Kayleigh Paddock (Navajo Nation) gap year-pre-med/applying 2024

Kayleigh Paddock, originally from Tuba City, AZ, situated on the Navajo reservation, has a deep-rooted commitment to addressing healthcare disparities in Indigenous communities. Graduating from the University of Arizona with a Bachelor of Science in Physiology in 2023, she followed the pre-medical track, driven by a lifelong passion for healthcare instilled during her middle school years. Having experienced firsthand the challenges within the Indian Health Services system, particularly during her grandfather's need for emergency heart surgery, Kayleigh was compelled to pursue a career in medicine to advocate for her community. Cultural taboos, language barriers, and medical distrust underscored the need for change, motivating Kayleigh to aspire to become one of the few Native physicians serving her homeland and representing her people in the medical field.

“As a modern Native, I feel like I have to balance a delicate line between honoring my heritage but also trying to meander my life outside of the reservation that isn’t necessarily easy for my elders to comprehend. I believe that by creating this library, I can bring a piece of home to all fellow Natives who might be in my same position, forge connections between elders and participating students, and create something special for all to enjoy.”

Cultivating Connections- Indigenous Mentorship for Cultural Revitalization

In response to the growing importance of cultural revitalization efforts within Indigenous communities, Kayleigh Paddock aims to advance these initiatives through a project focused on facilitating tiered mentee/mentor relationships between Native youth and community elders. Drawing from her experience as a mentor with Native Student Outreach Access and Resiliency (SOAR) during her undergraduate career at the University of Arizona, Kayleigh plans to recruit interested Native youth for mentoring sessions tailored to themes of physical, mental, and spiritual well-being. Leveraging connections with colleagues at the University of Arizona College of Education and Native SOAR alumni, she will recruit community elders to offer traditional expertise on these themes. The project will unfold over three months via Zoom sessions, with elders sharing their knowledge and mentees engaging in follow-up discussions to unpack their learnings. Through this initiative, Kayleigh aims to enrich Indigenous knowledge, create a safe space for connection, and ultimately contribute to the preservation and dissemination of cultural heritage beyond immediate mentoring groups. The project's final digital showcase, comprising impact statements and survey findings, seeks to inspire interest in cultural revitalization efforts and foster connections between Indigenous generations nationwide.