm Workers (UFW) have shaped his cultural identity and influenced his role in positively impacting his community. Samuel's cultural background and identity have played a significant role in shaping his values and goals. As the child of immigrant parents, he has witnessed firsthand the sacrifices and hard work required to pursue the American Dream. His family's experiences have taught him the importance of persistence, resilience, and the value of education.
Samuel’s advocacy in entertainment is shaped by his lens of social justice for marginalized communities. He prioritizes sharing untold stories of his family and community and emphasizes the importance of having diverse representation in media and entertainment. His heritage has instilled in him a great desire to seek a profession where he can uplift his community.
In the face of the challenges and obstacles that he has encountered, Samuel has remained steadfast in his determination to make a positive impact in his community. In addition to his passion for music and entertainment, Samuel is also a coach and mentor. He has volunteered over 300 hours with the nonprofit basketball academy, Gil Basketball Academy (GBA), and has become empowered to be a servant leader and coach, advocating for marginalized youth. Through his work with GBA and Salinas Valley Dream Academy, a youth-based political activism group, Samuel has become a leader and exemplary model for the youth in his community.
Samuel's brilliance, demeanor, and work ethic make him stand out as one of the brightest young students that his mathematics teacher at Alisal High School, Hector Rojas Guzman, has ever had the pleasure of working with. With a 4.0 GPA and an impressive academic record, Samuel's enthusiasm and dedication to his education have earned him the top rank in his class, placing him first out of 670 seniors in his graduating class. He is highly motivated and proactive in his learning, taking advantage of various opportunities available to him. Samuel is also a welcoming beacon for his community, valued for his leadership and exemplary model for the youth, as he works to help guide the next generation in school and sports.
After high school, this brilliant Latino plans to attend Stanford University, the University of Southern California, or the University of California, Los Angeles. With a passion for movie production and a desire to make a positive impact in the world of Media & Entertainment, Samuel intends to major in Movie Production and minor in Communications.
High School: Alisal High School
Hispanic Heritage: Mexican
Samuel Gil-Silva's journey in Media & Entertainment began early on, as he joined the Youth Orchestra of Salinas, band, and Ariel Theatrical, sparking his curiosity for the arts. His artistic inclination comes from a natural ability to express himself through music, especially in the form of songwriting, which has become an integral part of his education. For Samuel, it was easier to memorize information for tests or presentations when he wrote songs. Rather than just memorizing information for tests, Samuel found that he could express himself and better retain information through songwriting. In fact, his song on the nervous system was even used by his biology teacher to teach his class.
Samuel's innovative and creative spirit extends beyond the arts. One of Samuel’s most influential projects has been the podcast Ganas: Leading from the Heart, where he served as a co-host and helped produce it. During the pandemic, when isolation was affecting youth in his community, Samuel saw an opportunity to connect with them virtually through various platforms. They interviewed athletes, leaders, and other community members who shared their stories of perseverance and overcoming struggles, which helped him to seek a career in movie production. Samuel’s proudest achievement in entertainment is songwriting and sharing untold stories of his Chicanx/Latinx community through his music, which has reached thousands of people during a time when society was struggling to find hope and happiness.
His love for music has been a driving force in prompting him to seek out organizations and projects where he can use his imaginative spirit, such as the Actors Academy and the Anti-Tobacco and Mi Pueblo commercials, for which he was selected.
Samuel’s cultural identity has been influenced by strong role models in his life, including his grandfather, who was a Bracero, and his parents, who were social justice advocates fighting for the rights of Latinx and marginalized communities. His experiences attending rallies and marches with organizations such as the United Farm Workers (UFW) have shaped his cultural identity and influenced his role in positively impacting his community. Samuel's cultural background and identity have played a significant role in shaping his values and goals. As the child of immigrant parents, he has witnessed firsthand the sacrifices and hard work required to pursue the American Dream. His family's experiences have taught him the importance of persistence, resilience, and the value of education.
Samuel’s advocacy in entertainment is shaped by his lens of social justice for marginalized communities. He prioritizes sharing untold stories of his family and community and emphasizes the importance of having diverse representation in media and entertainment. His heritage has instilled in him a great desire to seek a profession where he can uplift his community.
In the face of the challenges and obstacles that he has encountered, Samuel has remained steadfast in his determination to make a positive impact in his community. In addition to his passion for music and entertainment, Samuel is also a coach and mentor. He has volunteered over 300 hours with the nonprofit basketball academy, Gil Basketball Academy (GBA), and has become empowered to be a servant leader and coach, advocating for marginalized youth. Through his work with GBA and Salinas Valley Dream Academy, a youth-based political activism group, Samuel has become a leader and exemplary model for the youth in his community.
Samuel's brilliance, demeanor, and work ethic make him stand out as one of the brightest young students that his mathematics teacher at Alisal High School, Hector Rojas Guzman, has ever had the pleasure of working with. With a 4.0 GPA and an impressive academic record, Samuel's enthusiasm and dedication to his education have earned him the top rank in his class, placing him first out of 670 seniors in his graduating class. He is highly motivated and proactive in his learning, taking advantage of various opportunities available to him. Samuel is also a welcoming beacon for his community, valued for his leadership and exemplary model for the youth, as he works to help guide the next generation in school and sports.
After high school, this brilliant Latino plans to attend Stanford University, the University of Southern California, or the University of California, Los Angeles. With a passion for movie production and a desire to make a positive impact in the world of Media & Entertainment, Samuel intends to major in Movie Production and minor in Communications.
SILVER - Marisa Guerra Echeverria
Hometown: Walnut Creek, CA
High School: Acalanes High School
Hispanic Heritage: Mexican
In the face of an unprecedented global pandemic, Marisa Guerra Echeverria turned to journalism as a means of staying connected and informed, seeking out stories that would shed light on the impact of COVID-19 on her community. Writing for her high school newspaper opened up a world of possibilities for Marisa, allowing her to engage with people from diverse backgrounds, learn about different cultures, and contribute to her community in a meaningful way.
Marisa's dedication to her craft quickly became apparent, and she pursued every opportunity to hone her skills. She took specialized journalism courses over the summer, including classes on editorial leadership and reporting from the prestigious Columbia University Scholastic Press Association. The following summer, she was accepted into the Northwestern-Medill Cherubs program, where she wrote a wide variety of stories, learned from professional mentors, and delved into the complex world of journalistic ethics and multimedia.
Throughout her journey, Marisa has remained committed to using her voice to uplift the stories of the unheard. As one of the few Latinas in her school and newsroom, she felt a deep sense of responsibility to bring diverse perspectives to the forefront of her reporting. Her proudest achievement in the media was her pitch and creation of her school's first-ever themed issue revolving around Latin Heritage Month, which featured stories on the Latino experience in her area, including the history of the school's racialized and Latino-inspired mascot, the Don. By bringing Latino representation to a school-wide platform, Marisa was able to uplift voices that are often overlooked and promote cultural awareness and understanding.
Marisa's Latino background has greatly influenced her approach to the media, allowing her to bring a unique, nuanced perspective to stories relating to American culture and society. Her diverse experiences have enabled her to take a more globalized approach, looking beyond the narrow lens of mainstream American media to explore the cross-sections of different cultures. She has written stories dissecting the American perception of Christianity in the face of extremist Christian nationalism and advocating for diverse representation in all aspects of the media to promote equitable and culturally-conscious reporting.
Marisa is also an active member of her community, participating in numerous community service efforts and volunteering at local events. She has been a part of a local Girl Scout troop, where she has consistently mentored younger troops and helped organize community-wide events. Reporting, however, is the most impactful way in which she has served her community. Through her reporting, she has become a primary source of knowledge for her town, investigating and writing about highly important events and issues ranging from student proposals to expand diverse curricula to news coverage of her district's highly partisan school board election. In an age of misinformation and polarized media, Marisa's dedication to accurate and consistent local reporting is truly a shining example of excellence in journalism.
Marisa's work in journalism has not only allowed her to engage with her community and bring important stories to light but has also allowed her to combat the dehumanization of Latinos in immigration news coverage. As an immigrant herself and a former resident of the Rio Grande Valley, an area in Texas known for its strong Latino community and proximity to the U.S.-Mexico border, it is painful for her to see members of her community called "invaders" and "illegal aliens." She believes that the media must rectify the hateful rhetoric and othering spread by our former presidential administration by revolutionizing the language it uses to address immigration issues and amplifying the stories of immigrants and their experiences in coming to the United States.
Natalie Moore, Marisa's journalism teacher, describes her as an exceptional student who has distinguished herself as an inquisitive and curious thinker, a doggedly determined student, and an excellent journalist. Despite her busy schedule and many accomplishments, Marisa remains unselfish and giving, always showing genuine interest in the lives of her teacher and peers. Her tireless work ethic and leadership qualities are a testament to her commitment to high journalistic standards and her desire to make a positive impact on her community and the world at large.
As she prepares to embark on the next chapter of her journey, Marisa plans to attend Northwestern University, the University of Southern California, or the University of Texas at Austin, where she will double major in Journalism and Latino/a Studies and minor in Political Science. As a Latina journalist, Marisa's unique perspective and cultural background will undoubtedly inform her work and enable her to continue amplifying underrepresented voices in the media
High School: Acalanes High School
Hispanic Heritage: Mexican
In the face of an unprecedented global pandemic, Marisa Guerra Echeverria turned to journalism as a means of staying connected and informed, seeking out stories that would shed light on the impact of COVID-19 on her community. Writing for her high school newspaper opened up a world of possibilities for Marisa, allowing her to engage with people from diverse backgrounds, learn about different cultures, and contribute to her community in a meaningful way.
Marisa's dedication to her craft quickly became apparent, and she pursued every opportunity to hone her skills. She took specialized journalism courses over the summer, including classes on editorial leadership and reporting from the prestigious Columbia University Scholastic Press Association. The following summer, she was accepted into the Northwestern-Medill Cherubs program, where she wrote a wide variety of stories, learned from professional mentors, and delved into the complex world of journalistic ethics and multimedia.
Throughout her journey, Marisa has remained committed to using her voice to uplift the stories of the unheard. As one of the few Latinas in her school and newsroom, she felt a deep sense of responsibility to bring diverse perspectives to the forefront of her reporting. Her proudest achievement in the media was her pitch and creation of her school's first-ever themed issue revolving around Latin Heritage Month, which featured stories on the Latino experience in her area, including the history of the school's racialized and Latino-inspired mascot, the Don. By bringing Latino representation to a school-wide platform, Marisa was able to uplift voices that are often overlooked and promote cultural awareness and understanding.
Marisa's Latino background has greatly influenced her approach to the media, allowing her to bring a unique, nuanced perspective to stories relating to American culture and society. Her diverse experiences have enabled her to take a more globalized approach, looking beyond the narrow lens of mainstream American media to explore the cross-sections of different cultures. She has written stories dissecting the American perception of Christianity in the face of extremist Christian nationalism and advocating for diverse representation in all aspects of the media to promote equitable and culturally-conscious reporting.
Marisa is also an active member of her community, participating in numerous community service efforts and volunteering at local events. She has been a part of a local Girl Scout troop, where she has consistently mentored younger troops and helped organize community-wide events. Reporting, however, is the most impactful way in which she has served her community. Through her reporting, she has become a primary source of knowledge for her town, investigating and writing about highly important events and issues ranging from student proposals to expand diverse curricula to news coverage of her district's highly partisan school board election. In an age of misinformation and polarized media, Marisa's dedication to accurate and consistent local reporting is truly a shining example of excellence in journalism.
Marisa's work in journalism has not only allowed her to engage with her community and bring important stories to light but has also allowed her to combat the dehumanization of Latinos in immigration news coverage. As an immigrant herself and a former resident of the Rio Grande Valley, an area in Texas known for its strong Latino community and proximity to the U.S.-Mexico border, it is painful for her to see members of her community called "invaders" and "illegal aliens." She believes that the media must rectify the hateful rhetoric and othering spread by our former presidential administration by revolutionizing the language it uses to address immigration issues and amplifying the stories of immigrants and their experiences in coming to the United States.
Natalie Moore, Marisa's journalism teacher, describes her as an exceptional student who has distinguished herself as an inquisitive and curious thinker, a doggedly determined student, and an excellent journalist. Despite her busy schedule and many accomplishments, Marisa remains unselfish and giving, always showing genuine interest in the lives of her teacher and peers. Her tireless work ethic and leadership qualities are a testament to her commitment to high journalistic standards and her desire to make a positive impact on her community and the world at large.
As she prepares to embark on the next chapter of her journey, Marisa plans to attend Northwestern University, the University of Southern California, or the University of Texas at Austin, where she will double major in Journalism and Latino/a Studies and minor in Political Science. As a Latina journalist, Marisa's unique perspective and cultural background will undoubtedly inform her work and enable her to continue amplifying underrepresented voices in the media
BRONZE - Eva Matentsian
Hometown: Cerritos, CA
High School: Gretchen Whitney High School
Hispanic Heritage: Mexican
Sitting next to her grandfather, watching The Three Stooges while both of them laugh heartily, is one of Eva Matentsian's earliest memories. Although her abuelito only understands Spanish, film transcends the language barrier. This memory and thought inspired seven-year-old Eva to begin making short films with her dolls using a style of silent stop motion. Eva quickly discovered she could use cinematography to spread awareness and advocate for what matters to her.
After teaching herself how to overlap and color correct on Adobe Premiere, she created a 20-minute documentary highlighting how TikTok united teens socially and politically during quarantine. Her passion for sustainable action led her to create a film called A Hidden Treasure, urging viewers to take action to protect her favorite beach from being engulfed by mountains of junk. Eva screened this film at the Aquarium of the Pacific, where she was met with resounding applause and received the Staff Pick Award.
Eva's love for filmmaking is not just a hobby, but a platform to champion causes and translate messages for a wide variety of audiences. Her films entertain and educate, such as producing segments explaining Día De Los Muertos with humor for her school’s TV Broadcasting. Eva believes that cinematography has no limits and through it, she inspires change and unites people.
Eva's dedication to her heritage is reflected in her work for Gretchen Whitney High School’s Association of Latin American Students (ALAS). Eva choreographed a dance for ALAS to showcase at International Day, after the club had never placed on the podium before. Her determination to strengthen the club and instill her fiery passion into others helped recruit 31 students to dance, and the performance won first place. Eva's leadership and encouragement molded a competitive and passionate, close-knit group, demonstrating her ability to count beats and organize people on stage.
For Mexican-Armenian-American Eva, her Hispanic background influences the topics of the content she produces for her school’s live TV Broadcast. As the director of their program, she makes sure to represent the Hispanic community on campus and share its rich culture. She is also passionate about the need for more diversity in the media and entertainment industry, especially with the misrepresentation of Latinos in American media. Eva advocates for more Latinx directors in the film industry to avoid cultural appropriation and false narratives, ensuring that diverse cultural perspectives are portrayed accurately. “Media has a huge impact on Americans' perceptions and ideologies, so it is crucial that stories are conveyed accurately,” remarks Eva.
As the sister of an autistic brother, Eva has firsthand experience with the struggles and challenges that come with caring for a special needs family member. During the pandemic, Eva took on the responsibility of overseeing her brother's routines and online school work while her parents worked extra hours. Her experiences led her to found a Siblings of Autism Support Group (For Teens By Teens). Through teary discussions and shared laughs within the group, Eva created a judgment-free outlet where they could validate each other's feelings and reduce the guilt that often prevents teens from sharing.
Her Spanish teacher, Nancy Barry, considers her to be one of the best students she has ever had. As the advisor for the Spanish club and Spanish Honors Society, Nancy has seen Eva's community service firsthand. Eva's leadership was instrumental in the success of the club's Hispanic Heritage celebration, where she and her friend, Kaitlyn Wang, taught an entire quad of students how to dance salsa. In her AP Spanish class, Eva proved to be one of the most intelligent and dedicated students, consistently seeking to improve her writing skills. Eva is an impressive student who has dedicated herself to honing her crafts over the years, taking Theater, TV Broadcasting, and Film and TV production classes throughout her high school career. With a 4.0 GPA, she has received numerous awards, including in recognition for her filmmaking, acting, TV broadcasting, and academic performance.
As she looks to the future, Eva plans to attend Stanford University, the University of Southern California, or the University of California, Los Angeles. She intends to major in Neuroscience and minor in Cinema-Television for the Health Professions. Longer-term, one of her aspirations is to use her Spanish language skills to be a community liaison so that non-native speakers of English get the medical treatment they deserve.
High School: Gretchen Whitney High School
Hispanic Heritage: Mexican
Sitting next to her grandfather, watching The Three Stooges while both of them laugh heartily, is one of Eva Matentsian's earliest memories. Although her abuelito only understands Spanish, film transcends the language barrier. This memory and thought inspired seven-year-old Eva to begin making short films with her dolls using a style of silent stop motion. Eva quickly discovered she could use cinematography to spread awareness and advocate for what matters to her.
After teaching herself how to overlap and color correct on Adobe Premiere, she created a 20-minute documentary highlighting how TikTok united teens socially and politically during quarantine. Her passion for sustainable action led her to create a film called A Hidden Treasure, urging viewers to take action to protect her favorite beach from being engulfed by mountains of junk. Eva screened this film at the Aquarium of the Pacific, where she was met with resounding applause and received the Staff Pick Award.
Eva's love for filmmaking is not just a hobby, but a platform to champion causes and translate messages for a wide variety of audiences. Her films entertain and educate, such as producing segments explaining Día De Los Muertos with humor for her school’s TV Broadcasting. Eva believes that cinematography has no limits and through it, she inspires change and unites people.
Eva's dedication to her heritage is reflected in her work for Gretchen Whitney High School’s Association of Latin American Students (ALAS). Eva choreographed a dance for ALAS to showcase at International Day, after the club had never placed on the podium before. Her determination to strengthen the club and instill her fiery passion into others helped recruit 31 students to dance, and the performance won first place. Eva's leadership and encouragement molded a competitive and passionate, close-knit group, demonstrating her ability to count beats and organize people on stage.
For Mexican-Armenian-American Eva, her Hispanic background influences the topics of the content she produces for her school’s live TV Broadcast. As the director of their program, she makes sure to represent the Hispanic community on campus and share its rich culture. She is also passionate about the need for more diversity in the media and entertainment industry, especially with the misrepresentation of Latinos in American media. Eva advocates for more Latinx directors in the film industry to avoid cultural appropriation and false narratives, ensuring that diverse cultural perspectives are portrayed accurately. “Media has a huge impact on Americans' perceptions and ideologies, so it is crucial that stories are conveyed accurately,” remarks Eva.
As the sister of an autistic brother, Eva has firsthand experience with the struggles and challenges that come with caring for a special needs family member. During the pandemic, Eva took on the responsibility of overseeing her brother's routines and online school work while her parents worked extra hours. Her experiences led her to found a Siblings of Autism Support Group (For Teens By Teens). Through teary discussions and shared laughs within the group, Eva created a judgment-free outlet where they could validate each other's feelings and reduce the guilt that often prevents teens from sharing.
Her Spanish teacher, Nancy Barry, considers her to be one of the best students she has ever had. As the advisor for the Spanish club and Spanish Honors Society, Nancy has seen Eva's community service firsthand. Eva's leadership was instrumental in the success of the club's Hispanic Heritage celebration, where she and her friend, Kaitlyn Wang, taught an entire quad of students how to dance salsa. In her AP Spanish class, Eva proved to be one of the most intelligent and dedicated students, consistently seeking to improve her writing skills. Eva is an impressive student who has dedicated herself to honing her crafts over the years, taking Theater, TV Broadcasting, and Film and TV production classes throughout her high school career. With a 4.0 GPA, she has received numerous awards, including in recognition for her filmmaking, acting, TV broadcasting, and academic performance.
As she looks to the future, Eva plans to attend Stanford University, the University of Southern California, or the University of California, Los Angeles. She intends to major in Neuroscience and minor in Cinema-Television for the Health Professions. Longer-term, one of her aspirations is to use her Spanish language skills to be a community liaison so that non-native speakers of English get the medical treatment they deserve.
Public Service & Social Justice
Please select a recipient name to read their bio.
GOLD - Karen Dorantes
Hometown: Salinas, CA
High School: Rancho San Juan High School
Hispanic Heritage: Mexican
Karen Dorantes is a visionary, a passionate advocate for education, and a catalyst for transformative change. As a high school student, she has already left an indelible impact on her community, championing diversity and inclusion in a system that is often rigged against students of color.
In the midst of national controversy surrounding ethnic studies and opposition to teachings about the difficulties underrepresented communities have endured over time, when parents were showing up at Salinas Union High School District (SUHSD) school board meetings, outraged and claiming that what was being taught in ethnic studies and history classes had principles rooted in radicalism and was doing nothing more than promoting and nurturing hate. Karen took action. She partnered with local news organization Voices of Monterey Bay to publish "Salinas Students Defend Ethnic Studies," an article where she shed light on the injustices that marginalized students face at school while simultaneously addressing SUHSD board members directly regarding the problems Salinas students from underrepresented communities face and proposing solutions.
After the publication of her article, Karen demonstrated that even in a city with predominantly Latino students, efforts were still being made to limit the truth about their own history and community. Her bravery in speaking out and offering solutions to these issues opened the door for more youth to publicly voice their opinions about how they feel about decisions affecting them being made without consideration for what the students themselves want and need.
Karen reflects on how classes like AP European History and AP US History are available for students to take, yet they have limited knowledge about the history of their own town, of their own people and ancestors of Mexican descent. After witnessing parents indignantly argue against ethnic studies in a district with predominantly Latino students, Karen became even more motivated to continue fighting for systemic change and finding more solutions to the policies and philosophies that perpetuate injustice.
Karen's work with the youth-led group La Cosecha, advocating for student rights in schools and working to break the school-to-prison pipeline, has taught her that the challenges she experienced in her education were not her fault. Her obstacles stemmed from a system designed to not allow all students of color to succeed. She has taken a more active role in her school community by making public comments at school board meetings whenever she feels an injustice is being done and sharing her perspective in Local Control and Accountability Plan meetings about how students believe school funding should be used.
Karen's advocacy has led to more college readiness resources for students in her district and to the creation of a position for a Justice, Equity, Diversity, & Inclusion (JEDI) coordinator tasked with bridging youth involvement and administration. Her advocacy for this position introduced the community schools initiative, shifting all schools to community schools, empowering marginalized students to see themselves in their education. Karen's dedication to making education more equitable and accessible for all students is truly awe-inspiring.
Karen's passion for promoting education in her community is evident through the hundreds of hours of community service she has devoted to the Kids Cafe After School Program, where she helps elementary school students with their homework. Through her work with the Kids Cafe, Karen has seen firsthand how children in her community are often stereotyped into a label of students who do not want to learn, when in fact, the problem arises from the persistent self-doubt that these kinds of stereotypes help foster and perpetuate. She believes that every student should be able to see themselves as intellectually capable of accessing higher education, and to help with this, school districts must hire highly qualified, culturally competent educators.
Peter Williams, Karen's teacher at Rancho San Juan High School, who has also served as her Puente program adviser and partner with Building Healthy Communities, one of Karen’s primary service sites, describes her as a dreamer and visionary who is always centered around creating systemic, transformative change. He credits Karen's advocacy for increasing college access in Salinas, which has led to initiatives such as grade-level college field trips for every student, counselor workshops around concurrent enrollment, and A-G education. Williams shares that Karen’s dream is that “her work will leave a legacy where the priorities of college access are outlined, and the ever-intoxicating system of elitism is disrupted and dismantled.”
Karen's achievements are nothing short of remarkable. Her exceptional accomplishments are a testament to her dedication and hard work toward creating a better future for marginalized communities in her hometown. Her tireless efforts are an inspiration indeed. And yet, there is more. Through all her endeavors, Karen stands at the top of her class, ranked first out of 455 seniors in her graduating class. Her plans after high school include attending Occidental College, Columbia University, or Stanford University, where she will major in Political Science and minor in Latin American Studies. We can only imagine the bright future that lies ahead for this extraordinary young woman.
High School: Rancho San Juan High School
Hispanic Heritage: Mexican
Karen Dorantes is a visionary, a passionate advocate for education, and a catalyst for transformative change. As a high school student, she has already left an indelible impact on her community, championing diversity and inclusion in a system that is often rigged against students of color.
In the midst of national controversy surrounding ethnic studies and opposition to teachings about the difficulties underrepresented communities have endured over time, when parents were showing up at Salinas Union High School District (SUHSD) school board meetings, outraged and claiming that what was being taught in ethnic studies and history classes had principles rooted in radicalism and was doing nothing more than promoting and nurturing hate. Karen took action. She partnered with local news organization Voices of Monterey Bay to publish "Salinas Students Defend Ethnic Studies," an article where she shed light on the injustices that marginalized students face at school while simultaneously addressing SUHSD board members directly regarding the problems Salinas students from underrepresented communities face and proposing solutions.
After the publication of her article, Karen demonstrated that even in a city with predominantly Latino students, efforts were still being made to limit the truth about their own history and community. Her bravery in speaking out and offering solutions to these issues opened the door for more youth to publicly voice their opinions about how they feel about decisions affecting them being made without consideration for what the students themselves want and need.
Karen reflects on how classes like AP European History and AP US History are available for students to take, yet they have limited knowledge about the history of their own town, of their own people and ancestors of Mexican descent. After witnessing parents indignantly argue against ethnic studies in a district with predominantly Latino students, Karen became even more motivated to continue fighting for systemic change and finding more solutions to the policies and philosophies that perpetuate injustice.
Karen's work with the youth-led group La Cosecha, advocating for student rights in schools and working to break the school-to-prison pipeline, has taught her that the challenges she experienced in her education were not her fault. Her obstacles stemmed from a system designed to not allow all students of color to succeed. She has taken a more active role in her school community by making public comments at school board meetings whenever she feels an injustice is being done and sharing her perspective in Local Control and Accountability Plan meetings about how students believe school funding should be used.
Karen's advocacy has led to more college readiness resources for students in her district and to the creation of a position for a Justice, Equity, Diversity, & Inclusion (JEDI) coordinator tasked with bridging youth involvement and administration. Her advocacy for this position introduced the community schools initiative, shifting all schools to community schools, empowering marginalized students to see themselves in their education. Karen's dedication to making education more equitable and accessible for all students is truly awe-inspiring.
Karen's passion for promoting education in her community is evident through the hundreds of hours of community service she has devoted to the Kids Cafe After School Program, where she helps elementary school students with their homework. Through her work with the Kids Cafe, Karen has seen firsthand how children in her community are often stereotyped into a label of students who do not want to learn, when in fact, the problem arises from the persistent self-doubt that these kinds of stereotypes help foster and perpetuate. She believes that every student should be able to see themselves as intellectually capable of accessing higher education, and to help with this, school districts must hire highly qualified, culturally competent educators.
Peter Williams, Karen's teacher at Rancho San Juan High School, who has also served as her Puente program adviser and partner with Building Healthy Communities, one of Karen’s primary service sites, describes her as a dreamer and visionary who is always centered around creating systemic, transformative change. He credits Karen's advocacy for increasing college access in Salinas, which has led to initiatives such as grade-level college field trips for every student, counselor workshops around concurrent enrollment, and A-G education. Williams shares that Karen’s dream is that “her work will leave a legacy where the priorities of college access are outlined, and the ever-intoxicating system of elitism is disrupted and dismantled.”
Karen's achievements are nothing short of remarkable. Her exceptional accomplishments are a testament to her dedication and hard work toward creating a better future for marginalized communities in her hometown. Her tireless efforts are an inspiration indeed. And yet, there is more. Through all her endeavors, Karen stands at the top of her class, ranked first out of 455 seniors in her graduating class. Her plans after high school include attending Occidental College, Columbia University, or Stanford University, where she will major in Political Science and minor in Latin American Studies. We can only imagine the bright future that lies ahead for this extraordinary young woman.
SILVER - Carolyn Dorantes
Hometown: Salinas, CA
High School: Rancho San Juan High School
Hispanic Heritage: Mexican
From an early age, Carolyn Dorantes understood the limitations that existed in her community. As a first-generation student, she saw the struggles that her family members faced and the limited career options available to them. Growing up in Salinas, California, she also witnessed the challenges that many students in her community faced when it came to pursuing higher education. As a first-generation American, she knows all too well the obstacles that can stand in the way of achieving academic success. Despite the odds, Carolyn set her sights on a brighter future, one where she could break free from the constraints of her environment and make a meaningful impact in her hometown.
At the heart of Carolyn's work is a deep commitment to educational equity. She understands that too many Black and Brown students in her community are preemptively placed on vocational pathways, without ever being seriously considered for higher education. Carolyn has worked tirelessly to address this issue, both within her school and district, and in the wider community. As a student representative for a racial equity cohort, she has advocated for more college and career programs, initiated meetings with the superintendent about wellness centers in schools, and discussed why Black and Brown students are not graduating on time. Carolyn has also helped to establish more than four college trips for all the schools in her district, giving students the opportunity to envision themselves in those college campuses, and has made plans to increase academic counseling to promote higher graduation rates.
Through her work with organizations such as Student Voice, Carolyn has spoken out about the inaccessibility of post-secondary education, and gathered the lived experiences of Salinas youth to amplify their voices within the community. Through her writing, Carolyn has highlighted the obstacles faced by first-generation students, particularly those without the support of college readiness programs like AVID and Puente.
Carolyn has also been a trailblazer in promoting Latinos in STEM, founding Rancho San Juan High School’s first-ever Rancho Robotics Club to provide Salinas youth with exposure to robotics and programming. As a team leader, she works with underclassmen and middle school students to enable them to imagine themselves as future engineers and scientists, and has participated in internships to further explore strategies to ethically implement technology as a tool for equitable change in education.
Carolyn’s academic excellence has garnered her recognition and awards from numerous organizations, including being selected as a QuestBridge Scholar, earning a College Board National Hispanic Recognition Award, and the College Board National Rural and Small Town Award. She was also a finalist for the Bryan Cameron Scholarship. Carolyn's dedication to service has been acknowledged with the Jesse Escalante Award for writing about her local middle school's remembrance of their principal after his passing, the Luis Alejo Award for participating in the Young Supervisors Program, and the HAM4Progress Award for her social justice work.
Carolyn's academic skills and leadership are evident both inside and outside the classroom. Sharing the spot with her sister, Karen, she sits right at the top of her class, ranked first out of 455 seniors. Carolyn is the chief editor of her school newspaper, the president of her school’s Puente Club, international chair of its Interact Club, vice president of its National Honors Society chapter, and secretary of its chapter of the California Scholarship Federation.
Despite her many achievements, Carolyn remains humble, grounded, and committed to creating a better future for her community. Carolyn plans to attend Occidental College, Columbia University, or Stanford University, where she will major in Political Science and minor in Computer Science. We are proud to have her as a representative of our Public Service & Social Justice category.
High School: Rancho San Juan High School
Hispanic Heritage: Mexican
From an early age, Carolyn Dorantes understood the limitations that existed in her community. As a first-generation student, she saw the struggles that her family members faced and the limited career options available to them. Growing up in Salinas, California, she also witnessed the challenges that many students in her community faced when it came to pursuing higher education. As a first-generation American, she knows all too well the obstacles that can stand in the way of achieving academic success. Despite the odds, Carolyn set her sights on a brighter future, one where she could break free from the constraints of her environment and make a meaningful impact in her hometown.
At the heart of Carolyn's work is a deep commitment to educational equity. She understands that too many Black and Brown students in her community are preemptively placed on vocational pathways, without ever being seriously considered for higher education. Carolyn has worked tirelessly to address this issue, both within her school and district, and in the wider community. As a student representative for a racial equity cohort, she has advocated for more college and career programs, initiated meetings with the superintendent about wellness centers in schools, and discussed why Black and Brown students are not graduating on time. Carolyn has also helped to establish more than four college trips for all the schools in her district, giving students the opportunity to envision themselves in those college campuses, and has made plans to increase academic counseling to promote higher graduation rates.
Through her work with organizations such as Student Voice, Carolyn has spoken out about the inaccessibility of post-secondary education, and gathered the lived experiences of Salinas youth to amplify their voices within the community. Through her writing, Carolyn has highlighted the obstacles faced by first-generation students, particularly those without the support of college readiness programs like AVID and Puente.
Carolyn has also been a trailblazer in promoting Latinos in STEM, founding Rancho San Juan High School’s first-ever Rancho Robotics Club to provide Salinas youth with exposure to robotics and programming. As a team leader, she works with underclassmen and middle school students to enable them to imagine themselves as future engineers and scientists, and has participated in internships to further explore strategies to ethically implement technology as a tool for equitable change in education.
Carolyn’s academic excellence has garnered her recognition and awards from numerous organizations, including being selected as a QuestBridge Scholar, earning a College Board National Hispanic Recognition Award, and the College Board National Rural and Small Town Award. She was also a finalist for the Bryan Cameron Scholarship. Carolyn's dedication to service has been acknowledged with the Jesse Escalante Award for writing about her local middle school's remembrance of their principal after his passing, the Luis Alejo Award for participating in the Young Supervisors Program, and the HAM4Progress Award for her social justice work.
Carolyn's academic skills and leadership are evident both inside and outside the classroom. Sharing the spot with her sister, Karen, she sits right at the top of her class, ranked first out of 455 seniors. Carolyn is the chief editor of her school newspaper, the president of her school’s Puente Club, international chair of its Interact Club, vice president of its National Honors Society chapter, and secretary of its chapter of the California Scholarship Federation.
Despite her many achievements, Carolyn remains humble, grounded, and committed to creating a better future for her community. Carolyn plans to attend Occidental College, Columbia University, or Stanford University, where she will major in Political Science and minor in Computer Science. We are proud to have her as a representative of our Public Service & Social Justice category.
BRONZE - Alex Hermoso
Hometown: Northridge, CA
High School: Granada Hills Charter High School
Hispanic Heritage: Filipino
For Chinese-Filipino-American Alex Hermoso, being a biracial and transgender student in Los Angeles was challenging, making it difficult for him to fit in with his mostly white schoolmates. Rather than feeling like an outsider, he used the opportunity to explore and celebrate the different communities around LA that make up his identity: Hispanic, Asian, and LGBTQ+. As he became more involved with these communities, he began to notice the struggles they were facing, particularly due to the COVID-19 pandemic. Wanting to help and provide support to his communities, Alex was motivated to get involved in community service and become an active member of various organizations that support communities of color in LA.
Pandemic restrictions and the economic uncertainty brought along by COVID-19 greatly affected Alex's loved ones. He saw them struggle to find work in financially tight situations. Many of his low-income Hispanic friends became disadvantaged during online classes due to not having access to technology or the Internet at home. Many of his Asian-American relatives were also victims of unjust discrimination that affected the Asian community at the time, and some even struggled to leave their homes out of fear of being attacked.
To address these issues, Alex decided to involve himself in community service and support his communities to help preserve their cultures in LA. He started out in various organizations outside of school that support communities of color by cleaning up the environment around them. Through his involvement, he helped organize volunteer cleanups that disposed of litter plaguing Chinese-American and Latino neighborhoods and developed ways to make these communities more sustainable. To help Latinx students gain access to their online education, Alex donated spare devices and coordinated with teachers to create more accessible learning environments.
One of Alex's proudest moments has been his involvement with the Student Corps LA organization, through which he spearheaded the organizing effort for the beautification of Lake Balboa Park, which had been a complaint of many locals for years. He collaborated with his local Parks and Recreation center to secure vending permits and solicited donations for tools needed to clean up the area. He designed promotional posters inviting others to join the cause. On the day of the event, over 50 volunteers showed up to help clean up the park and collect recycling. The proceeds from their food booth were donated to the American Cancer Society. This event inspired Alex to take on more projects and further cemented his commitment to serving his community.
To serve his LGBTQ+ community, Alex established Spire Collective LA, an art collective to support queer artists of color and provide a platform for them to share their messages through artistic mediums. He has also encouraged other intersectional artists to embrace and celebrate their overlapping identities through paintings, music, and poetry.
As Alex looks toward the future, he plans to attend Yale University, the University of Southern California, or the University of California, Los Angeles, where he will major in Sociology and double minor in Business and Finance. Wherever life takes him, he is committed to continuing his support of marginalized communities and advocating for social justice.
High School: Granada Hills Charter High School
Hispanic Heritage: Filipino
For Chinese-Filipino-American Alex Hermoso, being a biracial and transgender student in Los Angeles was challenging, making it difficult for him to fit in with his mostly white schoolmates. Rather than feeling like an outsider, he used the opportunity to explore and celebrate the different communities around LA that make up his identity: Hispanic, Asian, and LGBTQ+. As he became more involved with these communities, he began to notice the struggles they were facing, particularly due to the COVID-19 pandemic. Wanting to help and provide support to his communities, Alex was motivated to get involved in community service and become an active member of various organizations that support communities of color in LA.
Pandemic restrictions and the economic uncertainty brought along by COVID-19 greatly affected Alex's loved ones. He saw them struggle to find work in financially tight situations. Many of his low-income Hispanic friends became disadvantaged during online classes due to not having access to technology or the Internet at home. Many of his Asian-American relatives were also victims of unjust discrimination that affected the Asian community at the time, and some even struggled to leave their homes out of fear of being attacked.
To address these issues, Alex decided to involve himself in community service and support his communities to help preserve their cultures in LA. He started out in various organizations outside of school that support communities of color by cleaning up the environment around them. Through his involvement, he helped organize volunteer cleanups that disposed of litter plaguing Chinese-American and Latino neighborhoods and developed ways to make these communities more sustainable. To help Latinx students gain access to their online education, Alex donated spare devices and coordinated with teachers to create more accessible learning environments.
One of Alex's proudest moments has been his involvement with the Student Corps LA organization, through which he spearheaded the organizing effort for the beautification of Lake Balboa Park, which had been a complaint of many locals for years. He collaborated with his local Parks and Recreation center to secure vending permits and solicited donations for tools needed to clean up the area. He designed promotional posters inviting others to join the cause. On the day of the event, over 50 volunteers showed up to help clean up the park and collect recycling. The proceeds from their food booth were donated to the American Cancer Society. This event inspired Alex to take on more projects and further cemented his commitment to serving his community.
To serve his LGBTQ+ community, Alex established Spire Collective LA, an art collective to support queer artists of color and provide a platform for them to share their messages through artistic mediums. He has also encouraged other intersectional artists to embrace and celebrate their overlapping identities through paintings, music, and poetry.
As Alex looks toward the future, he plans to attend Yale University, the University of Southern California, or the University of California, Los Angeles, where he will major in Sociology and double minor in Business and Finance. Wherever life takes him, he is committed to continuing his support of marginalized communities and advocating for social justice.
Sports & Fitness
Please select a recipient name to read their bio.
GOLD - Lidia Hernandez
Hometown: Los Angeles, CA
High School: Francisco Bravo Medical Magnet High School
Hispanic Heritage: Salvadorean & Mexican
Lidia Hernandez would go to the bowling alley every Saturday morning when her dad and uncles played in a local bowling league. When Lidia, turned four she joined the “Little Rangers” bowling. Since then, Lidia, has mastered the game of bowling, and even has had the opportunity to play in several United States Bowling Congress (USBC) youth tournaments.
In high school, Lidia joined her school’s track and field team. While she originally tried sprinting and long jumping events, shot-put is where Lidia truly felt at home. She is one of the two-girls representing her high school in shot-put at the varsity level, which means that most of her training and practices are with the boys’ team. While initially hesitant about her skills and technique, Lidia was able to advance enough to become a coach to five of the JV shot-putters in just one year. Due to the sport typically being male dominated, Lidia goes out of her way to befriend other female shot-putters in the area and organized training sessions together on the weekends to form a sense of community. All this hard work has paid off. Lidia won second place in the Northern League preliminary finals in 2022, and fourth overall in the Northern League Finals, which had 68 of the top, shot putters competing.
Lidia is proud to be breaking stereotypes by competing in sports not usually played by Latina women as it offers those sporting communities in opportunity to see a different perspective on what constitutes an athlete in those sports. A task that she was willing to undertake after looking up to strong Latina women in her life such as her grandmother, mother and sister who showed her the value of hard work and doing so despite the cards being stacked against you.
This dedication serves Lidia well outside the classroom. As National Honor Society President, one of Lidia’s proudest accomplishments was helping organize several volunteer events with Plaza De La Raza, an organization focused on uplifting the Hispanic youth in Los Angeles. In addition, Lidia founded her very own small business at the age of 15, through which she spreads the importance of body positivity, awareness, and inclusivity. She has had the opportunity to ship out items to 39 states and counting! Currently serving as vice president of her school’s student government, Lidia has been highly active in student government since the sixth grade.
Besides all of those extracurriculars, outside of school, Lidia volunteers as a teacher’s assistant at a local elementary school and is a social media marketing intern for Overdue, a nonprofit organization that helps keep Los Angeles clean.
Lidia, of Mexican and Salvadoran descent, has a 3.99 GPA and this fall will begin her studies at the University of Southern California, where she will major in Business Administration with an emphasis on management and leadership and minor in Spanish.
High School: Francisco Bravo Medical Magnet High School
Hispanic Heritage: Salvadorean & Mexican
Lidia Hernandez would go to the bowling alley every Saturday morning when her dad and uncles played in a local bowling league. When Lidia, turned four she joined the “Little Rangers” bowling. Since then, Lidia, has mastered the game of bowling, and even has had the opportunity to play in several United States Bowling Congress (USBC) youth tournaments.
In high school, Lidia joined her school’s track and field team. While she originally tried sprinting and long jumping events, shot-put is where Lidia truly felt at home. She is one of the two-girls representing her high school in shot-put at the varsity level, which means that most of her training and practices are with the boys’ team. While initially hesitant about her skills and technique, Lidia was able to advance enough to become a coach to five of the JV shot-putters in just one year. Due to the sport typically being male dominated, Lidia goes out of her way to befriend other female shot-putters in the area and organized training sessions together on the weekends to form a sense of community. All this hard work has paid off. Lidia won second place in the Northern League preliminary finals in 2022, and fourth overall in the Northern League Finals, which had 68 of the top, shot putters competing.
Lidia is proud to be breaking stereotypes by competing in sports not usually played by Latina women as it offers those sporting communities in opportunity to see a different perspective on what constitutes an athlete in those sports. A task that she was willing to undertake after looking up to strong Latina women in her life such as her grandmother, mother and sister who showed her the value of hard work and doing so despite the cards being stacked against you.
This dedication serves Lidia well outside the classroom. As National Honor Society President, one of Lidia’s proudest accomplishments was helping organize several volunteer events with Plaza De La Raza, an organization focused on uplifting the Hispanic youth in Los Angeles. In addition, Lidia founded her very own small business at the age of 15, through which she spreads the importance of body positivity, awareness, and inclusivity. She has had the opportunity to ship out items to 39 states and counting! Currently serving as vice president of her school’s student government, Lidia has been highly active in student government since the sixth grade.
Besides all of those extracurriculars, outside of school, Lidia volunteers as a teacher’s assistant at a local elementary school and is a social media marketing intern for Overdue, a nonprofit organization that helps keep Los Angeles clean.
Lidia, of Mexican and Salvadoran descent, has a 3.99 GPA and this fall will begin her studies at the University of Southern California, where she will major in Business Administration with an emphasis on management and leadership and minor in Spanish.
SILVER - Lucas Arreguin
Hometown: Sunnyvale, CA
High School: Fremont High School
Hispanic Heritage: Mexican
“There has only been one sport that has captured my heart, and my father was the first to spark my interest in soccer,” says Lucas Arreguin, who started playing when he was four. Since discovering soccer, the talented athlete of Mexican descent has committed himself to becoming the best player he can be.
Aside from the actual time on the field, Lucas says that treating people with respect, making connections, and his coaching spirit are the essential elements that have helped open doors to further his soccer sports career. As a result of his unwavering work ethic and exceptional skills, the young soccer player regularly receives invitations to play in different places, including internationally in Mexico and Argentina. Regarding a recent invitation to train in Guadalajara with a D3 professional club, he says, “This experience has opened doors for me I dreamed of but never knew possible.”
Closer to home, Lucas experienced his proudest achievement in sports and fitness so far—his first official verbal offer from a college inviting him to play on their team. He remembers the moment clearly when the coach from the college called to offer him a spot on the roster for the 2023-2024 season. Elation soon set in for Lucas, who felt a sense of accomplishment and pride for getting this far in his career. At his side at the time was his mother, whose words of encouragement especially touched his heart because of all the sacrifices his parents made to support his dream of continuing a career in soccer.
For Lucas, family is central to everything. “The family unit is the backbone of America, and more so for Americans with a Hispanic background, such as myself,” he says. Embracing this value has influenced his approach to sports and fitness, giving him a sense of pride to be Hispanic and encouraging him to strive for greatness even in challenging times. Acknowledging that his efforts are “to help strengthen the family unit,” he adds that he is proud to share his accomplishments with his family by his side.
As for diversity, Lucas believes that having more diverse backgrounds is critical because of the different cultures and values it brings to the sports experience. Of his high school and soccer club teams, which have players from different backgrounds, he says that the diverse environment is special because everyone gets to learn and grow from each other.
On an issue affecting the Latinx community, Lucas believes it is immigration and the separation of families due to deportation and other restrictions. He longs for a solution, such as a cross-cultural program between the United States and other Latin American countries that would allow families to stay together, ultimately helping the Hispanic community.
Another area that Lucas is passionate about is giving back and being part of the community. “When I dedicated time to my community through a program called ‘Shooting Stars,’ it made me realize how I can impact people’s lives by teaching little kids soccer and making myself available as a mentor for them,” he says. What brings him great satisfaction is seeing the faces of the little kids come back day after day and knowing that they look to him for insight and instruction. Every week, Lucas commits his time to coaching children of around the same age he was when he started playing soccer, and he foresees himself continuing to do so in the future.
A well-rounded and accomplished athlete, Lucas also excels in his studies, consistently achieving the highest academic honors. He will continue his commitment to excellence when majoring in Sports Management and playing collegiate soccer at East Texas Baptist University.
High School: Fremont High School
Hispanic Heritage: Mexican
“There has only been one sport that has captured my heart, and my father was the first to spark my interest in soccer,” says Lucas Arreguin, who started playing when he was four. Since discovering soccer, the talented athlete of Mexican descent has committed himself to becoming the best player he can be.
Aside from the actual time on the field, Lucas says that treating people with respect, making connections, and his coaching spirit are the essential elements that have helped open doors to further his soccer sports career. As a result of his unwavering work ethic and exceptional skills, the young soccer player regularly receives invitations to play in different places, including internationally in Mexico and Argentina. Regarding a recent invitation to train in Guadalajara with a D3 professional club, he says, “This experience has opened doors for me I dreamed of but never knew possible.”
Closer to home, Lucas experienced his proudest achievement in sports and fitness so far—his first official verbal offer from a college inviting him to play on their team. He remembers the moment clearly when the coach from the college called to offer him a spot on the roster for the 2023-2024 season. Elation soon set in for Lucas, who felt a sense of accomplishment and pride for getting this far in his career. At his side at the time was his mother, whose words of encouragement especially touched his heart because of all the sacrifices his parents made to support his dream of continuing a career in soccer.
For Lucas, family is central to everything. “The family unit is the backbone of America, and more so for Americans with a Hispanic background, such as myself,” he says. Embracing this value has influenced his approach to sports and fitness, giving him a sense of pride to be Hispanic and encouraging him to strive for greatness even in challenging times. Acknowledging that his efforts are “to help strengthen the family unit,” he adds that he is proud to share his accomplishments with his family by his side.
As for diversity, Lucas believes that having more diverse backgrounds is critical because of the different cultures and values it brings to the sports experience. Of his high school and soccer club teams, which have players from different backgrounds, he says that the diverse environment is special because everyone gets to learn and grow from each other.
On an issue affecting the Latinx community, Lucas believes it is immigration and the separation of families due to deportation and other restrictions. He longs for a solution, such as a cross-cultural program between the United States and other Latin American countries that would allow families to stay together, ultimately helping the Hispanic community.
Another area that Lucas is passionate about is giving back and being part of the community. “When I dedicated time to my community through a program called ‘Shooting Stars,’ it made me realize how I can impact people’s lives by teaching little kids soccer and making myself available as a mentor for them,” he says. What brings him great satisfaction is seeing the faces of the little kids come back day after day and knowing that they look to him for insight and instruction. Every week, Lucas commits his time to coaching children of around the same age he was when he started playing soccer, and he foresees himself continuing to do so in the future.
A well-rounded and accomplished athlete, Lucas also excels in his studies, consistently achieving the highest academic honors. He will continue his commitment to excellence when majoring in Sports Management and playing collegiate soccer at East Texas Baptist University.
BRONZE - Parker Violand
Hometown: Las Vegas, NV
High School: Faith Lutheran High School
Hispanic Heritage: Venezuelan
“Sports provided me with more meaning in life than just school because of the excitement and adrenaline,” says Parker Violand. The driven student-athlete of Venezuelan heritage acknowledges that his experiences have certainly changed him for the better, sharing that “Going to great lengths on the field has transformed [him] into a person with a stronger work ethic, problem-solving skills, and a stronger desire to win.”
Parker recalls his father introducing him to sports and taking him to his first baseball games at Angels and Fenway Park. When he was a child, his father would sign him up for baseball and tennis camps, always trying to be his coach.
Along with enjoying the benefits of physical fitness, Parker shares that many of his life lessons come from experiences as an athlete. Participating in sports made him a better student because it allowed him to take breaks and relieve a lot of stress from schoolwork and his personal life.
As an athlete, Parker has many stories of success, including being the 2021 Tennis Division 5A State Champion in his junior year and the Legion Baseball High School State Champion in his freshman year in high school, among other impressive milestones. Despite these pivotal moments, he says that what makes him most proud is improving his mental game, something many athletes often ignore when working on improving their physical abilities and skills. As a result, his confidence returned. He stopped critiquing every detail of his baseball mechanics and began to improve faster than ever. His overall improvement in the game saw him reach a top fastball velocity of 89 mph during a competitive tournament with his club ball team—a difficult feat to achieve in the sport. His new goal is to throw at 90 mph to help his high school win the State Championship title in baseball and demonstrate to others that he can play at the college level.
Parker credits his mother, who persevered despite not having access to a lot of resources and having many responsibilities growing up, for inspiring him to seize every opportunity that comes his way. Supporting him throughout his academic and athletic journey, she pushed him to discover his true passion and excel at it. Since discovering his passion for Sports & Fitness, Parker has been determined to stay physically and mentally healthy and “hopes to inspire more people to believe that they can achieve anything they set their mind to if they are willing to overcome obstacles.”
Outside of sports and fitness, Parker is a dedicated student who has excelled in dynamic classes such as Robotics, CAD, and Engineering. One major issue within his community is the underrepresentation of Hispanic Americans in STEM fields, citing the lack of education, resources, and encouragement to pursue STEM careers. To address this issue, he proposes developing a network of people and places to direct and mentor underrepresented students who want to learn more about STEM and providing resources, such as interactive, user-friendly curricula, books, shows, coding games, and other online activities.
Regarding community service, Parker says, “serving others has deepened his desire to help society as a whole and make a difference.” Volunteering with a baseball organization that he was involved with before, he worked with young children, teaching them baseball skills, and helping them develop the mindset of an athlete. “Their early baseball experience will be something they remember, and knowing it was a good memory is the best thing I can offer and give them,” he remarks.
Parker shows he can make a difference in his community, school, and playing on the field. It is exciting to see what develops in his next endeavor as he pursues a degree in Business Administration at Vanderbilt University, the University of Reno, or Embry Riddle Aeronautical University – Daytona Beach. His life experiences have inspired him to become an agent of change and create something that can benefit people on a global-scale.
High School: Faith Lutheran High School
Hispanic Heritage: Venezuelan
“Sports provided me with more meaning in life than just school because of the excitement and adrenaline,” says Parker Violand. The driven student-athlete of Venezuelan heritage acknowledges that his experiences have certainly changed him for the better, sharing that “Going to great lengths on the field has transformed [him] into a person with a stronger work ethic, problem-solving skills, and a stronger desire to win.”
Parker recalls his father introducing him to sports and taking him to his first baseball games at Angels and Fenway Park. When he was a child, his father would sign him up for baseball and tennis camps, always trying to be his coach.
Along with enjoying the benefits of physical fitness, Parker shares that many of his life lessons come from experiences as an athlete. Participating in sports made him a better student because it allowed him to take breaks and relieve a lot of stress from schoolwork and his personal life.
As an athlete, Parker has many stories of success, including being the 2021 Tennis Division 5A State Champion in his junior year and the Legion Baseball High School State Champion in his freshman year in high school, among other impressive milestones. Despite these pivotal moments, he says that what makes him most proud is improving his mental game, something many athletes often ignore when working on improving their physical abilities and skills. As a result, his confidence returned. He stopped critiquing every detail of his baseball mechanics and began to improve faster than ever. His overall improvement in the game saw him reach a top fastball velocity of 89 mph during a competitive tournament with his club ball team—a difficult feat to achieve in the sport. His new goal is to throw at 90 mph to help his high school win the State Championship title in baseball and demonstrate to others that he can play at the college level.
Parker credits his mother, who persevered despite not having access to a lot of resources and having many responsibilities growing up, for inspiring him to seize every opportunity that comes his way. Supporting him throughout his academic and athletic journey, she pushed him to discover his true passion and excel at it. Since discovering his passion for Sports & Fitness, Parker has been determined to stay physically and mentally healthy and “hopes to inspire more people to believe that they can achieve anything they set their mind to if they are willing to overcome obstacles.”
Outside of sports and fitness, Parker is a dedicated student who has excelled in dynamic classes such as Robotics, CAD, and Engineering. One major issue within his community is the underrepresentation of Hispanic Americans in STEM fields, citing the lack of education, resources, and encouragement to pursue STEM careers. To address this issue, he proposes developing a network of people and places to direct and mentor underrepresented students who want to learn more about STEM and providing resources, such as interactive, user-friendly curricula, books, shows, coding games, and other online activities.
Regarding community service, Parker says, “serving others has deepened his desire to help society as a whole and make a difference.” Volunteering with a baseball organization that he was involved with before, he worked with young children, teaching them baseball skills, and helping them develop the mindset of an athlete. “Their early baseball experience will be something they remember, and knowing it was a good memory is the best thing I can offer and give them,” he remarks.
Parker shows he can make a difference in his community, school, and playing on the field. It is exciting to see what develops in his next endeavor as he pursues a degree in Business Administration at Vanderbilt University, the University of Reno, or Embry Riddle Aeronautical University – Daytona Beach. His life experiences have inspired him to become an agent of change and create something that can benefit people on a global-scale.
Sustainability (Green)
Please select a recipient name to read their bio.
GOLD - Willem Maniago
Hometown: Las Vegas, NV
High School: Faith Lutheran High School
Hispanic Heritage: Filipino
With his parents seeking refuge from the heat in their hometown of Nevada, Willem Maniago's upbringing was shaped by the beauty and diversity of waterscapes across the US. Amidst the reedy marshes of South Carolina, the wild pony beaches of Chincoteague, Virginia, and the seemingly never-ending inlets of Maryland, Willem's comfort around water grew, as did his interest in what lived beneath the surface.
It was this curiosity that led him to begin his study of ecology and environmental science in middle school, aboard the Sultana, a historic research vessel off the Maryland Chesapeake Bay. He continued his exploration by spending days studying and immersing himself in the ecological wealth of Minnesota's Boundary Waters. Last year, he also studied oceanography and navigation at the Naval Academy Summer STEM Seminar.
High school saw Willem delve deeper into his research pursuits. He has spent three summers conducting research in the marshes of South Carolina with Clemson University, analyzing the impact of a novel water control structure in reducing saltwater intrusion on freshwater trees. He has presented his research and scientific poster at university symposia, discussing the impact of sea level rise on fragile ecosystems. His research won second prize for Research in Progress from among 130 undergraduate and graduate research projects. He is committed to seeing his research to completion and making a lasting impact on environmental policy and innovation as one of the lead investigators. These experiences have instilled in Willem a deep appreciation for the country's waterways, the people he has worked with, and the unique challenges each area faces.
Willem's drive is fueled by his Filipino background and the legacy of his grandparents, who have devoted their lives to serving others through science. This has led him to pursue rigorous academic studies, taking challenging math and science courses, becoming a member of his school's STEM Academy, and taking advantage of experiential learning opportunities. He works to increase his interdisciplinary understanding of the intersection between biology, ecology, medicine, policy, public health, environmental law, and social determinants of health, in order to use this knowledge to serve others. His interests in these fields share a common thread—defending the vulnerable, be they over-exploited ecosystems or marginalized populations. He is eager to discover his path ahead, whether in environmental law, environmental science, public policy, or medicine.
Should he choose to pursue ecology and conservation, Willem aims to tackle pressing environmental issues such as rising sea levels in coastal regions, the proliferation of plastics in waterways, and the need for policies that balance the interests of farmers, conservationists, and communities. As a physician, he would work to bridge the gap in healthcare delivery for underserved populations and increase access to care in developing nations, just as his grandparents did. His journey ahead is driven by a sense of civic duty and a desire to make a difference.
Whether through his school's Visiting Student Ambassadors Program, annual volunteering at a local youth sports camp, assistance at a neighborhood pediatric cancer center, or research to preserve the marshes of South Carolina, Willem has come to appreciate the transformative power of giving back.
Willem's education extends beyond a strong foundation in the sciences. He is a double major in STEM and Fine Arts Theatre at Faith Lutheran High School, and is a true polymath who excels academically, athletically, and artistically. At the top of his class, Willem is not just an academic star but also a varsity athlete and talented thespian. He pursues his many passions not for grades but out of a genuine love of learning and a deep interest in a diverse range of disciplines.
He will soon embark on the next chapter of his education and journey, as he decides between attending the University of Virginia, Princeton University, or Clemson University. He plans to major in Ecology and Evolutionary Biology and minor in Theatre, bringing his exceptional blend of scientific and artistic expertise to his future studies and career.
High School: Faith Lutheran High School
Hispanic Heritage: Filipino
With his parents seeking refuge from the heat in their hometown of Nevada, Willem Maniago's upbringing was shaped by the beauty and diversity of waterscapes across the US. Amidst the reedy marshes of South Carolina, the wild pony beaches of Chincoteague, Virginia, and the seemingly never-ending inlets of Maryland, Willem's comfort around water grew, as did his interest in what lived beneath the surface.
It was this curiosity that led him to begin his study of ecology and environmental science in middle school, aboard the Sultana, a historic research vessel off the Maryland Chesapeake Bay. He continued his exploration by spending days studying and immersing himself in the ecological wealth of Minnesota's Boundary Waters. Last year, he also studied oceanography and navigation at the Naval Academy Summer STEM Seminar.
High school saw Willem delve deeper into his research pursuits. He has spent three summers conducting research in the marshes of South Carolina with Clemson University, analyzing the impact of a novel water control structure in reducing saltwater intrusion on freshwater trees. He has presented his research and scientific poster at university symposia, discussing the impact of sea level rise on fragile ecosystems. His research won second prize for Research in Progress from among 130 undergraduate and graduate research projects. He is committed to seeing his research to completion and making a lasting impact on environmental policy and innovation as one of the lead investigators. These experiences have instilled in Willem a deep appreciation for the country's waterways, the people he has worked with, and the unique challenges each area faces.
Willem's drive is fueled by his Filipino background and the legacy of his grandparents, who have devoted their lives to serving others through science. This has led him to pursue rigorous academic studies, taking challenging math and science courses, becoming a member of his school's STEM Academy, and taking advantage of experiential learning opportunities. He works to increase his interdisciplinary understanding of the intersection between biology, ecology, medicine, policy, public health, environmental law, and social determinants of health, in order to use this knowledge to serve others. His interests in these fields share a common thread—defending the vulnerable, be they over-exploited ecosystems or marginalized populations. He is eager to discover his path ahead, whether in environmental law, environmental science, public policy, or medicine.
Should he choose to pursue ecology and conservation, Willem aims to tackle pressing environmental issues such as rising sea levels in coastal regions, the proliferation of plastics in waterways, and the need for policies that balance the interests of farmers, conservationists, and communities. As a physician, he would work to bridge the gap in healthcare delivery for underserved populations and increase access to care in developing nations, just as his grandparents did. His journey ahead is driven by a sense of civic duty and a desire to make a difference.
Whether through his school's Visiting Student Ambassadors Program, annual volunteering at a local youth sports camp, assistance at a neighborhood pediatric cancer center, or research to preserve the marshes of South Carolina, Willem has come to appreciate the transformative power of giving back.
Willem's education extends beyond a strong foundation in the sciences. He is a double major in STEM and Fine Arts Theatre at Faith Lutheran High School, and is a true polymath who excels academically, athletically, and artistically. At the top of his class, Willem is not just an academic star but also a varsity athlete and talented thespian. He pursues his many passions not for grades but out of a genuine love of learning and a deep interest in a diverse range of disciplines.
He will soon embark on the next chapter of his education and journey, as he decides between attending the University of Virginia, Princeton University, or Clemson University. He plans to major in Ecology and Evolutionary Biology and minor in Theatre, bringing his exceptional blend of scientific and artistic expertise to his future studies and career.
SILVER - Alexandra Del Rosario
Hometown: Santa Rosa, CA
High School: Montgomery High School
Hispanic Heritage: Filipino
Born and raised in the San Francisco Bay Area, Alexandra Del Rosario has always cherished beach visits with her family, including one of her favorite places, the Marine Mammal Center in Marin Headlands. It was during one such visit that she discovered a laminated picture of a friendly-looking California Sea Lion named Chippy, and was thrilled to learn that animals could be symbolically adopted. Overjoyed to receive an adoption certificate for Chippy as a birthday gift, Alexandria became fascinated with marine life and conservation. This interest was further fueled by visits to the Monterey Bay Aquarium, beach clean-ups, and high school courses in Honors Biology and IB Environmental Science.
On weekends, Alexandra devoted her time to restoring watersheds for endangered Coho salmon and volunteered with the European Green Crab Research Team at the University of California, Davis Marine Lab, where she was able to handle wildlife and assist with invasive species research. As she gained hands-on experience and made a tangible impact, she realized her calling was a career in ocean conservation.
However, Alexandra's environmental interests were not limited to marine life. She was aware of the poverty and food insecurity faced by many in her community, especially the Asian population in Sonoma County, where over half lived below the poverty line and struggled to afford fresh produce. Inspired by her father's stories of growing up in a Filipino immigrant family that worked picking strawberries but could not afford to buy fresh strawberries for themselves and often went to bed hungry, she was determined to make a difference.
During the pandemic, when she thought about the students who relied on school lunches for sustenance and did not have access to food while schools were closed, she set her sights on Meadowview Elementary School, where a large majority of students received free or reduced lunch, and embarked on a formidable project: reviving an abandoned 11,000 square-foot community garden overrun by towering weeds at the school. Garnering community support and a team of fifteen high school students, she transformed the land into a thriving garden of fruits, vegetables, and flowers. She also created an ecology learning center at Meadowview, with the goal of not only providing students with fresh produce but also educating them about healthy eating habits.
This project inspired a similar endeavor at her high school, where she and a group of fellow students taught science classes about California-native plant species. Alexandra takes pride in providing an opportunity for the younger generation in her community to learn about the importance of preserving the environment.
As a young woman driven by causes that affect her community, Alexandra is a board member of the Sonoma County Junior Commission on the Status of Women. Wanting to ensure women felt safe in her community, she and her team embarked on a year-long project focused on the "Ask for Angela" initiative, with the goal of providing women with tools if they feel unsafe at bars or restaurants. Alexandra designed posters, trained service staff on the code word "Angela"—which women could use to signal they were feeling unsafe—and reached out to community leaders, businesses, and elected officials to gather resources and support for the project. Through her tireless efforts, the "Ask for Angela" initiative was widely adopted by local businesses and received recognition through media outlets, including a newspaper feature and a radio segment. The experience taught Alexandra valuable skills in networking, collaboration, and persistence, and helped her recognize the power of women coming together to bring about meaningful change.
Alexandra is also a NewGen peacebuilder and has interned for US Congressman Mike Thompson, who praised her exceptional work. An outstanding student at Montgomery High School in Santa Rosa, California, Filipino-Irish-American Alexandra continues to make an impact on school grounds and proudly shares her heritage as a board member of the Asian Culture Club. Standing among the top students in her class, Alexandra will pursue a major in Oceanic and Atmospheric Studies with a minor in Geology at the University of Southern California, the University of California, Davis, or the University of California, Berkeley.
High School: Montgomery High School
Hispanic Heritage: Filipino
Born and raised in the San Francisco Bay Area, Alexandra Del Rosario has always cherished beach visits with her family, including one of her favorite places, the Marine Mammal Center in Marin Headlands. It was during one such visit that she discovered a laminated picture of a friendly-looking California Sea Lion named Chippy, and was thrilled to learn that animals could be symbolically adopted. Overjoyed to receive an adoption certificate for Chippy as a birthday gift, Alexandria became fascinated with marine life and conservation. This interest was further fueled by visits to the Monterey Bay Aquarium, beach clean-ups, and high school courses in Honors Biology and IB Environmental Science.
On weekends, Alexandra devoted her time to restoring watersheds for endangered Coho salmon and volunteered with the European Green Crab Research Team at the University of California, Davis Marine Lab, where she was able to handle wildlife and assist with invasive species research. As she gained hands-on experience and made a tangible impact, she realized her calling was a career in ocean conservation.
However, Alexandra's environmental interests were not limited to marine life. She was aware of the poverty and food insecurity faced by many in her community, especially the Asian population in Sonoma County, where over half lived below the poverty line and struggled to afford fresh produce. Inspired by her father's stories of growing up in a Filipino immigrant family that worked picking strawberries but could not afford to buy fresh strawberries for themselves and often went to bed hungry, she was determined to make a difference.
During the pandemic, when she thought about the students who relied on school lunches for sustenance and did not have access to food while schools were closed, she set her sights on Meadowview Elementary School, where a large majority of students received free or reduced lunch, and embarked on a formidable project: reviving an abandoned 11,000 square-foot community garden overrun by towering weeds at the school. Garnering community support and a team of fifteen high school students, she transformed the land into a thriving garden of fruits, vegetables, and flowers. She also created an ecology learning center at Meadowview, with the goal of not only providing students with fresh produce but also educating them about healthy eating habits.
This project inspired a similar endeavor at her high school, where she and a group of fellow students taught science classes about California-native plant species. Alexandra takes pride in providing an opportunity for the younger generation in her community to learn about the importance of preserving the environment.
As a young woman driven by causes that affect her community, Alexandra is a board member of the Sonoma County Junior Commission on the Status of Women. Wanting to ensure women felt safe in her community, she and her team embarked on a year-long project focused on the "Ask for Angela" initiative, with the goal of providing women with tools if they feel unsafe at bars or restaurants. Alexandra designed posters, trained service staff on the code word "Angela"—which women could use to signal they were feeling unsafe—and reached out to community leaders, businesses, and elected officials to gather resources and support for the project. Through her tireless efforts, the "Ask for Angela" initiative was widely adopted by local businesses and received recognition through media outlets, including a newspaper feature and a radio segment. The experience taught Alexandra valuable skills in networking, collaboration, and persistence, and helped her recognize the power of women coming together to bring about meaningful change.
Alexandra is also a NewGen peacebuilder and has interned for US Congressman Mike Thompson, who praised her exceptional work. An outstanding student at Montgomery High School in Santa Rosa, California, Filipino-Irish-American Alexandra continues to make an impact on school grounds and proudly shares her heritage as a board member of the Asian Culture Club. Standing among the top students in her class, Alexandra will pursue a major in Oceanic and Atmospheric Studies with a minor in Geology at the University of Southern California, the University of California, Davis, or the University of California, Berkeley.
BRONZE - Sarita Plata
Hometown: Costa Mesa, CA
High School: Early College High School
Hispanic Heritage: Salvadoran
Sarita Plata is an exceptional Latina with a bright future ahead of her. Not only has she excelled academically, earning student of the year honors in science, English, and math, and set to graduate high school with two associate degrees already in hand while maintaining a 3.98 GPA, but she has also demonstrated strong leadership skills and a commitment to helping her community. As a member of the Early College High School's associated student body, she helped organize events for her fellow students. She also created a film and media club to share her love of creativity, was part of her school's community service club, and held a position in a mental health task force for returning students post-pandemic at her school. One common thread ties all these endeavors together—Sarita's desire to help others and make a difference in her community.
Most impressively, Sarita has a clear understanding of her core values and what drives her, something rare for someone her age. This understanding is what motivates her desire to make a positive impact.
The Environmental Nature Center's commitment to connecting people with nature encouraged her to get involved with the organization. The opportunity to learn and serve her community was what first drew her to the center, but what she found was something much more profound. She was struck by the contagious enthusiasm of the camp teachers and campers, all passionate about nature and learning. During her six-week experience at the nature center, Sarita led campers on a journey of discovery. Every day brought a new adventure and new learning opportunities. Her time at the nature center solidified her belief in the importance of environmental education. She realized that by immersing children in nature and teaching them about sustainability, she could help them develop a love and appreciation for the environment that would last a lifetime. Her time at the nature center also blossomed in a newfound love for the environment.
Her experience at the Environmental Nature Center fueled a spark within her that continued to burn bright as she navigated through high school. With each new challenge, she felt a sense of purpose, and with each new opportunity, she felt determination. Looking at her prior education, Sarita recognized the educational inequality affecting underserved communities and poignantly realized that her own elementary had school lacked the resources and infrastructure to better serve its students. She learned about the importance of quality education and, after her involvement with various nature centers, how hands-on experiences can make learning more effective and enjoyable. Despite her aspiration to become an urban planner, she still wants to help students in her community by encouraging their education through tutoring and support, and by incorporating creative and inspiring activities like educational games and simple crafts in her teaching to bridge the educational gap.
With a growing fascination for the environment, last summer, she secured an internship at Sherman Library and Gardens, which was another pivotal moment in her journey. From her first day of internship, immersed in a world of plants with a seemingly endless list of names and surrounded by horticulturists who were passionate about their work and whose eyes illuminated as they explained their section of the garden, her mind began to consider career paths that included nature and sustainability. This experience further fueled her curiosity in gardening, and as an aspiring urban planner, she wants to use her newly gained insight to plan public gardens. Her experience at Sherman Library and Gardens also sparked her interest in landscape architecture after working on mini projects like her own garden. She saw the opportunity as a magnifying glass for exploring the brilliant careers she has ahead.
Sarita's future plans reflect her love for the environment and her desire to make a difference. One of her goals is to use her education and video production skills to create programs that educate communities about the importance of sustainability in urban planning. She intends to major in Urban Studies and minor in Environmental Science at one of the University of California's renowned campuses, Berkeley, Santa Barbara, or San Diego.
Sarita continues to volunteer at the nature center and has been given the opportunity to plan and lead activities for the campers. While volunteering, as she walks through the forest, surrounded by towering redwoods and oak trees, with the sounds of crunching leaves underfoot, she knows that nature will always be a part of her life. It is when she is fully immersed in the environment that she understands her core values of peace and optimism. She is committed to ensuring that future generations will have the chance to appreciate and protect the natural world, just as she has. Sarita's journey is a testament to the power of environmental education and the importance of serving one's community.
High School: Early College High School
Hispanic Heritage: Salvadoran
Sarita Plata is an exceptional Latina with a bright future ahead of her. Not only has she excelled academically, earning student of the year honors in science, English, and math, and set to graduate high school with two associate degrees already in hand while maintaining a 3.98 GPA, but she has also demonstrated strong leadership skills and a commitment to helping her community. As a member of the Early College High School's associated student body, she helped organize events for her fellow students. She also created a film and media club to share her love of creativity, was part of her school's community service club, and held a position in a mental health task force for returning students post-pandemic at her school. One common thread ties all these endeavors together—Sarita's desire to help others and make a difference in her community.
Most impressively, Sarita has a clear understanding of her core values and what drives her, something rare for someone her age. This understanding is what motivates her desire to make a positive impact.
The Environmental Nature Center's commitment to connecting people with nature encouraged her to get involved with the organization. The opportunity to learn and serve her community was what first drew her to the center, but what she found was something much more profound. She was struck by the contagious enthusiasm of the camp teachers and campers, all passionate about nature and learning. During her six-week experience at the nature center, Sarita led campers on a journey of discovery. Every day brought a new adventure and new learning opportunities. Her time at the nature center solidified her belief in the importance of environmental education. She realized that by immersing children in nature and teaching them about sustainability, she could help them develop a love and appreciation for the environment that would last a lifetime. Her time at the nature center also blossomed in a newfound love for the environment.
Her experience at the Environmental Nature Center fueled a spark within her that continued to burn bright as she navigated through high school. With each new challenge, she felt a sense of purpose, and with each new opportunity, she felt determination. Looking at her prior education, Sarita recognized the educational inequality affecting underserved communities and poignantly realized that her own elementary had school lacked the resources and infrastructure to better serve its students. She learned about the importance of quality education and, after her involvement with various nature centers, how hands-on experiences can make learning more effective and enjoyable. Despite her aspiration to become an urban planner, she still wants to help students in her community by encouraging their education through tutoring and support, and by incorporating creative and inspiring activities like educational games and simple crafts in her teaching to bridge the educational gap.
With a growing fascination for the environment, last summer, she secured an internship at Sherman Library and Gardens, which was another pivotal moment in her journey. From her first day of internship, immersed in a world of plants with a seemingly endless list of names and surrounded by horticulturists who were passionate about their work and whose eyes illuminated as they explained their section of the garden, her mind began to consider career paths that included nature and sustainability. This experience further fueled her curiosity in gardening, and as an aspiring urban planner, she wants to use her newly gained insight to plan public gardens. Her experience at Sherman Library and Gardens also sparked her interest in landscape architecture after working on mini projects like her own garden. She saw the opportunity as a magnifying glass for exploring the brilliant careers she has ahead.
Sarita's future plans reflect her love for the environment and her desire to make a difference. One of her goals is to use her education and video production skills to create programs that educate communities about the importance of sustainability in urban planning. She intends to major in Urban Studies and minor in Environmental Science at one of the University of California's renowned campuses, Berkeley, Santa Barbara, or San Diego.
Sarita continues to volunteer at the nature center and has been given the opportunity to plan and lead activities for the campers. While volunteering, as she walks through the forest, surrounded by towering redwoods and oak trees, with the sounds of crunching leaves underfoot, she knows that nature will always be a part of her life. It is when she is fully immersed in the environment that she understands her core values of peace and optimism. She is committed to ensuring that future generations will have the chance to appreciate and protect the natural world, just as she has. Sarita's journey is a testament to the power of environmental education and the importance of serving one's community.
Technology
Please select a recipient name to read their bio.
GOLD - Athena Hernandez
Hometown: La Jolla, CA
High School: The Bishops School
Hispanic Heritage: Mexican
Athena Hernandez has developed a passion for computer science that has driven her to pursue every opportunity to explore and learn more about the field. Since her eighth-grade Coding for Fun class, she has been fascinated with programming and has delved deep into the world of computer science.
Athena's achievements speak volumes about her intellect, curiosity, and determination. She learned how to create websites from scratch, ventured into the world of app development, and participated in United States of America Computing Olympiad and Codeforces competitions, implementing new algorithms she learned in class. Athena was also president of the CyberPatriot club at her school, teaching cryptography shifts and leading CyberPatriot competitions.
Last summer, Athena’s computer science exploratory journey led her to an internship opportunity at New York University (NYU), where she researched software supply chain security development under Dr. Justin Cappos at NYU’s Secure Systems Lab. She also took the Winston Data Scholarship data science class at NYU’s Courant Institute of Mathematical Science, where she learned about regression and classification models alongside Matplotlib, pandas, and NumPy. By the end of the summer, she was selected to present her research at the GSTEM symposium to over 120 NYU faculty and students.
Athena's dedication to computer science and her passion for making a difference extends beyond her academic pursuits. She is aware of the disparities in educational opportunities for Latinx youth from lower socioeconomic backgrounds. To address this issue, she proposes increasing the number of equal opportunity programs, expanding targeted outreach to more communities, and funding education programs for underrepresented communities within and beyond the US.
Athena’s desire to make an impact in her community led her to co-create the Youth.learningProgramming() service-learning club, which provides computer science education to public school students who do not have access to classes on the subject at their schools. The club is comprised of student volunteer teachers who teach online coding classes at 10 different San Diego schools and serve 30-some students on a weekly basis. Apart from being a co-founder and student-teacher herself, Athena is responsible for creating the curriculum, assigning students to tutors, proofreading slide decks and instructional materials for correctness and clarity, and coordinating tutoring sessions. Youth.learningProgramming() has proven to be a success and will soon be recognized as an official nonprofit organization.
Athena's interest in teaching coding began after realizing that many young Hispanic students do not have access to resources that would allow them to pursue computer science. Reflecting on the fact that she has been the only Hispanic student in every coding class she has taken and how her abilities are often written off by her peers because of her ethnicity, Athena saw the need to provide a space for Hispanic students to pursue the field without experiencing the discrimination she has faced. Thus, she founded an organization called Codificar con Coco, where she teaches a Python coding class to a group of students from Tijuana and Mexico City every Wednesday night. Athena's dedication to bridging the language barrier inspired her to compile her resources into a Spanish-language book titled Cómo Codificar para Niñ@s: Una Introducción a Python, which became an Amazon best seller in "Children's Programming Books."
Joshua Bloom, Athena’s computer science teacher at The Bishop’s School, describes her as a quick learner with a sharp mind and remarkable determination as a problem-solver. He notes that Athena has impressed him with her ability to learn complex concepts and her desire to learn information and techniques beyond the classroom. She has achieved a high level of success under difficult circumstances, impressing Bloom with her ability to devise algorithms that are both highly legible and maximally efficient in terms of their memory usage and execution time.
Focused on her future, Athena plans to attend Stanford University, the Massachusetts Institute of Technology, or the University of California, Berkeley and major in Computer Science with minors in Data Science and Latino Studies. Athena aspires to become a role model for other young Latinas, to inspire them to pursue computer science and break down barriers in the industry.
High School: The Bishops School
Hispanic Heritage: Mexican
Athena Hernandez has developed a passion for computer science that has driven her to pursue every opportunity to explore and learn more about the field. Since her eighth-grade Coding for Fun class, she has been fascinated with programming and has delved deep into the world of computer science.
Athena's achievements speak volumes about her intellect, curiosity, and determination. She learned how to create websites from scratch, ventured into the world of app development, and participated in United States of America Computing Olympiad and Codeforces competitions, implementing new algorithms she learned in class. Athena was also president of the CyberPatriot club at her school, teaching cryptography shifts and leading CyberPatriot competitions.
Last summer, Athena’s computer science exploratory journey led her to an internship opportunity at New York University (NYU), where she researched software supply chain security development under Dr. Justin Cappos at NYU’s Secure Systems Lab. She also took the Winston Data Scholarship data science class at NYU’s Courant Institute of Mathematical Science, where she learned about regression and classification models alongside Matplotlib, pandas, and NumPy. By the end of the summer, she was selected to present her research at the GSTEM symposium to over 120 NYU faculty and students.
Athena's dedication to computer science and her passion for making a difference extends beyond her academic pursuits. She is aware of the disparities in educational opportunities for Latinx youth from lower socioeconomic backgrounds. To address this issue, she proposes increasing the number of equal opportunity programs, expanding targeted outreach to more communities, and funding education programs for underrepresented communities within and beyond the US.
Athena’s desire to make an impact in her community led her to co-create the Youth.learningProgramming() service-learning club, which provides computer science education to public school students who do not have access to classes on the subject at their schools. The club is comprised of student volunteer teachers who teach online coding classes at 10 different San Diego schools and serve 30-some students on a weekly basis. Apart from being a co-founder and student-teacher herself, Athena is responsible for creating the curriculum, assigning students to tutors, proofreading slide decks and instructional materials for correctness and clarity, and coordinating tutoring sessions. Youth.learningProgramming() has proven to be a success and will soon be recognized as an official nonprofit organization.
Athena's interest in teaching coding began after realizing that many young Hispanic students do not have access to resources that would allow them to pursue computer science. Reflecting on the fact that she has been the only Hispanic student in every coding class she has taken and how her abilities are often written off by her peers because of her ethnicity, Athena saw the need to provide a space for Hispanic students to pursue the field without experiencing the discrimination she has faced. Thus, she founded an organization called Codificar con Coco, where she teaches a Python coding class to a group of students from Tijuana and Mexico City every Wednesday night. Athena's dedication to bridging the language barrier inspired her to compile her resources into a Spanish-language book titled Cómo Codificar para Niñ@s: Una Introducción a Python, which became an Amazon best seller in "Children's Programming Books."
Joshua Bloom, Athena’s computer science teacher at The Bishop’s School, describes her as a quick learner with a sharp mind and remarkable determination as a problem-solver. He notes that Athena has impressed him with her ability to learn complex concepts and her desire to learn information and techniques beyond the classroom. She has achieved a high level of success under difficult circumstances, impressing Bloom with her ability to devise algorithms that are both highly legible and maximally efficient in terms of their memory usage and execution time.
Focused on her future, Athena plans to attend Stanford University, the Massachusetts Institute of Technology, or the University of California, Berkeley and major in Computer Science with minors in Data Science and Latino Studies. Athena aspires to become a role model for other young Latinas, to inspire them to pursue computer science and break down barriers in the industry.
SILVER - Diego Silva
Hometown: Gilroy, CA
High School: Santa Teresa High School
Hispanic Heritage: Mexican
Diego Silva's journey into the world of technology began when he enrolled in a STEM program during his middle school years. He was captivated by the engineering design process and was thrilled to design an artificial hand to aid individuals with impaired motor functions with his classmates. However, it wasn't until he joined the Computer Science Pathway Program at Santa Teresa High School that he truly discovered his love for technology. With classes such as Exploring Computer Science, AP Computer Science Principles, and AP Computer Science A, Diego gained valuable skills in problem-solving and learned various programming languages and coding programs such as HTML, CSS, and Java.
Diego initially struggled with how he could use his passion for technology to positively impact his community, but the COVID-19 pandemic opened his eyes to the lack of technological access for many individuals, especially those from lower-income communities. He soon realized that he could utilize his education and skills as a computer programmer to help make technology more affordable and accessible for all.
Diego's proudest achievement in technology has been being selected to participate in an internship for Intuit, where he led his team while developing an app to help students manage their time and reduce stress by organizing and scheduling their homework, extracurriculars, and events into their personal calendars. Through this internship, Diego had the opportunity to witness and experience how the real technological industry works and functions and was exposed to new coding languages, including React, JavaScript, and TypeScript. What he is most proud of from the experience is having had the opportunity to contribute to the project while sharing his ideas and collaborating with a group of his peers.
Growing up in a Latino household, Diego listened to his grandparents' and parents' stories of perseverance and dedication. His grandparents immigrated to the United States through the Bracero Program to work in the fields where they experienced inferior working conditions, all to financially support their family. Both his parents worked in the fields, but they were convinced that they needed to help make a difference for their own children. They passed on their values of hard work, dedication, and the importance of education to Diego. As a member of an underrepresented community, Diego understands the challenges of having limited positive role models in the field of technology. Though his role models may not be in STEM, he is honored to say that his role models are his parents and grandparents and that he is proud to say that he is the product of his family's sacrifices and challenges. It is his family that has inspired him to work to open doors for other Latinos in STEM.
When asked about an issue that affects the Latinx community, Diego mentions algorithmic bias, explaining that it has proven to be a significant challenge for the Latinx community, with research showing that algorithmic bias in recidivism algorithms has incorrectly classified Latinx as "high-risk" 25% of the time, contributing to ongoing systemic oppression and unfair discrimination. To create a more just and equitable system, he proposes incorporating ethics into all technology courses, similar to Stanford and Harvard's Embedded EthiCS Program, to teach students how to create ethically-focused applications.
One of the most impressive things about Diego is his ability to balance his academic and extracurricular activities with his commitment to community service. He is a member of his school's chapter of the California Scholarship Federation (CSF) Club, where he has volunteered for a multitude of community service projects and events, including raising money for UNICEF, participating in creek clean-ups, and helping during food distributions. Diego's commitment to his community is not limited to his school. He volunteers at his parish, St. Catherine of Alexandria, where he coordinates games and activities for children and assists in other everyday church tasks.
Diego's Computer Science Pathway lead teacher, Carole Ng, praises Diego for his excellent attitude, time-management skills, diligence, commitment, responsibility, and leadership qualities. She remarks that Diego's devotion to his studies and extracurriculars is evident, as he is a 4.0 GPA student with 8 AP classes and spends at least two hours per day practicing soccer. She is certain that Diego's skills and self-discipline will undoubtedly contribute greatly to any program he chooses to pursue. An exemplary student, Diego stands at the top of his class, ranking first out of 543 students in his graduating class at Santa Teresa High School.
Diego's plans after high school are to attend Stanford University, the University of California, Berkeley, or the University of California, Los Angeles, where he plans to major in Computer Science and minor in Mechanical Engineering. As Diego heads towards the next chapter of his life, he remains dedicated to positively impacting his community through technology and service.
High School: Santa Teresa High School
Hispanic Heritage: Mexican
Diego Silva's journey into the world of technology began when he enrolled in a STEM program during his middle school years. He was captivated by the engineering design process and was thrilled to design an artificial hand to aid individuals with impaired motor functions with his classmates. However, it wasn't until he joined the Computer Science Pathway Program at Santa Teresa High School that he truly discovered his love for technology. With classes such as Exploring Computer Science, AP Computer Science Principles, and AP Computer Science A, Diego gained valuable skills in problem-solving and learned various programming languages and coding programs such as HTML, CSS, and Java.
Diego initially struggled with how he could use his passion for technology to positively impact his community, but the COVID-19 pandemic opened his eyes to the lack of technological access for many individuals, especially those from lower-income communities. He soon realized that he could utilize his education and skills as a computer programmer to help make technology more affordable and accessible for all.
Diego's proudest achievement in technology has been being selected to participate in an internship for Intuit, where he led his team while developing an app to help students manage their time and reduce stress by organizing and scheduling their homework, extracurriculars, and events into their personal calendars. Through this internship, Diego had the opportunity to witness and experience how the real technological industry works and functions and was exposed to new coding languages, including React, JavaScript, and TypeScript. What he is most proud of from the experience is having had the opportunity to contribute to the project while sharing his ideas and collaborating with a group of his peers.
Growing up in a Latino household, Diego listened to his grandparents' and parents' stories of perseverance and dedication. His grandparents immigrated to the United States through the Bracero Program to work in the fields where they experienced inferior working conditions, all to financially support their family. Both his parents worked in the fields, but they were convinced that they needed to help make a difference for their own children. They passed on their values of hard work, dedication, and the importance of education to Diego. As a member of an underrepresented community, Diego understands the challenges of having limited positive role models in the field of technology. Though his role models may not be in STEM, he is honored to say that his role models are his parents and grandparents and that he is proud to say that he is the product of his family's sacrifices and challenges. It is his family that has inspired him to work to open doors for other Latinos in STEM.
When asked about an issue that affects the Latinx community, Diego mentions algorithmic bias, explaining that it has proven to be a significant challenge for the Latinx community, with research showing that algorithmic bias in recidivism algorithms has incorrectly classified Latinx as "high-risk" 25% of the time, contributing to ongoing systemic oppression and unfair discrimination. To create a more just and equitable system, he proposes incorporating ethics into all technology courses, similar to Stanford and Harvard's Embedded EthiCS Program, to teach students how to create ethically-focused applications.
One of the most impressive things about Diego is his ability to balance his academic and extracurricular activities with his commitment to community service. He is a member of his school's chapter of the California Scholarship Federation (CSF) Club, where he has volunteered for a multitude of community service projects and events, including raising money for UNICEF, participating in creek clean-ups, and helping during food distributions. Diego's commitment to his community is not limited to his school. He volunteers at his parish, St. Catherine of Alexandria, where he coordinates games and activities for children and assists in other everyday church tasks.
Diego's Computer Science Pathway lead teacher, Carole Ng, praises Diego for his excellent attitude, time-management skills, diligence, commitment, responsibility, and leadership qualities. She remarks that Diego's devotion to his studies and extracurriculars is evident, as he is a 4.0 GPA student with 8 AP classes and spends at least two hours per day practicing soccer. She is certain that Diego's skills and self-discipline will undoubtedly contribute greatly to any program he chooses to pursue. An exemplary student, Diego stands at the top of his class, ranking first out of 543 students in his graduating class at Santa Teresa High School.
Diego's plans after high school are to attend Stanford University, the University of California, Berkeley, or the University of California, Los Angeles, where he plans to major in Computer Science and minor in Mechanical Engineering. As Diego heads towards the next chapter of his life, he remains dedicated to positively impacting his community through technology and service.
BRONZE - Isabel Cantoran
Hometown: Bell, CA
High School: Maywood Center for Enriched Studies
Hispanic Heritage: Mexican
Isabel Cantoran first became interested in technology when she took her first computer science class in seventh grade. That day, she became fascinated with the vast potential of computer science and the seemingly limitless possibilities of the things she could create with code. From that point on, Isabel continued to pursue more computer science classes. She enrolled in AP Computer Science Principles and AP Computer Science A and joined her school's Computer Science Honor Society as soon as she was able to. When scheduling issues prevented her from taking more computer science courses in school, Isabel found ways to continue learning outside of the classroom. She joined computer science programs outside of school, such as Tech360 and Tech Flex Leaders, where she learned advanced web development, design, and marketing skills. Isabel's hobbies and interests, including 3D modeling and game design, also influence her interest in technology.
Isabel's perseverance and determination in computer science have been essential to her success. In her freshman year, she enrolled in an introductory coding course, which she originally thought would not pose much of a challenge. However, she found herself struggling with concepts like memory leaks and hash dictionaries, but instead of quitting, she pushed herself to continue, and when she enrolled in AP Computer Science the following year, her previous struggles helped her understand the class better.
Even when Isabel was unable to enroll in computer science classes at school, she did not let that interfere with her pursuit of continuing to develop her skills in the field. She taught herself new material, learned to program games entirely independently, creating a prototype for a future project. She created an entire game from start to finish within a weekend of a game design challenge, persevering through several game-breaking bugs and export difficulties. She devoted weeks of her breaks to reviewing material and re-learning how to make websites with HTML and CSS, creating websites with a group of her peers.
Isabel's Hispanic background has influenced her approach to technology and computer science education. Being a Latina and aware of the STEM gap, she recognizes she does not match the image of who people think of when they think of a person that pursues computer science and wants to contribute to changing that by working towards increasing diversity in the field by making computer science more accessible.
Isabel has taken it upon herself to teach others computer science by hosting workshops for students in her community. Through her workshops, she has given younger students the opportunity to learn coding and problem-solving skills. By allowing them to exercise their problem-solving and creativity, Isabel has empowered more students to pursue computer science as a career.
Maria Camarena, computer science educator and department chair at Maywood Center for Enriched Studies, has witnessed Isabel's remarkable dedication to computer science and technology. She speaks highly of Isabel and considers her to be one of the most exceptional students she has encountered in her 16 years of teaching. Camarena shares that Isabel is growing as a teacher and mentor, with a goal to change the perception of computer science and computing, especially in young girls. In fact, Isabel's work was acknowledged by the National Center for Women & Information Technology (NCWIT), which recognized her with an honorable mention for her efforts to build and creatively offer learning opportunities in computing for her community. Camarena adds that Isabel is also highly respected and admired by her peers, playing a pivotal role in their newly founded debate team and winning multiple awards in recent debate competitions.
With her impressive academic record, including a 4.0 GPA, Isabel stands among the top students in her class. She plans to attend California State Polytechnic University, Pomona, the University of California, Los Angeles, or the University of California, Irvine, where she will pursue a Computer Science degree. Her exceptional talent, commitment to diversity in computer science, and passion for educating the next generation of coders make Isabel a promising future leader in the technology field. As Camarena remarks, “We need more young girls like her in this world."
High School: Maywood Center for Enriched Studies
Hispanic Heritage: Mexican
Isabel Cantoran first became interested in technology when she took her first computer science class in seventh grade. That day, she became fascinated with the vast potential of computer science and the seemingly limitless possibilities of the things she could create with code. From that point on, Isabel continued to pursue more computer science classes. She enrolled in AP Computer Science Principles and AP Computer Science A and joined her school's Computer Science Honor Society as soon as she was able to. When scheduling issues prevented her from taking more computer science courses in school, Isabel found ways to continue learning outside of the classroom. She joined computer science programs outside of school, such as Tech360 and Tech Flex Leaders, where she learned advanced web development, design, and marketing skills. Isabel's hobbies and interests, including 3D modeling and game design, also influence her interest in technology.
Isabel's perseverance and determination in computer science have been essential to her success. In her freshman year, she enrolled in an introductory coding course, which she originally thought would not pose much of a challenge. However, she found herself struggling with concepts like memory leaks and hash dictionaries, but instead of quitting, she pushed herself to continue, and when she enrolled in AP Computer Science the following year, her previous struggles helped her understand the class better.
Even when Isabel was unable to enroll in computer science classes at school, she did not let that interfere with her pursuit of continuing to develop her skills in the field. She taught herself new material, learned to program games entirely independently, creating a prototype for a future project. She created an entire game from start to finish within a weekend of a game design challenge, persevering through several game-breaking bugs and export difficulties. She devoted weeks of her breaks to reviewing material and re-learning how to make websites with HTML and CSS, creating websites with a group of her peers.
Isabel's Hispanic background has influenced her approach to technology and computer science education. Being a Latina and aware of the STEM gap, she recognizes she does not match the image of who people think of when they think of a person that pursues computer science and wants to contribute to changing that by working towards increasing diversity in the field by making computer science more accessible.
Isabel has taken it upon herself to teach others computer science by hosting workshops for students in her community. Through her workshops, she has given younger students the opportunity to learn coding and problem-solving skills. By allowing them to exercise their problem-solving and creativity, Isabel has empowered more students to pursue computer science as a career.
Maria Camarena, computer science educator and department chair at Maywood Center for Enriched Studies, has witnessed Isabel's remarkable dedication to computer science and technology. She speaks highly of Isabel and considers her to be one of the most exceptional students she has encountered in her 16 years of teaching. Camarena shares that Isabel is growing as a teacher and mentor, with a goal to change the perception of computer science and computing, especially in young girls. In fact, Isabel's work was acknowledged by the National Center for Women & Information Technology (NCWIT), which recognized her with an honorable mention for her efforts to build and creatively offer learning opportunities in computing for her community. Camarena adds that Isabel is also highly respected and admired by her peers, playing a pivotal role in their newly founded debate team and winning multiple awards in recent debate competitions.
With her impressive academic record, including a 4.0 GPA, Isabel stands among the top students in her class. She plans to attend California State Polytechnic University, Pomona, the University of California, Los Angeles, or the University of California, Irvine, where she will pursue a Computer Science degree. Her exceptional talent, commitment to diversity in computer science, and passion for educating the next generation of coders make Isabel a promising future leader in the technology field. As Camarena remarks, “We need more young girls like her in this world."
