Teaching with Purpose: Stories from MTI Scholars—Yajayra Juarez

Hear from Yajayra Juarez, Student at DePaul University.

What inspired you to become a teacher? What subject or grade level do you work with? 

Ever since I was a little girl, I knew I wanted to be an educator. Growing up with educators who cared about me and what they taught me reinforced why I wanted to be like them. My role model is my mom and my eighth-grade algebra teacher, Ms. Laura Copp. My mom being a teacher herself, made me see the dedication and the passion she had for kids, which she instilled in me.  
 
My other role model is Ms. Copp. She knew I struggled with math but had so much patience with me, and instead of diminishing my skills she strengthened them. I disliked math, however Ms. Copp found ways to engage students like me in her classes. She formed a connection and built relationships with her students. Just like Ms. Copp, I want to create a safe environment for students to learn in. I want to be the difference in students’ lives, just like how Ms. Copp was in mine.  
 
Overall, I was raised by amazing teacher role models, and I want to be the change in students’ lives. I want students to see themselves in me and have someone who they can look up to. Especially, being a first-generation Latina college graduate myself; I want to impact first-generation students from low-income neighborhoods like the one I grew up in and give back to my community. 
 
At the moment I am doing my student-teaching at Solorio High School, teaching 9th-12th grade levels. 

Are there barriers that you recognize or experienced to becoming a teacher? 

One of the barriers to teaching is facing imposter syndrome. Being a first-generation professional can be tough with navigating the profession alone, pressure to succeed, feeling like I don't belong as a teacher because I did not see anyone who looked like me and struggling with self-advocacy. Another factor that I recognized was a barrier to becoming a teacher was being a young teacher with less experience than someone who is a veteran teacher. The lack of experience can also tie into factors like feeling like not having enough classroom management skills. Something else is not being taken seriously by colleagues, parents, and even students, so there is a question of authority and expertise due to my age. Lastly, the financial aspect of saving up money and budgeting was also another factor that I experienced while becoming a teacher, but I was able to learn from these barriers going forward into my teaching career. 

How have you used the MTI scholarship to assist you on your path to becoming an educator? 

As being a first-generation Latina from a low-income family this scholarship has helped me in a variety of ways by providing financial assistance to ease my financial burden of paying tuition, books and school fees, so that I can focus on coursework and student teaching instead of worrying about how I will pay these things. Thanks to this scholarship, it will allow me to complete my education with a focus in special education and commit to serving high-need communities in the state of Illinois with diverse and underserved students. I was once in the same shoes as those students and I want to make sure that I become a role model for them, especially students who come from the same background as me. Overall, the MTI scholarship has impacted me on becoming a better educator and has made a meaningful impact financially, professionally and mentally. 

How did you learn about the MTI scholarship? 

Another MTI Recipient  

Teaching with Purpose: Stories from MTI Scholars—Sonja Evans

The Minority Teachers of Illinois (MTI) Scholarship isn’t just about financial support, it’s about building a future where every student sees themselves reflected in their educators. Across Illinois, MTI recipients are shaping classrooms, inspiring young minds, and making a lasting impact on their communities.

In this blog series, we’re highlighting the journeys of MTI scholars: how the scholarship has supported them, the challenges they’ve overcome, and the successes they’re achieving in classrooms across the state. Their stories underscore why programs like MTI are vital to ensuring a strong, diverse teacher workforce in Illinois. By elevating these voices, we hope to shed light on the power of representation in education and the role that dedicated, diverse educators play in student success. Through their experiences, we see firsthand how equitable access to the teaching profession strengthens schools, enriches learning, and transforms lives.

Hear from Sonja Evans, Student at the College of Education at DePaul University 

What inspired you to become a teacher? What subject or grade level do you work with? 

After working 20 plus years at Cook County Juvenile Detention Center, and 1 year as a Special Education Classroom Assistant (assigned 1-to-1 with a 6-year-old, who spent his entire day in a self-contained inclusive classroom). I feel compelled to help more students, particularly at an early age. 

Are there barriers that you recognize or experienced to becoming a teacher? 

Upon my initial time applying for a Teachers Program, I was denied the opportunity, despite having over 20 plus years of experience with children and a master's degree. 

How have you used the MTI scholarship to assist you on your path to becoming an educator? 

I am deeply grateful and appreciative of the MTI Scholarship for providing essential financial support during my academic journey. This scholarship has been an invaluable source of supplemental income, helping me cover critical living expenses such as utilities, food, gas, and transportation to school and my residency site. At times, the weight of financial concerns became overwhelming, and I often found myself wondering how I would manage to make ends meet. The MTI funds have been a lifeline, alleviating some of that stress and allowing me to focus on my studies and responsibilities. 
 
There have been many late nights spent working tirelessly to complete assignments and ensure that I maintain a 4.0 GPA. The MTI Scholarship has motivated me to continue striving for excellence and to put forth my best effort in both my academic and professional endeavors. I would hate to see this scholarship be taken away for any reason, as it has played such a crucial role in my ability to stay focused on my goals without the added burden of financial strain. 
 
I am honored to be a recipient of this scholarship, and I truly appreciate the opportunity it has given me to pursue my dreams. Thank you again for your generosity and belief in my potential. 
 

How did you learn about the MTI scholarship? 

Fellow classmate 

Teaching with Purpose: Stories from MTI Scholars—Ashley Barajas-Galan

The Minority Teachers of Illinois (MTI) Scholarship isn’t just about financial support, it’s about building a future where every student sees themselves reflected in their educators. Across Illinois, MTI recipients are shaping classrooms, inspiring young minds, and making a lasting impact on their communities.

In this blog series, we’re highlighting the journeys of MTI scholars: how the scholarship has supported them, the challenges they’ve overcome, and the successes they’re achieving in classrooms across the state. Their stories underscore why programs like MTI are vital to ensuring a strong, diverse teacher workforce in Illinois. By elevating these voices, we hope to shed light on the power of representation in education and the role that dedicated, diverse educators play in student success. Through their experiences, we see firsthand how equitable access to the teaching profession strengthens schools, enriches learning, and transforms lives.

Hear from Ashley Barajas-Galan, Current Teacher, Depaul University Graduate: 

What inspired you to become a teacher? What subject or grade level do you work with? 

I was inspired to become a teacher because I’ve always loved making music and helping others. I started playing the violin in fourth grade at my public school, and my music teacher played a huge role in shaping my path. He was a Latino, and despite our different cultural backgrounds, I saw myself in him. That representation made a lasting impact on me. Now, I teach K-8 general music and 4th-12th grade orchestra in Chicago Public Schools, and I feel incredibly grateful to give back to the same educational system that shaped me. 

Are there barriers that you recognize or experienced to becoming a teacher? 

There were definitely barriers I faced on my path to becoming a teacher. No one in my family had studied music or education, so I had to navigate much of the application process on my own, including figuring out the financial aspects without guidance. Once I was in a higher education institution, I struggled to find role models who looked like me, talked like me, or shared a similar story. I didn’t have the mentorship of someone who truly understood the challenges I was facing, which made the journey feel isolating at times. Despite these obstacles, I pushed forward, knowing that I could one day be that representation and support for future students like me. 

How have you used the MTI scholarship to assist you on your path to becoming an educator? 

The MTI scholarship played a crucial role in my journey to becoming an educator. It was one of the few scholarships that didn’t feel exclusive or out of reach, which made a huge difference for me. The application process wasn’t overwhelming, and for once, I didn’t feel like there were major barriers just to be considered. Because of this scholarship, the financial burden of higher education didn’t feel as daunting. Since I had to figure out the financial aspect of college on my own, receiving this support gave me the stability to focus on my studies and my passion for music education. It helped me stay on the path to becoming a teacher, despite not having role models or mentors who shared my experiences (I had a few professors who told me I should quit my job to focus on school). Now, as an educator, I’m grateful for the opportunity to give back and support students who may face similar challenges. 

How did you learn about the MTI scholarship? 

Financial Aid Office 

Teaching with Purpose: Stories from MTI Scholars—Brandon Thornton

The Minority Teachers of Illinois (MTI) Scholarship isn’t just about financial support, it’s about building a future where every student sees themselves reflected in their educators. Across Illinois, MTI recipients are shaping classrooms, inspiring young minds, and making a lasting impact on their communities.

In this blog series, we’re highlighting the journeys of MTI scholars: how the scholarship has supported them, the challenges they’ve overcome, and the successes they’re achieving in classrooms across the state. Their stories underscore why programs like MTI are vital to ensuring a strong, diverse teacher workforce in Illinois. By elevating these voices, we hope to shed light on the power of representation in education and the role that dedicated, diverse educators play in student success. Through their experiences, we see firsthand how equitable access to the teaching profession strengthens schools, enriches learning, and transforms lives.

Hear from Brandon Thornton, Illinois State University, current teacher for District 87 Bloomington Public Schools: 

What inspired you to become a teacher? What subject or grade level do you work with? 

I teach high school special education ELA and math.  
 
When thinking about what inspired me to teach, we have to go back to 3rd grade. I’m on the bus, on my way to a new school. I remember the joy of smelling the fresh cut grass (beat/tone shift) and my humiliation as a 6th grade girl picked me up and removed me from her seat. I didn’t think the day could get any worse.  
 
I found the classroom and sat at my desk dreading that someone else would tell me I was in their seat. Then, in walks Ms. Michels in her Sunday’s best.  
 
She looked like me.  
She looked like my aunties at church.  
She looked like home. 
 
I immediately sat up in my seat and I smiled. I felt like I belonged. 
 
In Ms. Michels class I loved learning for the first time. I remember running off the bus to show off new skills to anyone who would listen. 
 
My love for learning put me on track to Honors English as a ninth grader. I was one out of the five Black kids in a class of over 400 which seemed cool at the time.  
 
I remember the jokes — Everyone called me an Oreo; Black on the outside, white on the inside, which seemed cool at the time. Actually, I used to wear it like a badge of honor, not really understanding the weight of the qualities they equated to Blackness, and not really understanding who my classmates wanted me to be. 
 
I pondered my identity outside of the classroom too when I joined Cross Country. Every Thursday, we would have pasta parties as a way to load up on carbs, but it was also a way to show off your home. I had to smile and laugh when their parents would shake my hand and say how surprised they were at how articulate I was given that I lived “below the hill” -- the same parents who had told their sons and daughters that they couldn’t come to my pasta party if I hosted, given that I lived “below the hill.” I’ll let you guess what “below the hill,” really means.  
 
But, I persisted in showing up. Creating fake versions of myself to make those around me feel more comfortable. No one could know the real me, and as such, almost no one knew I was gay.  
 
Luckily, there was one place where life went on -- the classroom. My teachers always saw me as me, not as an outcast or an Oreo, not as an exception, but as exceptional -- and that unspoken permission to live authentically allowed me to thrive academically. It gave me the strength to choose Brandon, the real Brandon, and now a profession that allows me to be my own version of Ms. Michels everyday.  
 

Are there barriers that you recognize or experienced to becoming a teacher? 

As early as 5th grade, it was understood that I was on my own for college. Those were the exact words from my mom — said with a mix of love and shame. So, I worked hard until I was admitted into the honors track in 9th grade, but it came with sacrifices.  
 
For the first time, I was suddenly “the token Black kid” in my classes. This isolation has been consistent in my undergraduate, masters, and doctoral cohort — and now in my school where I can count the number of Black teachers on one hand. 
 
Clearly, there are many systemic barriers preventing Black males from joining the 2% of educators across the country. So, at the very least, we should continue to provide solutions on college affordability. 

How have you used the MTI scholarship to assist you on your path to becoming an educator? 

None of my successes would exist if not for the MTI scholarship…because even with the Pell grant, MAP grant, and academic scholarships, I was still expected to cover thousands of dollars per semester before being awarded the MTI scholarship -- and my experience is not unique.  
 
The MTI process also gave me the opportunity to apply for merit and need-based scholarships I wouldn't have known about if not being connected to them from the financial aid office. The MTI process provided my alma mater a chance to connect with me, recruit me to the profession, and retain me. I ended my first year at Illinois State in the Honors Program, and with a laptop, and a mentor to help keep me on track. I owe everything to the MTI. 

How did you learn about the MTI scholarship? 

College Counselor, Financial Aid Office