The Making of Miss USA 2024: Alma Cooper’s Inspiring Story

1.  Mother’s Background: Your journey—from working in the fields to participating in pageants, serving as a Migrant and ELL Program Director, and creating a pageant for Latina students in Idaho—is truly inspiring. Could you share more details about the background that contributed to your success?

I was born in Maricopa County, Phoenix, Arizona, in the United States. ^{Growing up, my mother and her family, the Garcias, traveled from Texas to Idaho, Utah, and other states in search of work, supporting our family by laboring in the fields.¹ From a young age, my sister and I would assist the field workers by bringing them water. As teenagers, we joined our parents in the labor force. During those years, my parents provided stability by settling in Idaho, where we worked in the fields during the summers. I vividly remember working in the beet fields, tending to acres of land each day. We meticulously weeded and spaced the beet plants for optimal growth under the scorching sun, often resulting in blisters on my hands.}

At 12 years old, I decided to pursue running as a way out of fieldwork. After a day in the fields, I would run along the canal roads near my home, aiming for a track scholarship to fund my further education. Looking back, I see how this shared experience of working in the fields bonded us all—cousins, aunts, and uncles—as we supported our respective families. While many of us have since moved on to managerial roles, entrepreneurship, and higher education, we will always value the strong work ethic instilled in us by those challenging times in the fields.

Participating in Pageants: This presented another opportunity to fund my education. Competing in the Miss America pageant, a scholarship program, offered financial assistance for educational expenses like tuition and books. The pageant included a talent segment, and as a high school cheerleader, I showcased my dancing skills in the competition. I entered three local pageants—two in Idaho and one in South Dakota. While I didn’t win the crown, I did earn scholarships for being the most talented, which helped cover my educational costs. Engaging in these pageants also provided me with valuable skills, such as improving my interview techniques, clarifying my goals and values, and understanding the positive impact my voice could have on the community. The experience offered numerous benefits that greatly enriched my personal growth.

Serving as a Migrant and ELL Program Director: It was an extremely rewarding experience. I had the opportunity to help our students excel in the classroom. Whether through tailored language support, cultural integration activities, or academic mentoring, each initiative was designed to empower them to reach their full potential. Witnessing their growth and success was humbling. Many students who initially struggled with language barriers began to thrive, not only academically but also socially, forming friendships and becoming active members of the school community. The joy on their faces, when they mastered a new concept or the pride they showed during school events, was truly heartwarming.

Moreover, collaborating with dedicated teachers and staff who shared a common goal of fostering an inclusive learning environment made the journey even more fulfilling. Together, we celebrated each milestone, big and small, knowing that we were making a meaningful difference in the lives of our students and their families.

Creating a Pageant for Latina Students in Idaho: When I was an ESL and Spanish teacher in Minidoka County, I initiated a pageant. The main objective was to showcase the accomplishments of our students, celebrate our Latin community, and award an annual scholarship for tuition at our local community college. The pageant featured young and talented accordion players, musicians, singers, and dancers. The Minico High School pep band performed during intermission, adding to the festive atmosphere of the May celebration.

The success of the pageant was strongly supported by the communities in both Mini-Cassia and Minidoka County, Idaho. Non-profit organizations played a pivotal role by donating materials and volunteering their time, making the pageant possible. Every aspect, from preparing the stage to providing prizes for our contestants and winners, was deeply rooted in community efforts. The generous contributions from middle and high school teachers brought the pageant to life. The event highlighted the strength of collective endeavor and kindness. The happiness and enthusiasm on the faces of participants and audience members reflected the positive impact the pageant had on everyone involved.

2. Father’s Background: Alma followed in her father Stacey Cooper’s footsteps by becoming a Military Officer in the Army. What other aspects of his background influenced both his success and hers?

Alma admires her father immensely, not just for his 24 years of dedicated service to his country as a retired officer, but for the integrity and humility he demonstrated in every aspect of his life. His lessons weren’t just words; they were actions, embodied in how he treated others and faced challenges. Alma carries these teachings with her, finding strength in them as she navigates her own path.

In school, she took on various leadership roles, from serving as a school representative at Okemos School District meetings to becoming First Sergeant at the United States Military Academy (USMA), West Point, responsible for the health, welfare, and discipline of 123 future officers. Each position allowed her to put her father’s advice into practice. She learned the importance of listening to others, making informed decisions, and standing firm in her values, even when it wasn’t the easiest path. Her father’s mantra, “Let everything appear and nothing disturb you,” became a guiding light in times of uncertainty.

Years later, as Alma took on the role of brigade adjutant, leading and implementing accountability systems for 4,400 cadets at USMA, West Point, and pursued her own career in the Army, she found herself drawing on the wisdom and resilience her father had instilled in her. She faced every challenge with a calm mind and a steady hand, earning the respect and admiration of her peers. Alma knew that her father’s legacy was not just in his service to his country, but in how he had shaped her into the strong, compassionate leader she had become.

3. Siblings and Family Dynamics: Alma has an older sister, Brooke. How have family dynamics shaped Alma’s upbringing?

While Alma’s father was deployed, Alma, Brooke, and I were determined to form a supportive team to assist each other in his absence. This experience led us to rely on one another, fostering a strong bond and offering help whenever needed. Through Brooke’s medical appointments, Alma gained a deeper understanding of her sister’s strengths and challenges, which taught her to be more patient. Alma took on the role of “protector” during school events and even volunteered as a cheerleader on the special needs cheer squad to support her sister in competitions. She stood up for her sister whenever necessary, ensuring her well-being. We also made sure Alma had time to pursue her own aspirations, cheering her on at volleyball and gymnastics competitions.

As the 18 months passed, we continued to grow closer, finding joy in the little moments. Whether it was a quiet evening spent reading books, talking about our day before nap time, or a weekend adventure exploring a nearby park, each experience was a testament to the strength and love that bound us together. And when her father finally returned, there was no doubt that the bond we had forged would remain unbroken, forever shaping our lives in ways we had never imagined.

4. Family Traditions and Values: Are there any specific family traditions or values that have been passed down through generations in the Cooper family?

We gather together in the kitchen while the cook(s) prepare dinner, engaging in conversations about our daily events, coordinating our schedules to show mutual support, sharing jokes, dancing, and listening to each other’s perspectives on current world events and issues. Stacey usually takes the lead as the chef. Having had his share of “Army food” over the years, he relishes the chance to cook.

We make it a point to support local businesses on Taco Tuesdays. Our family also has a long-standing tradition of having a fish fry every Friday. Stacey, Uncle Louise, and the late Grandfather James Cooper are all fishermen, ensuring that there is always fish on our table on Fridays.

Our family bond is solid. We support one another’s personal goals and life adventures, value each other’s opinions, and unite our strengths for positive outcomes. As we come together in the kitchen, we regularly share valuable lessons we have learned and find encouragement from one another.

5. Nurturing Confidence and Drive: How did you and your family foster Alma’s self-confidence, belief in her abilities, and determination? Were there specific strategies or experiences that helped her develop these essential traits?

Stacey and I both have backgrounds in education, where we emphasize the importance of recognizing each child’s uniqueness, just as we value our own individuality. Alma has always been drawn to our stories of life lessons and has shown an eagerness to listen and learn. Ultimately, Alma placed her confidence in us, knowing we supported her goals. She decided to reach for the stars in everything she did. Her intrinsic motivation, grit, and ability to figure out how to achieve her goals proved beneficial time and again. It was Alma, not us as parents, who shaped who she is today. As parents, our goal has always been to instill values, respect, and a strong emphasis on education in our children. Whenever decisions were made on her behalf, we always sought and valued her thoughts and opinions.

6. Compassion and Community: Alma’s commitment to community service is inspiring.  How did you nurture her empathy and desire to make a positive impact? What role did community involvement play in her upbringing?

Alma has always harbored a deep-seated wish to assist those who lack a voice, particularly students with special needs like her older sister, Brooke. Her empathy blossomed from growing up with a sister who had special needs, giving her a unique perspective on life. Her drive to make a positive impact began with early opportunities, such as serving as a clothing drive ambassador for “Fashion Hope.” This role led to a collaboration with “Plato’s Closet” in East Lansing, where she collected and donated clothes to shelters supporting women and children. Additionally, she dedicated her time to mentoring students with special needs during swim sessions while serving as a certified lifeguard at her high school.

7. Mentorship: Alma mentioned having a mentor during her time at West Point. Has she had other mentors, and how does she go about choosing them? What impact have these mentors had on her success?

Her mentors have had a significant impact on her successes. However, I am not certain how she decided on them as mentors.

8. Paying it Forward: Finally, how can parents and educators inspire young individuals to explore beyond their immediate surroundings, recognize diverse opportunities, and cultivate a drive for excellence and community impact?

One can only hope to inspire young people; ultimately, it is up to the individual to seek out guidance and opinions. It’s crucial to understand that modeling what you say is the most important thing you can do. Your values are communicated more powerfully through actions than through words. Your student or child is observing, and often, what you do is more impactful than what you say. I recommend valuing your student or child’s opinions and asking for their perspectives, as this helps you get to know them better. Over time, they may seek your viewpoint or advice. Lasting mentorship requires time and patience.

Notes:

1  The Garcia family represented U.S. citizens who worked as farmworkers in this country.  According to the USDA , Farm Labor – Economic Research Service, 2018- 20, 30 percent of crop farmworkers are U.S. Born.