reflective essay on diversity

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Reflection on Diversity, Essay Example

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Introduction

Diversity is a challenging concept at an individual level because it requires an understanding and acceptance of many different types of cultures and representations throughout society, some of which are difficult for others to understand. Diversity is experienced in the workplace environment, in social settings, and in almost every other aspect of life; therefore, it must be identified in the context of its ability to impact individuals and enable them to have a voice, even when there is no room for that voice in an already crowded room.

Feeling invisible is not an uncommon reality and has occurred throughout my life, from grade school to high school, in college, and in my professional career. Specifically, the workplace has been challenging when I am viewed as the minority from a cultural point of view. I believe that this experience is limiting for many people and requires an understanding and acceptance of many different points of view in order to demonstrate the value of developing a framework for success and achievement (Harvey & Allard, 2012). Organizations must align their behavior with diverse thoughts and principles in order to maximize inclusion and enable employees to feel as if they have a voice (Harvey & Allard, 2012). At the same time, diversity inclusion must be examined from a global point of view and convey the importance of multiculturalism without discrimination in how projects and opportunities are managed in the workplace environment (Barak, 2013; Ragins, 2012).

It is necessary for organizations to develop effective protocols to manage diversity in the workplace that go beyond the basics. This will contribute to a more inclusive and proactive work environment and also support the need for additional frameworks to minimize the perception of invisibility and to encourage employees to take a stand for their values and principles. These options will go a long way in supporting acceptance and diversity at the workplace level.

Barak, M. E. M. (2013). Managing diversity: Toward a globally inclusive workplace . Sage.

Harvey, C.P., & Allard, J.M. (2012). Understanding and Managing Diversity, 5 th Edition. Pearson.

Ragins, B. R. (2012, January). The Spillover of Community Racial Diversity and Diversity Climate to the Workplace. In Academy of Management Proceedings (Vol. 2012, No. 1, 1-1). Academy of Management.

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How to Write a Diversity Essay: A Step-by-Step Guide for Impactful Narratives

Diversity refers to the presence and acceptance of a variety of individual differences within a group or community. These differences can encompass aspects such as race, ethnicity, gender, age, socioeconomic status, sexual orientation, religious beliefs, abilities, and more.

Embracing diversity in college involves recognizing and valuing these distinctions, fostering inclusivity, and creating an environment where everyone is respected and has equal opportunities.

In this article, you will learn about the definition of diversity essay and receive valuable writing hints, as well as interesting topic ideas. Keep in mind that at any moment, you can ask us, ‘ Write my papers ,’ and we’ll match you with a competent writer in seconds.

What Is a Diversity Essay

Diversity essays serve as a profound exploration of an individual's distinctive experiences, perspectives, and contributions within the context of diversity. These essays, commonly encountered in academic and application settings like college admissions or job applications, offer a platform to articulate how one's background, identity, or life experiences enrich and contribute to a diverse and inclusive environment.

This reflective narrative, unrestricted by a specific word limit, delves into personal challenges, triumphs, and the transformative influence of diversity in fostering understanding and personal development. Beyond individual stories, diversity essays underscore the broader significance of embracing differences, contributing to the creation of vibrant, tolerant communities.

Creating a diversity essay is an opportunity for individuals to authentically express themselves, conveying the profound impact of diversity on their lives and perspectives.

Why a Diversity Essay Is Assigned to Students

Colleges encourage students to write diversity essays as a means of fostering a rich and inclusive academic environment. These essays provide applicants with an opportunity to express their unique perspectives, experiences, and backgrounds, contributing to the diverse tapestry of the campus community. Admissions officers seek a holistic view of applicants, and diversity essays offer valuable insights into an individual's character, values, and the impact of their experiences on their worldview.

By actively seeking diversity, colleges aim to create a vibrant and inclusive learning environment where students encounter a variety of perspectives, ideas, and cultures. Embracing diversity enhances the educational experience by promoting cross-cultural understanding, tolerance, and a broader worldview among students. It also prepares them for engagement in a globalized society where diverse perspectives and collaboration are essential.

All in all, colleges value diversity essays as a means of selecting students who will contribute to the inclusive and dynamic educational communities they strive to cultivate. If you don’t feel confident enough to write this type of composition, feel free to take advantage of custom research paper writing – it’s the fastest way to get the task done.

Why Creating a Diversity Essay Is So Important in College

A diversity essay holds significance for several reasons, playing a crucial role in various contexts such as college admissions, job applications, or scholarship opportunities. Here are key reasons why a diversity essay is important:

1. Showcasing Individuality: A diversity essay allows individuals to present their unique experiences, perspectives, and backgrounds, highlighting what makes them distinct.

2. Contributing to Inclusivity: In academic and professional settings, diversity enriches the learning or working environment. Essays articulate how an individual's background can contribute to a diverse and inclusive community.

3. Promoting Understanding: By sharing personal stories, challenges, and triumphs related to diversity, individuals contribute to a broader understanding of different cultures, identities, and life experiences.

4. Community Building: In educational institutions and workplaces, diversity essays aid in forming communities that celebrate differences, fostering a supportive and respectful atmosphere.

5. Enhancing Applications: In college admissions or job applications, a well-crafted diversity essay can set an applicant apart, demonstrating qualities such as resilience, open-mindedness, and adaptability.

6. Preparing for Global Engagement: In an interconnected world, understanding and appreciating diversity is essential. Writing a diversity essay equips individuals with the ability to navigate and contribute to diverse and multicultural environments.

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20 Interesting Diversity Topic Ideas

Explore a rich tapestry of perspectives and experiences with these intriguing ideas for diversity topics. From navigating dual identities to championing inclusivity, each topic invites thoughtful exploration into the various facets that shape our diverse world.

Cultural kaleidoscope.
Navigating dual identities.
Language as a bridge.
Beyond borders.
Empathy through experience.
Championing inclusivity.
Intersectionality in identity.
Overcoming stereotypes.
Family traditions.
Educational odyssey.
Cultural exchange impact.
Artistic expressions.
Resilience in adversity.
Community engagement.
Navigating generational differences.
LGBTQ+ narratives.
Global perspectives through travel.
Environmental activism.
Technology and global connection.
Reflection on privilege.

Writing Tips to Consider

When writing a diversity essay, consider highlighting unique experiences, perspectives, and contributions. Emphasize personal growth and the impact of diversity on your worldview. Share specific examples that showcase your understanding of diverse backgrounds. Address challenges and how you've overcome them, demonstrating resilience. Connect your experiences to your goals and how diversity enriches your academic and personal journey.

Conclude by emphasizing the importance of inclusivity and your commitment to contributing to diverse communities. As an example, please check out an article about the first black woman in space .

Keep the Essay’s Focus on You

Keeping the focus on yourself when writing a diversity essay is crucial because the essay aims to provide insights into the student's personal experiences, perspectives, and growth. By focusing on their own journey, students can authentically share how diversity has influenced their lives, values, and understanding of the world. This approach allows for a genuine and reflective exploration of the impact of diversity on the individual, showcasing their unique story and contributions.

It enables admissions committees to gain a deeper understanding of the student's character, resilience, and commitment to fostering an inclusive environment. Ultimately, keeping the narrative personal enhances the authenticity and effectiveness of the essay.

Speak From Your Own Experience

Speaking from one's own experience when learning how to write a diversity essay is essential because it adds authenticity and depth to the narrative. Sharing personal experiences allows students to convey genuine insights into how diversity has shaped their perspectives, values, and identity. By drawing from their unique encounters and challenges, students can provide a real and relatable account of the impact of diversity on their lives.

This approach helps admissions committees connect with the individual on a more profound level, fostering a better understanding of their journey and the lessons learned. It also demonstrates the student's ability to reflect on personal growth and contributes to a more compelling and impactful diversity essay.

Explain How Your Background or Identity Has Affected Your Life

When writing a diversity essay, students should explain how their background or identity has affected their lives to provide context and insight into their personal journey. By elucidating the influence of their background or identity, students can showcase the unique perspectives, challenges, and experiences that have contributed to their growth and development.

This allows admissions committees to understand the specific ways in which diversity has shaped the individual's character, values, and outlook on the world. It also highlights the student's ability to reflect on the broader implications of their background, emphasizing the richness and depth that diversity brings to their life story. Ultimately, explaining the impact of background or identity adds a layer of authenticity and depth to the diversity essay, making it more compelling and resonant.

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How to Write a Diversity Essay Step by Step

Writing a diversity essay involves weaving a narrative that explores the unique aspects of your background, experiences, and perspectives. Start by reflecting on your identity, considering elements such as cultural background, ethnicity, gender, socioeconomic status, or any other defining factors. Share personal anecdotes that highlight challenges, triumphs, or pivotal moments related to your identity. Emphasize the lessons learned and growth experienced through these encounters.

Connect your experiences to broader themes of diversity, inclusion, and societal impact. Showcase how your diverse perspectives contribute to a richer understanding of the world. Articulate a vision for fostering diversity and inclusion in various contexts, whether academic, professional, or community-based.

Craft your essay with clarity, authenticity, and a genuine voice. Make it a compelling narrative that not only communicates your unique story but also resonates with the broader themes of diversity, promoting a deeper understanding of the multifaceted human experience. If anything becomes too difficult or time-consuming, use our assignment writing service to speed the process up.

How to Write an Effective Diversity Essay

Step 1: Do Your Research

Conducting research for a diversity essay involves exploring various sources to enhance your understanding of different perspectives and experiences. Begin by reading literature, articles, or academic papers on diversity-related topics to gain insights into the broader discourse. Engage with diverse voices from authors, scholars, and activists who share experiences or provide analysis in areas relevant to your essay.

Utilize online databases, libraries, and educational platforms to access a wide range of resources. Interview individuals with diverse backgrounds to gather firsthand accounts and personal narratives that can enrich your essay. Attend relevant events, workshops, or lectures to expand your knowledge and engage with diverse viewpoints.

Stay informed about current events and societal discussions related to diversity, equity, and inclusion. Follow reputable news sources, journals, and community organizations to stay updated on evolving perspectives and challenges. Incorporate credible research findings into your essay to substantiate your arguments and present a well-rounded perspective on diversity issues. Have you already checked our women in stem article? You should definitely do it!

Step 2: Craft an Outline

Creating an outline for diversity essays involves structuring your thoughts to present a cohesive narrative. Here's an example:

Introduction:

Start with a compelling hook or anecdote related to diversity.
Introduce the significance of diversity and its impact on individuals and communities.
Clearly state your thesis or the main idea you will explore in the essay.

Body Paragraphs:

Paragraph 1: Personal Background

Share your personal background, including cultural, ethnic, or other relevant identities.
Discuss how your background has shaped your perspectives.

Paragraph 2: Experiences and Challenges

Highlight specific experiences or challenges related to diversity that you've encountered.
Reflect on how these experiences have influenced your worldview.

Paragraph 3: Contributions to Diversity

Share instances where you've contributed to promoting diversity or fostering inclusion.
Discuss any initiatives, projects, or activities you've undertaken.

Conclusion:

Summarize the key points discussed in the body paragraphs.
Reiterate the importance of diversity and your commitment to fostering an inclusive environment.

End your essay with a strong concluding statement that reinforces the significance of embracing diversity. This structure provides a narrative flow, allowing your essay to unfold naturally while addressing key aspects of diversity.

Step 3: Follow These Writing Tips

To elevate your essay and make it stand out, consider incorporating the following tips into your writing process:

Begin by reflecting on your own experiences, beliefs, and values related to diversity.
Share a personal story or unique perspective that highlights your understanding of diversity.
Write authentically about your experiences, avoiding clichés or trying to fit into preconceived notions.
Consider the experiences and perspectives of your readers to make your essay relatable.
Discuss how your encounters with diversity have contributed to personal growth and understanding.
Describe the impact of diversity on your life and how it has shaped your identity.
If applicable, showcase your contributions to promoting diversity and inclusion.
While discussing challenges, focus on positive outcomes and lessons learned.
Be mindful of perpetuating stereotypes and strive for a nuanced and respectful portrayal.
Carefully edit your essay for clarity and coherence, ensuring it effectively conveys your message.

Remember that in college, you should also learn how to write a speech . This guide will help you figure out the essentials of writing speeches that resonate and engage the audience.

Diversity Essay Examples

You can choose a diversity essay example that you like and use it as inspiration for your own work:

Diversity essays are more than a requirement; they're an opportunity for self-discovery and understanding. This assignment delves into our experiences, unraveling the richness within our perspectives. Exploring cultural kaleidoscopes, dual identities, and personal narratives, writing about diversity becomes a transformative act.

In this guide, we showed you how to write a diversity essay, providing insights into weaving personal stories into compelling narratives. By following these tips, we contribute to fostering understanding and appreciation for diversity. Beyond grades, this assignment impacts our growth and the broader societal conversation. Once you enter college, make it a good habit to buy an argumentative essay and save your time and energy for more engaging student activities.

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7 Great Diversity Essay Examples and Why They Worked

Supplemental "diversity" or "community" essays are becoming increasingly popular components of college and university applications. A diversity essay allows you to highlight how your individual circumstances, values, traditions, or beliefs could contribute to the vibrant mix of cultures on a college campus.

The importance of the diversity essay lies in its ability to showcase aspects of your identity that may not be fully captured elsewhere in your application . It provides a platform for you to express your authenticity, highlight any obstacles or challenges you've overcome, and demonstrate how your unique viewpoints could enrich the learning environment.

This trend is in part driven by institutions' heightened efforts to increase the diversity of their student bodies, as many elite schools have historically favored wealthy and/or white applicants. These diversity essays provide a valuable opportunity for students to give context about their identity and background, which supports colleges' missions of fostering more inclusive campus environments.

The push for diversity essays has been compounded by the recent Supreme Court decision ruling affirmative action policies unconstitutional. With this ruling blocking colleges from directly considering an applicant's race or ethnicity in admissions decisions, many institutions have turned to supplemental essays as an alternative way to gauge how a prospective student's unique experiences and perspectives could contribute to a richly diverse student body. While not explicitly factoring racial or ethnic backgrounds into admissions, compelling diversity essays enable colleges to indirectly account for the varied identities and circumstances that applicants would bring to enrich the campus community.

However, even students who do not hold identities historically underrepresented at colleges, or face discrimination, are encouraged to approach the diversity essay thoughtfully. These essays allow all applicants to shed light on their individualized experiences that could add meaningful value to the institution's diversity and culture. Ultimately, colleges aim to curate an incoming class of students whose collective array of backgrounds fosters an environment of mutual understanding, intellectual growth, and cross-cultural exchange.

In this blog, we’ll walk through 7 examples of strong diversity essays, and give a brief discussion of the strengths and weaknesses of each one.

Note that for the sake of concision, only the first 150-250 words of each essay is included in the article. You can find links to the full text of each essay at the bottom of the page!

1. Finding My Voice (Hopkins)

I looked up and flinched slightly. There were at least sixty of them, far more than expected. I had thirty weeks to teach them the basics of public speaking. Gritting my teeth, I split my small group of tutors among the crowd and sat down for an impromptu workshop with the eighth graders. They were inexperienced, monotone, and quiet. In other words, they reminded me of myself…

I was born with a speech impediment that weakened my mouth muscles. My speech was garbled and incomprehensible. Understandably, I grew up quiet. I tried my best to blend in and give the impression I was silent by choice. I joined no clubs in primary school, instead preferring isolation. It took six years of tongue twisters and complicated mouth contortions in special education classes for me to produce the forty-four sounds of the English language.

This essay is highly effective in several ways. The author opens with a vivid, engaging anecdote that immediately draws the reader in and provides context for the essay's overarching theme of finding one's voice. The personal story of struggling with a speech impediment as a child and overcoming insecurities to become a confident public speaker on the debate team is powerful and memorable. The essay’s beginning, where Jerry is faced with the daunting task of teaching public speaking to a large group of eighth graders, is reminiscent of his own struggles with communication. This scene immediately captures the reader's attention and establishes a connection between Jerry's personal journey and the theme of the essay.

Throughout the essay, Jerry skillfully weaves together his experiences of overcoming a speech impediment and finding his confidence through participation in the debate team. He candidly reflects on the challenges he faced, such as stuttering and feeling like a "deer in the headlights," and how he persevered through practice and determination. By sharing specific anecdotes, such as watching upperclassmen and adapting his speaking style, Jerry demonstrates his growth and development over time.

The continued arc of the essay conveys the broader significance of Jerry's journey by highlighting how his newfound confidence extended beyond the debate team to his interactions in school and leadership roles. Through his own experiences, Jerry founded a program to help other students overcome their insecurities and find their voices, thereby paying forward the empowerment he received. The conclusion nicely ties back to the introduction and leaves the reader with a positive, uplifting sense of the author's journey and values.

One potential area for improvement could be spending slightly more time underscoring specific insights, challenges, or ways this experience shaped the author's goals and worldview could make the essay even more impactful for admissions officers evaluating the author's ability to contribute to a diverse community.

2. Protecting the Earth

I never understood the power of community until I left home to join seven strangers in the Ecuadorian rainforest. Although we flew in from distant corners of the U.S., we shared a common purpose: immersing ourselves in our passion for protecting the natural world.

Back home in my predominantly conservative suburb, my neighbors had brushed off environmental concerns. My classmates debated the feasibility of Trump’s wall, not the deteriorating state of our planet. Contrastingly, these seven strangers delighted in bird-watching, brightened at the mention of medicinal tree sap, and understood why I once ran across a four-lane highway to retrieve discarded beer cans.

Their histories barely resembled mine, yet our values aligned intimately. We did not hesitate to joke about bullet ants, gush about the versatility of tree bark, or discuss the destructive consequences of materialism. Together, we let our inner tree-huggers run free.

This essay captures the transformative power of community and shared values through the author's experience in the Ecuadorian rainforest. The opening sets a vivid scene, drawing the reader into the narrator's journey of joining a diverse group of strangers united by their passion for environmental conservation. By contrasting the indifference of their conservative suburban community with the shared purpose and enthusiasm of their newfound companions, the essay immediately establishes a theme of community and belonging. The examples of the group's enthusiasm and "inner tree-huggers" bring an authentic voice to the narrative.

In the body of the essay, the author skillfully portrays the camaraderie and mutual support within the group, despite their diverse backgrounds . The shared experiences of bird-watching, discussions about medicinal tree sap, and collective efforts towards environmental advocacy highlight the strength of their bond and the alignment of their values. Through anecdotes and dialogue, the author effectively conveys the sense of empowerment and inspiration derived from being part of such a community.

The essay additionally conveys the personal growth and transformation experienced by the author as a result of their time in the rainforest community. The realization that they can make a difference in the world, coupled with a newfound sense of purpose and determination, serves as a powerful conclusion to the narrative. The essay communicates the importance of community in shaping one's beliefs, values, and aspirations, while also highlighting the potential for individual agency and impact.

Where the essay could be strengthened is providing more insight into how this experience will shape the author's future contributions to building and leading communities. While it's impactful to convey the determination instilled to devote one's life to environmental advocacy, expanding on the specific ways the author hopes to foster community around this work would add depth. Additionally, reflecting on the personal growth sparked by stepping outside one's insular worldview could highlight the importance of diversity of perspectives. Overall, however, this is a strong essay that captures the power of an eye-opening experience bonding with others over shared values and passions.

3. Activism (Rochester)

To Nigerians,

It’s been eight years since we’ve been subjected to the tyranny of bad governance. Our medical systems have been destroyed, economy devaluated, and freedom of speech banished. But we need not worry for long. Just 5 years left!

By 2027, I will have explored the strategies behind successful revolutions in Prof. Meguid’s Introduction to Comparative Politics Class ( PSCI101) in my world politics cluster, equipping me to successfully lead us through the revolution we’ve eagerly awaited and install a political system that will ensure our happiness. With the help of the Greene Center, I will have gained practical experience of the biomedical engineering career field by interning at Corning’s biochemical department, enabling me to contribute to the rebuilding of our medical system. I will have developed a Parkinson-stabilizing device from my experience analyzing human motion with MATLAB in Professor Buckley’s BME 201-P class. I hope to later extend this device to cater for poliomyelitis, a disease that has plagued us since 1982. I will have strengthened my ability to put corruption under check through music by developing my soprano voice at Vocal point.

This essay, earning the author admission to the University of Rochester, blends a personal narrative with a vision for the future, demonstrating the author's determination to address the challenges faced by Nigeria through education and practical experience. The author begins by painting a stark picture of the current state of governance in Nigeria, highlighting the systemic issues that have plagued the country for years. This sets the stage for the author's ambitious plan to enact change within their homeland.

The author's strategic approach to addressing these issues is given a college admissions focus by outlining their academic and professional goals at the University of Rochester. By detailing specific courses, internships, and extracurricular activities, the author demonstrates a clear path towards acquiring the knowledge and skills necessary to lead a revolution and contribute to rebuilding Nigeria's medical system. This strategic planning reflects the author's commitment to effecting tangible change and underscores their preparedness for the challenges ahead.

To further strengthen its impact, the author could provide more context or examples of their previous activism or engagement with Nigerian issues, with clear links between the specific experiences and opportunities at the University of Rochester and their goals.

4. Taking Care of Siblings (Cornell)

He’s in my arms, the newest addition to the family. I’m too overwhelmed. “That’s why I wanted you to go to Bishop Loughlin,” she says, preparing baby bottles. “But ma, I chose Tech because I wanted to be challenged.” “Well, you’re going to have to deal with it,” she replies, adding, “Your aunt watched you when she was in high school.” “But ma, there are three of them. It’s hard!” Returning home from a summer program that cemented intellectual and social independence to find a new baby was not exactly thrilling. Add him to the toddler and seven-year-old sister I have and there’s no wonder why I sing songs from Blue’s Clues and The Backyardigans instead of sane seventeen-year-old activities. It’s never been simple; as a female and the oldest, I’m to significantly rear the children and clean up the shabby apartment before an ounce of pseudo freedom reaches my hands. If I can manage to get my toddler brother onto the city bus and take him home from daycare without snot on my shoulder, and if I can manage to take off his coat and sneakers without demonic screaming for no apparent reason, then it’s a good day. Only, waking up at three in the morning to work, the only free time I have, is not my cup of Starbucks.

The opening scene of the essay, where the author holds their newest sibling while their mother prepares baby bottles, immediately sets the tone for the essay and introduces the central theme of familial responsibility and sacrifice.

The author candidly reflects on the challenges of balancing their familial obligations with their desire for personal growth and independence. The author's frustration and sense of overwhelm are palpable as they navigate the demands of caring for multiple siblings while also trying to pursue their own goals and aspirations. The contrast between the author's responsibilities as the oldest sibling and their longing for "sane seventeen-year-old activities" effectively highlights the tension between duty and personal desires.

The message of the essay effectively communicates the author's resilience and determination in the face of adversity. Despite the challenges they face, the author demonstrates a sense of agency and resourcefulness, such as waking up at three in the morning to work and finding moments of freedom amidst their responsibilities. This resilience reflects the author's inner strength and determination to overcome obstacles and pursue their dreams.

5. East Asian Bibliophile / Not “Black Enough”

Growing up, my world was basketball. My summers were spent between the two solid black lines. My skin was consistently tan in splotches and ridden with random scratches. My wardrobe consisted mainly of track shorts, Nike shoes, and tournament t-shirts. Gatorade and Fun Dip were my pre-game snacks. The cacophony of rowdy crowds, ref whistles, squeaky shoes, and scoreboard buzzers was a familiar sound. I was the team captain of almost every team I played on—familiar with the Xs and Os of plays, commander of the court, and the coach’s right hand girl.

But that was only me on the surface.

Deep down I was an East-Asian influenced bibliophile and a Young Adult fiction writer.

Hidden in the cracks of a blossoming collegiate level athlete was a literary fiend. I devoured books in the daylight. I crafted stories at night time. After games, after practice, after conditioning I found nooks of solitude. Within these moments, I became engulfed in a world of my own creation. Initially, I only read young adult literature, but I grew to enjoy literary fiction and self-help: Kafka, Dostoevsky, Branden, Csikszentmihalyi. I expanded my bubble to Google+ critique groups, online discussion groups, blogs, writing competitions and clubs. I wrote my first novel in fifth grade, my second in seventh grade, and started my third in ninth grade. Reading was instinctual. Writing was impulsive.

In this essay, the complexities of identity and personal growth are presented through a multi-dimensional portrait of the author's cultural experiences and interests. The opening vividly describes the author's immersion in the world of basketball, showcasing their athleticism and leadership on the court . The essay quickly moves into substantive analysis, revealing the author's passion for literature and writing, as well as their deep connection to East Asian culture and philosophy.

Through anecdotes and reflections, the author skillfully juxtaposes their outward persona as an athlete with their internal world as a bibliophile and writer. This contrast highlights the complexity of identity and challenges stereotypes, demonstrating that individuals can possess a range of interests and talents beyond societal expectations. The author's journey of self-discovery, from devouring young adult literature to emulating authors like Haruki Murakami, adds depth to the narrative and underscores their intellectual curiosity and growth.

The internal and external conflicts faced by the author are developed in the essay body, including the pressure to conform to stereotypes and the challenges of balancing multiple passions. The author's experiences of being judged and bullied for not fitting into narrow expectations highlight the importance of embracing individuality and resisting societal norms. The author unpacks their overall resilience and determination to pursue their diverse interests despite obstacles, including overcoming ACL injuries and transitioning to homeschooling. By detailing their involvement in various extracurricular activities and nonprofit initiatives, the author demonstrates their desire to make a positive impact and empower others to reach their potential.

6. Instagram Post

On “Silent Siege Day,” many students in my high school joined the Students for Life club and wore red armbands with “LIFE” on them. As a non-Catholic in a Catholic school, I knew I had to be cautious in expressing my opinion on the abortion debate. However, when I saw that all of the armband-bearing students were male, I could not stay silent.

I wrote on Instagram, “pro-choice does not necessarily imply pro-abortion; it means that we respect a woman’s fundamental right to make her own choice regarding her own body.”

Some of my peers expressed support but others responded by calling me a dumb bitch, among other names. When I demanded an apology for the name-calling, I was told I needed to learn to take a joke: “you have a lot of anger, I think you need a boyfriend.” Another one of my peers apparently thought the post was sarcastic (?) and said “I didn’t know women knew how to use sarcasm.”

One by one, I responded. I was glad to have sparked discussion, but by midnight, I was mentally and emotionally exhausted.

This is a strong essay, effectively recounting a journey of self-discovery and activism, beginning with a pivotal moment of speaking out against the majority opinion on abortion rights at their Catholic high school. The author's courage in challenging societal norms and expressing their beliefs, despite potential backlash, is evident from the outset. B y sharing a personal anecdote of facing criticism and derogatory comments on social media, the author gives a clear look at the emotional toll of standing up for one's beliefs in the face of adversity.

The essay integrates the author's reflections on their evolving understanding of social justice and feminism, sparked by their experiences and research following "The Post." Through engaging with feminist literature and studying historical movements like the Civil Rights Movement , the author demonstrates a growing awareness of systemic inequalities and the importance of dissent in effecting change. The author's decision to volunteer with Girls on the Run and engage in political activism, such as signing petitions and advocating against discriminatory policies, underscores their commitment to advancing social justice beyond their personal experiences.

This ambition reflects the author's desire to contribute to positive societal change and advocate for marginalized communities on a broader scale. The essay effectively conveys a sense of optimism and determination for the future, encapsulated by the author's vision of becoming the first Asian woman on the Supreme Court.

The labels that I bear are hung from me like branches on a tree: disruptive, energetic, creative, loud, fun, easily distracted, clever, a space cadet, a problem … and that tree has roots called ADHD. The diagnosis of attention deficit hyperactivity disorder made a lot of sense when it was handed down. I was diagnosed later than other children, probably owing to my sex, which is female; people with ADHD who are female often present in different ways from our male counterparts and are just as often missed by psychiatrists.

Over the years, these labels served as either a badge or a bludgeon, keeping me from certain activities, ruining friendships, or becoming elements of my character that I love about myself and have brought me closer to people I care about. Every trait is a double-edged sword.

The years that brought me to where I am now have been strange and uneven. I had a happy childhood, even if I was a “handful” for my parents. As I grew and grew in awareness of how I could be a problem, I developed anxiety over behavior I simply couldn’t control. With the diagnosis, I received relief, and yet, soon I was thinking of myself as broken, and I quickly attributed every setback to my neurological condition.

The author begins the essay by candidly acknowledging the various labels and stereotypes associated with their condition, illustrating the challenges of navigating societal perceptions and self-perception. By highlighting the gendered aspect of ADHD diagnosis and its impact on their experiences, the author sheds light on the complexity of neurodiversity and the importance of recognition and understanding.

Throughout the essay, the author reflects on the dual nature of their ADHD traits, acknowledging both the struggles and strengths associated with their condition. They eloquently describe how their ADHD has influenced various aspects of their life, from friendships to academic performance to sports achievements. By sharing personal anecdotes and reflections, the essay effectively captures the author's journey of self-acceptance and reframing their perspective on their ADHD.

The author acknowledges the initial sense of relief upon receiving their diagnosis, followed by feelings of brokenness and self-doubt. However, through introspection and self-compassion, the author ultimately embraces their neurodiversity as a fundamental aspect of their identity. This shift in mindset from viewing their brain as "wrong" to recognizing its uniqueness and resilience is a powerful testament to the author's growth and resilience.

By volunteering at a mental health resource center and advocating for the normalization of neurodiversity, the author demonstrates a desire to create a more inclusive and compassionate society. The essay effectively communicates a message of empathy, acceptance, and celebration of diversity, encouraging readers to embrace their own differences and those of others.

Links to full essays:

Essay Three

Essay Seven

One other option – Lumiere Research Scholar Program

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Alexej is a graduate of Princeton University, where he studied Linguistics, Cognitive Science, and Humanities & Sciences. Alexej works in college admissions consulting, and is passionate about pursuing research at the intersection of humanities, linguistics, and psychology. He enjoys creative writing, hiking, and playing the piano.

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6 Diversity College Essay Examples

What’s covered:, how to write the diversity essay after the end of affirmative action, essay #1: jewish identity, essay #2: being bangladeshi-american, essay #3: marvel vs dc, essay #4: leadership as a first-gen american, essay #5: protecting the earth, essay #6: music and accents, where to get your diversity essays edited, what is the diversity essay.

While working on your college applications, you may come across essays that focus on diversity , culture, or values. The purpose of these essays is to highlight any diverse views or opinions that you may bring to campus. Colleges want a diverse student body that’s made up of different backgrounds, religions, ethnicities, sexual orientations, and interests. These essay prompts are a way for them to see what students can bring to their school.

In this post, we will share six essays written by real students that cover the topic of culture and diversity. We’ll also include what each essay did well and where there is room for improvement. Hopefully, this will be a useful resource to inspire your own diversity essay.

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. That said, you should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and they will not have a favorable view of students who have plagiarized.

In June 2023, the Supreme Court ruled that the use of race in college admissions was unconstitutional. In other words, they struck down the use of affirmative action in college admissions . This will affect college-bound students of color in a number of ways, including lowering their chances of acceptance and reducing the amount of direct outreach they’ll receive from colleges. Another change to consider is the ways in which students should tackle their diversity essays.

Although colleges can no longer directly factor race into admissions, students aren’t prohibited from discussing their racial backgrounds in supplemental application essays. If your racial background is important to you, seriously consider writing about it in your diversity essays. If you don’t, admissions officers are extremely limited in their ability to consider your race when making an admission decision.

As in the essays listed below, discussing your race is an excellent tool for showing admissions officers the person behind the grades and test scores. Beyond that, it provides admissions officers with an opportunity to put themselves in your shoes—showing them how your background has presented challenges to overcome, helped build important life skills, and taught you valuable lessons.

Diversity Essay Examples

I was thirsty. In my wallet was a lone $10 bill, ultimately useless at my school’s vending machine. Tasked with scrounging together the $1 cost of a water bottle, I fished out and arranged the spare change that normally hid in the bottom of my backpack in neat piles of nickels and dimes on my desk. I swept them into a spare Ziploc and began to leave when a classmate snatched the bag and held it above my head.

“Want your money back, Jew?” she chanted, waving the coins around. I had forgotten the Star-of-David around my neck, but quickly realized she must have seen it and connected it to the stacks of coins. I am no stranger to experiencing and confronting antisemitism, but I had never been targeted in my school before. I grabbed my bag and sternly told her to leave. Although she sauntered away, the impact remained.

This incident serves as an example of the adversity I have and will continue to face from those who only see me as a stereotype. Ironically, however, these experiences of discrimination have only increased my pride as a member of the Jewish Community. Continuing to wear the Star-of-David connects me to my history and my family. I find meaning and direction in my community’s values, such as pride, education, and giving—and I am eager to transfer these values to my new community: the Duke community.

What the Essay Did Well

Writing about discrimination can be difficult, but if you are comfortable doing it, it can make for a powerful story. Although this essay is short and focused on one small interaction, it represents a much larger struggle for this student, and for that reason it makes the essay very impactful.

The author takes her time at the beginning of the essay to build the scene for the audience, which allows us to feel like we are there with her, making the hateful comments even more jarring later on. If she had just told us her classmate teased her with harmful stereotypes, we wouldn’t feel the same sense of anger as we do knowing that she was just trying to get a drink and ended up being harassed.

This essay does another important thing—it includes self-reflection on the experience and on the student’s identity. Without elaborating on the emotional impact of a situation, an essay about discrimination would make admission officers feel bad for the student, but they wouldn’t be compelled to admit the student. By describing how experiences like these drive her and make her more determined to embody positive values, this student reveals her character to the readers.

What Could Be Improved

While including emotional reflection in the latter half of the essay is important, the actual sentences could be tightened up a bit to leave a stronger impression. The student does a nice job of showing us her experience with antisemitism, but she just tells us about the impact it has on her. If she instead showed us what the impact looked like, the essay would be even better.

For example, rather than telling us “Continuing to wear the Star-of-David connects me to my history and my family,” she could have shown that connection: “My Star-of-David necklace thumps against my heart with every step I take, reminding me of my great-grandparents who had to hide their stars, my grandma’s spindly fingers lighting the menorah each Hanukkah, and my uncle’s homemade challah bread.” This new sentence reveals so much more than the existing sentence about the student and the deep connection she feels with her family and religion.

Life before was good: verdant forests, sumptuous curries, and a devoted family.

Then, my family abandoned our comfortable life in Bangladesh for a chance at the American dream in Los Angeles. Within our first year, my father was diagnosed with thyroid cancer. He lost his battle three weeks before my sixth birthday. Facing a new country without the steady presence of my father, we were vulnerable—prisoners of hardship in the land of the free.

We resettled in the Bronx, in my uncle’s renovated basement. It was meant to be our refuge, but I felt more displaced than ever. Gone were the high-rise condos of West L.A.; instead, government projects towered over the neighborhood. Pedestrians no longer smiled and greeted me; the atmosphere was hostile, even toxic. Schoolkids were quick to pick on those they saw as weak or foreign, hurling harsh words I’d never heard before.

Meanwhile, my family began integrating into the local Bangladeshi community. I struggled to understand those who shared my heritage. Bangladeshi mothers stayed home while fathers drove cabs and sold fruit by the roadside—painful societal positions. Riding on crosstown buses or walking home from school, I began to internalize these disparities.

During my fleeting encounters with affluent Upper East Siders, I saw kids my age with nannies, parents who wore suits to work, and luxurious apartments with spectacular views. Most took cabs to their destinations: cabs that Bangladeshis drove. I watched the mundane moments of their lives with longing, aching to plant myself in their shoes. Shame prickled down my spine. I distanced myself from my heritage, rejecting the traditional panjabis worn on Eid and refusing the torkari we ate for dinner every day.

As I grappled with my relationship with the Bangladeshi community, I turned my attention to helping my Bronx community by pursuing an internship with Assemblyman Luis Sepulveda. I handled desk work and took calls, spending the bulk of my time actively listening to the hardships constituents faced—everything from a veteran stripped of his benefits to a grandmother unable to support her bedridden grandchild.

I’d never exposed myself to stories like these, and now I was the first to hear them. As an intern, I could only assist in what felt like the small ways—pointing out local job offerings, printing information on free ESL classes, reaching out to non-profits. But to a community facing an onslaught of intense struggles, I realized that something as small as these actions could have vast impacts.

Seeing the immediate consequences of my actions inspired me. Throughout that summer, I internalized my community’s daily challenges in a new light. I began to see the prevalent underemployment and cramped living quarters less as sources of shame. Instead, I saw them as realities that had to be acknowledged, but that could ultimately be remedied.

I also realized the benefits of the Bangladeshi culture I had been so ashamed of. My Bangla language skills were an asset to the office, and my understanding of Bangladeshi etiquette allowed for smooth communication between office staff and the office’s constituents. As I helped my neighbors navigate city services, I saw my heritage with pride—a perspective I never expected to have.

I can now appreciate the value of my unique culture and background, and the value of living with less. This perspective offers room for progress, community integration, and a future worth fighting for. My time with Assemblyman Sepulveda’s office taught me that I can be an agent of change who can enable this progression. Far from being ashamed of my community, I want to someday return to local politics in the Bronx to continue helping others access the American Dream. I hope to help my community appreciate the opportunity to make progress together. By embracing reality, I learned to live it. Along the way, I discovered one thing: life is good, but we can make it better.

This student’s passion for social justice and civic duty shines through in this essay because of how honest it is. Sharing their personal experience with immigrating, moving around, being an outsider, and finding a community allows us to see the hardships this student has faced and builds empathy towards their situation.

However, what really makes it strong is that the student goes beyond describing the difficulties they faced and explains the mental impact it had on them as a child: “Shame prickled down my spine. I distanced myself from my heritage, rejecting the traditional panjabis worn on Eid and refusing the torkari we ate for dinner every day.” The rejection of their culture presented at the beginning of the essay creates a nice juxtaposition with the student’s view in the latter half of the essay, and helps demonstrate how they have matured.

They then use their experience interning as a way to delve into a change in their thought process about their culture. This experience also serves as a way to show how their passion for social justice began. Using this experience as a mechanism to explore their thoughts and feelings is an excellent example of how items that are included elsewhere on your application should be incorporated into your essay.

This essay prioritizes emotions and personal views over specific anecdotes. Although there are details and certain moments incorporated throughout to emphasize the author’s points, the main focus remains on the student and how they grapple with their culture and identity.

One area for improvement is the conclusion. Although the forward-looking approach is a nice way to end an essay focused on social justice, it would be nice to include more details and imagery in the conclusion. How does the student want to help their community? What government position do they see themselves holding one day?

A more impactful ending might describe the student walking into their office at the New York City Housing Authority in 15 years. This future student might be looking at the plans to build a new development in the Bronx just blocks away from where they grew up that would provide quality housing to people in their Bangladeshi community. They would smile while thinking about how far they have come from that young kid who used to be ashamed of their culture.

Superhero cinema is an oligopoly consisting of two prominent, towering brands: Marvel and DC. I’m a religious supporter of Marvel, but last year, I discovered that my friend, Tom, was a DC fan. After a vociferous 20-minute quarrel about which was better, we decided to allocate one day to have a professional debate, using carefully assembled and coherent arguments.

One week later, we both brought pages of notes and evidence cards (I also had my Iron-Man bobblehead for moral support). Our impartial moderator—a Disney fan—sat in the middle with a stopwatch, open-policy style. I began the debate by discussing how Marvel accentuated the humanity of the storyline—such as in Tony Stark’s transformation from an egotistical billionaire to a compassionate father—which drew in a broader audience, because more people resonated with certain aspects of the characters. Tom rebutted this by capitalizing on how Deadpool was a duplicate of Deathstroke, how Vision copied Red Tornado, and how DC sold more comics than Marvel.

40 minutes later, we reached an impasse. We were out of cards, and we both made excellent points, so our moderator was unable to declare a winner. Difficult conversations aren’t necessarily always the ones that make political headlines. Instead, a difficult discussion involves any topic with which people share an emotional connection.

Over the years, I became so emotionally invested in Marvel that my mind erected an impenetrable shield, blocking out all other possibilities. Even today, we haven’t decided which franchise was better, but I realized that I was undermining DC for no reason other than my own ignorance.

The inevitability of diversity suggests that it is our responsibility to understand the other person and what they believe in. We may not always experience a change in opinion, but we can grant ourselves the opportunity to expand our global perspective. I strive to continue this adventure to increase my awareness as a superhero aficionado, activist, and student, by engaging in conversations that require me to think beyond what I believe and to view the world from others’ perspectives.

And yes, Tom is still my friend.

Diversity doesn’t always have to be about culture or heritage; diversity exists all around us, even in our comic book preferences. The cleverness of this essay lies in the way the student flipped the traditional diversity prompt on its head and instead discussed his diverse perspective on a topic he is passionate about. If you don’t have a cultural connection you are compelled to write about, this is a nifty approach to a diversity prompt—if it’s handled appropriately.

While this student has a non-traditional topic, he still presents it in a way that pays respect to the key aspects of a diversity essay: depicting his perspective and recognizing the importance of diverse views. Just as someone who is writing about a culture that is possibly unfamiliar to the reader, the student describes what makes Marvel and DC unique and important to him and his friend, respectively. He also expands on how a lack of diversity in superhero consumption led to his feeling of ignorance, and how it now makes him appreciate the need for diversity in all aspects of his life.

This student is unapologetically himself in this essay, which is ultimately why this unorthodox topic is able to work. He committed to his passion for Marvel by sharing analytical takes on characters and demonstrating how the franchise was so important to his identity that it momentarily threatened a friendship. The inclusion of humor through his personal voice—e.g., referring to the argument as a professional debate and telling us that the friendship lived on—contributes to the essay feeling deeply personal.

Choosing an unconventional topic for a diversity essay requires extra care and attention to ensure that you are still addressing the core of the prompt. That being said, if you accomplish it successfully, it makes for an incredibly memorable essay that could easily set you apart!

While this is a great essay as is, the idea of diversity could have been addressed a little bit earlier in the piece to make it absolutely clear the student is writing about his diverse perspective. He positions Marvel and DC as two behemoths in the superhero movie industry, but in the event that his reader is unfamiliar with these two brands, there is little context about the cultural impact each has on its fans.

To this student, Marvel is more than just a movie franchise; it’s a crucial part of his identity, just as someone’s race or religion might be. In order for the reader to fully understand the weight of his perspective, there should be further elaboration—towards the beginning—on how important Marvel is to this student.

Leadership was thrust upon me at a young age. When I was six years old, my abusive father abandoned my family, leaving me to step up as the “man” of the house. From having to watch over my little sister to cooking dinner three nights a week, I never lived an ideal suburban life. I didn’t enjoy the luxuries of joining after-school activities, getting driven to school or friends’ houses, or taking weekend trips to the movies or bowling alley. Instead, I spent my childhood navigating legal hurdles, shouldering family responsibilities, and begrudgingly attending court-mandated therapy sessions.

At the same time, I tried to get decent grades and maintain my Colombian roots and Spanish fluency enough to at least partially communicate with my grandparents, both of whom speak little English. Although my childhood had its bright and joyful moments, much of it was weighty and would have been exhausting for any child to bear. In short, I grew up fast. However, the responsibilities I took on at home prepared me to be a leader and to work diligently, setting me up to use these skills later in life.

I didn’t have much time to explore my interests until high school, where I developed my knack for government and for serving others. Being cast in a lead role in my school’s fall production as a freshman was the first thing to give me the confidence I needed to pursue other activities: namely, student government. Shortly after being cast, I was elected Freshman Vice-President, a role that put me in charge of promoting events, delegating daily office tasks, collaborating with the administration on new school initiatives, and planning trips and fundraisers.

While my new position demanded a significant amount of responsibility, my childhood of helping my mom manage our household prepared me to be successful in the role. When I saw the happy faces of my classmates after a big event, I felt proud to know that I had made even a small difference to them. Seeing projects through to a successful outcome was thrilling. I enjoyed my time and responsibilities so much that I served all four years of high school, going on to become Executive Vice-President.

As I found success in high school, my mother and grandparents began speaking more about the life they faced prior to emigrating from Colombia. To better connect with them, I took a series of Spanish language classes to regain my fluency. After a practice run through my presentation on Bendíceme, Ultima ( Bless me, Ultima ) by Rudolofo Anaya, with my grandmother, she squeezed my hand and told me the story of how my family was forced from their home in order to live free of religious persecution. Though my grandparents have often expressed how much better their lives and their children’s lives have been in America, I have often struggled with my identity. I felt that much of it was erased with my loss of our native language.

In elementary school, I learned English best because in class I was surrounded by it. Spanish was more difficult to grasp without a formal education, and my family urged me to become fluent in English so I could be of better help to them in places as disparate as government agencies and grocery stores. When I was old enough to recognize the large part of my identity still rooted in being Colombian, it was challenging to connect these two sides of who I was.

Over time I have been able to reconcile the two in the context of my aspirations. I found purpose and fulfillment through student council, and I knew that I could help other families like my own if I worked in local government. By working through city offices that address housing, education, and support for survivors of childhood abuse, I could give others the same liberties and opportunities my family has enjoyed in this country. Doing so would also help me honor my roots as a first-generation American.

I have been a leader my entire life. Both at Harvard and after graduation, I want to continue that trend. I hope to volunteer with organizations that share my goals. I want to advise policy-making politicians on ways to make children and new immigrants safer and more secure. When my family was at their worst, my community gave back. I hope to give that gift to future generations. A career in local, city-based public service is not a rashly made decision; it is a reflection of where I’ve already been in life, and where I want to be in the future.

Although this essay begins on a somber note, it goes on to show this student’s determination and the joy he found. Importantly, it also ends with a positive, forward-looking perspective. This is a great example of how including your hardship can bolster an essay as long as it is not the essay’s main focus.

Explaining the challenges this student faced from a young age—becoming the man of the house, dealing with legal matters, maintaining good grades, etc.—builds sympathy for his situation. However, the first paragraph is even more impactful because he explains the emotional toll these actions had on him. We understand how he lost the innocence of his childhood and how he struggled to remain connected to his Colombian heritage with all his other responsibilities. Including these details truly allows the reader to see this student’s struggle, making us all the more joyful when he comes out stronger in the end.

Pivoting to discuss positive experiences with student government and Spanish classes for the rest of the essay demonstrates that this student has a positive approach to life and is willing to push through challenges. The tone of the essay shifts from heavy to uplifting. He explains the joy he got out of helping his classmates and connecting with his grandparents, once again providing emotional reflection to make the reader care more.

Overall, this essay does a nice job of demonstrating how this student approaches challenges and negative experiences. Admitting that the responsibilities of his childhood had a silver lining shows his maturity and how he will be able to succeed in government one day. The essay strikes a healthy balance between challenge and hope, leaving us with a positive view of a student with such emotional maturity.

Although the content of this essay is very strong, it struggles with redundancy and disorganized information. He mentions his passion for government at the beginning of the student government paragraph, then again addresses government in the paragraph focused on his Colombian heritage, and concludes by talking about how he wants to get into government once more. Similarly, in the first paragraph, he discusses the struggle of maintaining his Colombian identity and then fully delves into that topic in the third paragraph.

The repetition of ideas and lack of a streamlined organization of this student’s thoughts diminishes some of the emotional impact of the story. The reader is left trying to piece together a swirling mass of information on their own, rather than having a focused, sequential order to follow.

This could be fixed if the student rearranged details to make each paragraph focused on a singular idea. For example, the first paragraph could be about his childhood. The second could be about how student government sparked his interest in government and what he hopes to do one day. The third could be about how he reconnected with his Colombian roots through his Spanish classes, after years of struggling with his identity. And the final paragraph could tie everything together by explaining how everything led to him wanting to pursue a future serving others, particularly immigrants like his family.

Alternatively, the essay could follow a sequential order that would start with his childhood, then explain his struggle with his identity, then show how student government and Spanish classes helped him find himself, and finally, conclude with what he hopes to accomplish by pursuing government.

In the short life of our little community, we did what we thought was impossible. By feeding on each other’s infectious tenacity, we cultivated an atmosphere that deepened our commitment to our values and empowered us to speak out on behalf of the environment. After a week of stimulating conversations and introspective revelations about engaging people from our hometowns in environmental advocacy, we developed a shared determination to devote our lives to this cause.

As we shared a goodbye hug, my new friend whispered, “The world needs saving. Someone’s gotta do it.” For the first time, I believed that that someone could be me.

This student is expressing their diversity through their involvement in a particular community—another nice approach if you don’t want to write about culture or ethnicity. We all have unique things that we geek out over. This student expresses the joy that they derived from finding a community where they could express their love for the environment. Passion is fundamental to university life and generally finds its way into any successful application.

The essay finds strength in the fact that readers feel for the student. We get a little bit of backstory about where they come from and how they felt silenced— “Back home in my predominantly conservative suburb, my neighbors had brushed off environmental concerns” —so it’s easy to feel joy for them when they get set free and finally find their community.

This student displays clear values: community, ecoconsciousness, dedication, and compassion. An admissions officer who reads a diversity essay is looking for students with strong values who will enrich the university community with their unique perspective—that sounds just like this student!

One area of weakness in this essay is the introduction. The opening line— “I never understood the power of community until I left home to join seven strangers in the Ecuadorian rainforest” —is a bit clichéd. Introductions should be captivating and build excitement and suspense for what is to come. Simply telling the reader about how your experience made you understand the power of community reveals the main takeaway of your essay without the reader needing to go any further.

Instead of starting this essay with a summary of what the essay is about, the student should have made their hook part of the story. Whether that looks like them being exasperated with comments their classmates made about politics, or them looking around apprehensively at the seven strangers in their program as they all boarded their flight, the student should start off in the action.

India holds a permanent place in my heart and ears. Whenever I returned on a trip or vacation, I would show my grandmother how to play Monopoly and she would let me tie her sari. I would teach my grandfather English idioms—which he would repeat to random people and fishmongers on the streets—and he would teach me Telugu phrases.

It was a curious exchange of worlds that I am reminded of every time I listen to Indian music. It was these tunes that helped me reconnect with my heritage and ground my meandering identity. Indian music, unlike the stereotype I’d long been imbued with, was not just a one-and-done Bollywood dance number! Each region and language was like an island with its own unique sonic identity. I’m grateful for my discovery of Hindi, Telugu, Kannada, and Tamil tunes, for these discoveries have opened me up to the incredible smorgasbord of diversity, depth, and complexity within the subcontinent I was born in.

Here’s an entirely-different sonic identity for you: Texan slang. “Couldya pass the Mango seltzer, please, hon?” asked my Houstonian neighbor, Rae Ann—her syllables melding together like the sticky cake batter we were making.

Rae Ann and her twang were real curiosities to me. Once, she invited my family to a traditional Texan barbecue with the rest of our neighbors. As Hindus, we didn’t eat beef, so we showed up with chicken kebabs, instead. Rather than looking at us bizarrely, she gladly accepted the dish, lining it up beside grilled loins and hamburger patties.

Her gesture was a small but very well-accepted one and I quickly became convinced she was the human manifestation of “Southern hospitality”—something reflected in each of her viscous, honey-dripping phrases. “Watch out for the skeeters!” was an excellent example. It was always funny at first, but conveyed a simple message: We’ve got each other’s backs and together, we can overcome the blood-sucking mosquitoes of the Houstonian summer! I began to see how her words built bridges, not boundaries.

I believe that sounds—whether it’s music or accents—can make a difference in the ways we perceive and accept individuals from other backgrounds. But sound is about listening too. In Rice’s residential college, I would be the type of person to strike up a conversation with an international student and ask for one of their Airpods (you’d be surprised how many different genres and languages of music I’ve picked up in this way!).

As both an international student and Houstonian at heart, I hope to bridge the gap between Rice’s domestic and international populations. Whether it’s organizing cultural events or simply taking the time to get to know a student whose first language isn’t English, I look forward to listening to the stories that only a fellow wanderer can tell.

This essay does an excellent job of addressing two aspects of this student’s identity. Looking at diversity through sound is a very creative way to descriptively depict their Indian and Texan cultures. Essays are always more successful when they stimulate the senses, so framing the entire response around sound automatically opens the door for vivid imagery.

The quotes from this student’s quirky neighbor bring a sense of realism to the essay. We can feel ourselves at the barbecue and hear her thick Texan accent coming through. The way people communicate is a huge part of their culture and identity, so the way that this student perfectly captures the essence of their Texan identity with accented phrases is skillfully done.

This essay does such a great job of making the sounds of Texas jump off the page, so it is a bit disappointing that it wasn’t able to accomplish the same for India. The student describes the different Indian languages and music styles, but doesn’t bring them to life with quotes or onomatopoeia in the manner that they did for the sounds of Texas.

They could have described the buzz of the sitar or the lyrical pattern of the Telugu phrases their grandfather taught them. Telling us about the diversity of sounds in Indian music is fine, but if the reader can’t appreciate what those sounds resemble, it makes it harder to understand the Indian half of the author’s identity. Especially since this student emulated the sounds and essence of Texas so well, it’s important that India is given the same treatment so we can fully appreciate both sides of this essay.

More Supplemental Essay Tips

How to Write a Stellar “Why This College?” Essay + Examples

How to Write a Stellar Extracurricular Activity College Essay

Do you want feedback on your diversity essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays.

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

Reflective essay on multicultural diversity in the classroom

Throughout the duration of this course, I have been introduced to many different ideas, concepts, and philosophies that have impacted my initial understanding of the teaching profession. I was able to come into contact with some truly wonderful educators and view firsthand the daily impact they have on their students. I believe it is very important for the administrations, teachers, and community members to work together in creating a safe, diverse, and rewarding educational experience for all of our students. As mentioned above, there are differing opinions in reference to the best way to achieve this. I can only hope that I can take the information and experiences that I have gathered in this introductory course and continue to grow this as the foundation to my own philosophy.

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This paper focuses on personal experience and observation of a multicultural and diverse classroom. The main aim of this reflective study is to find out the effects of individual culture on a student's life and how different cultures interact positively and negatively in an EFL class. The significance of this study is to devise some plans, to meet the demands of all the lifestyles in the EFL academic background. This experience led to some beneficial results based on the understanding of diverse classroom requirements and teacher's challenges in handling the students of different cultural backgrounds. A group of students coming from various nationalities form a community inside the classroom; bear their learning styles based on their cultural history. This idea is quite challenging for the teacher. The author has discussed intensively: how culture and language relate to each other along with the role of a teacher in managing a diverse classroom. Finally, the author has recommended that the teacher's special role in creating a methodology that addresses different cultures is essential. In this triangle of teacher, student, and institution, all three corners are equally imperative to form a strong EFL multicultural classroom entity.

Elizabeth Ambe

There is an urgent need to prepare teachers to effectively meet the needs of diverse students in classrooms across the USA today. In response to this need, many teacher preparation institutions offer multicultural education (also referred to in the literature as diversity) courses that are geared towards providing prospective teachers with the necessary skills and dispositions necessary to meet the needs of diverse learners. Evidently, multicultural education is viewed as the solution to an educational system that puts many students at risk of failure due to their race, gender, exceptionalities, ethnicity, class, religion, language and sexual orientation (Banks, 1999; King, Hollins & Hayman, 1997; Melnick & Zeichner, 1997). However, the effectiveness of multicultural education courses in transforming pre-service teachers’ attitudes towards diverse students, or preparing them to meet the academic needs of these learners is debatable. This is due to a number of reasons: (a) the single...

Lilach Marom

Course Objectives and Educational Goals This 4-credit course provides an entry for students to inquire into the implications of diversity in policy, theory, and practice. We will not only explore the theoretical questions but also our own relationship to diversity and multiculturalism, as a learner, community member, and prospective educator. This course looks at the concept of diversity as a site for competing politics and philosophies about the structure of society and the work of teachers. The course is designed to provide learning opportunities that will assist participants to: Ø Identify key features of different conceptions of diversity, and multiculturalism, and their educational implications. Ø Develop knowledge about specific aspects and examples of diversity in Canada Ø Through exploration and discussion of concrete cases, develop reasoned positions on various issues in educational diversity Ø Develop skills of reflection and analysis with respect to one's own positioning and socialization on a range of diversity issues Ø Develop educational research and writing skills that are informed by these other competences Course Design The course design conveys my understandings and beliefs about teaching and learning. I aim to create a space for alternative and diverse ways of learning. I understand the class as a place of dialogue, critical thinking, and reflection. Sometimes it means breaking away from what we are used to when we think about academic courses in order to allow for other ways of learning to emerge.

Laura Barberan Reinares

University education in the United States has become an increasingly global environment. In the classrooms of a modern university students and teachers from literally all corners of the world come together and reshape the face of higher education. Without a doubt the multicultural classroom of the 21st century necessitates fresh pedagogical approaches to university instruction that questions both established student and teacher models. This article then addresses intercultural relationships within a multicultural university classroom setting and the resulting changes for the conceptualization of student and teacher roles. While the essay raises interdisciplinary and multicultural issues we wish to encourage international and American readers alike to ponder fresh questions about the transnational learning environment of the modern university and consider how teaching in this ever evolving atmosphere forces us to question ourselves. Finally, this essay is guided by the conviction that a culturally diverse classroom, both on the level of pedagogical theory and practice, is the foundation of a successful university education in the 21st century. Keywords: Medici Effect, multicultural educators, autobiographic narratives, teaching assistants,

Charles Degelman

Northwest Journal of Teacher Education

LeAnn Putney

Roderick L Carey

journals.library.wisc.edu

Teaching and Teacher Education

Glynda Hull

Reflection: What have we learned?

Positive change often comes from the people who need the change and not the people who grant the change. Disability inclusiveness is an important space for understanding intersectionality and our creative cultures. https://t.co/2NmNcZUWwj — Alexis Petri (@AlexisPetri1) December 5, 2021

F irst of all, thank you for reading our blog! We hope that our contributions have enabled you to get a proper overview of how many barriers disabled people or people with different racial origins face in different spheres of life. We have examined how the intersections of disability and other social factors, such as gender, social class or race, can create barriers to elite sports, music, healthcare and employment. By focusing on different areas of life, we want to emphasize that the barriers encountered by these individuals are actually barriers to everyday life . There seem to be no areas of a certain people’s life that are exempt from such barriers. Whether it comes to sports , music , healthcare , employment or the workspace , they are always disadvantaged and have to overcome additional burdens.

Conclusion and limitations of our blog

After having finished our research, we came to the conclusion that we have to get rid of these barriers as soon as possible so that all parts of everyday life are equally accessible for all groups of society . Easier said than done, but raising your awareness by reading our blog may already be a step in the right direction. But raising awareness about intersectionality is certainly not enough. We need effective measures that sustainably remove barriers for all people. Therefore, we hope that future research shifts its focus towards solution approaches instead of just explaining what barriers there are, being a limitation of our blogposts. Thereby, institutions and experts need to finally listen to the experiences of disabled people, people of various racial groups and other minorities to actively include them in the process of developing promising solutions .

A future outlook

How to get rid of racism, ableism, sexism and even classism is a difficult and loaded question to answer. Most people don’t perceive themselves as any of these ‘-isms’ . The classic “I can’t be racist, I have black friends” shows how racism, for a lot of people, is an individual or even anecdotal experience. Well, it really isn’t. All of the aforementioned ‘-isms’ are structural, systemic and even institutional problems. They are at the core of our society and will not disappear until we treat and acknowledge them as such. Through education of privilege , laws of equality , functioning social and health institutions , proper representation and of last but not least compassion and understanding we can and must as a society work together on a world that is characterized by both equality and equity.

Photo by Amy Elting on Unsplash

If you don’t have a plan for inclusivity, your plan is to be exclusive. -Catrice M. Jackson

Moving away from the final discussion of our blog, it is time to reflect on our work as a team. All in all, we are quite happy with the outcome of our blog as we all managed to finalize our own blogposts and still had enough time to meet weekly to work on the introduction and the reflection. This was only possible because everyone has equally participated in the creation of the blog what ultimately led to a motivating environment. Each of us benefited from actively cooperating from the start till the finalisation of our blog. Now we are curious about how you liked it!

Sport, Disability and Gender, the Losing Combo?

Closing words.

Reflective Journal Writing and Multicultural Diversity

First Online: 14 August 2021

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Dorit Alt 3 &
Nirit Raichel 3

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The ability to reflect on one’s learning is a fundamental and vital skill for lifelong learning. Therefore, developing students’ capacity to engage in reflective practices has been recognized as an essential goal in higher education and especially for preparing students effectively for their personal and professional development. Given the challenges experienced by minority students in multicultural higher-education environments, the question of how such higher order thinking skills can be practiced in a diverse classroom lies at the core of this chapter. Minority students’ challenges and the benefits associated with reflective writing processes are discussed.

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Alt, D., Raichel, N. (2021). Reflective Journal Writing and Multicultural Diversity. In: Equity and Formative Assessment in Higher Education. Springer, Cham. https://doi.org/10.1007/978-3-030-71644-8_3

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Diversity and Learning Environments Reflective Essay

Introduction.

The present-day learning environment has diverse learners with diverse learning needs and expectations. Teachers are responsible for ensuring that these needs and expectations are met satisfactorily. One of the ways through which teachers provide this is by developing inclusive learning environments that help all students acquire knowledge, appropriate behavior, and skills. Therefore, educators must investigate and understand every student in their classes to enable them to develop an inclusive learning environment suited for all.

Personal frames of reference on cultural, linguistic, and gender differences

For teachers to create a classroom setting that promotes inclusive learning, they must begin by being cognizant of the differences in the cultural, linguistic, and gender differences within their classrooms. This calls for holistic training and a culture of life-long learning in educators. Teachers with adequate exposure to different cultures and languages and experience teaching students from across the gender divide stand a better chance of creating inclusive learning environments for children of all cadres. There are many ways through which teachers can acquire, learn and become competent in dealing with students from different cultures, language groups, and gender. The most convenient way is taking short courses in different languages represented in their classrooms. Studies have shown that competence in different cultures and language skills is an inexpensive and effective approach teachers can use to integrate and socialize students from other cultures and language groups into diverse classrooms (Banks & Banks, 2019; Stunell, 2021). Besides, students from different gender divides tend to have different expectations, needs, and ways of learning which must be unearthed and incorporated into classroom learning. Teachers require sufficient exposure to students from other gender divides to effectively attend to their learning needs in inclusion classrooms.

How my background and frames of reference can create bias in my relationships with students and families, instructional designs, and classroom environment

In a highly inclusive learning setting, teachers must work closely with colleagues, families, and other specialists in different areas towards implementing the learning content. As a classroom teacher, I must identify each student’s learning needs, styles, and expectations and develop suitable plans to meet these needs. As Rowe & Francis (2020) outline, identifying these needs and expectations is elaborate and often involves more than a single party to accomplish successfully. If I do not conduct detailed research and consultations with specialists such as psychologists, medics, and families, the information used to develop corresponding education plans for various children may be biased. The biases may arise from my incompetence in the student culture and language. Identifying the students’ needs correctly may lead to implementing appropriate plans that do not meet the students’ expectations. In this regard, if I do not consult adequately with my students’ families regarding their learning needs and expectations, the learning plans derive from biased personal assessments that do not serve the interests of either the student or their families.

Specific ways to decrease potential bias in my classroom

Pursuing multilingual education as an essential part of their ongoing learning should be on my priority list to be competent in different cultures and languages. Multilingual or multicultural education aims to equip teachers with competence in diverse cultural and linguistic representation in their classrooms. They enable the teacher to move back and forth between different cultures and language groups rather than using a single language and cultural approach in teaching. Besides, teaching students who need to be more competent in the English language may present with learning biases in linguistically and culturally diverse classrooms. Allowing code-switching in classrooms and schools can increase students’ potential for high academic performance in various learning environments (Duarte & Günther-Van der Meij, 2018). Besides, code-switching can help create informal peer-mentorship structures through which non-English speaking students can integrate, establish strong peer networks and enhance cultural and linguistic awareness in the learners.

How Christian values align with establishing a multicultural classroom

The statement on “ the integration of faith and work ” outlines a set of nine beliefs that define the Christian values of Grand Canyon University. These beliefs unite all persons under one umbrella despite their cultural, social, gender, and linguistic differences. As a people belonging to one body of faith, the body of Christ, this statement postulates equality amongst all persons at the university based on their humanity. Despite their differences, the university stands firm on its commitment to serving the needs, interests, and abilities of all students from all cadres of life equally despite the individual differences that exist between them. To live by these beliefs, therefore, the university fraternity demonstrates an utter commitment to respect for individuals. In this regard, the statement commits the university to promote multiculturalism as a right of every individual as the institution’s core value. Through these approaches, Grand Canyon University’s statement on “ the integration of faith and work ” aligns perfectly with establishing a multicultural classroom that demonstrates and teaches how to respect people of all backgrounds and abilities equally despite their differences.

Banks, J. A., & Banks, C. A. M. (Eds.). (2019). Multicultural education: Issues and perspectives . John Wiley & Sons.

Duarte, J., & Günther-Van der Meij, M. (2018). A holistic model for multilingualism in education. EuroAmerican Journal of Applied Linguistics and Languages , 5 (2), 24-43.

Rowe, D. A., & Francis, G. L. (2020). Reflective thinking: Considering the intersection of microcultures in IEP planning and implementation. TEACHING Exceptional Children , 53 (1), 4-6.

Stunell, K. (2021). Supporting student-teachers in the multicultural classroom. European journal of teacher education , 44 (2), 217-233.

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Get babygirlified idiot

Name: Ashton Dalmer Advisor: Prof. Kira Hall, TA Velda Khoo Course: LING 2400: Language, Gender, and Sexuality Semester: Fall 2023 LURA 2024

Have you ever seen an adult man get called “babygirl”? With the rise of social media, the internet has fostered spaces for communities to form with a certain level of isolation that isn’t achievable in the real world. Among these communities are fan spaces where people gather to discuss and share content about specific forms of media that they are a fan of, referred to as “fandoms”. There are fandoms for just about any piece of media you can think of, but the larger collective of all of these different subgroups is known overall as the “fandom” community.

The thing about language is that it’s always growing to fill new niches. General day to day language is a lot broader, but when a group focuses on a certain topic, new words and terms are formed in order to be more specific and detailed in the discussion of it. This is commonly seen in academic circles, with research fields developing unique language for their respective subjects. This is sometimes referred to as a ‘sociolect’. However, the fandom portion of the internet has also been rapidly developing its own sociolect, creating words and other linguistic elements to describe common things in fandom.

The nature of a sociolect is that it is inherently reflective of the community for which it is developed. New terms reveal where the group found their language to be lacking. So what is lacking in the discussion of fanworks to dictate these linguistic changes? The essay I developed for the course “Language, Gender, and Sexuality” centers specifically on the use of the term “babygirl” within the wider fandom sociolect, and the implications it has on the larger system of the community and the unique way it interprets and interacts with gender. The essay examines its frequent use in reference to the character Astarion Acunin from the video game Baldur’s Gate 3 as a sort of case study.

Within fandom spaces online, the term ‘babygirl’ is used for a very different demographic than seen in more day-to-day language in the non-virtual world. In the more common interpretation, it is used as a term of either endearment or sexualization towards a woman, typically used by men. It can be seen as infantilizing, or objectifying, and although not all of these initial implications are lost in its use in fandom, the script gets flipped a bit. In fandom spaces, the term ‘babygirl’ is most frequently used to refer to an adult man, often of questionable moral character, and someone the speaker views as both attractive, and in some ways, pathetic.

I chose Astarion as a case study to examine this word, because he fits this archetype to a T: a visually middle aged man, with a tragic past and a relatively loose moral code, and, most importantly, someone many people find attractive. He played a large role in its popularization as a term, particularly on Tik Tok. To see the term used, there are many clips of his lines from the game Baldur’s Gate 3 that are posted on TikTok, where there are comments that read “He’s so babygirl” or something similar. It is used as a term of endearment, but it has an inherent implication that the user finds the subject both attractive and worthy of pity or care.

This usage alteration is inherently influenced by the environment in which it is used. Notably, most online fandom spaces tend to be dominated by queer people and women, which has a massive influence on the way gendered language is used in these spaces. The essay further dives into exactly what these implications are, and what they say about the greater community at large and the way it sees and interacts with gender.

Title Image Credit

Babygirl meme. https://www.pinterest.com/pin/511369732706492638 .

Eckert, P., & Mcconnell-Ginet, S. (2013). Language and Gender . Cambridge University Press.
Honors, E., English, T., & Eason, J. (2022). Creative Matter Creative Matter No Canon We Die Like Men: The Oppositional Power of Fanon on No Canon We Die Like Men: The Oppositional Power of Fanon on Different Social Media Platforms Different Social Media Platforms Eason 1 . https://creativematter.skidmore.edu/cgi/viewcontent.cgi?article=1067&context=eng_stu_schol .
A 200-year-old sassy vampire from the video game Baldur’s Gate 3 is the internet’s new boyfriend . (2023, October 25). NBC News. https://www.nbcnews.com/pop-culture/baldurs-gate-3-astarion-internet-crush-babygirl-rcna121687 .
Lakoff, R. T. (2004). Language and woman’s place: Text and Commentaries . Oxford University Press, USA.
Tannen, D. (2013). You just don’t understand: Women and Men in Conversation . Harper Collins.

Ashton Dalmer

Ashton Dalmer is a second year student at CU Boulder, majoring in linguistics and pursuing a minor in creative writing. He is a long time artist in a variety of mediums, and has an interest in etymology and the evolution of language.

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Reading and Protesting on Campus

Readers discuss a column by Ross Douthat.

Students at Columbia sitting on grass design a protest banner.

To the Editor:

Re “ What Students Read Before They Protest ,” by Ross Douthat (column, April 28):

Historians in the future are unlikely to attribute worldwide protests against Israel’s war in Gaza to the syllabus for Columbia’s required “Contemporary Civilization” course. Yet Mr. Douthat somehow suggests that a handful of anticolonial texts read in the yearlong course are fueling widespread antisemitism.

Mr. Douthat fails to explain how students go from Gandhi’s passive resistance or Bhimrao Ambedkar’s civic liberalism to condoning Hamas’s terrorism. Nor does Mr. Douthat account for the diversity of the authors’ views (Frantz Fanon’s book “The Wretched of the Earth,” which has been on the syllabus since the ’60s, is followed by Hannah Arendt’s powerful rebuttal, “On Violence”).

Even a course as expansive as “Contemporary Civilization” cannot cover everything. But this hardly justifies Mr. Douthat’s claim that the syllabus is narrowing students’ understanding of the issues of our time. “Contemporary Civilization” requires that students think critically about a wide range of ideological commitments, including classical liberalism, civic republicanism and Judeo-Christian-Islamic thought.

Before Mr. Douthat, the most vocal critics of “Contemporary Civilization” were those students who called on us to “decolonize” its syllabus — conflating the study of a text with an endorsement of its views. One can forgive a college student for not appreciating the distinction. Mr. Douthat should know better.

Larry Jackson New York The writer is associate dean of academic affairs for Columbia College and director of its Center for the Core Curriculum.

Ross Douthat suggests that U.S. students are protesting Israel’s war on Gaza but are not as concerned about other wars and crises (in Sudan , the Democratic Republic of Congo , Armenia , Myanmar , Yemen ) because university reading lists are biased. The more likely reason is that the U.S. government is funneling billions of dollars in armaments to Israel, which are being used to kill thousands of Palestinians.

Joel Andreas Baltimore The writer is a professor of sociology, director of undergraduate studies and director of the East Asian studies program at Johns Hopkins University.

Nestled among an otherwise well-reasoned and incisive argument from Ross Douthat lurks a puzzling observation: that academic syllabuses channel impulses “that anyone with eyes to see will notice all across the meritocracy, from big Ivies to liberal arts colleges to selective high schools and middle schools.” Such impulses, he suggests, may inform the mind-sets of students leading current protests at some of our nation’s college campuses.

Yet Mr. Douthat seems not to see the numerous events, teach-ins and civil debates occurring across the range of learning environments outside his cited meritocracy, where approximately three-quarters of those enrolled in higher education study.

Contrary to the curriculums Mr. Douthat bemoans, my own philosophy syllabuses at a public flagship university feature Robert Nozick as readily as Michel Foucault, Kwame Anthony Appiah as prominently as Frantz Fanon. But perhaps he does not naturally perceive students beyond the meritocracy as viable leaders of our collective future.

Mr. Douthat might consider widening the aperture on how he understands merit — and tomorrow’s leaders — should he wish to avoid being caught in the very trap he critiques: presenting one aspect of a diverse, complex landscape as the whole.

Cheryl Foster Kingston, R.I. The writer is a professor of philosophy and political science at the University of Rhode Island.

Ross Douthat writes, “Climate change looms over everything, but climate activism is expected to be merged somehow with anticolonial and antiracist action.”

If there’s such as a thing as God’s own work in 2024, it’s ending carbon pollution. Those most at risk from climate chaos are disproportionately those least responsible for causing it, including people in Africa, Pacific island nations and the Asian subcontinent.

That said, activism divorced from political reality is not only futile but also counterproductive. One hard example is reparations for climate victim nations. The moral case is overwhelming, but in a U.S. presidential campaign, it’s a loser.

William Faulkner’s line about race in America still rings true: “The past is never dead. It’s not even past.” But Mr. Douthat’s caution is well taken. Integrity and effective messaging are not mutually exclusive. Too often, progressive climate activists risk losing potential supporters and members of the broad-based movement we must have to succeed.

David Scott Columbus, Ohio The writer is a member and former president of the Sierra Club board.

I taught 20 semesters of “Contemporary Civilization” (or “C.C.”) at Columbia — as a graduate student, lecturer and faculty fellow. I also served on the committee that proposed some of the curricular changes that Ross Douthat criticizes.

He builds his critique of this course on a perusal of the required texts posted to Columbia’s website and an imagined propagandistic teaching style.

Hardly an exercise in brainwashing, C.C. foregrounds texts of the ancient and early modern world that make it impossible to, as Mr. Douthat maintains, “simplify and flatten history” around 21st-century sloganeering.

My students would view Frantz Fanon’s arguments for anticolonial violence as a reflection of Plato’s call in “Republic” for mass infanticide in the name of Socratic “justice. ” They considered topics like “sex and gender” not by regurgitating mantras from “Gender Trouble” but by weighing the views of its author, Judith Butler, against those of John Stuart Mill, Mary Wollstonecraft and Rousseau.

Especially in my later years teaching the course, I often omitted Michel Foucault and included instead Hannah Arendt’s “Origins of Totalitarianism,” one of Mr. Douthat’s suggested additions. Many instructors still teach Freud’s “Civilization and Its Discontents” (long a required text) and Thomas Kuhn as critiques of modern technological progress. Some spend a day on Marilynne Robinson .

Mr. Douthat would find that many of Columbia’s instructors include the very texts and topics he wants to see taught there.

Charles McNamara Minneapolis The writer is a lecturer in the department of classical and Near Eastern religions and cultures at the University of Minnesota.

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Reflective Essay on Equality and Diversity: Discrimination by Perception

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Diversity and Learning Environments Reflective Essay

Personal frames of reference on cultural, linguistic, and gender differences

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