The mountainous areas of Northern Thailand are home to many indigenous groups that migrated from Eastern Myanmar, Southern China and Western Laos for reasons ranging from political unrest to forced cultural assimilation. These ethnic minority groups are known as the hill tribes, with the six major hill tribe groups being the Lahu, Akha, Hmong, Lisu, Karen and Yao tribes. 

Thailand’s universal health care system offers many free services, including regular Papanicolaou (pap) smears and HPV vaccines. In order to access these benefits, however, women must hold a Thai ID card, which is verification of their citizenship. Despite having lived in Thailand for generations, many hill tribe women do not hold Thai ID cards and are therefore ineligible for coverage under universal health care.

Lack of health care coverage, however, is only one of the many barriers that prevent cervical cancer screening uptake. My primary objective this summer was to identify all of the barriers to screening through literature reviews and interviews with the women in order to develop an effective health care intervention to increase screening uptake.

Most of my time was spent preparing for an HPV screening workshop for the hill tribe women, hosted at Mae Fah Luang University. Ninety-five percent of cervical cancers are caused by HPV, making HPV a strong precursor and indication of cervical cancer risk. The goal was to create a workshop that would be most effective at increasing screening uptake. 

To tailor this workshop, I reviewed more than four dozen research papers about common barriers to screening in similar populations as well as ways to overcome these difficulties. This information was then incorporated into the workshops. For example, past interviews with hill tribe women indicated that there was a common cultural value of modesty, which made pap smears highly undesirable due to their invasive nature. Informed by research, HPV self-screening kits were chosen for the workshop. 

During one workshop, I led an activity of building clay models of the female reproductive tract in order to teach the indigenous women about female anatomy. I had preconceived notions that they would have little interest in having me, a foreign and young girl, teach them about their reproductive systems. Despite the heavy language barrier, however, I was met with so much enthusiasm. While we were able to laugh and lightheartedly poke fun at the clay models, many of the women also spoke up about some of their perceptions of women’s health, such as avoiding the gynecologist for fear of judgment. The openness and solidarity that I felt stood out to me, because our ability to connect simply as women completely transcended the bounds of language.

I have always been drawn to the interpersonal aspect of medicine and the unique relationship that is built between a patient and health care provider. This relationship is built on a foundation of mutual understanding that can only be achieved through active consideration of a patient’s identities. Social identities are a huge factor in health care. Whether it is race, religion, socioeconomic or migration status, I believe that as a future physician, I have an imperative to educate myself on the health care disparities that are systematic and institutionalized worldwide. While the research component was highly appealing to me, I found the experience of being immersed in a different culture to be absolutely invaluable. 

I hope to continue researching barriers to cervical cancer screening and take my understanding of health disparities to the next level by pursuing a Master’s of Public Health prior to starting medical school.

This summer truly transformed in the way I value cultural relativism. There are so many underlying identities that inform health decisions — identities that must be examined closely by physicians to truly connect with their patients. I am humbled and grateful that these women were willing to open up to me and share aspects of their culture and way of life with me. This shed light on the nuances of medicine’s micro-level impact, which has only bolstered my ambition to become a doctor. This was an incredible learning curve for me, and I have returned to the United States with a stronger desire to discover more, meet more people and immerse myself in spaces where I can keep learning from people who are different from me. 

Cover photo by Phil Humnicky.

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Established by the şŁ˝ÇÂŰĚł Academic Council (CAC) in 2016, the award recognizes students who embody the values of a liberal arts education in the Jesuit tradition, which its eponym championed during his time as dean of the şŁ˝ÇÂŰĚł of Arts & Sciences from 2008 to 2017. 

This summer, both Chen and Nguyen are abroad, expanding upon their academic and personal interests through real-world research, foreign study and cultural exchange. 

Mary Nguyen (C’25)

Mary Nguyen is spending her summer abroad in Samoa through the School for International Training (SIT). Guided by the pursuit of curiosity, the SIT’s curriculum involves an independent study project focused on social and environmental resilience in the Pacific. 

For Nguyen, an environmental biology major and religion, ethics and world affairs minor, the summer has provided a golden opportunity to continue exploring the relationship between her Catholic faith, which prioritizes service to others, and her academic interests.  

“Faith and justice are integrally linked,” Nguyen said. “The global Church plays a significant role in interreligious understanding and social change.”

In Samoa, Nguyen is relying on the skills she’s learned in the classroom to document real-world problems related to environmentalism and social justice.

“Samoa’s relationship to the import and export market inspires my project’s engagement with global floriculture, tropical biodiversity and an indigenous understanding of stewardship,” Nguyen said. “My field of research is supported by interdisciplinary values instilled by a liberal arts education.” 

At Georgetown, Nguyen has built a firm foundation of academic excellence and religious inquiry. In the fall of 2023, Nguyen served as Georgetown’s delegate at the Ignatian Family Teach-In for Justice (IFTJ) held in Washington, DC. Hosted by the Ignatian Solidarity Network, the IFTJ is the largest annual Catholic social justice gathering in the United States.

“By pairing education programming with lobbying on issues such as immigration reform and climate justice, IFTJ fosters accountability at both the local and national levels,” Nguyen said. “For the first time, I had the opportunity to actively practice faith-based advocacy.”

On campus, Nguyen has been involved with the (CSJ) and since her first year on the Hilltop. Nguyen serves as a coordinator for the CSJ’s program and as a leader for Catholic Retreats.

“True solidarity requires self-giving love,” Nguyen said. “Gospel teachings underpin my resolve to address the social realities of systemic poverty and oppression. Because responsible land use and ownership are the foundation for a high quality of life, I am dedicated to a future of regenerative agriculture and its impacts on labor and economic parity.” 

“My Georgetown education has encouraged me to serve with unconditional humanity and to uphold the dignity of every individual. In this way, the Jesuit tradition encourages a love that does justice.”

Leah Chen (C’25)

This summer, Leah Chen is conducting research in Thailand on barriers to accessing health care in indigenous and migrant communities. 

“It’s been a truly gratifying experience to use my positionality and privilege as a Georgetown student to hopefully make a tangible impact in the effort to decrease HPV prevalence in a marginalized population,” Chen said. “I am grateful that Georgetown’s support has enabled me to engage with these communities, further strengthening my commitment towards advocating for health care equity in migrant populations.”

Chen, a physics major and public health minor, arrived on the Hilltop eager to accomplish one thing: do well enough academically to get into a good medical school. Her time at Georgetown, however, has given her the opportunity to reflect on her goals and grow as a person interested in service to others. 

“The şŁ˝ÇÂŰĚł of Arts & Sciences taught me to slow down,” Chen said. “My theology requirement encouraged me to ponder my spirituality and motivation for helping others. A public health class revealed how human and environmental health are linked, flaring a desire to view healthcare from a wider lens than biology.”

In addition to sampling a wide array of classes, a hallmark of a liberal arts education, Chen experienced firsthand the Jesuit ideal of cura personalis, or care for the whole person. Combined with her course of study, Chen found time to more fully investigate herself, her interests and how they intersect with the wider world. 

“Cura personalis lifted my blinders, and newfound interests started a chain reaction of new priorities,” Chen said. “My liberal arts education added to my identity — though I am still a physics major on a pre-med track, I am also a social justice activist, a marathon runner and an agnostic sorting between science and the supernatural.”

Those initial courses sparked a journey of personal and academic development that bloomed during a trip to the United States-Mexico border through the (ABP). 

“Though my parents immigrated, the immersive experience taught me that all migrant journeys cannot be generalized,” Chen said. “We pondered the cause of these rifts, tracing them back to white supremacy and U.S. reception of different racial groups. It completely reframed my view on social justice.”

Upon returning to campus, Chen found that the journey she began on her ABP trip continued in the classroom and beyond.  

“In one history class, I chimed in on discussions about destruction of indigenous sacred spaces, referencing my encounters with the Tohono O’odham Nation, whose territory sits at the border,” recalled Chen. 

Outside of the classroom, Chen continued volunteering with the , where she worked with migrant children on their English and other academic needs. 

“This Jesuit, liberal arts education has given me power in my goals and social action, which will continue to shape my perspective and fuel my fight for migrant justice,” said Chen. “My overarching goal is to become a compassionate doctor who makes patients feel understood. I want to fully appreciate the identities of others, the same way that I have realized them within myself.” 

“I am emboldened by the welcoming atmosphere of the CAS to pursue things like attending Ash Wednesday mass without judgment, getting lost in conversation with professors, conducting public health research abroad and countless invaluable experiences that are still unknown, but undoubtedly awaiting. “

If you would like to nominate a student in the şŁ˝ÇÂŰĚł of Arts & Sciences for next year’s Chester Gillis Award, please contact the şŁ˝ÇÂŰĚł Academic Council at cacouncil@georgetown.edu.

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Heather Yu Huang

A double major in Justice & Peace Studies and sociology, Yu Huang studies the intersection of cultural and educational inequities, which she hopes to apply to the legal industry and non-profit work post-graduation. 

“As a first-generation student from a low-income, single-parent household, I know firsthand that communities like mine are denied basic necessities, and I have developed a passion for helping students on their educational journeys,” Yu Huang says. “I plan to work towards enabling disadvantaged communities like my own through our education system, and I also want to elevate the issues surrounding other areas of our governmental system and find feasible solutions for these crises.”

On campus, Yu Huang is a member of both the Georgetown Scholars and Georgetown Community Scholars programs. She is also involved with cultural and religious affiliations, AASA, VSA and BuSA in addition to her work as an intern for Pierce Law Firm in Houston, on-campus work and a private tutoring position. Outside of school, Yu Huang mainly focuses on work in the field of law having worked at Pierce Law Firm, Johnson Law Group and other Houston-based firms.

Yu Huang spends the majority of her free time working or volunteering. She is an English tutor for the Houston-based organization Momentum Education and volunteers in DC middle schools with her CBL class. Yu Huang also serves as an advising fellow for the Matriculate Fellowship, a nonprofit that pairs high school students from underserved communities with college students in preparation for their college applications. 

The sophomore says that the Chester Gillis award will enable her to continue working with first-generation students around the country and help to create an official Matriculate Fellowship on campus. She hopes that the development of this fellowship will empower other Hoyas in giving back to students nationwide.  

After graduation, Yu Huang plans on working with Teach for America before attending law school. 

“Georgetown’s giving nature and my studies have pushed me to better recognize the many inequalities that surround us today, specifically in understanding how these inequalities are misinterpreted and mishandled in solution creation,” Yu Huang says. “I plan to continue on my path to fighting inequity in our education system both during my time on and off campus and I hope to leave a positive impact on the Hoya community and beyond.”

Jennifer Martínez Sánchez

Martínez Sánchez studies sociology and public health, but as an activist, she “views these disciplines through an intersectional lens—one that relates the issues of race, gender, class, sexuality, disability, and citizenship—inside and outside the classroom.”

“Immigrants’ rights are my passion, motivation, and empowerment, and so my goal at Georgetown has always been to fulfill my life mantra: #undocumented, #unafraid, and #heretostay,” she says. “I also strive to elevate the voices and concerns of my undocumented community. Now, I seek to combine these questions of status, health, and migration as I study how acculturation shapes attitudes towards mental health and treatment for documented and undocumented Mexican immigrants as part of my thesis research.”

The junior says that the university’s core values encourage her to seek justice everywhere, which is how she came to teach ESL and computer literacy skills to undocumented adults, prepare DACA and citizenship applications, create an UndocuAlly Training seminar and co-sponsor UndocuWeek earlier in her Georgetown career. 

But, MartĂ­nez Sánchez also hopes to carry forth these same values and stories beyond Georgetown, which is why she participated as a fellow at Harvard University’s Public Policy Leadership Conference and as a panelist for şŁ˝ÇÂŰĚł Board’s Prepárate Conference. 

Today, MartĂ­nez Sánchez works with the medical school at the Office of Diversity, Equity and Inclusion “to empower and uplift underrepresented voices in medicine.” 

In addition to her other roles, MartĂ­nez Sánchez is a member of the Georgetown Scholars Program and the Community Scholars Program, where she served as a peer mentor and teaching assistant. She also participated in Georgetown University’s Student Association and Hoyas for Immigrant Rights alongside her peer advisorship with the şŁ˝ÇÂŰĚł Dean’s Office. 

Last summer, she completed an op-ed and capstone presentation on the effects of COVID-19 on undocumented essential workers at Georgetown’s medical school. She also completed problem-based learning cases, clinical simulations and a project proposal for UCLA’s medical school as she studied substance abuse and its relationship with food and housing insecurity. 

These experiences encouraged MartĂ­nez Sánchez to establish an UndocuHealth project, which aims to promote health awareness by creating a guideline for her community to access and navigate healthcare.  

MartĂ­nez Sánchez says that the Chester Gillis Award will allow her to focus on developing the UndocuHealth project further as she plans to collaborate with local community health centers and non-profit organizations to share and improve the project’s design and framework.   

“I would be able to give back to the community that raised me once more so that one day mi gente will receive basic health and social services without fear, judgment, prejudice, or retaliation.”

After graduating, Martínez Sánchez hopes to earn an M.D./M.P.H. and open her own free clinic designed to support and provide for undocumented individuals and families.

The minor is an interdisciplinary program that combines public health theory with the studies of international health, human science and health systems. The minor culminates with the Population Health Capstone seminar, in which students are given the opportunity to utilize their diverse experiences and knowledge by working with a D.C.-based public health organization on a community service project.

Since its conception, the minor has focused on helping students build a multifaceted skill set that prepares them for the diverse set of systems and institutions in the field of public health.

“The interdisciplinary nature of the minor is likely to appeal to students of various majors and interests, including science, policy, communication, social justice, disability studies, mental health, and environmental studies, to name a few, “ said , Vice Dean of Undergraduate Education. “ For some students, the minor may be the stepping stone to an internship, to a career, or to further study in the field.  

The program will include unique attention to and integration with the Jesuit value of cura personalis — care of the whole person — something administrators believe will set Georgetown’s public health students apart from their peers.

“Over the years, many students from the şŁ˝ÇÂŰĚł have expressed interest in pursuing the minor,” said  , Associate Dean of the NHS. “Public health is a field that feeds one’s soul — studying it is at the crux of what it means to be a person for others. We are delighted that we offer a field of study that embodies one of Georgetown’s most sacred values.”

Along with the Population Health Capstone seminar, the two other courses required for the major are Population Health Concepts and Contemporary Issues (HEST-195) and Epidemiological Approaches to Population Health (INTH-177), which can also be substituted with Epidemiological Principles, Patterns, and Practices for Healthcare Management and Policy (HEST-184). Minors must also supplement these classes with electives, selected from an approved list that focuses on key public health concepts such as health policy, health promotion, environmental health and global health, that total nine credit hours.

Georgetown şŁ˝ÇÂŰĚł sophomore students who are interested can download the minor declaration form and should make an appointment with their dean. Juniors who are interested should schedule a meeting with their deans immediately to discuss whether adding the minor is possible.