Oklahoma Students Are “Building Bridges” For Cultural Diversity
Tylor Aary, a senior from Miami, Oklahoma, is turning personal experience into meaningful community action with the launch of “Building Bridges,” a cultural education initiative aimed at introducing elementary school students to diverse histories, traditions and identities.
Growing up in a small town with limited diversity, Aary often struggled to see her own culture and identity reflected in their surroundings. The lack of representation led to feelings of insecurity and a limited understanding of the richness and power of her own heritage. Rather than allow future generations to face the same challenges, Aary chose to act.
“I realized I may not be able to change the makeup of my town, but I can help change the mindset,” Aary said.
With that goal in mind, Aary approached educator Mrs. Whitney with a vision: to visit elementary schools and engage young students through reading and interactive discussions about different cultures. With Mrs. Whitney’s guidance and support, that vision became a reality.
The result is “Building Bridges,” a program focused on fostering inclusivity, empathy, and cultural appreciation at an early age.
With sponsorship from Bright Futures, the initiative has provided classrooms with culturally diverse books and inclusive resources—such as colored Band-Aids that reflect a variety of skin tones —helping ensure that every child can see themselves represented in both learning materials and everyday items.
The effort has grown beyond one individual. Friends and peers have joined the initiative, volunteering their time to help teach and connect with younger students. Together, the team introduces children to a wide range of cultural perspectives, including Black history, Native American, Pacific Islander, Asian American, and Mexican American cultures.
“Every child deserves to feel seen, valued, and proud of who they are,” Aary said. “By starting these conversations early, we can help build a more understanding and inclusive community.”
To end the year, the group of culturally diverse students had the opportunity to impact the students one last time. In April, they traveled to the elementary school and brought the students food, drinks, and regalia so they could not only learn about the cultures but also understand the influence and history of the products in shaping the diverse communities.
