Our brains, our minds, our thoughts: are we really in control of them? According to psychologists, the answer is both yes and no. While we are aware of the conscious decisions we make everyday, whether it’s the food we eat, the people we talk to, or the clothes we wear, there are thousands of thoughts that our brain does not explicitly process. Sure, these thoughts may be harmless, such as the color of the bird that flies by or the sound of a faint voice in the distance. However, these implicit, hidden thoughts may also be the root of many of the social divisions we experience in our societies. When a stranger walks into a room, what is the first thing we notice? Their hair, their clothes, their skin color, their gender, right? The exterior appearance and the identities that this person carries creates a distinct first impression that settles into our minds.
Implicit bias is defined as the human tendency to group people subconsciously, in accordance with their appearance or how they identify. These biases are essentially inevitable and we are all subject to them, as they are developed through our childhood, our experiences, and our culture. While implicit biases certainly pertain to all aspects of society, one environment in particular has been the focus of my thesis work: the classroom. Students are affected by implicit biases in several ways, in turn, impacting their experiences throughout their time in school and continuing into their adult lives.
A 2003 study conducted by Cornell University in the Journal of Personality and Social Psychology found that students tend to perform in a manner consistent with opinions other people have about their particular race or gender, a phenomenon named stereotype threat. For example, girls who are told that they are bad at math tend to perform worse on a math test than girls who are told the opposite. Imagine a female student in a calculus class. She may feel pressure to perform well due to the stereotype placed on her. This pressure can be as simple as the teacher showing surprise when she answers a difficult question correctly, causing her to fear that any mistake she makes will confirm that stereotype. A 2014 study found that this fear takes up mental energy, making it harder to think on the spot, and emotionally heightens her reaction to mistakes, making her remember the wrong answer as strongly as she would the right answer.
Mary Anne Meeks, a Georgia Southern University researcher conducted a study in 2010 tracking microaggressions experienced by 342 students in a large, diverse high school over the course of four years. The results included students reporting they had experienced a majority of 21 types of microaggressions at least once during their high school careers.
Although my underlying message declares that we, as individuals, are subject to harboring these implicit biases, I want to motivate my peers, teachers, and members of the Episcopal community to keep this in mind going forward and work to counteract the effects. Personally, I’ve found that acknowledging the fact that implicit biases exist within us is already a step in the right direction, in terms of social success and equality. The Implicit Association Test, created by Project Implicit, an organization founded by researchers across the country’s top universities in 1998, provides an opportunity for people to uncover their implicit biases.
In my own experience with the IAT, I was extremely shocked by my results. However, that initial shock and guilt motivated me to reflect upon the way I approach my world. This reflection, I believe, has allowed me to be a more conscientious and understanding human being. I hope I can instill similar individual reflection by passing along this awareness to those in our close-knit Episcopal community.
Once we can acknowledge these biases, we can do everything in our power to limit its effects in our society, allowing all of us, regardless of gender, race, or appearance, to approach our world with an open-minded and accepting perspective.
Heeya Munir has attended Episcopal since the sixth grade. She will graduate with Honors on May 19, 2018. In addition to her involvement in the Thesis program, she participates in cross country, is the Co-Editor of the 2017-2018 Accolade Yearbook, Co-President of the Mock Trial team, and Founder of the Calligraphy Club. She will attend Tulane University in the fall of 2018, majoring in psychology on a pre-medicine track.
Community service is such a huge part of my life, and no words could ever truly describe the way it makes me feel or the ways in which it has impacted me over the years. Recently, I was very lucky to receive the President’s Volunteer Service Award from the White House in recognition of my community service. Honestly, I’m at a loss for the right words. It is truly my passion and it has been ever since I began to volunteer with Youth Volunteer Corps (YVC) when I was only 12 years old. It was the summer before seventh grade, and I was the youngest volunteer with YVC; 12 was the absolute minimum age, and I was only allowed to do one project that summer. It completely changed my outlook on life, which at twelve isn’t saying too much, but still, I had found something that I loved, and still do.
There are currently over thirty YVC affiliates spreading across the United States and Canada, including two in Louisiana. Working with YVC entails signing up for different projects that range from counseling kids at camps where they learn about things like safety and history, spending the day with elderly dementia patients, planting community gardens, painting murals, and so much more. In groups of about ten youth volunteers, we go out into the community and focus on making a difference and reflecting on our impact.
with the people who actually make decisions concerning YVC, help them with new ideas and planning, and make my dreams for YVC become a reality. It has been really great also because I’ve held various leadership positions within the Board which has helped me to not only get more of a say, but to really work on my leadership skills and hone those talents that I will possibly need next year in college. Being on YAB has mostly prepared me for this year, though, when I was very fortunate and honored to get chosen to be a member of the International Youth Advisory Board (IYAB) which you apply for in the early spring. Usually only one, possibly two, members from each regional affiliate gets to be a member. This year’s IYAB only has about twenty-eight members, so I was very lucky, and now I get to help make decisions concerning YVC on an international scale, not just in Baton Rouge.
YVC has not only allowed me to do something I love and am passionate about, but it has helped my grow as a person, develop skills that will be useful in college and in my adult life, and has given me so many friendships that I know will last long after the youth of Youth Volunteer Corps has run out. Also thanks to the confidence I have gained from both YAB and IYAB I took more risks and steps at school with my service; I was a Thrive tutor for my freshmen year, and I did organize a small event then, too, but every year since, I have been taking a bigger and bigger step to bring my passion to Episcopal. It’s hard, sometimes, to look around and see all that we are blessed with and believe that we don’t all give back. We are all so privileged and have so much. We are all able-bodied and minded, and there are so many people in the world, in our city, who have so little. It really is our duty to help them in any and every way we can. I truly believe that. Every day, I strive to help as many people as I can, in any way I can. That’s why I’ve loved bringing my passion for service to Episcopal. To see my teachers, friends, and peers getting involved and giving back is so amazing. It makes my love for it grow tenfold.
Overall, I have tried my hardest to do everything I absolutely can as an eighteen year old. I hope that as I get older, I can find a way to dedicate my life even more to service. It truly is my passion. I love it, and it brings me so much joy and happiness. I never feel more fulfilled than when I am helping other people. This award truly was a great surprise and honor to receive, but it has never and will never be about the recognition or awards. The feeling of knowing that I am doing everything I can to help others is the best award I could ever be given.
Kaci Wilson will graduate from Episcopal this May. During her time at the school, she has committed herself to serving others. Recently, she received the President’s Volunteer Service Award for her continued volunteer efforts. This fall, Kaci will attend LSU to pursue a degree in psychology. In addition, she plans to serve a term in the Peace Corps.
Unlike most students in my Spanish class, I started my language journey later than normal; transferring from a large public school that did not have any language programs to Episcopal in the sixth grade, I had no prior experience with the language. Presently, I am an AP Spanish Language and Culture student, who is embracing content equivalent to that of a collegiate level, a level which I plan to pursue further with my aspirations to major in Spanish in college. Though, the Spanish that I know as of now reflects elements of photography; I began, years ago, looking at the language through only one lens - restricting my view on Spanish to being solely a form of communication. Therefore, I saw it as immensely one-sided: the picture I saw through my one lens was blurry - without the proper tools and appreciation for Spanish that I would develop later on, I couldn’t focus in on what would make Spanish more than just a language for me.
Throughout middle school at Episcopal I fulfilled my language requirements, refining my “focusing” skills with each class. I won’t sugarcoat my experiences and say that I discovered a newfound love for the language in these years, but it opened my eyes - slightly; while I went through the motions learning the language, widening my view on Spanish, truly, I was not subject to my own “aha” moment with the language until my junior year. Meanwhile, towards the end of my sophomore year it was at this time that I had to decide whether or not I was going to continue down the language-track. It was no longer required, so I could decide whether I wanted to continue with Spanish or take another class in a different discipline. Ultimately, my decision to continue Spanish was heavily influenced by my friends who advised me that taking Spanish all four years of high school showed commitment and academic rigor on my college applications.
Though their arguments resonated with my own aspirations of strengthening my resumé, I can confidently say that my commitment is no longer about the college credit, transcript, or GPA boost. The prolonged “aha” moment, in my case, that I experienced junior year wasn’t because I suddenly decided to join a Spanish club outside of school or sign up for an exchange program; it came from examining the growth that I was a witness to in my junior year of Spanish; I can now deliver a fifteen minute presentation completely in Spanish about the social constructs in the Dominican Republic; I can write an essay in Spanish contrasting the way Americans consume media versus the restricted way citizens in other Hispanic Countries do; I can fully comprehend Spanish podcasts that express the sentiments about changes in the Puerto Rican regime; I can do more than solely examine what is the visible culture of Spanish countries.
Frequently, and even now, I take time to reflect on how my understanding of Spanish has expanded dramatically: even a couple of months ago, I still was out of touch with the language. I had all of the proper pieces - grammar, vocabulary, structure, and so on - but I did not realize that the pieces would eventually fit together to comprise a clearer and more complete snapshot of Spanish beyond the blurry image.
Alongside the support of my peers in class, I have been able to see the Spanish world not only with more clarity, but through several different lenses: permitting me to put the pieces together. AP Spanish Language and Culture stands for more than just a class to teach its students how to speak fluent Spanish. Spanish is not memorizing conjugations; Spanish is not learning different verbs; Spanish is not just writing nor is it speaking. Spanish is an all-access pass that brings its members to not solely the aspects of Spanish cultures that can be seen, but what exists behind those features. Looking at the Spanish world through this new perspective, cultural attributes act as vehicles to something more; food in México is no longer just what people eat but a form of communication where words cannot suffice; music like merengue in the Dominican Republic is no longer just musical notes strung together but a way to connect with the Dominican people and the culture’s roots; Spanish is no longer just a language but a passage to a whole new world.
To those who are just beginning their language journey and to those who are far down their own paths, I remind you to take time to appreciate what foreign languages can offer. Learning Spanish is often times frustrating and forces you to be vulnerable: you will mess up the preterite tense and you will misinterpret a “fact” you find on a Wiki page about a Latin country you were confident about in front of your entire class. These mistakes are a part of your own language journey; it is through these mistakes that you learn how to refine your own focusing skills, and where your vulnerable mind is able to grasp onto a snapshot of all that Spanish can be.
Mason LaFerney is a junior in his sixth year at Episcopal. He actively partakes in Episcopal's community as President of the National Honors Spanish Society, a lead editor on the yearbook staff and also a Fellow in the Writing Center program. Alongside these activities, outside of school Mason also runs his own photography business, Mason LaFerney Photography (masonlaferneyphotography.com).
Standing in front of six hundred students, I was surprised that my legs weren’t shaking. I adjusted the microphone and announced with great enthusiasm, “Welcome to Louisiana Mu Alpha Theta State Convention 2018!” The last syllable was lost in cheers and applause. It was my last State Convention, and as the president, I was determined to make it the best one to give back to the community. Mu Alpha Theta had been inspiring me to discover mathematics and leadership since freshman year.
My freshman year at Episcopal was also my first year in the United States. As an international student, I felt lost. As I was struggling to find my place in the new environment, Mrs. Moroney invited me to my first Mu Alpha Theta tournament at Ben Franklin High School. That Saturday, I woke up at 6:30 in the morning, ready to take a math test. The tournament, however, turned out to be so much fun. I participated in an individual test, a four-person team test, and an interschool test. I enjoyed debating problems with my peers as well as walking up the stage to receive our ribbons after our team name was announced at the award ceremony. I attended more tournaments at St. Paul’s, Catholic, and Baton Rouge High, and prepared myself for my first State Convention. Math had never been so interesting. I started to challenge myself with the involved problems I used to avoid. I found math.
The State Convention is a three- day math event held in late March or early April every year. Mathletes from across Louisiana gather at Crowne Plaza Executive Center Baton Rouge, playing math games and making new friends. At the convention, there are various math games, and I participated in Ciphering. I was given fifteen problems, and I had to solve each of them within two minutes. If I turned in a correct answer during the first minute, I would gain four points. A second-minute answer, however, would only give me one point. The top four players of the top four schools compete against each other at the Math Bowl. I enjoyed trying to process math quickly and being competitive. On Friday night, after doing math all day, we had fun at the dance, the karaoke, and the board games. At the convention, I worked my brain so hard and met so many interesting people that I felt like three days were too short. I found my place.
By the end of my junior year, Mu Alpha Theta had become part of my identity. I wasn’t the smartest kid in math classes and didn’t always place in tournaments. My sponsors and peers never made me feel bad about myself. The passionate, supportive community inspired me to keep working hard. Trying to get more involved, I told Mrs. Sofranko about my plan to run for State President next year. At the Convention, I gave a sincere speech straight out of my heart. However, I almost couldn’t finish it since I was too nervous speaking in front of everyone. People somehow understood what I was saying and rewarded me the loudest applause I’d ever received. I was elected. On March 22nd, 2018, there I was, speaking confidently at the opening ceremony as the State President. The community had been so supportive that I wasn’t even scared of public speaking anymore. I found a brand new me.
Episcopal Mathletes performed well at the Convention. Next year, as more students get involved, our goal is to win Sweepstakes!
Wendy Wang, as an international student from Jinan, China, has been a member of the Episcopal community since her freshman year. As a senior this year, Wendy serves as the president of Louisiana Mu Alpha Theta and an Episcopal Writing Fellow. She will continue her education at Emory University this fall, possibly majoring in Statistics and minoring in Creative Writing.
The fall edition of Troubadour was an enormous success! The sheer amount of work and passion that went into the magazine is impressive in and of itself. In this edition, we received many personal pieces that were able to evoke strong emotion in almost every reader. I truly believe that we, as a community, have achieved a new level of comfort with one another through this edition of the magazine, as it both enabled us to share our stories with one another as well as asked us to be understanding and accepting of those with different life experiences than ourselves. I have greatly appreciated working with such a phenomenal team and reading poems and stories from our own student body. We are looking forward to a winter edition of Troubadour in February, and I’m confident that it will even better than our fall edition!
Morgan Bernard, Troubadour Editor
Having Julien, a student from France stay with me really challenged my definition of the word “normal.” After a few days of showing him my routine and how we live here in Baton Rouge, it became clear that our routines did not have as many overlaps as I expected. Perhaps the most significant was the fact that it is very common for teenagers to drive to school here in the United States, while driving is prohibited until the age of 18 in France. Our first drive to school together, Julien held on tightly to the handle of the passenger door as I backed out of my driveway. I looked over at him and asked him if he was feeling okay, and he explained to me that this was the first time he had ridden in a car not driven by an adult. I couldn’t help but laugh when he told me that. It was so odd for me to hear that he could not even take driver’s education until he turned 16, and here I am, responsible for the safety of myself, those around me, and knowing and obeying all traffic laws. It was crazy for me to think that something that is so routine to me was something so foreign and outrageous to his definition of normal.
As the days went by and Julien and I become closer, I grew more and more fascinated by the lack of overlap between our “normals” in little things. On a rainy day when I suggested we beat the rain by grabbing an umbrella at a Walgreens, Julien was surprised to see that American drug stores offered products beyond the pharmacy. Driving to Walmart for a late night run for some toilet paper, the same thing happened. As we pulled up to the glaring neon glow of the sign, Julien was surprised to see that the same store that housed carrots and canned goods also contained an optical shop, an electronics department and a tire center. It was odd for me to realize that a normal grocery store for me was planetary compared to the local grocery stores and bakeries that he frequented back home. To Julien, my American “normal” was, quite literally, larger than his surroundings in France--from the big box stores to my mom’s mid-size SUV. Even going to Starbucks to grab a cup of coffee, something that is a quintessential American experience for many, was something new to Julien and his friends. An ordinary experience for me was actually exciting and novel for our new friends.
viewpoint can be learned hands on with an exchange program like this one. By forming a friendship with someone who is not the same as you are, you are gaining a better understanding of their world view. You realize that the life that you lead is so different than the lives that other people live around the world, and being a part of an exchange is a way that we can celebrate our differences. I know that when I board that plane to France for the roles to flip, the world presented to me will be one that is still “normal”, just not my “normal”. Reframing normal to understand that there is more than one valid experience is a lesson that makes this program so special.
The Writing Center is a smaller community within Episcopal School of Baton Rouge with the goal of building the necessary skills and confidence that writing requires. As a community, we hope to foster a culture of writing and consequently nurture the students as a whole by teaching them creative ways to express themselves through writing. One unique way the Writing Center does this is by periodically hosting Waffle Workshops. As expected from their catchy title, Waffle Workshops combine the thrill of workshopping unique writing styles and techniques with enjoying delicious cinnamon roll waffles. Our favorite part about the Writing Center’s Waffle Workshops is that there are no thematic limits. In the past, we’ve held journalism workshops, humor writing workshops, and storytelling workshops. The goal of these specialized workshops is to better expose students to the Writing Center and the variety of services we offer as well as to give students a safe and nurturing place to express their creativity and discover new passions.
However, the importance of these Waffle Workshops extends beyond that of the lesson being taught or of the enticing waffles: we create and depend upon a community in these events. The workshops create a bond of trust between the students and writing fellows, which is very productive in later sessions when students visit with fellows for one-on-one help. During these workshops, we also depend on the other fellows in the Writing Center and the director, Dr. Newton, to help promote the event and make and distribute waffles. Events like the Waffle Workshops help bring our Writing Center community together while also connecting us to the rest of the student body.
Waffle Workshops are not only challenging and rewarding for fellows, they are also creative outlets. As we brainstormed one night about ideas for the workshop, the topic of argumentative writing jumped out to us, so we set a date, researched the topic, and prepared a Prezi presentation and an outline of talking points. We had fun with the whole process. Though giving a presentation to a roomful of students that you may or may not know can be intimidating, the experience pushes fellows to connect with more of the student body and fulfill our mission of creating better writers.
A senior boy calmly walked over, inquiring about my paper. Anxiety flooded through every inch of my body, enveloping every vein, artery, and capillary that it could find. Writing has always been a vulnerable process for me. Even as a young, inexperienced writer my fantasies of castles and princesses were ensured with privacy by my hot pink Princess Arial diary that had a fragile lock on the outside. Now there was no lock, nothing keeping this stranger from grasping at my tangible vulnerability. I reluctantly told him I was struggling with the coherency of the paper and my use of transitions from paragraph to paragraph. He contemplated my comments for a moment then asked if I could read the paper out loud. I quickly obliged out of nervousness. I never shared it with anyone besides a teacher, and here I was reading it in front of a person who was six years older than me. I began to read my paper and stumbled over every grammar mistake with great embarrassment. My heart was pounding a mile per second, as I was pleading to any higher power to end this agony. I saw the last paragraph in sight and quickly felt a wave of relief rush through my body. I quickly spat out each word and sentence so the seemingly never-ending embarrassment could finally end.
After enduring a painful five minutes, I was finally done sharing my writing with a stranger. I immediately felt relieved that the process was over. However, my anxiety quickly resumed as I came to the realization that now it was time to receive the harsh feedback this senior was sure to give. His mouth opened, my chest tightened, and words that just sounded like frivolous noises at the time came out of the abyss any human would call a mouth. Vibrations lingered in my ears as it took me longer than usual to decipher the meaning of them. I realized what he said and was astonished. He commended my skills in writing and enjoyed the creativity I displayed through the protagonist, specifically describing it as an unconventional hero’s tale. My anxiety transformed into a kind of serenity that flushed through my entire body. I had never experienced pride and confidence in my writing before. This senior thought my story explored originality and creativity that he had yet to see, and I should, too. I thanked him for his praise and inquired about the weaknesses in my paper. He pointed out exactly where he thought I needed to be stronger. Together, we worked on those weak spots and made the story stronger and more tangible to my audience.
The Episcopal writing center offers a variety of unique aspects that commonly go overlooked within our community. For me it is a safe haven. A place where I can escape from the grueling 8 hour school day. I can comfortably lay back on the navy couch and enjoy a nice warm cup of tea while chatting amongst other writing fellows that also seek the writing center’s refuge. For others, the writing center offers a chance for peers to help peers be better writers, to trade tips and tricks and help our writing community grow stronger. I comically look back now at my first writing center experience and marvel at my skittishness in the place that I now find so calming. I guess I thought that all of the people who are a part of the writing center were these big shot writers who were adept in the faculty of writing. But now I look at myself as a person who is a part of the writing center and know that I am far from obtaining expertise in this dexterous skill. I learn things from my clients just like they learn things from me. Writing fellows are here to help make your writing experience better and encourage writing as more of a hobby than a task. I hope more students will choose to seek out the writing center, whether it is to receive help on a paper or to lay back on that couch that gets exceedingly more comfy while enjoying tea or coffee. It has transformed me from that shy, skittish girl mentioned earlier to an outgoing, friendlier person. I hope other people find as much admiration for that place as I do.
Speech from Episcopal Senior, Olivia Parker '17.
Bonjour! Je m’appelle Olivia Parker et je suis la presidente du Club de Français. Je suis une élève en Français V et je suis membre de la Société Honoraire de Français. Je suis allée à une école internationale depuis que j’ai cinq ans.
I went back and forth with Monsieur Prévost about whether I should deliver this speech in English or in French. He wanted me to speak to you in French, but I want you to actually understand what I have to say.
Nelson Mandela said, “If you talk to a man in a language he understands, that goes to his head. If you talk to him in his native language, that goes to his heart.” Something I pride myself on is the fact that I am trilingual. I’m fluent in French, Spanish, and obviously English. This is because I attended a full-immersion school from kindergarten to seventh grade. There, I learned everything in another language. I learned to do Algebra in French and write a Lab Report in Spanish. My multilingual background has opened more doors for me than I can count. As a child, I was exposed to dozens of cultures other than my own, and it made me a more globally aware, open-minded, and adaptable person.
In today’s world, we are growing more and more connected as citizens of the Earth. It’s no secret that the demand for bilingualism is on the rise and that being bilingual can be a significant career advantage, but did you know that bilingualism has been shown to slow the detrimental effects of Alzheimer’s disease? Bilinguals have also been proven to have better problem-solving skills than monolinguals, but learning and mastering another language isn’t just about being smarter or getting a better job. It’s about being able to understand the world and its people better. Multilingualism connects the human family, and in today’s world, we need it more than ever. Lack of understanding between racial, ethnic and cultural groups is largely due to communication and language problems.
As inductees of the National French Honor Society, you’re already on track to a more complete and globalized education. My message and encouragement to you is to continue to learn a language, whether it be French or not, for the rest of your life. Don’t stop just because you’ve got all of your foreign language credits. Have you ever heard someone say that they regret learning a language? Do your best to study abroad, learn a new language, experience another culture, bring the world together, and bridge the gap between societies. As the Italian director Federico Fellini said, “A different language is a different vision of life.”
"Since the first LAUNCH day my freshman year, I've seen other groups meet this goal, but I've never seen any other LAUNCH event be more successful in integrating our ideas into the student body and our larger community." - Bailey Leopard (honors seminar student and senior)
With over 60 students involved, LAUNCH Day was an absolute success.
"LAUNCH is an Episcopal Upper School showcase started by a small group of students in 2014. It has grown over time to include the contributions of nearly a hundred students as presenters, performers, planners, or crew members. It is a student-planned and student-executed celebration of ideas and achievement at Episcopal. These 2017 honors thesis presentations included thought provoking ideas and displays that Episcopal High School has never experienced to date."
The LAUNCH 2017 lineup included Episcopal seniors such as Katherine Ann Andreff’s self-produced play, Butternut High, which sought to display the diversity and many opportunities Episcopal has to offer. Daniel Johnson, Caden Dickson and Alicia Stamey presented their business proposal to create school tours for private school for those new to the Baton Rouge area. Families, friends, and honored guests experienced fine art paintings, sketches and sculptures from Episcopal’s finest visual art students.
LAUNCH Day allowed for students and presenters to completely invest themselves on topics and ideas in which they were 100% passionate. Educating their peers on topics such as the media, politics, fashion, the environment, and our very own health enabled students to gain inspiration for their future endeavors, opening doors to dealing with stress or media awareness or self-identification. From teaching to inspiration, LAUNCH Day participants gained insight, and maybe even some hope, for the greatness Episcopal maintains and adds to each and every year.
With knowledge, community and awareness come success. Success can be defined as the accomplishment of an aim or purpose, and that’s exactly what LAUNCH Day was. LAUNCH day accomplished something greater than what could be put into words or confined to just this one day experience at Episcopal. Taking on bigger causes and greater cases, LAUNCH Day accomplished the task of informing, impacting and influencing the future of its community.
I personally want to commend such a grand effort from my peers and acknowledge their prolonged strength in such an exhausting but worthwhile process.
From the well-spoken words of Episcopal’s renowned cross country and track coach, “Go, knights, good people, have fun!”
"It was really exciting seeing something that Emma Scott, Audrey and I had been working on for so long to finally come to life!" - Nina Jalenak (senior)
Jamiee is an Episcopal senior and has attended Episcopal for the past five years. She is an active member of the Episcopal track team, softball team, and clubs. Jamiee is a member of the National Honors Society as well as Spanish National Honors Society. In the next chapter of her life, she plans on attending an out of state university to major in civil engineering or architecture.