Advanced mathematics curriculum needed to be available in more schools.

Scholarship programs needed to be funded.

Mentorship and representation needed to be sustained.

The path needed to be made visible — not glamorized, not presented as easy, but shown as a path that real people from real Native communities had traveled and could travel.

She was one of the real people who had traveled it.

That was the resource she had to offer that no amount of money or curriculum design could replicate: the specific, documented, living example of a Cherokee woman who had done it.

She offered it as long as she could.