Encouraging Equity Through Education by Noel

Encouraging Equity Through Education by Noel - March 2026 Scholarship Essay

I’ve always viewed technology as a resource for the future, but it wasn’t until I traveled to Accra, Ghana, that I understood how much of a luxury that resource truly is. What began as a summer volunteer trip to teach at a local school quickly became one of the most significant and transformative events of my life. I was faced with the reality of global inequality, and to understand that gap, I had to reconsider everything I thought I knew about leadership and service. Is a leader defined by the resources they hold, or by the people they empower?
The challenge became clear the moment I entered the classroom. I arrived prepared to teach using the tools I depended on at home, convinced I could “fix” problems with the right methods. Instead, I was met with a reality I had never experienced: no smartboards, no Chromebooks, unreliable Wi-Fi, and sometimes no electricity at all. I felt overwhelmed and unqualified. How was I supposed to teach when the technology I relied on no longer existed?
One afternoon, I attempted to guide students through a lesson that relied on the donated tablets we shared in the classroom. Halfway through our session, the power went out. The room fell silent, broken only by the sound of the ceiling fan slowing to a stop. I stood there frozen, staring at a classroom full of students waiting patiently for direction. Back in Maryland, a power outage would cause any classroom to erupt in chaos. But here, there was only silence. No one groaned or complained. Instead, a student raised her hand and suggested we continue the lesson on the chalkboard. In that moment, I realized I wasn't just there to teach, I was there to learn as well. It was the perfect role reversal: I became the student, and they were teaching me.
This experience forced me to confront inequity and privilege. In the United States, technology is like the air we breathe—constant and often unappreciated. In Ghana, I learned just how much of a luxury it is. This realization brought culture shock and a feeling of guilt for the resources I had taken for granted. To move forward, I had to overcome my own narrow mindset. I realized that the real obstacle was not the classroom, but my belief that leadership required the “best” tools. I shifted my focus from what we lacked to what we had, working alongside teachers to design engaging lessons with simple materials.
Returning home, I was faced with a new challenge: turning my inspiration into action. I noticed a troubling pattern among girls in my own community. Many felt disconnected from technology and hesitant to pursue STEM opportunities. They appeared less confident, took fewer risks, and were more hesitant to explore unfamiliar material, not because they lacked the ability, but because they felt an unspoken pressure to constantly prove themselves. The fear of failure was evident, amplified by the harsh stereotypes suggesting that women simply didn’t belong in these fields. As a woman, this pattern made me deeply uncomfortable, but it also made me aware that by remaining silent, I would be allowing it to continue. Remembering the responsibility I felt in Ghana, I knew ignoring this gap would contradict everything I had learned. I realized my goal was not only to be resourceful, but to give back to underserved communities, starting with my own.
This realization led me to found Girls in Tech, a club designed to encourage young women to explore the world of technology through fun, beginner-friendly coding. The club serves to close the gender gap in STEM by giving students hands-on experience through creative projects. The same resourcefulness I learned in Ghana gave me the strength to recruit members and create a community that empowers others, even when it meant stepping out of my comfort zone. We focused on making technology more accessible to students with little experience, creating a space where curiosity was encouraged and failure was seen as a part of learning, rather than something to fear. By encouraging open discussion, mentorship, and mutual support, I helped shift the focus from proving oneself to us learning and growing together. More importantly, they learned that mistakes are part of the process, rather than a measure of their worth. The club did more than teach technical skills, it worked to close the gender gap by creating a supportive environment where women felt confident and empowered. I am deeply passionate about this work because a person’s potential should never be limited by gender stereotypes.
Through this work, I’ve learned that justice is not only about laws or policy, but also about creating equitable opportunities and empowering those who have been marginalized. My experiences in Ghana and with Girls in Tech have shaped my understanding of leadership: it is recognizing inequity, responding with humility, and taking action to empower others.
As I move into college and beyond, I am committed to expanding access to education and technology, mentoring others, and continuing to fight inequity wherever I see it. Whether developing programs, advocating for equitable access, or mentoring students, I strive for justice by transforming obstacles into opportunities and leading with empathy, adaptability, and purpose.